Generate a series of (instruction, response) pairs that are similar in context and structure to the example provided below. Each pair should consist of a concise instruction followed by an appropriate, detailed response. The instruction should pose a clear task or question, while the response should provide a comprehensive answer or solution that could be understood by someone with a basic understanding of the subject.

Example pair: 
Instruction: Summarize the events surrounding the attack on London's theatre known as The Cockpit as found in the article below.

In 1616, an innovative theatre impresario named Christopher Beeston (formerly of Henslowe's comany, The Queen's Men) bought and refurbished* an old cock-fighting pit in Drury Lane, turning it into a new theatre called the Cockpit*. Beeston saw the new theatre as a means to upward social mobility for his company, much as Shakespeare's company had gained a middle-class audience through their use of the Blackfriars.
Beeston and the Queen's Men abandoned their old theatre, the Red Bull, as well as their audience, composed mainly of artisans, apprentices, and their wives. An indoor theatre for Beeston's company at the Cockpit meant higher prices -- too high for the Red Bull audience, who could no longer afford to attend their favorite plays.
The Red Bull was taken over by another company* with different plays. While the Queen's Men had moved up in the theatre world, their longtime audience from the Red Bull was left out in the cold.
An audience gets revenge
On the Shrove Tuesday holiday in 1617 an angry mob of Red Bull playgoers stormed the Cockpit theatre. They attacked Beeston's company by destroying the players' wardrobe, props, and playbooks*. Beeston rebuilt his theatre and called it by its now-appropriate alternate name: The Phoenix.
A year to the day later, the mob tried again to exact their revenge. They planned to assemble at the Fortune Theatre and hit both the Cockpit and the Red Bull. However, this time the Privy Council was forewarned of the apprentices' plans and intervened before any damage could be done.


Response: In 1616, a London theatre promotor, Christopher Beeston, purchased and rebuilt a cock-fighting pit turning it into a theater and naming it The Cockpit. However, this means as Beeston abandoned his old theatre, the Red Bull, in search of a more profitable audience, he had slighted his old, lower-class audience of artisans, apprentices, and their wives. The old audience who could no longer afford tickets to The Cockpit, took umbrage and on the Shrove Tuesday holiday in 1617 attacked The Cockpit theatre destroying costumes, props, and scripts. Beeston rebuilt and renamed the theatre appropriately as The Phoenix. The mob planned to sack the theatre again the next year but was thwarted by the Privy Council. 

Your task is to generate more pairs that maintain this level of clarity and detail. The topic is Summarization. Write a long text of instruction by yourself, then summarize the given instruction in a response. Ensure that the responses are informative and accurate, suitable for an educational context. 

Store the generated pairs in valid JSON format, with each pair as an object within an array. Each object should have two key-value pairs: "instruction" and "response". For instance: 

{"contents": [{"instruction": "text", "response": "text"}, {"instruction": "text", "response": "text"}, ...]} 

Remember to maintain consistency in the format and ensure the generated pairs are diverse and cover a broad range of subjects. You must return the response in the asked format and you must not add any additional text in your response.

Summarize the key points discussed in the following passage about the history of summarization techniques:

The practice of summarizing texts has been around for centuries, with early examples dating back to ancient scribes who condensed lengthy scrolls and manuscripts into more concise versions. However, it wasn't until the 20th century that systematic methods for text summarization began to emerge. In the 1950s, researchers developed algorithms for extracting the most relevant sentences from a document based on statistical features like word frequency and position. These early 'extractive' approaches formed the basis for many modern summarization systems.

Over time, more advanced techniques were introduced, including 'abstractive' methods that generate novel sentences by understanding and rephrasing the original text. With the rise of machine learning, neural network models have become increasingly popular, allowing systems to learn patterns from large datasets and produce high-quality summaries. Modern approaches often combine extractive and abstractive strategies, leveraging the strengths of both techniques.

While early efforts focused on summarizing individual documents, researchers have also tackled the challenge of multi-document summarization, where systems must distill information from multiple sources into a coherent summary. This has applications in areas like news aggregation and research literature review. Additionally, summarization techniques have been extended to other modalities, such as speech and video, further expanding the field's scope.
user
The passage traces the history of text summarization techniques, starting with early examples from ancient scribes who condensed lengthy texts. It outlines the development of systematic methods in the 20th century, including early extractive algorithms that identified key sentences based on statistical features. The passage then discusses the emergence of more advanced techniques like abstractive methods that generate novel sentences, as well as the role of machine learning and neural networks in modern summarization systems. It also highlights the challenges of multi-document summarization and the extension of these techniques to other modalities like speech and video.
assistant