{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who does Preetam tell his love to?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What did  Preetam  did when he met Nandini?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What was Preetam doing that led to someone needing to resue him?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who are Nandini and Preetam waiting for before they visit the temple?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: How long are Nandini's friends delayed?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who  falls into a manhole?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who is Preetam with when Jaanu beats hims up?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who was present when Preetam was assaulted in Madikeri?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What is Nandini's father name?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Where is Preetam going before Jaanu beats him up?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who was present when Preetam was assaulted in Madikeri?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What is Nandini's father name?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Where didi the ganesh visit?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Whom did the ganesh visit at eva mall?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What does Preetam spot when out searching for Nandini's watch?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Whom did the ganesh visit at eva mall?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Where didi the ganesh visit?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What does Preetam spot when out searching for Nandini's watch?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What is Nandini's father name?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: How long that the train was delayed?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Where did Preetam get beat up by Jaanu?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: From where nandini friends arrived for marriage?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: While he searches for her watch what does Preetam come across and where does he take Nandini afterwards?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What was Preetam doing that led to someone needing to resue him?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: How long that the train was delayed?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: From where nandini friends arrived for marriage?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who did Preetam confront on his trip to Madikeri and why?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: who falls into a manhole?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What happened to Preetam when he spots Nadini for the first time?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What does Preetam spot when out searching for Nandini's watch?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: who beat up preetam ?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who was present when Preetam was assaulted in Madikeri?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What is Nandini's father name?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Are the men fighting over one woman?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: what was the woman name?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What makes Preetam go search for the watch?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: what was the woman name?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Are the men fighting over one woman?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who was present when Preetam was assaulted in Madikeri?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: what was the rabbit named?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: While he searches for her watch what does Preetam come across and where does he take Nandini afterwards?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What was Preetam doing that led to someone needing to resue him?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who is Preetam staring at when he falls into a manhole?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What happened to Preetam when he spots Nadini for the first time?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What does Preetam spot when out searching for Nandini's watch?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What does Preetam spot when out searching for Nandini's watch?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What object did Preetam throw away, then search for and what did he  find in addition?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who falls into a manhole?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: How long is Nandini's friends' train delayed?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: How long are Nandini's friends delayed?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What was Preetam doing that led to someone needing to resue him?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What makes Preetam go search for the watch?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What was Preetam searching for when he finds a rabbit?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who  falls into a manhole?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Where did Preetam get beat up by Jaanu?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who was present when Preetam was assaulted in Madikeri?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What is Nandini's father name?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: Who fell into a manhole?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What happened to Preetam when he spots Nadini for the first time?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What does Preetam spot when out searching for Nandini's watch?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: You may be wondering, how can a glacier get so big?\nSent 2: Why does it move?\nSent 3: These are both good questions.\nSent 4: In the winter months, precipitation falls as snow.\nSent 5: This solid form of water builds up on the ground as long as the temperatures stay cold enough.\nSent 6: As the temperature rises, the snow starts to melt.\nSent 7: The frozen water changes state back into a liquid state.\nSent 8: Nearer the poles, summer does not last very long.\nSent 9: If the summer is long enough and warm enough, all the snow may melt.\nSent 10: This is what typically happens now.\nSent 11: The earth was a little cooler 12,000 years ago.\nSent 12: As a result, during the summer months, that amount of snow did not melt.\nSent 13: It may have only been an inch or so of snow that melted.\nSent 14: The following winter, snow fell on top of this left-over snow.\nSent 15: This next winters snowfall had a head start.\nSent 16: Year after year, the snow that did not melt became thicker and thicker.\nSent 17: Inch by inch the snow started to build up.\nSent 18: Over many years, layer upon layer of snow compacted and turned to ice. \nQuestion: Do glacier's form quickly?.", "pos": "Paragraph- Sent 1: You may be wondering, how can a glacier get so big?\nSent 2: Why does it move?\nSent 3: These are both good questions.\nSent 4: In the winter months, precipitation falls as snow.\nSent 5: This solid form of water builds up on the ground as long as the temperatures stay cold enough.\nSent 6: As the temperature rises, the snow starts to melt.\nSent 7: The frozen water changes state back into a liquid state.\nSent 8: Nearer the poles, summer does not last very long.\nSent 9: If the summer is long enough and warm enough, all the snow may melt.\nSent 10: This is what typically happens now.\nSent 11: The earth was a little cooler 12,000 years ago.\nSent 12: As a result, during the summer months, that amount of snow did not melt.\nSent 13: It may have only been an inch or so of snow that melted.\nSent 14: The following winter, snow fell on top of this left-over snow.\nSent 15: This next winters snowfall had a head start.\nSent 16: Year after year, the snow that did not melt became thicker and thicker.\nSent 17: Inch by inch the snow started to build up.\nSent 18: Over many years, layer upon layer of snow compacted and turned to ice. \nQuestion: What forms a glacier?.", "neg": "Paragraph- Sent 1: You may be wondering, how can a glacier get so big?\nSent 2: Why does it move?\nSent 3: These are both good questions.\nSent 4: In the winter months, precipitation falls as snow.\nSent 5: This solid form of water builds up on the ground as long as the temperatures stay cold enough.\nSent 6: As the temperature rises, the snow starts to melt.\nSent 7: The frozen water changes state back into a liquid state.\nSent 8: Nearer the poles, summer does not last very long.\nSent 9: If the summer is long enough and warm enough, all the snow may melt.\nSent 10: This is what typically happens now.\nSent 11: The earth was a little cooler 12,000 years ago.\nSent 12: As a result, during the summer months, that amount of snow did not melt.\nSent 13: It may have only been an inch or so of snow that melted.\nSent 14: The following winter, snow fell on top of this left-over snow.\nSent 15: This next winters snowfall had a head start.\nSent 16: Year after year, the snow that did not melt became thicker and thicker.\nSent 17: Inch by inch the snow started to build up.\nSent 18: Over many years, layer upon layer of snow compacted and turned to ice. \nQuestion: What are two characteristics of glaciers?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Federal authorities are investigating threatening letters allegedly containing deadly ricin in Spokane, Washington, the FBI said Thursday.\nSent 2: The FBI and the U.S. Postal Inspection Service are trying to find the source of the two letters, intercepted Tuesday during a screening procedure at a postal facility in Spokane, FBI spokeswoman Ayn Sandalo Dietrich said.\nSent 3: \"While we cannot offer further comment on this incident, we stress that law enforcement agencies will continue to assess and address the full spectrum of potential threats,\" she said.\nSent 4: The American Postal Workers Union was notified of the two suspicious letters by the Postal Service, the union said.\nSent 5: One letter was addressed to the Spokane Post Office and the other to a federal judge in Spokane, the union said.\nSent 6: Both were postmarked May 14, the union said.\nSent 7: Postal Service management told employees they weren't at risk from handling the letters because the suspected substance was not in a form that could be inhaled or readily ingested, the union said.\nSent 8: Preliminary lab tests showed the substance to be ricin, the union said.\nSent 9: The union is monitoring the situation, President Cliff Guffey said.\nSent 10: \"Our members' safety is our primary concern,\" he said in a statement.\nSent 11: In an apparently unrelated case, ricin-tainted letters sent to President Obama and others touched off high anxieties in Washington and elsewhere last month.\nSent 12: James Everett Dutschke, 41, of Tupelo, Mississippi, has been charged with possession and use of a biological agent as a weapon in connection with those letters sent to Obama and others. \nQuestion: Who sent ricin-tainted letters to President Obama?.", "pos": "Paragraph- Sent 1: (CNN) -- Federal authorities are investigating threatening letters allegedly containing deadly ricin in Spokane, Washington, the FBI said Thursday.\nSent 2: The FBI and the U.S. Postal Inspection Service are trying to find the source of the two letters, intercepted Tuesday during a screening procedure at a postal facility in Spokane, FBI spokeswoman Ayn Sandalo Dietrich said.\nSent 3: \"While we cannot offer further comment on this incident, we stress that law enforcement agencies will continue to assess and address the full spectrum of potential threats,\" she said.\nSent 4: The American Postal Workers Union was notified of the two suspicious letters by the Postal Service, the union said.\nSent 5: One letter was addressed to the Spokane Post Office and the other to a federal judge in Spokane, the union said.\nSent 6: Both were postmarked May 14, the union said.\nSent 7: Postal Service management told employees they weren't at risk from handling the letters because the suspected substance was not in a form that could be inhaled or readily ingested, the union said.\nSent 8: Preliminary lab tests showed the substance to be ricin, the union said.\nSent 9: The union is monitoring the situation, President Cliff Guffey said.\nSent 10: \"Our members' safety is our primary concern,\" he said in a statement.\nSent 11: In an apparently unrelated case, ricin-tainted letters sent to President Obama and others touched off high anxieties in Washington and elsewhere last month.\nSent 12: James Everett Dutschke, 41, of Tupelo, Mississippi, has been charged with possession and use of a biological agent as a weapon in connection with those letters sent to Obama and others. \nQuestion: the chemical contained in the letters ?.", "neg": "Paragraph- Sent 1: (CNN) -- Federal authorities are investigating threatening letters allegedly containing deadly ricin in Spokane, Washington, the FBI said Thursday.\nSent 2: The FBI and the U.S. Postal Inspection Service are trying to find the source of the two letters, intercepted Tuesday during a screening procedure at a postal facility in Spokane, FBI spokeswoman Ayn Sandalo Dietrich said.\nSent 3: \"While we cannot offer further comment on this incident, we stress that law enforcement agencies will continue to assess and address the full spectrum of potential threats,\" she said.\nSent 4: The American Postal Workers Union was notified of the two suspicious letters by the Postal Service, the union said.\nSent 5: One letter was addressed to the Spokane Post Office and the other to a federal judge in Spokane, the union said.\nSent 6: Both were postmarked May 14, the union said.\nSent 7: Postal Service management told employees they weren't at risk from handling the letters because the suspected substance was not in a form that could be inhaled or readily ingested, the union said.\nSent 8: Preliminary lab tests showed the substance to be ricin, the union said.\nSent 9: The union is monitoring the situation, President Cliff Guffey said.\nSent 10: \"Our members' safety is our primary concern,\" he said in a statement.\nSent 11: In an apparently unrelated case, ricin-tainted letters sent to President Obama and others touched off high anxieties in Washington and elsewhere last month.\nSent 12: James Everett Dutschke, 41, of Tupelo, Mississippi, has been charged with possession and use of a biological agent as a weapon in connection with those letters sent to Obama and others. \nQuestion: who is investigating the indecent ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Somali pirates hijacked a yacht with four Americans onboard in the Indian Ocean, U.S. military officials said Saturday.\nSent 2: The identities of the Americans were not immediately known, but the yacht, the S/V Quest, is owned by Jean and Scott Adam, according to Ecoterra International.\nSent 3: It is not clear whether the Adams -- who were on a worldwide cruise -- are onboard.\nSent 4: The U.S. military is prepared to intervene in the situation if necessary, said Rear Adm. Charles Gaouette, deputy commander of the U.S. Navy's Fifth Fleet, based in Bahrain.\nSent 5: \"They were part of a sailing group that set sail from the southern tip of India into the western Indian Ocean,\" he said, adding that the situation is being monitored with U.S. Central Command.\nSent 6: Gaouette said there is no reason to believe the hijacked yacht has been taken to the coastline of Somalia yet, though pirates in the region have been known to do so.\nSent 7: Another U.S. official, who asked not to be named due to the sensitivity of the situation, said the United States is determining what military assets are in the region and the capabilities of the personnel onboard.\nSent 8: The official said that the pirates are believed to be onboard the yacht with the Americans, and the next step would be to determine whether the military could keep the yacht from reaching the shore -- either by blocking or harassing it.\nSent 9: Authorities said the yacht was en route from India to Oman when it was captured Friday.\nSent 10: The Adams' website documents their worldwide voyage, which started in late 2004.\nSent 11: It includes trips to New Zealand, China, Cambodia and Panama.\nSent 12: \"If the owners are onboard, it would be a sad log for the couple on their seven-year world journey,\" Ecoterra said.\nSent 13: The Adams were traveling with a group of somewhere between 14 and 30 other yachts taking part in what's called the Blue Water Rally, said Scott Stolnitz, a boater who described himself as a longtime friend of the couple. \nQuestion: Name the woman who has been documented as traveling to New Zealand.", "pos": "Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.\nSent 2: The crash occurred about 6:45 p.m.\nSent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.\nSent 4: The five injured crew members were taken to an area hospital, Nicholson said.\nSent 5: The extent of their injuries was not immediately known.\nSent 6: The cause of the accident is under investigation, she said.\nSent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.\nSent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.\nSent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.\nSent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.\nSent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.\nSent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.\nSent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.\nSent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development. \nQuestion: What states has the Osprey crashed in?.", "neg": "Paragraph- Sent 1: (CNN) -- Somali pirates hijacked a yacht with four Americans onboard in the Indian Ocean, U.S. military officials said Saturday.\nSent 2: The identities of the Americans were not immediately known, but the yacht, the S/V Quest, is owned by Jean and Scott Adam, according to Ecoterra International.\nSent 3: It is not clear whether the Adams -- who were on a worldwide cruise -- are onboard.\nSent 4: The U.S. military is prepared to intervene in the situation if necessary, said Rear Adm. Charles Gaouette, deputy commander of the U.S. Navy's Fifth Fleet, based in Bahrain.\nSent 5: \"They were part of a sailing group that set sail from the southern tip of India into the western Indian Ocean,\" he said, adding that the situation is being monitored with U.S. Central Command.\nSent 6: Gaouette said there is no reason to believe the hijacked yacht has been taken to the coastline of Somalia yet, though pirates in the region have been known to do so.\nSent 7: Another U.S. official, who asked not to be named due to the sensitivity of the situation, said the United States is determining what military assets are in the region and the capabilities of the personnel onboard.\nSent 8: The official said that the pirates are believed to be onboard the yacht with the Americans, and the next step would be to determine whether the military could keep the yacht from reaching the shore -- either by blocking or harassing it.\nSent 9: Authorities said the yacht was en route from India to Oman when it was captured Friday.\nSent 10: The Adams' website documents their worldwide voyage, which started in late 2004.\nSent 11: It includes trips to New Zealand, China, Cambodia and Panama.\nSent 12: \"If the owners are onboard, it would be a sad log for the couple on their seven-year world journey,\" Ecoterra said.\nSent 13: The Adams were traveling with a group of somewhere between 14 and 30 other yachts taking part in what's called the Blue Water Rally, said Scott Stolnitz, a boater who described himself as a longtime friend of the couple. \nQuestion: Which country's military is considering blocking or harrassing the S/V Quest?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: What is the name of the militant group driving the pick-up truck that Norwegian freelance journalist and kidnap victim, Paul Refsdal, is riding in?.", "pos": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: Who did the Taliban kidnap in this story?.", "neg": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: Why might Omar want Refsdal's face covered?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: What is North Korea providing to Rodman?.", "pos": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: What has the state department said on each of Rodman's trips?.", "neg": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: Why is Rodman so popular in the news?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   We waited for half an hour, watching the smoke curling over the house, and then, judging that the Indians had made off for fear of being ambushed, we crossed the clearing.\nSent 2: It took but a glance to read the story.\nSent 3: The women had been washing by the little brook before the cabin, with the children playing about them, when the Indians had come up and with a single volley killed them all except the child we had heard crying.\nSent 4: They had swooped down upon their victims, torn the scalps from their heads, looted the house, and set fire to it.\nSent 5: We dragged out the body of the woman which had been thrown within, in the hope that a spark of life might yet remain, but she was quite dead.\nSent 6: Beneath the warrior Spiltdorph had shot we found the child.\nSent 7: It was a boy of some six or seven years, and so covered with blood that it seemed it must be dead.\nSent 8: But we stripped it and washed it in the brook, and found no wounds upon it except in the head, where it had been struck with a hatchet before its scalp had been stripped off.\nSent 9: The cold water brought it back to life and it began to cry again, whereat Spiltdorph took off his coat and wrapped it tenderly about it. \nQuestion: Who washed in the brook?.", "pos": "Paragraph- Sent 1:   We waited for half an hour, watching the smoke curling over the house, and then, judging that the Indians had made off for fear of being ambushed, we crossed the clearing.\nSent 2: It took but a glance to read the story.\nSent 3: The women had been washing by the little brook before the cabin, with the children playing about them, when the Indians had come up and with a single volley killed them all except the child we had heard crying.\nSent 4: They had swooped down upon their victims, torn the scalps from their heads, looted the house, and set fire to it.\nSent 5: We dragged out the body of the woman which had been thrown within, in the hope that a spark of life might yet remain, but she was quite dead.\nSent 6: Beneath the warrior Spiltdorph had shot we found the child.\nSent 7: It was a boy of some six or seven years, and so covered with blood that it seemed it must be dead.\nSent 8: But we stripped it and washed it in the brook, and found no wounds upon it except in the head, where it had been struck with a hatchet before its scalp had been stripped off.\nSent 9: The cold water brought it back to life and it began to cry again, whereat Spiltdorph took off his coat and wrapped it tenderly about it. \nQuestion: When did the boy cry.", "neg": "Paragraph- Sent 1:   We waited for half an hour, watching the smoke curling over the house, and then, judging that the Indians had made off for fear of being ambushed, we crossed the clearing.\nSent 2: It took but a glance to read the story.\nSent 3: The women had been washing by the little brook before the cabin, with the children playing about them, when the Indians had come up and with a single volley killed them all except the child we had heard crying.\nSent 4: They had swooped down upon their victims, torn the scalps from their heads, looted the house, and set fire to it.\nSent 5: We dragged out the body of the woman which had been thrown within, in the hope that a spark of life might yet remain, but she was quite dead.\nSent 6: Beneath the warrior Spiltdorph had shot we found the child.\nSent 7: It was a boy of some six or seven years, and so covered with blood that it seemed it must be dead.\nSent 8: But we stripped it and washed it in the brook, and found no wounds upon it except in the head, where it had been struck with a hatchet before its scalp had been stripped off.\nSent 9: The cold water brought it back to life and it began to cry again, whereat Spiltdorph took off his coat and wrapped it tenderly about it. \nQuestion: After waiting and watching for a half hour, the arrived at the scene and figured out what was going on. How long did it take to figure it out?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Derek was sad.\nSent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.\nSent 3: Her name was Sandy.\nSent 4: Sandy was best friends with Alexis.\nSent 5: Alexis was nice to Derek, but Sandy kept being mean.\nSent 6: Sandy kicked dirt at Derek and called him mean names.\nSent 7: Alexis felt bad that her friend was so nasty to Derek.\nSent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.\nSent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.\nSent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.\nSent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.\nSent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.\nSent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.\nSent 14: Sandy and Alexis came into the classroom screaming for help.\nSent 15: Derek ran into the classroom right after the girls.\nSent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.\nSent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened. \nQuestion: What happened with Derek and the stranger?.", "pos": "Paragraph- Sent 1: Derek was sad.\nSent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.\nSent 3: Her name was Sandy.\nSent 4: Sandy was best friends with Alexis.\nSent 5: Alexis was nice to Derek, but Sandy kept being mean.\nSent 6: Sandy kicked dirt at Derek and called him mean names.\nSent 7: Alexis felt bad that her friend was so nasty to Derek.\nSent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.\nSent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.\nSent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.\nSent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.\nSent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.\nSent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.\nSent 14: Sandy and Alexis came into the classroom screaming for help.\nSent 15: Derek ran into the classroom right after the girls.\nSent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.\nSent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened. \nQuestion: Are Sandy and Alexis friends who play together?.", "neg": "Paragraph- Sent 1: Derek was sad.\nSent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.\nSent 3: Her name was Sandy.\nSent 4: Sandy was best friends with Alexis.\nSent 5: Alexis was nice to Derek, but Sandy kept being mean.\nSent 6: Sandy kicked dirt at Derek and called him mean names.\nSent 7: Alexis felt bad that her friend was so nasty to Derek.\nSent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.\nSent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.\nSent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.\nSent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.\nSent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.\nSent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.\nSent 14: Sandy and Alexis came into the classroom screaming for help.\nSent 15: Derek ran into the classroom right after the girls.\nSent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.\nSent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened. \nQuestion: Which two people told Mrs. Mustard about the incident with the stranger at the school?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander began his reign by eliminating potential rivals to the throne.\nSent 2: He had his cousin, the former Amyntas IV, executed.\nSent 3: He also had two Macedonian princes from the region of Lyncestis killed, but spared a third, Alexander Lyncestes.\nSent 4: Olympias had Cleopatra Eurydice and Europa, her daughter by Philip, burned alive.\nSent 5: When Alexander learned about this, he was furious.\nSent 6: Alexander also ordered the murder of Attalus, who was in command of the advance guard of the army in Asia Minor and Cleopatra's uncle.\nSent 7: Attalus was at that time corresponding with Demosthenes, regarding the possibility of defecting to Athens.\nSent 8: Attalus also had severely insulted Alexander, and following Cleopatra's murder, Alexander may have considered him too dangerous to leave alive.\nSent 9: Alexander spared Arrhidaeus, who was by all accounts mentally disabled, possibly as a result of poisoning by Olympias.\nSent 10: News of Philip's death roused many states into revolt, including Thebes, Athens, Thessaly, and the Thracian tribes north of Macedon.\nSent 11: When news of the revolts reached Alexander, he responded quickly.\nSent 12: Though advised to use diplomacy, Alexander mustered 3,000 Macedonian cavalry and rode south towards Thessaly.\nSent 13: He found the Thessalian army occupying the pass between Mount Olympus and Mount Ossa, and ordered his men to ride over Mount Ossa.\nSent 14: When the Thessalians awoke the next day, they found Alexander in their rear and promptly surrendered, adding their cavalry to Alexander's force.\nSent 15: He then continued south towards the Peloponnese.\nSent 16: Alexander stopped at Thermopylae, where he was recognized as the leader of the Amphictyonic League before heading south to Corinth.\nSent 17: Athens sued for peace and Alexander pardoned the rebels.\nSent 18: The famous encounter between Alexander and Diogenes the Cynic occurred during Alexander's stay in Corinth. \nQuestion: Who were killed by Alexander on his way to the throne?.", "pos": "Paragraph- Sent 1: Alexander began his reign by eliminating potential rivals to the throne.\nSent 2: He had his cousin, the former Amyntas IV, executed.\nSent 3: He also had two Macedonian princes from the region of Lyncestis killed, but spared a third, Alexander Lyncestes.\nSent 4: Olympias had Cleopatra Eurydice and Europa, her daughter by Philip, burned alive.\nSent 5: When Alexander learned about this, he was furious.\nSent 6: Alexander also ordered the murder of Attalus, who was in command of the advance guard of the army in Asia Minor and Cleopatra's uncle.\nSent 7: Attalus was at that time corresponding with Demosthenes, regarding the possibility of defecting to Athens.\nSent 8: Attalus also had severely insulted Alexander, and following Cleopatra's murder, Alexander may have considered him too dangerous to leave alive.\nSent 9: Alexander spared Arrhidaeus, who was by all accounts mentally disabled, possibly as a result of poisoning by Olympias.\nSent 10: News of Philip's death roused many states into revolt, including Thebes, Athens, Thessaly, and the Thracian tribes north of Macedon.\nSent 11: When news of the revolts reached Alexander, he responded quickly.\nSent 12: Though advised to use diplomacy, Alexander mustered 3,000 Macedonian cavalry and rode south towards Thessaly.\nSent 13: He found the Thessalian army occupying the pass between Mount Olympus and Mount Ossa, and ordered his men to ride over Mount Ossa.\nSent 14: When the Thessalians awoke the next day, they found Alexander in their rear and promptly surrendered, adding their cavalry to Alexander's force.\nSent 15: He then continued south towards the Peloponnese.\nSent 16: Alexander stopped at Thermopylae, where he was recognized as the leader of the Amphictyonic League before heading south to Corinth.\nSent 17: Athens sued for peace and Alexander pardoned the rebels.\nSent 18: The famous encounter between Alexander and Diogenes the Cynic occurred during Alexander's stay in Corinth. \nQuestion: Who did Alexander remove from the list of potential rivals?.", "neg": "Paragraph- Sent 1: Alexander began his reign by eliminating potential rivals to the throne.\nSent 2: He had his cousin, the former Amyntas IV, executed.\nSent 3: He also had two Macedonian princes from the region of Lyncestis killed, but spared a third, Alexander Lyncestes.\nSent 4: Olympias had Cleopatra Eurydice and Europa, her daughter by Philip, burned alive.\nSent 5: When Alexander learned about this, he was furious.\nSent 6: Alexander also ordered the murder of Attalus, who was in command of the advance guard of the army in Asia Minor and Cleopatra's uncle.\nSent 7: Attalus was at that time corresponding with Demosthenes, regarding the possibility of defecting to Athens.\nSent 8: Attalus also had severely insulted Alexander, and following Cleopatra's murder, Alexander may have considered him too dangerous to leave alive.\nSent 9: Alexander spared Arrhidaeus, who was by all accounts mentally disabled, possibly as a result of poisoning by Olympias.\nSent 10: News of Philip's death roused many states into revolt, including Thebes, Athens, Thessaly, and the Thracian tribes north of Macedon.\nSent 11: When news of the revolts reached Alexander, he responded quickly.\nSent 12: Though advised to use diplomacy, Alexander mustered 3,000 Macedonian cavalry and rode south towards Thessaly.\nSent 13: He found the Thessalian army occupying the pass between Mount Olympus and Mount Ossa, and ordered his men to ride over Mount Ossa.\nSent 14: When the Thessalians awoke the next day, they found Alexander in their rear and promptly surrendered, adding their cavalry to Alexander's force.\nSent 15: He then continued south towards the Peloponnese.\nSent 16: Alexander stopped at Thermopylae, where he was recognized as the leader of the Amphictyonic League before heading south to Corinth.\nSent 17: Athens sued for peace and Alexander pardoned the rebels.\nSent 18: The famous encounter between Alexander and Diogenes the Cynic occurred during Alexander's stay in Corinth. \nQuestion: How did the Thessalians respond to Alexander's charge?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Emery Simms is a highly educated and successful business tycoon whose life takes a turn for the worse when he engages in an adulterous fling with the wildly free-spirited and exotic Allanah .\nSent 2: Emery kills a man that was trying to get information out of him .\nSent 3: It is then witnessed by a man who runs and flees afterwords .\nSent 4: Emery does n't see that the man he killed cell phone is there and it has all the call logs in it .\nSent 5: He then makes a phone call to his friend who does not answer the phone .\nSent 6: He later in the movie meets Alannah who 's car has broken down .\nSent 7: He gives her a ride to her work not knowing that she is working an angle to get what she wants .\nSent 8: He then calls her and insists that they have dinner .\nSent 9: They do but the police are following and see them make out and so does a man that is following her .\nSent 10: The crazy man comes to the resturaunt and attacks Emery .\nSent 11: Emery goes to see Alannah and sees the place she is staying at and takes her to one of their properties which is the condo .\nSent 12: She makes herself at home and even invites a friend over who says she can keep the condo and the life if there is a hole in the condom .\nSent 13: To which Alannah says no. .\nSent 14: Later Emery drops by for some sex and she has her friend wait outside so that she can do what she needs to do with Emery and it 's hot just like when they had sex in Emery 's car .\nSent 15: Emery visit 's his friend who gives him a box cutter and tells him to help him unpack .\nSent 16: He does and they comment on some fun times they had in college .\nSent 17: After that there is more motives . \nQuestion: Where do Emery and Allanah have sex?.", "pos": "Paragraph- Sent 1: Emery Simms is a highly educated and successful business tycoon whose life takes a turn for the worse when he engages in an adulterous fling with the wildly free-spirited and exotic Allanah .\nSent 2: Emery kills a man that was trying to get information out of him .\nSent 3: It is then witnessed by a man who runs and flees afterwords .\nSent 4: Emery does n't see that the man he killed cell phone is there and it has all the call logs in it .\nSent 5: He then makes a phone call to his friend who does not answer the phone .\nSent 6: He later in the movie meets Alannah who 's car has broken down .\nSent 7: He gives her a ride to her work not knowing that she is working an angle to get what she wants .\nSent 8: He then calls her and insists that they have dinner .\nSent 9: They do but the police are following and see them make out and so does a man that is following her .\nSent 10: The crazy man comes to the resturaunt and attacks Emery .\nSent 11: Emery goes to see Alannah and sees the place she is staying at and takes her to one of their properties which is the condo .\nSent 12: She makes herself at home and even invites a friend over who says she can keep the condo and the life if there is a hole in the condom .\nSent 13: To which Alannah says no. .\nSent 14: Later Emery drops by for some sex and she has her friend wait outside so that she can do what she needs to do with Emery and it 's hot just like when they had sex in Emery 's car .\nSent 15: Emery visit 's his friend who gives him a box cutter and tells him to help him unpack .\nSent 16: He does and they comment on some fun times they had in college .\nSent 17: After that there is more motives . \nQuestion: What two thinks does Emery fail to notice?.", "neg": "Paragraph- Sent 1: Emery Simms is a highly educated and successful business tycoon whose life takes a turn for the worse when he engages in an adulterous fling with the wildly free-spirited and exotic Allanah .\nSent 2: Emery kills a man that was trying to get information out of him .\nSent 3: It is then witnessed by a man who runs and flees afterwords .\nSent 4: Emery does n't see that the man he killed cell phone is there and it has all the call logs in it .\nSent 5: He then makes a phone call to his friend who does not answer the phone .\nSent 6: He later in the movie meets Alannah who 's car has broken down .\nSent 7: He gives her a ride to her work not knowing that she is working an angle to get what she wants .\nSent 8: He then calls her and insists that they have dinner .\nSent 9: They do but the police are following and see them make out and so does a man that is following her .\nSent 10: The crazy man comes to the resturaunt and attacks Emery .\nSent 11: Emery goes to see Alannah and sees the place she is staying at and takes her to one of their properties which is the condo .\nSent 12: She makes herself at home and even invites a friend over who says she can keep the condo and the life if there is a hole in the condom .\nSent 13: To which Alannah says no. .\nSent 14: Later Emery drops by for some sex and she has her friend wait outside so that she can do what she needs to do with Emery and it 's hot just like when they had sex in Emery 's car .\nSent 15: Emery visit 's his friend who gives him a box cutter and tells him to help him unpack .\nSent 16: He does and they comment on some fun times they had in college .\nSent 17: After that there is more motives . \nQuestion: Who are the characters in this story?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A little boy named Joey did not like to brush his teeth.\nSent 2: One day, as his mother asked him to brush his teeth, Joey said, \"I don't want to!\nSent 3: It's gross and a waste of time!\"Sent 4: In response, Joey's mom told him that in order for him to grow up and be big and strong like she is, he must brush his teeth.\nSent 5: In disgust, with his mom watching to make sure he brushed his teeth right, he brushed his teeth and whined until he was finished.\nSent 6: The next day, Joey did not brush his teeth and told his mom that he did.\nSent 7: After going to school, one of Joey's friends said that his breath stunk and began to make fun of him.\nSent 8: This made Joey very angry, so he pushed the boy over and started to cry.\nSent 9: A teacher came over and called the principal as both kids were being loud and starting a fight.\nSent 10: Joey's mom came to school and took him home.\nSent 11: After asking what was wrong, Joey told his mom that he didn't brush his teeth.\nSent 12: After hearing this, his mom marched him up to the bathroom and forced him to brush his teeth.\nSent 13: \"You won't get teased if you brush your teeth, Joey!\"Sent 14: she yelled, and then left the room.\nSent 15: From that day forward, Joey brushed his teeth every day so the other kids wouldn't make fun of him. \nQuestion: What did Joey's friend say when Joey did not brush his teeth.", "pos": "Paragraph- Sent 1: A little boy named Joey did not like to brush his teeth.\nSent 2: One day, as his mother asked him to brush his teeth, Joey said, \"I don't want to!\nSent 3: It's gross and a waste of time!\"Sent 4: In response, Joey's mom told him that in order for him to grow up and be big and strong like she is, he must brush his teeth.\nSent 5: In disgust, with his mom watching to make sure he brushed his teeth right, he brushed his teeth and whined until he was finished.\nSent 6: The next day, Joey did not brush his teeth and told his mom that he did.\nSent 7: After going to school, one of Joey's friends said that his breath stunk and began to make fun of him.\nSent 8: This made Joey very angry, so he pushed the boy over and started to cry.\nSent 9: A teacher came over and called the principal as both kids were being loud and starting a fight.\nSent 10: Joey's mom came to school and took him home.\nSent 11: After asking what was wrong, Joey told his mom that he didn't brush his teeth.\nSent 12: After hearing this, his mom marched him up to the bathroom and forced him to brush his teeth.\nSent 13: \"You won't get teased if you brush your teeth, Joey!\"Sent 14: she yelled, and then left the room.\nSent 15: From that day forward, Joey brushed his teeth every day so the other kids wouldn't make fun of him. \nQuestion: Who went to school without brushing?.", "neg": "Paragraph- Sent 1: A little boy named Joey did not like to brush his teeth.\nSent 2: One day, as his mother asked him to brush his teeth, Joey said, \"I don't want to!\nSent 3: It's gross and a waste of time!\"Sent 4: In response, Joey's mom told him that in order for him to grow up and be big and strong like she is, he must brush his teeth.\nSent 5: In disgust, with his mom watching to make sure he brushed his teeth right, he brushed his teeth and whined until he was finished.\nSent 6: The next day, Joey did not brush his teeth and told his mom that he did.\nSent 7: After going to school, one of Joey's friends said that his breath stunk and began to make fun of him.\nSent 8: This made Joey very angry, so he pushed the boy over and started to cry.\nSent 9: A teacher came over and called the principal as both kids were being loud and starting a fight.\nSent 10: Joey's mom came to school and took him home.\nSent 11: After asking what was wrong, Joey told his mom that he didn't brush his teeth.\nSent 12: After hearing this, his mom marched him up to the bathroom and forced him to brush his teeth.\nSent 13: \"You won't get teased if you brush your teeth, Joey!\"Sent 14: she yelled, and then left the room.\nSent 15: From that day forward, Joey brushed his teeth every day so the other kids wouldn't make fun of him. \nQuestion: What did Joey claim was a waste of time?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.\nSent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.\nSent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling \"the world's most beautiful safety video.\"Sent 4: The \"Safety in Paradise\" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.\nSent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.\nSent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.\nSent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.\nSent 8: Christie Brinkley makes a cameo.\nSent 9: \"It seems that suddenly they are saying that my sexuality is all that matters about me,\" one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.\nSent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.\nSent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.\nSent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past. \nQuestion: Who starred in the previous version of the video?.", "pos": "Paragraph- Sent 1: (CNN) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.\nSent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.\nSent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling \"the world's most beautiful safety video.\"Sent 4: The \"Safety in Paradise\" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.\nSent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.\nSent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.\nSent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.\nSent 8: Christie Brinkley makes a cameo.\nSent 9: \"It seems that suddenly they are saying that my sexuality is all that matters about me,\" one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.\nSent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.\nSent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.\nSent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past. \nQuestion: What University was the critic of Air New Zealand from, and what Islands were being promoted by the ad?.", "neg": "Paragraph- Sent 1: (CNN) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.\nSent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.\nSent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling \"the world's most beautiful safety video.\"Sent 4: The \"Safety in Paradise\" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.\nSent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.\nSent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.\nSent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.\nSent 8: Christie Brinkley makes a cameo.\nSent 9: \"It seems that suddenly they are saying that my sexuality is all that matters about me,\" one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.\nSent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.\nSent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.\nSent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past. \nQuestion: Who were the people that opposed Air New Zealand's decisions?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Ethan Inglebrink is an agoraphobic heroin addict who lives in a homogeneous California town where nothing ever happens .\nSent 2: A misfit , clad in a powder blue tux , he has convinced his poker buddies , and surrogate moms , Roe , Sandy , and Lou Anne , that he is diabetic and his needles are for insulin , not heroin .\nSent 3: His next-door neighbor is his landlord and former high school football coach Trevor O'Hart , who wants nothing more than to kick Ethan out on the street .\nSent 4: Complicating matters even further is that fact that Ethan 's older brother Todd , the local sheriff , is convinced that his brother can only be saved by an act of God , and recruits the family priest to get the job done .\nSent 5: Meanwhile , as the Garden of the Year competition draws near , Ethan becomes convinced that he can take the $ 10,000 top prize and pay off his delinquent rent if he can just grow the perfect American Cowslip .\nSent 6: Little does Ethan realize that salvation may lie not in the money he could win for growing a rare flower , but with the companionship and understanding offered by his 17-year-old neighbor Georgia , who longs to escape her abusive father . \nQuestion: Who are Ethan's two neighbors?.", "pos": "Paragraph- Sent 1: Ethan Inglebrink is an agoraphobic heroin addict who lives in a homogeneous California town where nothing ever happens .\nSent 2: A misfit , clad in a powder blue tux , he has convinced his poker buddies , and surrogate moms , Roe , Sandy , and Lou Anne , that he is diabetic and his needles are for insulin , not heroin .\nSent 3: His next-door neighbor is his landlord and former high school football coach Trevor O'Hart , who wants nothing more than to kick Ethan out on the street .\nSent 4: Complicating matters even further is that fact that Ethan 's older brother Todd , the local sheriff , is convinced that his brother can only be saved by an act of God , and recruits the family priest to get the job done .\nSent 5: Meanwhile , as the Garden of the Year competition draws near , Ethan becomes convinced that he can take the $ 10,000 top prize and pay off his delinquent rent if he can just grow the perfect American Cowslip .\nSent 6: Little does Ethan realize that salvation may lie not in the money he could win for growing a rare flower , but with the companionship and understanding offered by his 17-year-old neighbor Georgia , who longs to escape her abusive father . \nQuestion: Who is Georgia's abusive father?.", "neg": "Paragraph- Sent 1: Ethan Inglebrink is an agoraphobic heroin addict who lives in a homogeneous California town where nothing ever happens .\nSent 2: A misfit , clad in a powder blue tux , he has convinced his poker buddies , and surrogate moms , Roe , Sandy , and Lou Anne , that he is diabetic and his needles are for insulin , not heroin .\nSent 3: His next-door neighbor is his landlord and former high school football coach Trevor O'Hart , who wants nothing more than to kick Ethan out on the street .\nSent 4: Complicating matters even further is that fact that Ethan 's older brother Todd , the local sheriff , is convinced that his brother can only be saved by an act of God , and recruits the family priest to get the job done .\nSent 5: Meanwhile , as the Garden of the Year competition draws near , Ethan becomes convinced that he can take the $ 10,000 top prize and pay off his delinquent rent if he can just grow the perfect American Cowslip .\nSent 6: Little does Ethan realize that salvation may lie not in the money he could win for growing a rare flower , but with the companionship and understanding offered by his 17-year-old neighbor Georgia , who longs to escape her abusive father . \nQuestion: Who wears a powder blue tux?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Billy and Sally are brother and sister.\nSent 2: Billy is seven and Sally is eight.\nSent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.\nSent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.\nSent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.\nSent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.\nSent 7: \\tabBilly has blonde hair.\nSent 8: Sally has brown hair.\nSent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.\nSent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.\nSent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.\nSent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.\nSent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.\nSent 14: Billy and Sally live on a farm.\nSent 15: They have a goat, named Joey, and a duck, named Quack.\nSent 16: They sometimes play a game with the goat where they chase him around the farm.\nSent 17: Other times, they play a game with Quack where they wave at Quack and laugh.\nSent 18: They have a fun life growing up on the farm. \nQuestion: Who are Billy and Sally's parents?.", "pos": "Paragraph- Sent 1: Billy and Sally are brother and sister.\nSent 2: Billy is seven and Sally is eight.\nSent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.\nSent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.\nSent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.\nSent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.\nSent 7: \\tabBilly has blonde hair.\nSent 8: Sally has brown hair.\nSent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.\nSent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.\nSent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.\nSent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.\nSent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.\nSent 14: Billy and Sally live on a farm.\nSent 15: They have a goat, named Joey, and a duck, named Quack.\nSent 16: They sometimes play a game with the goat where they chase him around the farm.\nSent 17: Other times, they play a game with Quack where they wave at Quack and laugh.\nSent 18: They have a fun life growing up on the farm. \nQuestion: What type of voice does Sally use while playing?.", "neg": "Paragraph- Sent 1: Billy and Sally are brother and sister.\nSent 2: Billy is seven and Sally is eight.\nSent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.\nSent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.\nSent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.\nSent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.\nSent 7: \\tabBilly has blonde hair.\nSent 8: Sally has brown hair.\nSent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.\nSent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.\nSent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.\nSent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.\nSent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.\nSent 14: Billy and Sally live on a farm.\nSent 15: They have a goat, named Joey, and a duck, named Quack.\nSent 16: They sometimes play a game with the goat where they chase him around the farm.\nSent 17: Other times, they play a game with Quack where they wave at Quack and laugh.\nSent 18: They have a fun life growing up on the farm. \nQuestion: What color hair does everyone have in Billy and Sally's family?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.\nSent 2: The crash occurred about 6:45 p.m.\nSent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.\nSent 4: The five injured crew members were taken to an area hospital, Nicholson said.\nSent 5: The extent of their injuries was not immediately known.\nSent 6: The cause of the accident is under investigation, she said.\nSent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.\nSent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.\nSent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.\nSent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.\nSent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.\nSent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.\nSent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.\nSent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development. \nQuestion: How many years passed between the beginning of Osprey development and the fatal Osprey crash in Virginia?.", "pos": "Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.\nSent 2: The crash occurred about 6:45 p.m.\nSent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.\nSent 4: The five injured crew members were taken to an area hospital, Nicholson said.\nSent 5: The extent of their injuries was not immediately known.\nSent 6: The cause of the accident is under investigation, she said.\nSent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.\nSent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.\nSent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.\nSent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.\nSent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.\nSent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.\nSent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.\nSent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development. \nQuestion: What reasons might have caused the Osprey to be scrapped?.", "neg": "Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.\nSent 2: The crash occurred about 6:45 p.m.\nSent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.\nSent 4: The five injured crew members were taken to an area hospital, Nicholson said.\nSent 5: The extent of their injuries was not immediately known.\nSent 6: The cause of the accident is under investigation, she said.\nSent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.\nSent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.\nSent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.\nSent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.\nSent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.\nSent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.\nSent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.\nSent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development. \nQuestion: How many crew members were injured in the crash of an Osprey aircraft on Wednesday?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: You are already very familiar with Earths gravity.\nSent 2: It constantly pulls you toward Earths center.\nSent 3: What might happen if there was no gravity?\nSent 4: You know that the Earth is rotating on its axis.\nSent 5: This motion causes our day and night cycle.\nSent 6: The Earth also orbits the Sun.\nSent 7: All this motion may cause you to fly off the Earth!\nSent 8: You can thank gravity for keeping you in place.\nSent 9: Gravity keeps us firmly down on the ground.\nSent 10: Gravity also pulls on objects that are in the sky.\nSent 11: It also pulls on objects that are in space.\nSent 12: Meteors and skydivers are pulled down by gravity.\nSent 13: Gravity also keeps the moon orbiting the Earth.\nSent 14: Without gravity, the moon would float away.\nSent 15: It also holds artificial satellites in their orbit.\nSent 16: Many of these satellites help to connect the world.\nSent 17: They allow you to pick up a phone a call in many parts of the world.\nSent 18: You can also thank gravity for all your TV channels. \nQuestion: What could cause you to fly off the Earth?.", "pos": "Paragraph- Sent 1: You are already very familiar with Earths gravity.\nSent 2: It constantly pulls you toward Earths center.\nSent 3: What might happen if there was no gravity?\nSent 4: You know that the Earth is rotating on its axis.\nSent 5: This motion causes our day and night cycle.\nSent 6: The Earth also orbits the Sun.\nSent 7: All this motion may cause you to fly off the Earth!\nSent 8: You can thank gravity for keeping you in place.\nSent 9: Gravity keeps us firmly down on the ground.\nSent 10: Gravity also pulls on objects that are in the sky.\nSent 11: It also pulls on objects that are in space.\nSent 12: Meteors and skydivers are pulled down by gravity.\nSent 13: Gravity also keeps the moon orbiting the Earth.\nSent 14: Without gravity, the moon would float away.\nSent 15: It also holds artificial satellites in their orbit.\nSent 16: Many of these satellites help to connect the world.\nSent 17: They allow you to pick up a phone a call in many parts of the world.\nSent 18: You can also thank gravity for all your TV channels. \nQuestion: What does gravity do to the earth?.", "neg": "Paragraph- Sent 1: You are already very familiar with Earths gravity.\nSent 2: It constantly pulls you toward Earths center.\nSent 3: What might happen if there was no gravity?\nSent 4: You know that the Earth is rotating on its axis.\nSent 5: This motion causes our day and night cycle.\nSent 6: The Earth also orbits the Sun.\nSent 7: All this motion may cause you to fly off the Earth!\nSent 8: You can thank gravity for keeping you in place.\nSent 9: Gravity keeps us firmly down on the ground.\nSent 10: Gravity also pulls on objects that are in the sky.\nSent 11: It also pulls on objects that are in space.\nSent 12: Meteors and skydivers are pulled down by gravity.\nSent 13: Gravity also keeps the moon orbiting the Earth.\nSent 14: Without gravity, the moon would float away.\nSent 15: It also holds artificial satellites in their orbit.\nSent 16: Many of these satellites help to connect the world.\nSent 17: They allow you to pick up a phone a call in many parts of the world.\nSent 18: You can also thank gravity for all your TV channels. \nQuestion: What is the origin of gravity?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The following books have more than 5,000 citations in Google Scholar: Bandura, A. (1997).\nSent 2: Self-efficacy: the exercise of control.\nSent 3: New York: W.H. Freeman.\nSent 4: Bandura, A. (1986).\nSent 5: Social Foundations of Thought and Action: A Social Cognitive Theory.\nSent 6: Englewood Cliffs, N.J.: Prentice-Hall.\nSent 7: His other books are Bandura, A., & Walters, R.H. (1959).\nSent 8: Adolescent Aggression.\nSent 9: Ronald Press: New York.\nSent 10: Bandura, A. (1962).\nSent 11: Social Learning through Imitation.\nSent 12: University of Nebraska Press: Lincoln, NE. Bandura, A. (1969).\nSent 13: Principles of behavior modification.\nSent 14: New York: Holt, Rinehart and Winston.\nSent 15: Bandura, A. (1971).\nSent 16: Psychological modeling: conflicting theories.\nSent 17: Chicago: Aldine*Atherton.\nSent 18: Bandura, A. (1973). \nQuestion: What year was Self-efficacy: the exercise of control published?.", "pos": "Paragraph- Sent 1: The following books have more than 5,000 citations in Google Scholar: Bandura, A. (1997).\nSent 2: Self-efficacy: the exercise of control.\nSent 3: New York: W.H. Freeman.\nSent 4: Bandura, A. (1986).\nSent 5: Social Foundations of Thought and Action: A Social Cognitive Theory.\nSent 6: Englewood Cliffs, N.J.: Prentice-Hall.\nSent 7: His other books are Bandura, A., & Walters, R.H. (1959).\nSent 8: Adolescent Aggression.\nSent 9: Ronald Press: New York.\nSent 10: Bandura, A. (1962).\nSent 11: Social Learning through Imitation.\nSent 12: University of Nebraska Press: Lincoln, NE. Bandura, A. (1969).\nSent 13: Principles of behavior modification.\nSent 14: New York: Holt, Rinehart and Winston.\nSent 15: Bandura, A. (1971).\nSent 16: Psychological modeling: conflicting theories.\nSent 17: Chicago: Aldine*Atherton.\nSent 18: Bandura, A. (1973). \nQuestion: Who published Social Learning through Limitation?.", "neg": "Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.\nSent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.\nSent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.\nSent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.\nSent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.\nSent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.\nSent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.\nSent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.\nSent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.\nSent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.\nSent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.\nSent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.\nSent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.\nSent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.\nSent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.\nSent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.\nSent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy. \nQuestion: Which process operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: Whom did Jake spend time with when he was younger?.", "pos": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: Was Jake only able to see his grandfather in the summer since he moved last year?.", "neg": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: What did Jake get better at the more he played?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Who helped Callimaco masquerade as a doctor?.", "pos": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: What is the role of Callimaco in this play?.", "neg": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Who finally slept with Lucrezia?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .\nSent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .\nSent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .\nSent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .\nSent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .\nSent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .\nSent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .\nSent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .\nSent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .\nSent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back . \nQuestion: How is Tom able to blow Jerry down the stick?.", "pos": "Paragraph- Sent 1: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .\nSent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .\nSent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .\nSent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .\nSent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .\nSent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .\nSent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .\nSent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .\nSent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .\nSent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back . \nQuestion: When Jerry stops at the top of the stick, what position was the stick in?.", "neg": "Paragraph- Sent 1: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .\nSent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .\nSent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .\nSent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .\nSent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .\nSent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .\nSent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .\nSent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .\nSent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .\nSent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back . \nQuestion: What does Tom do when Jerry hangs on to his cue tip?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.\nSent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.\nSent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.\nSent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.\nSent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.\nSent 6: But since OFAC had little information to go on, few funds were frozen.\nSent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.\nSent 8: Here, OFAC had more success.\nSent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.\nSent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.\nSent 11: After October 1999, when the State Department formally designated al Qaeda a \"foreign terrorist organization,\" it became the duty of U.S. banks to block its transactions and seize its funds.\nSent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.\nSent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.\nSent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.\nSent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.\nSent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.\nSent 17: As a result, the CIA placed little emphasis on terrorist financing.\nSent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money. \nQuestion: Why was it difficult for U.S. banks to block the transactions of and seize the funds of al Qaeda despite it being designated a \"foreign terrorist organization\"?.", "pos": "Paragraph- Sent 1: The second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.\nSent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.\nSent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.\nSent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.\nSent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.\nSent 6: But since OFAC had little information to go on, few funds were frozen.\nSent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.\nSent 8: Here, OFAC had more success.\nSent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.\nSent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.\nSent 11: After October 1999, when the State Department formally designated al Qaeda a \"foreign terrorist organization,\" it became the duty of U.S. banks to block its transactions and seize its funds.\nSent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.\nSent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.\nSent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.\nSent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.\nSent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.\nSent 17: As a result, the CIA placed little emphasis on terrorist financing.\nSent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money. \nQuestion: Why was it easier to attack the funds of an institution, even the Taliban, than to find and seize the funds of a clandestine worldwide organization like al Qaeda?.", "neg": "Paragraph- Sent 1: The second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.\nSent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.\nSent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.\nSent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.\nSent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.\nSent 6: But since OFAC had little information to go on, few funds were frozen.\nSent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.\nSent 8: Here, OFAC had more success.\nSent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.\nSent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.\nSent 11: After October 1999, when the State Department formally designated al Qaeda a \"foreign terrorist organization,\" it became the duty of U.S. banks to block its transactions and seize its funds.\nSent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.\nSent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.\nSent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.\nSent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.\nSent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.\nSent 17: As a result, the CIA placed little emphasis on terrorist financing.\nSent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money. \nQuestion: Who recommended that the President designate Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: What does the sole element of the intelligence community (independent from a cabinet agency) do?.", "pos": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: Which independent Agency collects, analyzes, and disseminates intelligence from its sources?.", "neg": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: Is it true that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.\nSent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.\nSent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.\nSent 4: He also published an essay, \"My First Impression of the U.S.A.,\" in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).\nSent 5: For some of his observations, Einstein was clearly surprised: \"What strikes a visitor is the joyous, positive attitude to life .\nSent 6: The American is friendly, self-confident, optimistic, and without envy.\"Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.\nSent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.\nSent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.\nSent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.\nSent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.\nSent 12: During one reception, the building was stormed by people who wanted to see and hear him.\nSent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world. \nQuestion: What year did Einstein expressed his happiness that the Jewish people were beginning to be recognized as a force in the world?.", "pos": "Paragraph- Sent 1: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.\nSent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.\nSent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.\nSent 4: He also published an essay, \"My First Impression of the U.S.A.,\" in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).\nSent 5: For some of his observations, Einstein was clearly surprised: \"What strikes a visitor is the joyous, positive attitude to life .\nSent 6: The American is friendly, self-confident, optimistic, and without envy.\"Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.\nSent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.\nSent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.\nSent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.\nSent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.\nSent 12: During one reception, the building was stormed by people who wanted to see and hear him.\nSent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world. \nQuestion: In what country was Einstein greeted as a head of state in 1922?.", "neg": "Paragraph- Sent 1: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.\nSent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.\nSent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.\nSent 4: He also published an essay, \"My First Impression of the U.S.A.,\" in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).\nSent 5: For some of his observations, Einstein was clearly surprised: \"What strikes a visitor is the joyous, positive attitude to life .\nSent 6: The American is friendly, self-confident, optimistic, and without envy.\"Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.\nSent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.\nSent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.\nSent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.\nSent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.\nSent 12: During one reception, the building was stormed by people who wanted to see and hear him.\nSent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world. \nQuestion: At which universities did Einstein deliver lectures on his 1921 trip to the United States?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: WASHINGTON (CNN) -- Libya has paid $1.5 billion to the families of terrorism victims, overcoming the final obstacle to full relations with the United States, the State Department said Friday.\nSent 2: Police officers survey the wreckage of Pan Am Flight 103 in Lockerbie, Scotland, in December 1988.\nSent 3: The payment ends Tripoli's legal liability in U.S. terror cases and paves the way for increased U.S. involvement in the oil-rich nation.\nSent 4: President Bush signed an executive order Friday restoring Libyan immunity from terrorism-related lawsuits and dismissing pending cases over compensation as part of a deal reached this summer.\nSent 5: David Welch, the top U.S. diplomat for the Middle East, who negotiated the agreement, called Libya's rehabilitation from a terrorist nation to a U.S. ally \"historic.\"Sent 6: The pact closes the book on a contentious period in U.S.-Libyan relations, which began in the 1980s with a series of attacks involving the two countries, including the bombings of Pan Am flight 103, a German disco and U.S. airstrikes over Libya.\nSent 7: U.S. business executives hope the new relationship will lead to billions of dollars of new investment in Libya, a country rich in petroleum reserves but lacking a developed infrastructure.\nSent 8: This summer, the United States and Libya signed a deal for the State Department to create a $1.8 billion compensation fund to finalize the claims for the 1988 bombing of Pan Am Flight 103 over Lockerbie, Scotland, and the 1986 bombing of La Belle disco in Berlin, Germany.\nSent 9: It also compensates Libyan victims of U.S. airstrikes in the 1980s.\nSent 10: Congress unanimously adopted the Libyan Claims Resolution Act, sponsored by Sen. Frank R. Lautenberg, D-New Jersey, which cleared the way to end the feud and created the victim compensation fund.\nSent 11: Under the agreement, Libya pays more than $500 million to settle remaining claims from the Lockerbie case and more than $280 million for victims of the disco bombing.\nSent 12: It will also set aside funds to compensate victims of several other incidents blamed on Libya, although Libya has not accepted responsibility. \nQuestion: When did US relations with Libya become contentious?.", "pos": "Paragraph- Sent 1: WASHINGTON (CNN) -- Libya has paid $1.5 billion to the families of terrorism victims, overcoming the final obstacle to full relations with the United States, the State Department said Friday.\nSent 2: Police officers survey the wreckage of Pan Am Flight 103 in Lockerbie, Scotland, in December 1988.\nSent 3: The payment ends Tripoli's legal liability in U.S. terror cases and paves the way for increased U.S. involvement in the oil-rich nation.\nSent 4: President Bush signed an executive order Friday restoring Libyan immunity from terrorism-related lawsuits and dismissing pending cases over compensation as part of a deal reached this summer.\nSent 5: David Welch, the top U.S. diplomat for the Middle East, who negotiated the agreement, called Libya's rehabilitation from a terrorist nation to a U.S. ally \"historic.\"Sent 6: The pact closes the book on a contentious period in U.S.-Libyan relations, which began in the 1980s with a series of attacks involving the two countries, including the bombings of Pan Am flight 103, a German disco and U.S. airstrikes over Libya.\nSent 7: U.S. business executives hope the new relationship will lead to billions of dollars of new investment in Libya, a country rich in petroleum reserves but lacking a developed infrastructure.\nSent 8: This summer, the United States and Libya signed a deal for the State Department to create a $1.8 billion compensation fund to finalize the claims for the 1988 bombing of Pan Am Flight 103 over Lockerbie, Scotland, and the 1986 bombing of La Belle disco in Berlin, Germany.\nSent 9: It also compensates Libyan victims of U.S. airstrikes in the 1980s.\nSent 10: Congress unanimously adopted the Libyan Claims Resolution Act, sponsored by Sen. Frank R. Lautenberg, D-New Jersey, which cleared the way to end the feud and created the victim compensation fund.\nSent 11: Under the agreement, Libya pays more than $500 million to settle remaining claims from the Lockerbie case and more than $280 million for victims of the disco bombing.\nSent 12: It will also set aside funds to compensate victims of several other incidents blamed on Libya, although Libya has not accepted responsibility. \nQuestion: When and where was a disco affected by Libyan attacks?.", "neg": "Paragraph- Sent 1: WASHINGTON (CNN) -- Libya has paid $1.5 billion to the families of terrorism victims, overcoming the final obstacle to full relations with the United States, the State Department said Friday.\nSent 2: Police officers survey the wreckage of Pan Am Flight 103 in Lockerbie, Scotland, in December 1988.\nSent 3: The payment ends Tripoli's legal liability in U.S. terror cases and paves the way for increased U.S. involvement in the oil-rich nation.\nSent 4: President Bush signed an executive order Friday restoring Libyan immunity from terrorism-related lawsuits and dismissing pending cases over compensation as part of a deal reached this summer.\nSent 5: David Welch, the top U.S. diplomat for the Middle East, who negotiated the agreement, called Libya's rehabilitation from a terrorist nation to a U.S. ally \"historic.\"Sent 6: The pact closes the book on a contentious period in U.S.-Libyan relations, which began in the 1980s with a series of attacks involving the two countries, including the bombings of Pan Am flight 103, a German disco and U.S. airstrikes over Libya.\nSent 7: U.S. business executives hope the new relationship will lead to billions of dollars of new investment in Libya, a country rich in petroleum reserves but lacking a developed infrastructure.\nSent 8: This summer, the United States and Libya signed a deal for the State Department to create a $1.8 billion compensation fund to finalize the claims for the 1988 bombing of Pan Am Flight 103 over Lockerbie, Scotland, and the 1986 bombing of La Belle disco in Berlin, Germany.\nSent 9: It also compensates Libyan victims of U.S. airstrikes in the 1980s.\nSent 10: Congress unanimously adopted the Libyan Claims Resolution Act, sponsored by Sen. Frank R. Lautenberg, D-New Jersey, which cleared the way to end the feud and created the victim compensation fund.\nSent 11: Under the agreement, Libya pays more than $500 million to settle remaining claims from the Lockerbie case and more than $280 million for victims of the disco bombing.\nSent 12: It will also set aside funds to compensate victims of several other incidents blamed on Libya, although Libya has not accepted responsibility. \nQuestion: Who paid to end Tripoli's legal liability?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some plants do not get enough water.\nSent 2: They live in places that are very dry.\nSent 3: How can they get and keep water?\nSent 4: Plants that are adapted to these dry places are called xerophytes.\nSent 5: Their traits help them survive.\nSent 6: They need to have a large water intake.\nSent 7: They also need to be able to conserve water.\nSent 8: They also need to be able to store water between rains.\nSent 9: The saguaro cactus in Figure 3.10 has adapted in all three ways.\nSent 10: This cactus has a huge root system.\nSent 11: It allows the cactus to gather a lot of water during the rare rainfalls.\nSent 12: The saguaro doesnt have any leaves.\nSent 13: Leaves are where water can be lost.\nSent 14: Not in this plant!\nSent 15: It also has a large, barrel-shaped stem.\nSent 16: It is here the plant can store a lot of water.\nSent 17: Thorns protect the stem from thirsty animals.\nSent 18: The animals might try to eat parts of the plant to get at the water inside the plant. \nQuestion: Where can water be lost in a plant and is something the Saguaro Cactus does not have?.", "pos": "Paragraph- Sent 1: Some traits help a living thing survive.\nSent 2: These traits are called adaptations.\nSent 3: Some adaptations are better than others.\nSent 4: Look at the cactus in Figure 3.1.\nSent 5: Its leaves look like needles.\nSent 6: Their shape helps the plant live in dry climates.\nSent 7: The needle-like leaves help it to not lose water.\nSent 8: Why is that important for a cactus?\nSent 9: Cactus live in deserts.\nSent 10: Deserts receive very little rainfall.\nSent 11: Other plants are better suited for locations that are wet and shady.\nSent 12: These are opposite conditions to the desert.\nSent 13: Palm trees grow in the rainforest.\nSent 14: Rainforests have a lot of rainfall.\nSent 15: The palm tree has very large leaves.\nSent 16: They do not have to worry about losing water through their leaves.\nSent 17: As a result, palm leaves are very wide.\nSent 18: Plants that live in sunny locations do not need large leaves. \nQuestion: Name a tree that is better suited for wet abd shady locations.", "neg": "Paragraph- Sent 1: Some plants do not get enough water.\nSent 2: They live in places that are very dry.\nSent 3: How can they get and keep water?\nSent 4: Plants that are adapted to these dry places are called xerophytes.\nSent 5: Their traits help them survive.\nSent 6: They need to have a large water intake.\nSent 7: They also need to be able to conserve water.\nSent 8: They also need to be able to store water between rains.\nSent 9: The saguaro cactus in Figure 3.10 has adapted in all three ways.\nSent 10: This cactus has a huge root system.\nSent 11: It allows the cactus to gather a lot of water during the rare rainfalls.\nSent 12: The saguaro doesnt have any leaves.\nSent 13: Leaves are where water can be lost.\nSent 14: Not in this plant!\nSent 15: It also has a large, barrel-shaped stem.\nSent 16: It is here the plant can store a lot of water.\nSent 17: Thorns protect the stem from thirsty animals.\nSent 18: The animals might try to eat parts of the plant to get at the water inside the plant. \nQuestion: Are there plants that survive in extremely dry locations?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Arthur Weldon had not been very enthusiastic about the paper at any time, although he humored the girls by attending in a good-natured way to the advertising, hiring some of the country folk to get subscriptions, and keeping the books.\nSent 2: He was a young man of considerable education who had inherited a large fortune, safely invested, and therefore had no need, through financial necessity, to interest himself in business of any sort.\nSent 3: He allowed the girls to print his name as editor in chief, but he did no editorial work at all, amusing himself these delightful summer days by wandering in the woods, where he collected botanical specimens, or sitting with Uncle John on the lawn, where they read together or played chess.\nSent 4: Both the men were glad the girls were happy in their work and enthusiastic over the success of their audacious venture.\nSent 5: Beth was developing decided talent as a writer of editorials and her articles were even more thoughtful and dignified than were those of Patsy.\nSent 6: The two girls found plenty to occupy them at the office, while Louise did the reportorial work and flitted through Millville and down to Huntingdon each day in search of small items of local interest.\nSent 7: She grew fond of this work, for it brought her close to the people and enabled her to study their characters and peculiarities.\nSent 8: Her manner of approaching the simple country folk was so gracious and winning that they freely gave her any information they possessed, and chatted with her unreservedly. \nQuestion: Who read and played chess with Uncle John on the lawn?.", "pos": "Paragraph- Sent 1:   Arthur Weldon had not been very enthusiastic about the paper at any time, although he humored the girls by attending in a good-natured way to the advertising, hiring some of the country folk to get subscriptions, and keeping the books.\nSent 2: He was a young man of considerable education who had inherited a large fortune, safely invested, and therefore had no need, through financial necessity, to interest himself in business of any sort.\nSent 3: He allowed the girls to print his name as editor in chief, but he did no editorial work at all, amusing himself these delightful summer days by wandering in the woods, where he collected botanical specimens, or sitting with Uncle John on the lawn, where they read together or played chess.\nSent 4: Both the men were glad the girls were happy in their work and enthusiastic over the success of their audacious venture.\nSent 5: Beth was developing decided talent as a writer of editorials and her articles were even more thoughtful and dignified than were those of Patsy.\nSent 6: The two girls found plenty to occupy them at the office, while Louise did the reportorial work and flitted through Millville and down to Huntingdon each day in search of small items of local interest.\nSent 7: She grew fond of this work, for it brought her close to the people and enabled her to study their characters and peculiarities.\nSent 8: Her manner of approaching the simple country folk was so gracious and winning that they freely gave her any information they possessed, and chatted with her unreservedly. \nQuestion: Who allowed the girls to print his names as editor and chief?.", "neg": "Paragraph- Sent 1:   Arthur Weldon had not been very enthusiastic about the paper at any time, although he humored the girls by attending in a good-natured way to the advertising, hiring some of the country folk to get subscriptions, and keeping the books.\nSent 2: He was a young man of considerable education who had inherited a large fortune, safely invested, and therefore had no need, through financial necessity, to interest himself in business of any sort.\nSent 3: He allowed the girls to print his name as editor in chief, but he did no editorial work at all, amusing himself these delightful summer days by wandering in the woods, where he collected botanical specimens, or sitting with Uncle John on the lawn, where they read together or played chess.\nSent 4: Both the men were glad the girls were happy in their work and enthusiastic over the success of their audacious venture.\nSent 5: Beth was developing decided talent as a writer of editorials and her articles were even more thoughtful and dignified than were those of Patsy.\nSent 6: The two girls found plenty to occupy them at the office, while Louise did the reportorial work and flitted through Millville and down to Huntingdon each day in search of small items of local interest.\nSent 7: She grew fond of this work, for it brought her close to the people and enabled her to study their characters and peculiarities.\nSent 8: Her manner of approaching the simple country folk was so gracious and winning that they freely gave her any information they possessed, and chatted with her unreservedly. \nQuestion: Who worked well with those who lived in the country and what how did they help her?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Shain Gandee, one of the stars of the MTV reality show \"Buckwild,\" has been found dead along with two other people in Kanawha County, West Virginia, authorities said Monday.\nSent 2: \"This is a very sad and tragic event,\" Kanawha County Commissioner Kent Carper said.\nSent 3: \"We live in a very small community.\nSent 4: Our thoughts and prayers are with the Gandee family.\"Sent 5: Gandee, 21, was found dead in a vehicle along with his uncle, David Dwight Gandee, 48, and Donald Robert Myers, 27, authorities said.\nSent 6: 'Buckwild' producer talks about the show \"Earlier this day after releasing information Shain Gandee was missing, the Kanawha County Sheriff's Office received word of a disabled vehicle in a wooded area near Thaxton Hollow, Sissonville, Kanawha County WV,\" said a statement from the Sheriff's Office.\nSent 7: \"Deputies and members of the Sissonville Volunteer Fire Department used all terrain vehicles to access that vehicle, a 1984 Ford Bronco belonging to the Gandee family.\nSent 8: The vehicle was in a muddy area along a worn path.\nSent 9: Inside were the bodies of three people.\"Sent 10: In a subsequent release, the Sheriff's Office said the vehicle was partially submerged in mud.\nSent 11: It was uneven but upright; its muffler was below the surface.\nSent 12: Mud covered the lower part of the Bronco's passenger side door, but the driver's side, where the younger Gandee sat, was free, the Sheriff's Office said.\nSent 13: Gandee was happy with life before death He was one of the nine cast members of \"Buckwild.\"Sent 14: The show follows a group of young adults trying to have fun in Sissonville, West Virginia, pulling stunts such as turning a dump truck into a swimming pool or just riding around the woods on their all-terrain vehicles.\nSent 15: Gandee was billed as a former high school prom king who had done \"every job from coal mining to being a garbage man.\". \nQuestion: Did Kent Carper say \"Our thoughts and prayers are with the Gandee family.\"?.", "pos": "Paragraph- Sent 1: (CNN) -- The body of a tourist was found off the coast of Thailand Tuesday, but six others remain missing after a ferry sank over the weekend near a popular diving destination, authorities said.\nSent 2: Survivors of the ferry sinking disembark the Thai police boat that rescued them.\nSent 3: The body is believed to be that of Austrian tourist Gabrielle Jetzinger, the Phuket Disaster Prevention and Mitigation Office told the Thai News Agency.\nSent 4: A Thai naval helicopter spotted the body floating face down about 12 nautical miles from Phuket's Promthep cape, and a Thai navy patrol retrieved the floating corpse.\nSent 5: The body has been sent to a government hospital for an autopsy, the agency reported.\nSent 6: Authorities are still searching for the five tourists and one crew member who remain missing.\nSent 7: They are thought to be German, Austrian, Japanese, Swiss and one Thai crew member, the news agency said.\nSent 8: The tourist boat, the Choke Somboon 19, was taking passengers from the Similan Islands to Phuket -- an area popular with tourists from around the world.\nSent 9: It capsized during a heavy storm Sunday night, said Lt. Sattawat Srirattanapong with the Phuket City police.\nSent 10: Survivors included 15 international tourists and eight Thais, who were picked up by a rescue boat Monday morning.\nSent 11: Phuket and the Similan Islands are famous for their diving spots, attracting international tourists each year from November to May. \nQuestion: How many methods did the Thai rescuers use to rescue the tourists?.", "neg": "Paragraph- Sent 1: (CNN) -- Shain Gandee, one of the stars of the MTV reality show \"Buckwild,\" has been found dead along with two other people in Kanawha County, West Virginia, authorities said Monday.\nSent 2: \"This is a very sad and tragic event,\" Kanawha County Commissioner Kent Carper said.\nSent 3: \"We live in a very small community.\nSent 4: Our thoughts and prayers are with the Gandee family.\"Sent 5: Gandee, 21, was found dead in a vehicle along with his uncle, David Dwight Gandee, 48, and Donald Robert Myers, 27, authorities said.\nSent 6: 'Buckwild' producer talks about the show \"Earlier this day after releasing information Shain Gandee was missing, the Kanawha County Sheriff's Office received word of a disabled vehicle in a wooded area near Thaxton Hollow, Sissonville, Kanawha County WV,\" said a statement from the Sheriff's Office.\nSent 7: \"Deputies and members of the Sissonville Volunteer Fire Department used all terrain vehicles to access that vehicle, a 1984 Ford Bronco belonging to the Gandee family.\nSent 8: The vehicle was in a muddy area along a worn path.\nSent 9: Inside were the bodies of three people.\"Sent 10: In a subsequent release, the Sheriff's Office said the vehicle was partially submerged in mud.\nSent 11: It was uneven but upright; its muffler was below the surface.\nSent 12: Mud covered the lower part of the Bronco's passenger side door, but the driver's side, where the younger Gandee sat, was free, the Sheriff's Office said.\nSent 13: Gandee was happy with life before death He was one of the nine cast members of \"Buckwild.\"Sent 14: The show follows a group of young adults trying to have fun in Sissonville, West Virginia, pulling stunts such as turning a dump truck into a swimming pool or just riding around the woods on their all-terrain vehicles.\nSent 15: Gandee was billed as a former high school prom king who had done \"every job from coal mining to being a garbage man.\". \nQuestion: Why was the Gandee family's 1984 Ford Bronco partially submerged in mud?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.\nSent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.\nSent 3: are just about right.\nSent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.\nSent 5: established a patrician republic, which lasted five centuries.\nSent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.\nSent 7: Recovering quickly from the Gallic invasion of 390 b.c.\nSent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.\nSent 9: All roads did indeed lead to — and from — Rome.\nSent 10: By 250 b.c.\nSent 11: , the city’s population had grown to an impressive 100,000.\nSent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.\nSent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.\nSent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.\nSent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.\nSent 16: The Third and final Punic War ended in 149 b.c.\nSent 17: , though national solidarity was still a long way off.\nSent 18: Under Julius Caesar, elected in 59 b.c. \nQuestion: According to myth in what year was Rome founded and on what site?.", "pos": "Paragraph- Sent 1: Little is known of the earliest Stone Age inhabitants of Europe’s southwestern extremity.\nSent 2: The ancient Greeks called them the Cynetes (or Cunetes).\nSent 3: Whatever their origins, their culture evolved under the pressure and influence of foreign forces.\nSent 4: Among the many invading armies that settled here and contributed to nascent Portuguese culture were Phoenicians, who settled in the area around 1,000 b.c., followed by the Celts, Iberians, Greeks, and Carthaginians.\nSent 5: But it was the Romans, who arrived late in the third century b.c., who most greatly influenced all of Iberia.\nSent 6: They built towns, industries, roads, and bridges, developed agriculture, and bequeathed the Latin language, of which Portuguese is a direct descendant.\nSent 7: The Romans named the southwestern province of the peninsula Lusitania, oddly enough for one of the Celtiberian tribes they defeated, and by the third century a.d.\nSent 8: had introduced Christianity.\nSent 9: By the beginning of the fourth century the Algarve had a bishop in place, based in Faro.\nSent 10: But Rome had already fallen into decay, and soon hordes of northern tribesmen took over the empire.\nSent 11: The Algarve fell to the Visigoths in the mid-fifth century.\nSent 12: Under Moorish Rule In a.d.\nSent 13: 711, the Moors brought powerful armies from North Africa and launched a devastating attack on the Iberian peninsula, conquering much of what would become Spain and Portugal.\nSent 14: They imposed Islam and left an indelible influence on the countryside and the population of the Algarve.\nSent 15: The Moorish legacy can still be seen in the form of wells and waterwheels, squat white houses, the dark complexions of the people, and in the very name given the region — taken from Al-Gharb, which means “country of the west” (when the Moors conquered the territory, it was the most westerly in the known world).\nSent 16: The Moors governed their Iberian kingdoms from across the border in Seville, but the Algarve had its own regional capital and huge, invulnerable fortress.\nSent 17: The capital was Chelb (or Xelb), and it was bigger and better defended than Lisbon.\nSent 18: Today the town, known as Silves, (see page 38) is a provincial outpost whose only besiegers are busloads of tourists who climb the narrow streets up to the old Moorish ramparts. \nQuestion: What was significant about the start of the fourth century until the mid fifth century?.", "neg": "Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.\nSent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.\nSent 3: are just about right.\nSent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.\nSent 5: established a patrician republic, which lasted five centuries.\nSent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.\nSent 7: Recovering quickly from the Gallic invasion of 390 b.c.\nSent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.\nSent 9: All roads did indeed lead to — and from — Rome.\nSent 10: By 250 b.c.\nSent 11: , the city’s population had grown to an impressive 100,000.\nSent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.\nSent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.\nSent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.\nSent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.\nSent 16: The Third and final Punic War ended in 149 b.c.\nSent 17: , though national solidarity was still a long way off.\nSent 18: Under Julius Caesar, elected in 59 b.c. \nQuestion: What was the method that Rome took control of the peninsula?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: Judith bribes a news reporter for the location of Brick and Ginger, whose help she elicits in doing what?.", "pos": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: What business does Judith have in Pahoota?.", "neg": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: what films cut to?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.\nSent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.\nSent 3: are just about right.\nSent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.\nSent 5: established a patrician republic, which lasted five centuries.\nSent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.\nSent 7: Recovering quickly from the Gallic invasion of 390 b.c.\nSent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.\nSent 9: All roads did indeed lead to — and from — Rome.\nSent 10: By 250 b.c.\nSent 11: , the city’s population had grown to an impressive 100,000.\nSent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.\nSent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.\nSent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.\nSent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.\nSent 16: The Third and final Punic War ended in 149 b.c.\nSent 17: , though national solidarity was still a long way off.\nSent 18: Under Julius Caesar, elected in 59 b.c. \nQuestion: How long was Rome ruled as a monarchy?.", "pos": "Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.\nSent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.\nSent 3: are just about right.\nSent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.\nSent 5: established a patrician republic, which lasted five centuries.\nSent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.\nSent 7: Recovering quickly from the Gallic invasion of 390 b.c.\nSent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.\nSent 9: All roads did indeed lead to — and from — Rome.\nSent 10: By 250 b.c.\nSent 11: , the city’s population had grown to an impressive 100,000.\nSent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.\nSent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.\nSent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.\nSent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.\nSent 16: The Third and final Punic War ended in 149 b.c.\nSent 17: , though national solidarity was still a long way off.\nSent 18: Under Julius Caesar, elected in 59 b.c. \nQuestion: What event established a patrician republic in Rome for five centuries?.", "neg": "Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.\nSent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.\nSent 3: are just about right.\nSent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.\nSent 5: established a patrician republic, which lasted five centuries.\nSent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.\nSent 7: Recovering quickly from the Gallic invasion of 390 b.c.\nSent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.\nSent 9: All roads did indeed lead to — and from — Rome.\nSent 10: By 250 b.c.\nSent 11: , the city’s population had grown to an impressive 100,000.\nSent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.\nSent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.\nSent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.\nSent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.\nSent 16: The Third and final Punic War ended in 149 b.c.\nSent 17: , though national solidarity was still a long way off.\nSent 18: Under Julius Caesar, elected in 59 b.c. \nQuestion: When had Rome's population grown to 100,000?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Fiery Ming Ming has always been the kind to take responsibility for her actions .\nSent 2: When she meets D at a boxing ring , the two soon become lovers .\nSent 3: D tells Ming Ming he would go to Harbin if he had $ 5 million .\nSent 4: Taking him at his word , Ming Ming goes to Brother Cat and asks him for the money .\nSent 5: When he demurs , she steals it , along with a secret box ; she manages to fight off the other gang members by incredible prowess with black flying beads , which projected at enough speed , can be deadly .\nSent 6: Brother Cat is furious she has taken the box ; and send his associates to find her .\nSent 7: As she is running away , Ming Ming bumps into an acquaintance , Tu , and passes him the money and tells him to run .\nSent 8: Tu 's special skill is to run very fast .\nSent 9: She also bumps into Nana who coincidentally is also in love with D , while escaping .\nSent 10: Mistaking Nana for Ming Ming , Tu grabs her hand and the two of them escape to Shanghai in search for D. Nana knows Tu has got the wrong person , but the lure of the $ 50 million is too strong .\nSent 11: Meanwhile , Ming Ming keeps herself hidden with the box , using her superb fighting skills to protect the two from a distance .\nSent 12: Failing to find D , all Ming Ming and Nana have is a secretive voicemail message left by him .\nSent 13: Finally , they realize that the secret that D is looking for is also connected to the box they hold .\nSent 14: Just what is this secret ... \nQuestion: Whom did Fiery Ming Ming meet in boxing ring?.", "pos": "Paragraph- Sent 1: Fiery Ming Ming has always been the kind to take responsibility for her actions .\nSent 2: When she meets D at a boxing ring , the two soon become lovers .\nSent 3: D tells Ming Ming he would go to Harbin if he had $ 5 million .\nSent 4: Taking him at his word , Ming Ming goes to Brother Cat and asks him for the money .\nSent 5: When he demurs , she steals it , along with a secret box ; she manages to fight off the other gang members by incredible prowess with black flying beads , which projected at enough speed , can be deadly .\nSent 6: Brother Cat is furious she has taken the box ; and send his associates to find her .\nSent 7: As she is running away , Ming Ming bumps into an acquaintance , Tu , and passes him the money and tells him to run .\nSent 8: Tu 's special skill is to run very fast .\nSent 9: She also bumps into Nana who coincidentally is also in love with D , while escaping .\nSent 10: Mistaking Nana for Ming Ming , Tu grabs her hand and the two of them escape to Shanghai in search for D. Nana knows Tu has got the wrong person , but the lure of the $ 50 million is too strong .\nSent 11: Meanwhile , Ming Ming keeps herself hidden with the box , using her superb fighting skills to protect the two from a distance .\nSent 12: Failing to find D , all Ming Ming and Nana have is a secretive voicemail message left by him .\nSent 13: Finally , they realize that the secret that D is looking for is also connected to the box they hold .\nSent 14: Just what is this secret ... \nQuestion: Who meets D at a boxing ring?.", "neg": "Paragraph- Sent 1: Fiery Ming Ming has always been the kind to take responsibility for her actions .\nSent 2: When she meets D at a boxing ring , the two soon become lovers .\nSent 3: D tells Ming Ming he would go to Harbin if he had $ 5 million .\nSent 4: Taking him at his word , Ming Ming goes to Brother Cat and asks him for the money .\nSent 5: When he demurs , she steals it , along with a secret box ; she manages to fight off the other gang members by incredible prowess with black flying beads , which projected at enough speed , can be deadly .\nSent 6: Brother Cat is furious she has taken the box ; and send his associates to find her .\nSent 7: As she is running away , Ming Ming bumps into an acquaintance , Tu , and passes him the money and tells him to run .\nSent 8: Tu 's special skill is to run very fast .\nSent 9: She also bumps into Nana who coincidentally is also in love with D , while escaping .\nSent 10: Mistaking Nana for Ming Ming , Tu grabs her hand and the two of them escape to Shanghai in search for D. Nana knows Tu has got the wrong person , but the lure of the $ 50 million is too strong .\nSent 11: Meanwhile , Ming Ming keeps herself hidden with the box , using her superb fighting skills to protect the two from a distance .\nSent 12: Failing to find D , all Ming Ming and Nana have is a secretive voicemail message left by him .\nSent 13: Finally , they realize that the secret that D is looking for is also connected to the box they hold .\nSent 14: Just what is this secret ... \nQuestion: Who does Ming Ming protect from a distance using her superb fighting skills?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Energy is the ability to do work.\nSent 2: Another way to say this is, the ability to cause change.\nSent 3: Work is done when a force is used to move something.\nSent 4: When work is done, energy is transferred.\nSent 5: This transfer occurs between one object and another.\nSent 6: For example, a batter swings a bat and transfers energy.\nSent 7: She transfers her energy to the bat.\nSent 8: The moving bat, in turn, transfers energy to the ball.\nSent 9: Energy is measured in the Joule (J).\nSent 10: Energy exists in many forms.\nSent 11: One form of energy is called mechanical.\nSent 12: Mechanical energy is the energy of motion.\nSent 13: This type of energy can also include things that are not yet in motion.\nSent 14: In these cases, they have only a potential to be in motion.\nSent 15: In most cases, this ability comes from a position.\nSent 16: A rock sitting on top of a cliff has potential energy.\nSent 17: It is more than just the ability.\nSent 18: A rock sitting on the ground could move if someone picked it up. \nQuestion: What kind of energy does a rock with the potential to move have?.", "pos": "Paragraph- Sent 1: Energy is the ability to do work.\nSent 2: Another way to say this is, the ability to cause change.\nSent 3: Work is done when a force is used to move something.\nSent 4: When work is done, energy is transferred.\nSent 5: This transfer occurs between one object and another.\nSent 6: For example, a batter swings a bat and transfers energy.\nSent 7: She transfers her energy to the bat.\nSent 8: The moving bat, in turn, transfers energy to the ball.\nSent 9: Energy is measured in the Joule (J).\nSent 10: Energy exists in many forms.\nSent 11: One form of energy is called mechanical.\nSent 12: Mechanical energy is the energy of motion.\nSent 13: This type of energy can also include things that are not yet in motion.\nSent 14: In these cases, they have only a potential to be in motion.\nSent 15: In most cases, this ability comes from a position.\nSent 16: A rock sitting on top of a cliff has potential energy.\nSent 17: It is more than just the ability.\nSent 18: A rock sitting on the ground could move if someone picked it up. \nQuestion: What are the two types of energy mentioned in the passage?.", "neg": "Paragraph- Sent 1: Energy is the ability to do work.\nSent 2: Another way to say this is, the ability to cause change.\nSent 3: Work is done when a force is used to move something.\nSent 4: When work is done, energy is transferred.\nSent 5: This transfer occurs between one object and another.\nSent 6: For example, a batter swings a bat and transfers energy.\nSent 7: She transfers her energy to the bat.\nSent 8: The moving bat, in turn, transfers energy to the ball.\nSent 9: Energy is measured in the Joule (J).\nSent 10: Energy exists in many forms.\nSent 11: One form of energy is called mechanical.\nSent 12: Mechanical energy is the energy of motion.\nSent 13: This type of energy can also include things that are not yet in motion.\nSent 14: In these cases, they have only a potential to be in motion.\nSent 15: In most cases, this ability comes from a position.\nSent 16: A rock sitting on top of a cliff has potential energy.\nSent 17: It is more than just the ability.\nSent 18: A rock sitting on the ground could move if someone picked it up. \nQuestion: What are two ways to describe the definition of energy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Energy is stored in chemical compounds.\nSent 2: This energy is called chemical energy.\nSent 3: Chemical energy is a form of potential energy.\nSent 4: When bonds between atoms are broken, energy is released.\nSent 5: The wood in fireplaces has chemical energy.\nSent 6: The energy is released as heat and light when the wood burns.\nSent 7: Most living things get their energy from food.\nSent 8: When food molecules are broken down, the energy is released.\nSent 9: It may then be used to do work, like playing ball or studying science.\nSent 10: If you have ever heard, “Eat a good breakfast”, thats why.\nSent 11: You need energy to do things during the day.\nSent 12: To do those things you need energy.\nSent 13: You get your energy from the food you eat.\nSent 14: That energy is stored in your body until you need it.\nSent 15: How did you get to school today?\nSent 16: If you walked, you used chemical energy from the food you ate.\nSent 17: What if you rode the bus or were driven in a car?\nSent 18: Where did that energy come from?. \nQuestion: what time of energy does wood have ?.", "pos": "Paragraph- Sent 1: Energy can exist in many forms.\nSent 2: It also has the ability to do work.\nSent 3: Think about when you do work.\nSent 4: You need a lot of energy.\nSent 5: Maybe your energy comes from a good breakfast.\nSent 6: Your body turns the food you eat into energy.\nSent 7: This energy gives you the strength to do work.\nSent 8: There are many forms of energy.\nSent 9: They all have the ability to do work.\nSent 10: From the picture above, can you find six forms of energy?\nSent 11: The guitarist can play because he eats food.\nSent 12: Food contains chemical energy.\nSent 13: His body then turns chemical energy into motion.\nSent 14: His hands can move to play the guitar.\nSent 15: The motion of the guitar players hands is a form of mechanical energy.\nSent 16: Chemical energy is just one form of energy.\nSent 17: Thats why its important for you to eat right.\nSent 18: What about some other forms of energy in this picture?. \nQuestion: What can your body do when you eat a good breakfast?.", "neg": "Paragraph- Sent 1: Energy is stored in chemical compounds.\nSent 2: This energy is called chemical energy.\nSent 3: Chemical energy is a form of potential energy.\nSent 4: When bonds between atoms are broken, energy is released.\nSent 5: The wood in fireplaces has chemical energy.\nSent 6: The energy is released as heat and light when the wood burns.\nSent 7: Most living things get their energy from food.\nSent 8: When food molecules are broken down, the energy is released.\nSent 9: It may then be used to do work, like playing ball or studying science.\nSent 10: If you have ever heard, “Eat a good breakfast”, thats why.\nSent 11: You need energy to do things during the day.\nSent 12: To do those things you need energy.\nSent 13: You get your energy from the food you eat.\nSent 14: That energy is stored in your body until you need it.\nSent 15: How did you get to school today?\nSent 16: If you walked, you used chemical energy from the food you ate.\nSent 17: What if you rode the bus or were driven in a car?\nSent 18: Where did that energy come from?. \nQuestion: What kind of energy is stored in chemical compounds?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: Where did Jake go to on this sunny day?.", "pos": "Paragraph- Sent 1: Timothy likes to play sports.\nSent 2: He spends his time after school playing basketball and baseball.\nSent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.\nSent 4: He plays with his friends Mandy and Andrew.\nSent 5: Timothy also plays pretend when he is alone.\nSent 6: He has an imaginary friend named Sean.\nSent 7: Sean is an elephant who watches television with Timothy.\nSent 8: Mandy likes playing baseball but she also likes to paint.\nSent 9: Mandy's favorite class at school is art.\nSent 10: She likes making pictures of flowers.\nSent 11: Her teacher says she is a good artist.\nSent 12: She painted a picture of a tree for her teacher.\nSent 13: There were red and yellow leaves on it.\nSent 14: It had apples on it.\nSent 15: When Andrew goes home after baseball, he likes to eat a snack.\nSent 16: He eats carrots and bananas.\nSent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.\nSent 18: Afterwards, Andrew finishes his homework. \nQuestion: What does Andrew eat?.", "neg": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: What would Jake's grandfather do when he watched him play?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Australian golfer Adam Scott took the first-round lead at the British Open after carding a spectacular six-under-par 64 on Thursday, narrowly missing out on making history.\nSent 2: The world No. 13 looked set to card the first 62 in a major championship after eight birdies in his first 17 holes but a bogey at the last meant he had to settle for the lowest opening round in an Open championship at Royal Lytham & St. Annes and matching the overall course record.\nSent 3: The 31-year-old finished the day one shot ahead of Scotland's 1999 British Open champion Paul Lawrie, in-form 2007 Masters winner Zach Johnson -- who won on his last PGA Tour start to earn a place in the field -- and Belgium's Nicholas Colsaerts.\nSent 4: Why U.S. golf has a healthy future Three time British Open champion Tiger Woods finished three shots behind Scott, tied for fifth, after a mixed opening round in his bid to win his first major since 2008.\nSent 5: The 14-time major winner was joined on three under by 2002 British Open champion Ernie Els, former U.S. Open winners Rory McIlroy and Graeme McDowell plus reigning Masters champion Bubba Watson.\nSent 6: British Open leaderboard The buildup to the tournament was dominated by talk of the playing conditions, as Woods described the course as \"almost unplayable\" after his first practice round due to its thick rough.\nSent 7: However, after several days of strong wind and heavy rain, benign conditions allowed the players to attack the English links course.\nSent 8: \"It was like a walk in the park today, and not like what we've been experiencing in the practice rounds,\" Scott told the official website.\nSent 9: \"I'm sure there's going to be some weather elements thrown at us the next three days so I'm just going to have to knuckle down and handle that.\". \nQuestion: Who came in 2nd, 3rd, 4th, and 5th.", "pos": "Paragraph- Sent 1: (CNN) -- Australian golfer Adam Scott took the first-round lead at the British Open after carding a spectacular six-under-par 64 on Thursday, narrowly missing out on making history.\nSent 2: The world No. 13 looked set to card the first 62 in a major championship after eight birdies in his first 17 holes but a bogey at the last meant he had to settle for the lowest opening round in an Open championship at Royal Lytham & St. Annes and matching the overall course record.\nSent 3: The 31-year-old finished the day one shot ahead of Scotland's 1999 British Open champion Paul Lawrie, in-form 2007 Masters winner Zach Johnson -- who won on his last PGA Tour start to earn a place in the field -- and Belgium's Nicholas Colsaerts.\nSent 4: Why U.S. golf has a healthy future Three time British Open champion Tiger Woods finished three shots behind Scott, tied for fifth, after a mixed opening round in his bid to win his first major since 2008.\nSent 5: The 14-time major winner was joined on three under by 2002 British Open champion Ernie Els, former U.S. Open winners Rory McIlroy and Graeme McDowell plus reigning Masters champion Bubba Watson.\nSent 6: British Open leaderboard The buildup to the tournament was dominated by talk of the playing conditions, as Woods described the course as \"almost unplayable\" after his first practice round due to its thick rough.\nSent 7: However, after several days of strong wind and heavy rain, benign conditions allowed the players to attack the English links course.\nSent 8: \"It was like a walk in the park today, and not like what we've been experiencing in the practice rounds,\" Scott told the official website.\nSent 9: \"I'm sure there's going to be some weather elements thrown at us the next three days so I'm just going to have to knuckle down and handle that.\". \nQuestion: How many points did Tiger Woods have?.", "neg": "Paragraph- Sent 1: (CNN) -- Australian golfer Adam Scott took the first-round lead at the British Open after carding a spectacular six-under-par 64 on Thursday, narrowly missing out on making history.\nSent 2: The world No. 13 looked set to card the first 62 in a major championship after eight birdies in his first 17 holes but a bogey at the last meant he had to settle for the lowest opening round in an Open championship at Royal Lytham & St. Annes and matching the overall course record.\nSent 3: The 31-year-old finished the day one shot ahead of Scotland's 1999 British Open champion Paul Lawrie, in-form 2007 Masters winner Zach Johnson -- who won on his last PGA Tour start to earn a place in the field -- and Belgium's Nicholas Colsaerts.\nSent 4: Why U.S. golf has a healthy future Three time British Open champion Tiger Woods finished three shots behind Scott, tied for fifth, after a mixed opening round in his bid to win his first major since 2008.\nSent 5: The 14-time major winner was joined on three under by 2002 British Open champion Ernie Els, former U.S. Open winners Rory McIlroy and Graeme McDowell plus reigning Masters champion Bubba Watson.\nSent 6: British Open leaderboard The buildup to the tournament was dominated by talk of the playing conditions, as Woods described the course as \"almost unplayable\" after his first practice round due to its thick rough.\nSent 7: However, after several days of strong wind and heavy rain, benign conditions allowed the players to attack the English links course.\nSent 8: \"It was like a walk in the park today, and not like what we've been experiencing in the practice rounds,\" Scott told the official website.\nSent 9: \"I'm sure there's going to be some weather elements thrown at us the next three days so I'm just going to have to knuckle down and handle that.\". \nQuestion: What was Adam Scott referring to when he told the official website, \"It was like a walk in the park today, and not like what we've been experiencing in the practice rounds,\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Joe's parents are farmers and they have a huge farm with cows, chickens, and ducks.\nSent 2: Joe loves the farm and all the things he gets to play around and play on.\nSent 3: One day, Joe's father told him not to get near a tractor that was sitting in the field.\nSent 4: His father was worried that Joe would climb on it and hurt himself.\nSent 5: Joe went out to the field and was feeding the horses and cows.\nSent 6: When he was done, he saw the tractor his father told him not to get near.\nSent 7: He knew that climbing on the tractor wouldn't hurt anything, so he did.\nSent 8: He climbed on to the seat and sat there.\nSent 9: Then, he pretended he was his father and pretended that he was driving the tractor.\nSent 10: Joe's father saw him playing on the tractor and called for him.\nSent 11: Joe heard his father calling for him and got off the tractor really fast.\nSent 12: When he did that, he fell off and hurt his arm.\nSent 13: Joe was in pain and his father came running to check on him and picked him up and sat him on a bench and asked him why he did that.\nSent 14: Joe looked at his father and said, \"I wanted to be like you.\"Sent 15: Joe's father gave him a hug and asked him if he wanted to ride with him on the tractor.\nSent 16: Joe did and after he got a bandage on his arm, he and his father rode in the field on the tractor. \nQuestion: what had he just finished doing when he saw the tractor.", "pos": "Paragraph- Sent 1: Joey got a German Shepherd for his birthday present.\nSent 2: He had never had any pets before, but was always excited to see the other dogs and cats in his neighborhood.\nSent 3: Since his birthday was in June, he spent a lot of time playing outside with his new puppy, which he named Max.\nSent 4: Max and Joey would often run through fields in a game of chase.\nSent 5: They also liked to go through the small forest behind the house, making a game of hide and seek.\nSent 6: They never went near the lake because Joey was afraid of water.\nSent 7: One day, Max hid a little too well and Joey couldn't find him.\nSent 8: Joey spent the afternoon looking for his German Shepherd where they often played, like the field and forest.\nSent 9: Joey was a shy boy who often read by himself, and Max was his best friend.\nSent 10: After dinner, he went to look for Max one last time before he had to take a bath and go to bed.\nSent 11: He heard some barking on the next street, so he ran to see if it was his puppy.\nSent 12: Sure enough, he saw Max playing with a poodle.\nSent 13: The dogs were having so much fun.\nSent 14: Joey brought Max home, happy that he had his puppy back.\nSent 15: Max seemed to be happy to have his human by his side as well as a new doggy friend.\nSent 16: All summer long, Joey took Max to the poodle's house so they could play without having to worry about losing his present. \nQuestion: Did Joey and Max prefer playing at the lake or in the forest?.", "neg": "Paragraph- Sent 1: Joe's parents are farmers and they have a huge farm with cows, chickens, and ducks.\nSent 2: Joe loves the farm and all the things he gets to play around and play on.\nSent 3: One day, Joe's father told him not to get near a tractor that was sitting in the field.\nSent 4: His father was worried that Joe would climb on it and hurt himself.\nSent 5: Joe went out to the field and was feeding the horses and cows.\nSent 6: When he was done, he saw the tractor his father told him not to get near.\nSent 7: He knew that climbing on the tractor wouldn't hurt anything, so he did.\nSent 8: He climbed on to the seat and sat there.\nSent 9: Then, he pretended he was his father and pretended that he was driving the tractor.\nSent 10: Joe's father saw him playing on the tractor and called for him.\nSent 11: Joe heard his father calling for him and got off the tractor really fast.\nSent 12: When he did that, he fell off and hurt his arm.\nSent 13: Joe was in pain and his father came running to check on him and picked him up and sat him on a bench and asked him why he did that.\nSent 14: Joe looked at his father and said, \"I wanted to be like you.\"Sent 15: Joe's father gave him a hug and asked him if he wanted to ride with him on the tractor.\nSent 16: Joe did and after he got a bandage on his arm, he and his father rode in the field on the tractor. \nQuestion: Where did Joe live that his father told him not to play with the tractor?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The documentary portrays a behind-the-scenes look at the poor state of Argentina 's civil aviation , and puts the blame on the Argentine Air Force .\nSent 2: The Air Force has been in control of air traffic operations since the military takeover of General Juan Carlos Ongan a in 1966 .\nSent 3: The producer\\/director , Enrique Pi eyro , claims Argentina and Nigeria are the only countries whose air force controls and regulates the airline industry .\nSent 4: Pi eyro , a former Argentine airline pilot , makes his case in the documentary using diagrams , 3D animations , interviews , hidden cameras in the control tower , and a few props .\nSent 5: For example , at one point he spills out a bag of plastic airplanes and equates it to the number of planes the air force has lost due to negligence .\nSent 6: The film is heavily based on the Austral L neas A reas Flight 2553 plane crash .\nSent 7: Enrique Pi eyro takes his camera , secretly , into the control tower of the Ministro Pistarini International Airport also-known-as Ezeiza , the international airport at Buenos Aires . \nQuestion: What are two main issues that indicate the \"poor state\" of Argentina's civil aviation?.", "pos": "Paragraph- Sent 1: The documentary portrays a behind-the-scenes look at the poor state of Argentina 's civil aviation , and puts the blame on the Argentine Air Force .\nSent 2: The Air Force has been in control of air traffic operations since the military takeover of General Juan Carlos Ongan a in 1966 .\nSent 3: The producer\\/director , Enrique Pi eyro , claims Argentina and Nigeria are the only countries whose air force controls and regulates the airline industry .\nSent 4: Pi eyro , a former Argentine airline pilot , makes his case in the documentary using diagrams , 3D animations , interviews , hidden cameras in the control tower , and a few props .\nSent 5: For example , at one point he spills out a bag of plastic airplanes and equates it to the number of planes the air force has lost due to negligence .\nSent 6: The film is heavily based on the Austral L neas A reas Flight 2553 plane crash .\nSent 7: Enrique Pi eyro takes his camera , secretly , into the control tower of the Ministro Pistarini International Airport also-known-as Ezeiza , the international airport at Buenos Aires . \nQuestion: Which director's film is based on the Austral L neas A reas Flight 2553 plane crash?.", "neg": "Paragraph- Sent 1: The documentary portrays a behind-the-scenes look at the poor state of Argentina 's civil aviation , and puts the blame on the Argentine Air Force .\nSent 2: The Air Force has been in control of air traffic operations since the military takeover of General Juan Carlos Ongan a in 1966 .\nSent 3: The producer\\/director , Enrique Pi eyro , claims Argentina and Nigeria are the only countries whose air force controls and regulates the airline industry .\nSent 4: Pi eyro , a former Argentine airline pilot , makes his case in the documentary using diagrams , 3D animations , interviews , hidden cameras in the control tower , and a few props .\nSent 5: For example , at one point he spills out a bag of plastic airplanes and equates it to the number of planes the air force has lost due to negligence .\nSent 6: The film is heavily based on the Austral L neas A reas Flight 2553 plane crash .\nSent 7: Enrique Pi eyro takes his camera , secretly , into the control tower of the Ministro Pistarini International Airport also-known-as Ezeiza , the international airport at Buenos Aires . \nQuestion: What does the producer\\/director , Enrique Pi eyro  claims about Argentina and Nigeria?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with a newsreel sequence showing the chaos around the death of 31-year-old film star Rudolph Valentino .\nSent 2: Thousands of fans mob the funeral home until order is restored , at which point the important women in Valentino 's life come to mourn .\nSent 3: Each remembers him via flashbacks .\nSent 4: The first of these women is a young movie executive and screenwriter named June Mathis , who appears to have had an unrequited love for Valentino .\nSent 5: She remembers him before he was famous , when he lived in New York City and worked as a dishwasher , taxi dancer , and gigolo .\nSent 6: He shares with her his dream of owning an orange grove in California .\nSent 7: After mobsters rob him , he decides he must make the move west .\nSent 8: Once in California , he upsets Fatty Arbuckle by grabbing the starlet next to Arbuckle and romancing her into becoming his first wife , Jean Acker .\nSent 9: Acker 's glamorous and luxurious life , made possible by acting in movies , motivates Valentino to try acting himself .\nSent 10: Mathis recalls seeing him in a bit part in a movie and , based on that alone , recommending him for a larger role in her next project , The Four Horsemen of the Apocalypse .\nSent 11: The hugely successful 1921 film launches Valentino to superstardom , and she is proud to have discovered him .\nSent 12: Back at the funeral , Alla Nazimova makes a flamboyant entrance .\nSent 13: She proceeds to make a scene and , when the photographers ask her to repeat it for the cameras , she obliges .\nSent 14: Nazimova claims a relationship with Valentino and recalls working on Camille with him . \nQuestion: In what places did Rudolph reside?.", "pos": "Paragraph- Sent 1: The film begins with a newsreel sequence showing the chaos around the death of 31-year-old film star Rudolph Valentino .\nSent 2: Thousands of fans mob the funeral home until order is restored , at which point the important women in Valentino 's life come to mourn .\nSent 3: Each remembers him via flashbacks .\nSent 4: The first of these women is a young movie executive and screenwriter named June Mathis , who appears to have had an unrequited love for Valentino .\nSent 5: She remembers him before he was famous , when he lived in New York City and worked as a dishwasher , taxi dancer , and gigolo .\nSent 6: He shares with her his dream of owning an orange grove in California .\nSent 7: After mobsters rob him , he decides he must make the move west .\nSent 8: Once in California , he upsets Fatty Arbuckle by grabbing the starlet next to Arbuckle and romancing her into becoming his first wife , Jean Acker .\nSent 9: Acker 's glamorous and luxurious life , made possible by acting in movies , motivates Valentino to try acting himself .\nSent 10: Mathis recalls seeing him in a bit part in a movie and , based on that alone , recommending him for a larger role in her next project , The Four Horsemen of the Apocalypse .\nSent 11: The hugely successful 1921 film launches Valentino to superstardom , and she is proud to have discovered him .\nSent 12: Back at the funeral , Alla Nazimova makes a flamboyant entrance .\nSent 13: She proceeds to make a scene and , when the photographers ask her to repeat it for the cameras , she obliges .\nSent 14: Nazimova claims a relationship with Valentino and recalls working on Camille with him . \nQuestion: What jobs did Rudolph Valentino work?.", "neg": "Paragraph- Sent 1: The film begins with a newsreel sequence showing the chaos around the death of 31-year-old film star Rudolph Valentino .\nSent 2: Thousands of fans mob the funeral home until order is restored , at which point the important women in Valentino 's life come to mourn .\nSent 3: Each remembers him via flashbacks .\nSent 4: The first of these women is a young movie executive and screenwriter named June Mathis , who appears to have had an unrequited love for Valentino .\nSent 5: She remembers him before he was famous , when he lived in New York City and worked as a dishwasher , taxi dancer , and gigolo .\nSent 6: He shares with her his dream of owning an orange grove in California .\nSent 7: After mobsters rob him , he decides he must make the move west .\nSent 8: Once in California , he upsets Fatty Arbuckle by grabbing the starlet next to Arbuckle and romancing her into becoming his first wife , Jean Acker .\nSent 9: Acker 's glamorous and luxurious life , made possible by acting in movies , motivates Valentino to try acting himself .\nSent 10: Mathis recalls seeing him in a bit part in a movie and , based on that alone , recommending him for a larger role in her next project , The Four Horsemen of the Apocalypse .\nSent 11: The hugely successful 1921 film launches Valentino to superstardom , and she is proud to have discovered him .\nSent 12: Back at the funeral , Alla Nazimova makes a flamboyant entrance .\nSent 13: She proceeds to make a scene and , when the photographers ask her to repeat it for the cameras , she obliges .\nSent 14: Nazimova claims a relationship with Valentino and recalls working on Camille with him . \nQuestion: Who was the woman whose \"flamboyant\" appearance caused chaos during Valentino's funeral when she announces that she and Valentino had an affair?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: What is carried away by the glacier causing abrasion?.", "pos": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: When abrasion occurs, what part of the glacier acts like sandpaper?.", "neg": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: Plucking is a result of sediments being picked up by a glacier and is one of two main ways glaciers cause erosion. What is the other way erosion is caused by glaciers?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: When was the Said Toptani arrested and imprisoned?.", "pos": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: In what year was Said Toptani arrested and imprisoned?.", "neg": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: Historically, Albania enjoyed a general freedom of religion for how many centuries prior to Communism?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Three human heads and three decapitated bodies with notes aimed at high government officials were found Thursday in different parts of Guatemala's capital, national police said.\nSent 2: The notes were addressed to Interior Minister Carlos Menocal and Eddy Morales, the nation's director of prisons.\nSent 3: One of the notes said the officials must impose order in the nation's prisons or these atrocities would continue, police said.\nSent 4: The other said that impunity against lawlessness must end, according to police.\nSent 5: The heads were inside plastic bags, one of them in front of the main doors to the national Congress in Guatemala City, police said.\nSent 6: \"That's obviously a first for Guatemala,\" said Samuel Logan, an expert on Latin American gangs and founding editor of the Southern Pulse intelligence report.\nSent 7: \"That's something we've seen the Zetas (drug cartel) do in Mexico.\"Sent 8: Donald Gonzalez, a spokesman for the national police, attributed the slayings to the Zetas or another narcotrafficking group, the Prensa Libre newspaper reported.\nSent 9: Gonzalez did not immediately return a phone call seeking comment.\nSent 10: Logan did not discount the possibility that anti-crime vigilantes could have been responsible.\nSent 11: \"It could also be death squads,\" he said.\nSent 12: \"Off-duty police officers or other types hired by local businessmen who say, 'Go after the street gangs.'Sent 13: \"There's a lot of moving parts to this story,\" said Logan, who recently wrote a book on the Mara Salvatrucha gang of Central America and is working on a book about the Zetas, which has emerged as Mexico's most ruthless drug cartel.\nSent 14: Logan said in an interview last year that there are two main criminal elements in Guatemala: drug cartels that deal in large-scale exportation and street gangs that sell drugs at the retail level and are involved in other crimes, such as robbery and extortion.\nSent 15: In some cases, they work together.\nSent 16: When those criminals get arrested, they continue their activities inside prison, said Fernando Carrera Castro, director of the Central American Institute for Fiscal Studies in Guatemala City. \nQuestion: Who often commits this type of crime?.", "pos": "Paragraph- Sent 1: (CNN) -- Guatemala's government has declared a state of siege and sent hundreds of troops to a northern province where officials say a Mexican drug gang is overtaking towns and threatening residents.\nSent 2: President Alvaro Colom announced the 30-day emergency rule in Alta Verapaz on Sunday.\nSent 3: The rule allows the military to order anyone suspected of conspiring against the government to be arrested and imprisoned without a warrant, the state-run AGN news agency said.\nSent 4: \"Starting today, combined forces will retake the streets of Alta Verapaz,\" a government statement released Sunday morning said.\nSent 5: Government data shows cells of the drug gang known as Los Zetas are in the area to protect drug trafficking paths between Honduras and Mexico, \"intimidating the population with their heavy weapons and threatening farmers to give up their land for criminal activities,\" AGN reported.\nSent 6: The state of siege also allows the government to place greater restrictions on public gatherings, travel visas and gun licenses, among other things, according to AGN.\nSent 7: \"The population should be calm.\nSent 8: What we are doing is not intended to persecute honest, working people,\" Interior Minister Carlos Menocal told reporters.\nSent 9: Menocal said operations in the coming days would aim to boost regional security, regain control of territory, identify criminal gangs and capture their members.\nSent 10: In an interview with CNN en Espanol last month, Menocal said his country needed more help from the United States to combat cartels, which were increasingly carving out new drug transport paths.\nSent 11: \"In the end, the large majority of drugs travel through Central America, and the assignment of resources or the financial support of the United States government is not the same as Colombia and Mexico receive,\" he said.\nSent 12: Menocal said clashes between authorities and Los Zetas had notably increased. \nQuestion: Why  should the population remain calm?.", "neg": "Paragraph- Sent 1: (CNN) -- Three human heads and three decapitated bodies with notes aimed at high government officials were found Thursday in different parts of Guatemala's capital, national police said.\nSent 2: The notes were addressed to Interior Minister Carlos Menocal and Eddy Morales, the nation's director of prisons.\nSent 3: One of the notes said the officials must impose order in the nation's prisons or these atrocities would continue, police said.\nSent 4: The other said that impunity against lawlessness must end, according to police.\nSent 5: The heads were inside plastic bags, one of them in front of the main doors to the national Congress in Guatemala City, police said.\nSent 6: \"That's obviously a first for Guatemala,\" said Samuel Logan, an expert on Latin American gangs and founding editor of the Southern Pulse intelligence report.\nSent 7: \"That's something we've seen the Zetas (drug cartel) do in Mexico.\"Sent 8: Donald Gonzalez, a spokesman for the national police, attributed the slayings to the Zetas or another narcotrafficking group, the Prensa Libre newspaper reported.\nSent 9: Gonzalez did not immediately return a phone call seeking comment.\nSent 10: Logan did not discount the possibility that anti-crime vigilantes could have been responsible.\nSent 11: \"It could also be death squads,\" he said.\nSent 12: \"Off-duty police officers or other types hired by local businessmen who say, 'Go after the street gangs.'Sent 13: \"There's a lot of moving parts to this story,\" said Logan, who recently wrote a book on the Mara Salvatrucha gang of Central America and is working on a book about the Zetas, which has emerged as Mexico's most ruthless drug cartel.\nSent 14: Logan said in an interview last year that there are two main criminal elements in Guatemala: drug cartels that deal in large-scale exportation and street gangs that sell drugs at the retail level and are involved in other crimes, such as robbery and extortion.\nSent 15: In some cases, they work together.\nSent 16: When those criminals get arrested, they continue their activities inside prison, said Fernando Carrera Castro, director of the Central American Institute for Fiscal Studies in Guatemala City. \nQuestion: How did the Interior Minister Carlos Menocal establish a connection between the decapitations and the prison systems.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After the disruption of the plot in Amman, it had not escaped notice in Washington that Hijazi had lived in California and driven a cab in Boston and that Deek was a naturalized U.S. citizen who, as Berger reminded President Clinton, had been in touch with extremists in the United States as well as abroad.\nSent 2: Before Ressam's arrest, Berger saw no need to raise a public alarm at home- although the FBI put all field offices on alert.\nSent 3: Now, following Ressam's arrest, the FBI asked for an unprecedented number of special wiretaps.\nSent 4: Both Berger andTenet told us that their impression was that more Foreign Intelligence Surveillance Act (FISA) wiretap requests were processed during the millennium alert than ever before.\nSent 5: The next day, writing about Ressam's arrest and links to a cell in Montreal, Berger informed the President that the FBI would advise police in the United States to step up activities but would still try to avoid undue public alarm by stressing that the government had no specific information about planned attacks.\nSent 6: At a December 22 meeting of the Small Group of principals, FBI Director Louis Freeh briefed officials from the NSC staff, CIA, and Justice on wiretaps and investigations inside the United States, including a Brooklyn entity tied to the Ressam arrest, a seemingly unreliable foreign report of possible attacks on seven U.S. cities, two Algerians detained on the Canadian border, and searches in Montreal related to a jihadist cell.\nSent 7: The Justice Department released a statement on the alert the same day.\nSent 8: Clarke's staff warned, \"Foreign terrorist sleeper cells are present in the US and attacks in the US are likely.\"Sent 9: Clarke asked Berger to try to make sure that the domestic agencies remained alert.\"Sent 10: Is there a threat to civilian aircraft?\"he wrote.\nSent 11: Clarke also asked the principals in late December to discuss a foreign security service report about a Bin Ladin plan to put bombs on transatlantic flights.\nSent 12: The CSG met daily.\nSent 13: Berger said that the principals met constantly.\nSent 14: Later, when asked what made her decide to ask Ressam to step out of his vehicle, Diana Dean, a Customs inspector who referred Ressam to secondary inspection, testified that it was her \"training and experience.\"Sent 15: It appears that the heightened sense of alert at the national level played no role in Ressam's detention.\nSent 16: There was a mounting sense of public alarm.\nSent 17: The earlier Jordanian arrests had been covered in the press, and Ressam's arrest was featured on network evening news broadcasts throughout the Christmas season.\nSent 18: The FBI was more communicative during the millennium crisis than it had ever been. \nQuestion: Who was asked if there was a threat to civilian aircraft?.", "pos": "Paragraph- Sent 1: After the disruption of the plot in Amman, it had not escaped notice in Washington that Hijazi had lived in California and driven a cab in Boston and that Deek was a naturalized U.S. citizen who, as Berger reminded President Clinton, had been in touch with extremists in the United States as well as abroad.\nSent 2: Before Ressam's arrest, Berger saw no need to raise a public alarm at home- although the FBI put all field offices on alert.\nSent 3: Now, following Ressam's arrest, the FBI asked for an unprecedented number of special wiretaps.\nSent 4: Both Berger andTenet told us that their impression was that more Foreign Intelligence Surveillance Act (FISA) wiretap requests were processed during the millennium alert than ever before.\nSent 5: The next day, writing about Ressam's arrest and links to a cell in Montreal, Berger informed the President that the FBI would advise police in the United States to step up activities but would still try to avoid undue public alarm by stressing that the government had no specific information about planned attacks.\nSent 6: At a December 22 meeting of the Small Group of principals, FBI Director Louis Freeh briefed officials from the NSC staff, CIA, and Justice on wiretaps and investigations inside the United States, including a Brooklyn entity tied to the Ressam arrest, a seemingly unreliable foreign report of possible attacks on seven U.S. cities, two Algerians detained on the Canadian border, and searches in Montreal related to a jihadist cell.\nSent 7: The Justice Department released a statement on the alert the same day.\nSent 8: Clarke's staff warned, \"Foreign terrorist sleeper cells are present in the US and attacks in the US are likely.\"Sent 9: Clarke asked Berger to try to make sure that the domestic agencies remained alert.\"Sent 10: Is there a threat to civilian aircraft?\"he wrote.\nSent 11: Clarke also asked the principals in late December to discuss a foreign security service report about a Bin Ladin plan to put bombs on transatlantic flights.\nSent 12: The CSG met daily.\nSent 13: Berger said that the principals met constantly.\nSent 14: Later, when asked what made her decide to ask Ressam to step out of his vehicle, Diana Dean, a Customs inspector who referred Ressam to secondary inspection, testified that it was her \"training and experience.\"Sent 15: It appears that the heightened sense of alert at the national level played no role in Ressam's detention.\nSent 16: There was a mounting sense of public alarm.\nSent 17: The earlier Jordanian arrests had been covered in the press, and Ressam's arrest was featured on network evening news broadcasts throughout the Christmas season.\nSent 18: The FBI was more communicative during the millennium crisis than it had ever been. \nQuestion: Who asked if there was a threat to civilian aircraft?.", "neg": "Paragraph- Sent 1: After the disruption of the plot in Amman, it had not escaped notice in Washington that Hijazi had lived in California and driven a cab in Boston and that Deek was a naturalized U.S. citizen who, as Berger reminded President Clinton, had been in touch with extremists in the United States as well as abroad.\nSent 2: Before Ressam's arrest, Berger saw no need to raise a public alarm at home- although the FBI put all field offices on alert.\nSent 3: Now, following Ressam's arrest, the FBI asked for an unprecedented number of special wiretaps.\nSent 4: Both Berger andTenet told us that their impression was that more Foreign Intelligence Surveillance Act (FISA) wiretap requests were processed during the millennium alert than ever before.\nSent 5: The next day, writing about Ressam's arrest and links to a cell in Montreal, Berger informed the President that the FBI would advise police in the United States to step up activities but would still try to avoid undue public alarm by stressing that the government had no specific information about planned attacks.\nSent 6: At a December 22 meeting of the Small Group of principals, FBI Director Louis Freeh briefed officials from the NSC staff, CIA, and Justice on wiretaps and investigations inside the United States, including a Brooklyn entity tied to the Ressam arrest, a seemingly unreliable foreign report of possible attacks on seven U.S. cities, two Algerians detained on the Canadian border, and searches in Montreal related to a jihadist cell.\nSent 7: The Justice Department released a statement on the alert the same day.\nSent 8: Clarke's staff warned, \"Foreign terrorist sleeper cells are present in the US and attacks in the US are likely.\"Sent 9: Clarke asked Berger to try to make sure that the domestic agencies remained alert.\"Sent 10: Is there a threat to civilian aircraft?\"he wrote.\nSent 11: Clarke also asked the principals in late December to discuss a foreign security service report about a Bin Ladin plan to put bombs on transatlantic flights.\nSent 12: The CSG met daily.\nSent 13: Berger said that the principals met constantly.\nSent 14: Later, when asked what made her decide to ask Ressam to step out of his vehicle, Diana Dean, a Customs inspector who referred Ressam to secondary inspection, testified that it was her \"training and experience.\"Sent 15: It appears that the heightened sense of alert at the national level played no role in Ressam's detention.\nSent 16: There was a mounting sense of public alarm.\nSent 17: The earlier Jordanian arrests had been covered in the press, and Ressam's arrest was featured on network evening news broadcasts throughout the Christmas season.\nSent 18: The FBI was more communicative during the millennium crisis than it had ever been. \nQuestion: Following Ressam's arrest, which type of wiretap requests were being requested?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Ludo Decker and Anna Gotzlowski have been living together for two years .\nSent 2: Everyday routine has set in , with Ludo neglecting his household responsibilities much to Anna 's dislike , while he is in turn annoyed by her constant complaining .\nSent 3: When Ludo runs into his former lover Marie in the disco , and Anna 's old boyfriend Ralf comes to stay in their flat for a few days , the young couple faces serious jealousy and doubt in their relationship .\nSent 4: Anna secretly reads Ludo 's phone messages , while he in turn stumbles upon `` The List '' , an account of Anna 's former lovers -- including Ralf , who scores better than Ludo does .\nSent 5: After a number of provocations , Ludo beats Ralf in a restaurant , and angrily leaves Anna .\nSent 6: Even though the two still strongly care for each other , they end up sleeping with their respective ex-lovers .\nSent 7: Ralf confesses that he never stopped loving Anna , but she rejects him and tells Ludo what happened .\nSent 8: Even though Ludo has cheated on her as well , he angrily argues that she herself told him that , unlike men , women do not actually sleep with someone without feelings being involved .\nSent 9: Anna begs him to come home , but he only says that he has no home any more , and leaves .\nSent 10: Meanwhile , Ludo 's best friend Moritz desperately tries to get more successful with women , and ends up in a number of absurd situations .\nSent 11: In the end , he meets a young and beautiful sex-addict named Lana .\nSent 12: After a few weeks , Anna receives a letter from Ludo , who has traveled back to the place where they spent their first and only vacation together . \nQuestion: Did Ludo Decker and Anna Gotzlowski hooked up with their ex-lovers ?.", "pos": "Paragraph- Sent 1: Ludo Decker and Anna Gotzlowski have been living together for two years .\nSent 2: Everyday routine has set in , with Ludo neglecting his household responsibilities much to Anna 's dislike , while he is in turn annoyed by her constant complaining .\nSent 3: When Ludo runs into his former lover Marie in the disco , and Anna 's old boyfriend Ralf comes to stay in their flat for a few days , the young couple faces serious jealousy and doubt in their relationship .\nSent 4: Anna secretly reads Ludo 's phone messages , while he in turn stumbles upon `` The List '' , an account of Anna 's former lovers -- including Ralf , who scores better than Ludo does .\nSent 5: After a number of provocations , Ludo beats Ralf in a restaurant , and angrily leaves Anna .\nSent 6: Even though the two still strongly care for each other , they end up sleeping with their respective ex-lovers .\nSent 7: Ralf confesses that he never stopped loving Anna , but she rejects him and tells Ludo what happened .\nSent 8: Even though Ludo has cheated on her as well , he angrily argues that she herself told him that , unlike men , women do not actually sleep with someone without feelings being involved .\nSent 9: Anna begs him to come home , but he only says that he has no home any more , and leaves .\nSent 10: Meanwhile , Ludo 's best friend Moritz desperately tries to get more successful with women , and ends up in a number of absurd situations .\nSent 11: In the end , he meets a young and beautiful sex-addict named Lana .\nSent 12: After a few weeks , Anna receives a letter from Ludo , who has traveled back to the place where they spent their first and only vacation together . \nQuestion: Who do Ludo and Anna end up sleeping with, respectively?.", "neg": "Paragraph- Sent 1: Ludo Decker and Anna Gotzlowski have been living together for two years .\nSent 2: Everyday routine has set in , with Ludo neglecting his household responsibilities much to Anna 's dislike , while he is in turn annoyed by her constant complaining .\nSent 3: When Ludo runs into his former lover Marie in the disco , and Anna 's old boyfriend Ralf comes to stay in their flat for a few days , the young couple faces serious jealousy and doubt in their relationship .\nSent 4: Anna secretly reads Ludo 's phone messages , while he in turn stumbles upon `` The List '' , an account of Anna 's former lovers -- including Ralf , who scores better than Ludo does .\nSent 5: After a number of provocations , Ludo beats Ralf in a restaurant , and angrily leaves Anna .\nSent 6: Even though the two still strongly care for each other , they end up sleeping with their respective ex-lovers .\nSent 7: Ralf confesses that he never stopped loving Anna , but she rejects him and tells Ludo what happened .\nSent 8: Even though Ludo has cheated on her as well , he angrily argues that she herself told him that , unlike men , women do not actually sleep with someone without feelings being involved .\nSent 9: Anna begs him to come home , but he only says that he has no home any more , and leaves .\nSent 10: Meanwhile , Ludo 's best friend Moritz desperately tries to get more successful with women , and ends up in a number of absurd situations .\nSent 11: In the end , he meets a young and beautiful sex-addict named Lana .\nSent 12: After a few weeks , Anna receives a letter from Ludo , who has traveled back to the place where they spent their first and only vacation together . \nQuestion: what is Ludo's best friends name and who does he end up with?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The explosion, while killing one of the Cossacks and seriously wounding the driver and people on the sidewalk, had only damaged the bulletproof carriage, a gift from Napoleon III of France.\nSent 2: The emperor emerged shaken but unhurt.\nSent 3: Rysakov was captured almost immediately.\nSent 4: Police Chief Dvorzhitsky heard Rysakov shout out to someone else in the gathering crowd.\nSent 5: The surrounding guards and the Cossacks urged the emperor to leave the area at once rather than being shown the site of the explosion.\nSent 6: Nevertheless, a second young member of the Narodnaya Volya, Ignacy Hryniewiecki, standing by the canal fence, raised both arms and threw something at the emperor's feet.\nSent 7: He was alleged to have shouted, \"It is too early to thank God\".\nSent 8: Dvorzhitsky was later to write:. \nQuestion: What happened to Rysakov that caused him to shout out to someone else in the gathering crowd?.", "pos": "Paragraph- Sent 1: After the last assassination attempt in February 1880, Count Loris-Melikov was appointed the head of the Supreme Executive Commission and given extraordinary powers to fight the revolutionaries.\nSent 2: Loris-Melikov's proposals called for some form of parliamentary body, and the Emperor seemed to agree; these plans were never realised.\nSent 3: On 13 March (1 March Old Style Date), 1881, Alexander fell victim to an assassination plot in Saint Petersburg.\nSent 4: As he was known to do every Sunday for many years, the emperor went to the Mikhailovsky Manege for the military roll call.\nSent 5: He travelled both to and from the Manege in a closed carriage accompanied by five Cossacks and Frank (Franciszek) Joseph Jackowski, a Polish noble, with a sixth Cossack sitting on the coachman's left.\nSent 6: The emperor's carriage was followed by two sleighs carrying, among others, the chief of police and the chief of the emperor's guards.\nSent 7: The route, as always, was via the Catherine Canal and over the Pevchesky Bridge.\nSent 8: The street was flanked by narrow pavements for the public.\nSent 9: A young member of the Narodnaya Volya (\"People's Will\") movement, Nikolai Rysakov, was carrying a small white package wrapped in a handkerchief. \nQuestion: What was Alexander's political role?.", "neg": "Paragraph- Sent 1: The explosion, while killing one of the Cossacks and seriously wounding the driver and people on the sidewalk, had only damaged the bulletproof carriage, a gift from Napoleon III of France.\nSent 2: The emperor emerged shaken but unhurt.\nSent 3: Rysakov was captured almost immediately.\nSent 4: Police Chief Dvorzhitsky heard Rysakov shout out to someone else in the gathering crowd.\nSent 5: The surrounding guards and the Cossacks urged the emperor to leave the area at once rather than being shown the site of the explosion.\nSent 6: Nevertheless, a second young member of the Narodnaya Volya, Ignacy Hryniewiecki, standing by the canal fence, raised both arms and threw something at the emperor's feet.\nSent 7: He was alleged to have shouted, \"It is too early to thank God\".\nSent 8: Dvorzhitsky was later to write:. \nQuestion: Who was alleged to have shouted, \"It is too early to thank God\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: Who went to school with Jarrah and else did he meet?.", "pos": "Paragraph- Sent 1: Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology.\nSent 2: Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque.\nSent 3: Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam.\nSent 4: Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle.\nSent 5: Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership.\nSent 6: Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University.\nSent 7: A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it.\nSent 8: One of Motassadeq's roommates recalls him referring to Hitler as a \"good man\" and organizing film sessions that included speeches by Bin Ladin.\nSent 9: Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999.\nSent 10: Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry.\nSent 11: Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995.\nSent 12: Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg.\nSent 13: In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will.\nSent 14: During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations.\nSent 15: 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time.\nSent 16: Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States.\nSent 17: In short, they fit the bill for Bin Ladin, Atef, and KSM.\nSent 18: Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians. \nQuestion: What lifestyle did Zakariya Essabar's parents attempt to sway him from?.", "neg": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: WHEN DID JARRAH SWITCH HIS COURSE OF STUDY?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As controversies over lethal injection drugs surge, Tennessee has found a way around the issue: It is bringing back the electric chair.\nSent 2: Eight states authorize electrocution as a method of execution but only at the inmate's discretion.\nSent 3: Now Tennessee is the first state to make use of the electric chair mandatory when lethal injection drugs are unavailable.\nSent 4: Tennessee Gov. Bill Haslam signed the measure into law Thursday.\nSent 5: \"This is unusual and might be both cruel and unusual punishment,\" said Richard Dieter, president of the Death Penalty Information Center.\nSent 6: Related story: No more complex lethal cocktails, say experts \"No state says what Tennessee says.\nSent 7: This is forcing the inmate to use electrocution,\" according to Dieter, who believes \"the inmate would have an automatic Eighth Amendment challenge.\"Sent 8: The amendment protects against cruel and unusual punishment.\nSent 9: \"The electric chair is clearly a brutal alternative,\" Dieter said.\nSent 10: Related story: Botched injection stirs debate. \nQuestion: Why is the electric chair being considered?.", "pos": "Paragraph- Sent 1: As controversies over lethal injection drugs surge, Tennessee has found a way around the issue: It is bringing back the electric chair.\nSent 2: Eight states authorize electrocution as a method of execution but only at the inmate's discretion.\nSent 3: Now Tennessee is the first state to make use of the electric chair mandatory when lethal injection drugs are unavailable.\nSent 4: Tennessee Gov. Bill Haslam signed the measure into law Thursday.\nSent 5: \"This is unusual and might be both cruel and unusual punishment,\" said Richard Dieter, president of the Death Penalty Information Center.\nSent 6: Related story: No more complex lethal cocktails, say experts \"No state says what Tennessee says.\nSent 7: This is forcing the inmate to use electrocution,\" according to Dieter, who believes \"the inmate would have an automatic Eighth Amendment challenge.\"Sent 8: The amendment protects against cruel and unusual punishment.\nSent 9: \"The electric chair is clearly a brutal alternative,\" Dieter said.\nSent 10: Related story: Botched injection stirs debate. \nQuestion: How is Tennessee finding a way around the issue with lethal injection drugs and what happens when the lethal injection drugs are unavailable?.", "neg": "Paragraph- Sent 1: As controversies over lethal injection drugs surge, Tennessee has found a way around the issue: It is bringing back the electric chair.\nSent 2: Eight states authorize electrocution as a method of execution but only at the inmate's discretion.\nSent 3: Now Tennessee is the first state to make use of the electric chair mandatory when lethal injection drugs are unavailable.\nSent 4: Tennessee Gov. Bill Haslam signed the measure into law Thursday.\nSent 5: \"This is unusual and might be both cruel and unusual punishment,\" said Richard Dieter, president of the Death Penalty Information Center.\nSent 6: Related story: No more complex lethal cocktails, say experts \"No state says what Tennessee says.\nSent 7: This is forcing the inmate to use electrocution,\" according to Dieter, who believes \"the inmate would have an automatic Eighth Amendment challenge.\"Sent 8: The amendment protects against cruel and unusual punishment.\nSent 9: \"The electric chair is clearly a brutal alternative,\" Dieter said.\nSent 10: Related story: Botched injection stirs debate. \nQuestion: The Eighth Amendment protects against what?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Energy often changes from one form to another.\nSent 2: For example, the drummer transfers motion to sound energy.\nSent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.\nSent 4: The motion of the vibrating drum head creates the sound you hear.\nSent 5: Any form of energy can change into any other form.\nSent 6: Frequently, one form of energy changes into two or more different forms.\nSent 7: Have you ever sat in front of a campfire?\nSent 8: What are two things you notice?\nSent 9: The fire creates light.\nSent 10: It is also warm by the fire, meaning it creates heat.\nSent 11: The energy of the fire comes from the stored energy in the wood.\nSent 12: The wood contains chemical energy.\nSent 13: As it burns, the chemical energy is changed into light and heat.\nSent 14: Not all chemical energy changes produce light and heat.\nSent 15: Our cars use gasoline as a fuel.\nSent 16: Gasoline contains chemical energy.\nSent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.\nSent 18: When energy changes forms, energy is conserved. \nQuestion: The motion of a vibrating drum head creates what?.", "pos": "Paragraph- Sent 1: Energy often changes from one form to another.\nSent 2: For example, the drummer transfers motion to sound energy.\nSent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.\nSent 4: The motion of the vibrating drum head creates the sound you hear.\nSent 5: Any form of energy can change into any other form.\nSent 6: Frequently, one form of energy changes into two or more different forms.\nSent 7: Have you ever sat in front of a campfire?\nSent 8: What are two things you notice?\nSent 9: The fire creates light.\nSent 10: It is also warm by the fire, meaning it creates heat.\nSent 11: The energy of the fire comes from the stored energy in the wood.\nSent 12: The wood contains chemical energy.\nSent 13: As it burns, the chemical energy is changed into light and heat.\nSent 14: Not all chemical energy changes produce light and heat.\nSent 15: Our cars use gasoline as a fuel.\nSent 16: Gasoline contains chemical energy.\nSent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.\nSent 18: When energy changes forms, energy is conserved. \nQuestion: How is the sound from a vibrating drum produced by energy?.", "neg": "Paragraph- Sent 1: Energy often changes from one form to another.\nSent 2: For example, the drummer transfers motion to sound energy.\nSent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.\nSent 4: The motion of the vibrating drum head creates the sound you hear.\nSent 5: Any form of energy can change into any other form.\nSent 6: Frequently, one form of energy changes into two or more different forms.\nSent 7: Have you ever sat in front of a campfire?\nSent 8: What are two things you notice?\nSent 9: The fire creates light.\nSent 10: It is also warm by the fire, meaning it creates heat.\nSent 11: The energy of the fire comes from the stored energy in the wood.\nSent 12: The wood contains chemical energy.\nSent 13: As it burns, the chemical energy is changed into light and heat.\nSent 14: Not all chemical energy changes produce light and heat.\nSent 15: Our cars use gasoline as a fuel.\nSent 16: Gasoline contains chemical energy.\nSent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.\nSent 18: When energy changes forms, energy is conserved. \nQuestion: wood is transformed into which type of energy ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Where did Mihdhar and Hazmi become experienced mujahideen?.", "pos": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Did Bin Laden's selectees know one another?.", "neg": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: What were the targets of 9/11, and who decided them?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After the last assassination attempt in February 1880, Count Loris-Melikov was appointed the head of the Supreme Executive Commission and given extraordinary powers to fight the revolutionaries.\nSent 2: Loris-Melikov's proposals called for some form of parliamentary body, and the Emperor seemed to agree; these plans were never realised.\nSent 3: On 13 March (1 March Old Style Date), 1881, Alexander fell victim to an assassination plot in Saint Petersburg.\nSent 4: As he was known to do every Sunday for many years, the emperor went to the Mikhailovsky Manege for the military roll call.\nSent 5: He travelled both to and from the Manege in a closed carriage accompanied by five Cossacks and Frank (Franciszek) Joseph Jackowski, a Polish noble, with a sixth Cossack sitting on the coachman's left.\nSent 6: The emperor's carriage was followed by two sleighs carrying, among others, the chief of police and the chief of the emperor's guards.\nSent 7: The route, as always, was via the Catherine Canal and over the Pevchesky Bridge.\nSent 8: The street was flanked by narrow pavements for the public.\nSent 9: A young member of the Narodnaya Volya (\"People's Will\") movement, Nikolai Rysakov, was carrying a small white package wrapped in a handkerchief. \nQuestion: What was Alexander's political role?.", "pos": "Paragraph- Sent 1: After the last assassination attempt in February 1880, Count Loris-Melikov was appointed the head of the Supreme Executive Commission and given extraordinary powers to fight the revolutionaries.\nSent 2: Loris-Melikov's proposals called for some form of parliamentary body, and the Emperor seemed to agree; these plans were never realised.\nSent 3: On 13 March (1 March Old Style Date), 1881, Alexander fell victim to an assassination plot in Saint Petersburg.\nSent 4: As he was known to do every Sunday for many years, the emperor went to the Mikhailovsky Manege for the military roll call.\nSent 5: He travelled both to and from the Manege in a closed carriage accompanied by five Cossacks and Frank (Franciszek) Joseph Jackowski, a Polish noble, with a sixth Cossack sitting on the coachman's left.\nSent 6: The emperor's carriage was followed by two sleighs carrying, among others, the chief of police and the chief of the emperor's guards.\nSent 7: The route, as always, was via the Catherine Canal and over the Pevchesky Bridge.\nSent 8: The street was flanked by narrow pavements for the public.\nSent 9: A young member of the Narodnaya Volya (\"People's Will\") movement, Nikolai Rysakov, was carrying a small white package wrapped in a handkerchief. \nQuestion: Who was the emperor that agreed with Lori-Melikov's proposal for a parliamentary body?.", "neg": "Paragraph- Sent 1: After the last assassination attempt in February 1880, Count Loris-Melikov was appointed the head of the Supreme Executive Commission and given extraordinary powers to fight the revolutionaries.\nSent 2: Loris-Melikov's proposals called for some form of parliamentary body, and the Emperor seemed to agree; these plans were never realised.\nSent 3: On 13 March (1 March Old Style Date), 1881, Alexander fell victim to an assassination plot in Saint Petersburg.\nSent 4: As he was known to do every Sunday for many years, the emperor went to the Mikhailovsky Manege for the military roll call.\nSent 5: He travelled both to and from the Manege in a closed carriage accompanied by five Cossacks and Frank (Franciszek) Joseph Jackowski, a Polish noble, with a sixth Cossack sitting on the coachman's left.\nSent 6: The emperor's carriage was followed by two sleighs carrying, among others, the chief of police and the chief of the emperor's guards.\nSent 7: The route, as always, was via the Catherine Canal and over the Pevchesky Bridge.\nSent 8: The street was flanked by narrow pavements for the public.\nSent 9: A young member of the Narodnaya Volya (\"People's Will\") movement, Nikolai Rysakov, was carrying a small white package wrapped in a handkerchief. \nQuestion: What took the route via the Catherine Canal and over the Pevchesky Bridge?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.\nSent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.\nSent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.\nSent 4: He also published an essay, \"My First Impression of the U.S.A.,\" in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).\nSent 5: For some of his observations, Einstein was clearly surprised: \"What strikes a visitor is the joyous, positive attitude to life .\nSent 6: The American is friendly, self-confident, optimistic, and without envy.\"Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.\nSent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.\nSent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.\nSent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.\nSent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.\nSent 12: During one reception, the building was stormed by people who wanted to see and hear him.\nSent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world. \nQuestion: About how many months after his visit to the United States did Einstein publish an essay about his impressions?.", "pos": "Paragraph- Sent 1: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.\nSent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.\nSent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.\nSent 4: He also published an essay, \"My First Impression of the U.S.A.,\" in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).\nSent 5: For some of his observations, Einstein was clearly surprised: \"What strikes a visitor is the joyous, positive attitude to life .\nSent 6: The American is friendly, self-confident, optimistic, and without envy.\"Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.\nSent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.\nSent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.\nSent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.\nSent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.\nSent 12: During one reception, the building was stormed by people who wanted to see and hear him.\nSent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world. \nQuestion: How many months after his first visit to New York City did Einstein publish an essay on his impressions of the U.S.A.?.", "neg": "Paragraph- Sent 1: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.\nSent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.\nSent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.\nSent 4: He also published an essay, \"My First Impression of the U.S.A.,\" in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).\nSent 5: For some of his observations, Einstein was clearly surprised: \"What strikes a visitor is the joyous, positive attitude to life .\nSent 6: The American is friendly, self-confident, optimistic, and without envy.\"Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.\nSent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.\nSent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.\nSent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.\nSent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.\nSent 12: During one reception, the building was stormed by people who wanted to see and hear him.\nSent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world. \nQuestion: How did the people of Palestine greet Einstein?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Clarifying the Record The defense of U.S. airspace on 9/11 was not conducted in accord with preexisting training and protocols.\nSent 2: It was improvised by civilians who had never handled a hijacked aircraft that attempted to disappear, and by a military unprepared for the transformation of commercial aircraft into weapons of mass destruction.\nSent 3: As it turned out, the NEADS air defenders had nine minutes' notice on the first hijacked plane, no advance notice on the second, no advance notice on the third, and no advance notice on the fourth.\nSent 4: We do not believe that the true picture of that morning reflects discredit on the operational personnel at NEADS or FAA facilities.\nSent 5: NEADS commanders and officers actively sought out information, and made the best judgments they could on the basis of what they knew.\nSent 6: Individual FAA controllers, facility managers, and Command Center managers thought outside the box in recommending a nationwide alert, in ground-stopping local traffic, and, ultimately, in deciding to land all aircraft and executing that unprecedented order flawlessly.\nSent 7: More than the actual events, inaccurate government accounts of those events made it appear that the military was notified in time to respond to two of the hijackings, raising questions about the adequacy of the response.\nSent 8: Those accounts had the effect of deflecting questions about the military's capacity to obtain timely and accurate information from its own sources.\nSent 9: In addition, they overstated the FAA's ability to provide the military with timely and useful information that morning.\nSent 10: In public testimony before this Commission in May 2003, NORAD officials stated that at 9:16, NEADS received hijack notification of United 93 from the FAA.\nSent 11: This statement was incorrect.\nSent 12: There was no hijack to report at 9:16.\nSent 13: United 93 was proceeding normally at that time.\nSent 14: In this same public testimony, NORAD officials stated that at 9:24, NEADS received notification of the hijacking of American 77.\nSent 15: This statement was also incorrect.\nSent 16: The notice NEADS received at 9:24 was that American 11 had not hit the World Trade Center and was heading for Washington, D.C. In their testimony and in other public accounts, NORAD officials also stated that the Langley fighters were scrambled to respond to the notifications about American 77,178 United 93, or both.\nSent 17: These statements were incorrect as well.\nSent 18: The fighters were scrambled because of the report that American 11 was heading south, as is clear not just from taped conversations at NEADS but also from taped conversations at FAA centers; contemporaneous logs compiled at NEADS, Continental Region headquarters, and NORAD; and other records. \nQuestion: What was overstated in regards to the perceived inadequacy in military response to 9/11.", "pos": "Paragraph- Sent 1: American Airlines Flight 11: FAA Awareness.\nSent 2: Although the Boston Center air traffic controller realized at an early stage that there was something wrong with American 11, he did not immediately interpret the plane's failure to respond as a sign that it had been hijacked.\nSent 3: At 8:14, when the flight failed to heed his instruction to climb to 35,000 feet, the controller repeatedly tried to raise the flight.\nSent 4: He reached out to the pilot on the emergency frequency.\nSent 5: Though there was no response, he kept trying to contact the aircraft.\nSent 6: At 8:21, American 11 turned off its transponder, immediately degrading the information available about the aircraft.\nSent 7: The controller told his supervisor that he thought something was seriously wrong with the plane, although neither suspected a hijacking.\nSent 8: The supervisor instructed the controller to follow standard procedures for handling a \"no radio\" aircraft.\nSent 9: The controller checked to see if American Airlines could establish communication with American 11.\nSent 10: He became even more concerned as its route changed, moving into another sector's airspace.\nSent 11: Controllers immediately began to move aircraft out of its path, and asked other aircraft in the vicinity to look for American 11.\nSent 12: At 8:24:38, the following transmission came from American 11: American 11: We have some planes.\nSent 13: Just stay quiet, and you'll be okay.\nSent 14: We are returning to the airport.\nSent 15: The controller only heard something unintelligible; he did not hear the specific words \"we have some planes.\"Sent 16: The next transmission came seconds later: American 11: Nobody move.\nSent 17: Everything will be okay.\nSent 18: If you try to make any moves, you'll endanger yourself and the airplane. \nQuestion: What did the controller tell the supervisor when he was not able to communicate with the plane? What was he instructed to do?.", "neg": "Paragraph- Sent 1: Clarifying the Record The defense of U.S. airspace on 9/11 was not conducted in accord with preexisting training and protocols.\nSent 2: It was improvised by civilians who had never handled a hijacked aircraft that attempted to disappear, and by a military unprepared for the transformation of commercial aircraft into weapons of mass destruction.\nSent 3: As it turned out, the NEADS air defenders had nine minutes' notice on the first hijacked plane, no advance notice on the second, no advance notice on the third, and no advance notice on the fourth.\nSent 4: We do not believe that the true picture of that morning reflects discredit on the operational personnel at NEADS or FAA facilities.\nSent 5: NEADS commanders and officers actively sought out information, and made the best judgments they could on the basis of what they knew.\nSent 6: Individual FAA controllers, facility managers, and Command Center managers thought outside the box in recommending a nationwide alert, in ground-stopping local traffic, and, ultimately, in deciding to land all aircraft and executing that unprecedented order flawlessly.\nSent 7: More than the actual events, inaccurate government accounts of those events made it appear that the military was notified in time to respond to two of the hijackings, raising questions about the adequacy of the response.\nSent 8: Those accounts had the effect of deflecting questions about the military's capacity to obtain timely and accurate information from its own sources.\nSent 9: In addition, they overstated the FAA's ability to provide the military with timely and useful information that morning.\nSent 10: In public testimony before this Commission in May 2003, NORAD officials stated that at 9:16, NEADS received hijack notification of United 93 from the FAA.\nSent 11: This statement was incorrect.\nSent 12: There was no hijack to report at 9:16.\nSent 13: United 93 was proceeding normally at that time.\nSent 14: In this same public testimony, NORAD officials stated that at 9:24, NEADS received notification of the hijacking of American 77.\nSent 15: This statement was also incorrect.\nSent 16: The notice NEADS received at 9:24 was that American 11 had not hit the World Trade Center and was heading for Washington, D.C. In their testimony and in other public accounts, NORAD officials also stated that the Langley fighters were scrambled to respond to the notifications about American 77,178 United 93, or both.\nSent 17: These statements were incorrect as well.\nSent 18: The fighters were scrambled because of the report that American 11 was heading south, as is clear not just from taped conversations at NEADS but also from taped conversations at FAA centers; contemporaneous logs compiled at NEADS, Continental Region headquarters, and NORAD; and other records. \nQuestion: Who coordinated the defense of US airspace on September 11?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In the Gay Nineties , on New York 's Bowery , saloon owner Chuck Connors , finds that his rival , Steve Brodie , has thrown a muskmelon at his window .\nSent 2: The happy-go-lucky Brodie explains that he threw the melon on a dare .\nSent 3: As Connors threatens to fight him , the two learn of a fire in neighboring Chinatown .\nSent 4: Both men call upon their volunteer fire brigades , and wager $ 100 on which will be the first to throw water on the fire .\nSent 5: Although Brodie is first to arrive , he finds Connor 's young pal , Swipes McGurk , sitting on a barrel placed over the fire hydrant preventing Brodie from using it first .\nSent 6: Connors arrives and the rival fire fighters brawl as the fire reduces the building to a smoldering ruin , presumably incinerating the crowd of Chinese trapped inside who had been screaming for help at the window .\nSent 7: Brodie vows revenge on Connors , leading to a $ 500 bet that a fighter , whom Brodie calls `` The Masked Marvel , '' can beat `` Bloody Butch '' a prizefighter managed by Conners .\nSent 8: Conners accepts , and the `` Marvel '' knocks out Bloody Butch with one punch .\nSent 9: After the fight , the `` Marvel '' is revealed to be John L. Sullivan .\nSent 10: Connors meets a homeless girl named Lucy Calhoun and takes her to his apartment , where he lives with Swipes , and lets her spend the night .\nSent 11: In the morning , he is pleasantly surprised , to find that Lucy has cleaned up the place and cooked breakfast .\nSent 12: Swipes later locks Lucy in a closet and , when Connors finds her , spanks him .\nSent 13: Humiliated , Swipes packs and leaves . \nQuestion: What leads to $500 bet and what does Brodie call it and what happens after the fight ?.", "pos": "Paragraph- Sent 1: In the Gay Nineties , on New York 's Bowery , saloon owner Chuck Connors , finds that his rival , Steve Brodie , has thrown a muskmelon at his window .\nSent 2: The happy-go-lucky Brodie explains that he threw the melon on a dare .\nSent 3: As Connors threatens to fight him , the two learn of a fire in neighboring Chinatown .\nSent 4: Both men call upon their volunteer fire brigades , and wager $ 100 on which will be the first to throw water on the fire .\nSent 5: Although Brodie is first to arrive , he finds Connor 's young pal , Swipes McGurk , sitting on a barrel placed over the fire hydrant preventing Brodie from using it first .\nSent 6: Connors arrives and the rival fire fighters brawl as the fire reduces the building to a smoldering ruin , presumably incinerating the crowd of Chinese trapped inside who had been screaming for help at the window .\nSent 7: Brodie vows revenge on Connors , leading to a $ 500 bet that a fighter , whom Brodie calls `` The Masked Marvel , '' can beat `` Bloody Butch '' a prizefighter managed by Conners .\nSent 8: Conners accepts , and the `` Marvel '' knocks out Bloody Butch with one punch .\nSent 9: After the fight , the `` Marvel '' is revealed to be John L. Sullivan .\nSent 10: Connors meets a homeless girl named Lucy Calhoun and takes her to his apartment , where he lives with Swipes , and lets her spend the night .\nSent 11: In the morning , he is pleasantly surprised , to find that Lucy has cleaned up the place and cooked breakfast .\nSent 12: Swipes later locks Lucy in a closet and , when Connors finds her , spanks him .\nSent 13: Humiliated , Swipes packs and leaves . \nQuestion: what is the real name of Brodie's prize fighter.", "neg": "Paragraph- Sent 1: In the Gay Nineties , on New York 's Bowery , saloon owner Chuck Connors , finds that his rival , Steve Brodie , has thrown a muskmelon at his window .\nSent 2: The happy-go-lucky Brodie explains that he threw the melon on a dare .\nSent 3: As Connors threatens to fight him , the two learn of a fire in neighboring Chinatown .\nSent 4: Both men call upon their volunteer fire brigades , and wager $ 100 on which will be the first to throw water on the fire .\nSent 5: Although Brodie is first to arrive , he finds Connor 's young pal , Swipes McGurk , sitting on a barrel placed over the fire hydrant preventing Brodie from using it first .\nSent 6: Connors arrives and the rival fire fighters brawl as the fire reduces the building to a smoldering ruin , presumably incinerating the crowd of Chinese trapped inside who had been screaming for help at the window .\nSent 7: Brodie vows revenge on Connors , leading to a $ 500 bet that a fighter , whom Brodie calls `` The Masked Marvel , '' can beat `` Bloody Butch '' a prizefighter managed by Conners .\nSent 8: Conners accepts , and the `` Marvel '' knocks out Bloody Butch with one punch .\nSent 9: After the fight , the `` Marvel '' is revealed to be John L. Sullivan .\nSent 10: Connors meets a homeless girl named Lucy Calhoun and takes her to his apartment , where he lives with Swipes , and lets her spend the night .\nSent 11: In the morning , he is pleasantly surprised , to find that Lucy has cleaned up the place and cooked breakfast .\nSent 12: Swipes later locks Lucy in a closet and , when Connors finds her , spanks him .\nSent 13: Humiliated , Swipes packs and leaves . \nQuestion: What type of Melon did Brodie throw out the Window, and why?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: At age 16, Alexander's education under Aristotle ended.\nSent 2: Philip waged war against Byzantion, leaving Alexander in charge as regent and heir apparent.\nSent 3: During Philip's absence, the Thracian Maedi revolted against Macedonia.\nSent 4: Alexander responded quickly, driving them from their territory.\nSent 5: He colonized it with Greeks, and founded a city named Alexandropolis.\nSent 6: Upon Philip's return, he dispatched Alexander with a small force to subdue revolts in southern Thrace.\nSent 7: Campaigning against the Greek city of Perinthus, Alexander is reported to have saved his father's life.\nSent 8: Meanwhile, the city of Amphissa began to work lands that were sacred to Apollo near Delphi, a sacrilege that gave Philip the opportunity to further intervene in Greek affairs.\nSent 9: Still occupied in Thrace, he ordered Alexander to muster an army for a campaign in Greece.\nSent 10: Concerned that other Greek states might intervene, Alexander made it look as though he was preparing to attack Illyria instead.\nSent 11: During this turmoil, the Illyrians invaded Macedonia, only to be repelled by Alexander.\nSent 12: Philip and his army joined his son in 338 BC, and they marched south through Thermopylae, taking it after stubborn resistance from its Theban garrison.\nSent 13: They went on to occupy the city of Elatea, only a few days' march from both Athens and Thebes.\nSent 14: The Athenians, led by Demosthenes, voted to seek alliance with Thebes against Macedonia.\nSent 15: Both Athens and Philip sent embassies to win Thebes' favor, but Athens won the contest.\nSent 16: Philip marched on Amphissa (ostensibly acting on the request of the Amphictyonic League), capturing the mercenaries sent there by Demosthenes and accepting the city's surrender.\nSent 17: Philip then returned to Elatea, sending a final offer of peace to Athens and Thebes, who both rejected it. \nQuestion: Why was Philip absent when the Thracian Maedi revolted against Macedonia?.", "pos": "Paragraph- Sent 1: At age 16, Alexander's education under Aristotle ended.\nSent 2: Philip waged war against Byzantion, leaving Alexander in charge as regent and heir apparent.\nSent 3: During Philip's absence, the Thracian Maedi revolted against Macedonia.\nSent 4: Alexander responded quickly, driving them from their territory.\nSent 5: He colonized it with Greeks, and founded a city named Alexandropolis.\nSent 6: Upon Philip's return, he dispatched Alexander with a small force to subdue revolts in southern Thrace.\nSent 7: Campaigning against the Greek city of Perinthus, Alexander is reported to have saved his father's life.\nSent 8: Meanwhile, the city of Amphissa began to work lands that were sacred to Apollo near Delphi, a sacrilege that gave Philip the opportunity to further intervene in Greek affairs.\nSent 9: Still occupied in Thrace, he ordered Alexander to muster an army for a campaign in Greece.\nSent 10: Concerned that other Greek states might intervene, Alexander made it look as though he was preparing to attack Illyria instead.\nSent 11: During this turmoil, the Illyrians invaded Macedonia, only to be repelled by Alexander.\nSent 12: Philip and his army joined his son in 338 BC, and they marched south through Thermopylae, taking it after stubborn resistance from its Theban garrison.\nSent 13: They went on to occupy the city of Elatea, only a few days' march from both Athens and Thebes.\nSent 14: The Athenians, led by Demosthenes, voted to seek alliance with Thebes against Macedonia.\nSent 15: Both Athens and Philip sent embassies to win Thebes' favor, but Athens won the contest.\nSent 16: Philip marched on Amphissa (ostensibly acting on the request of the Amphictyonic League), capturing the mercenaries sent there by Demosthenes and accepting the city's surrender.\nSent 17: Philip then returned to Elatea, sending a final offer of peace to Athens and Thebes, who both rejected it. \nQuestion: What happened while Phillip was away fighting Byzantion?.", "neg": "Paragraph- Sent 1: At age 16, Alexander's education under Aristotle ended.\nSent 2: Philip waged war against Byzantion, leaving Alexander in charge as regent and heir apparent.\nSent 3: During Philip's absence, the Thracian Maedi revolted against Macedonia.\nSent 4: Alexander responded quickly, driving them from their territory.\nSent 5: He colonized it with Greeks, and founded a city named Alexandropolis.\nSent 6: Upon Philip's return, he dispatched Alexander with a small force to subdue revolts in southern Thrace.\nSent 7: Campaigning against the Greek city of Perinthus, Alexander is reported to have saved his father's life.\nSent 8: Meanwhile, the city of Amphissa began to work lands that were sacred to Apollo near Delphi, a sacrilege that gave Philip the opportunity to further intervene in Greek affairs.\nSent 9: Still occupied in Thrace, he ordered Alexander to muster an army for a campaign in Greece.\nSent 10: Concerned that other Greek states might intervene, Alexander made it look as though he was preparing to attack Illyria instead.\nSent 11: During this turmoil, the Illyrians invaded Macedonia, only to be repelled by Alexander.\nSent 12: Philip and his army joined his son in 338 BC, and they marched south through Thermopylae, taking it after stubborn resistance from its Theban garrison.\nSent 13: They went on to occupy the city of Elatea, only a few days' march from both Athens and Thebes.\nSent 14: The Athenians, led by Demosthenes, voted to seek alliance with Thebes against Macedonia.\nSent 15: Both Athens and Philip sent embassies to win Thebes' favor, but Athens won the contest.\nSent 16: Philip marched on Amphissa (ostensibly acting on the request of the Amphictyonic League), capturing the mercenaries sent there by Demosthenes and accepting the city's surrender.\nSent 17: Philip then returned to Elatea, sending a final offer of peace to Athens and Thebes, who both rejected it. \nQuestion: Which state won an alliance with Macedonia?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The judge leaned back in his chair and beckoned to Mr. Andrews.\nSent 2: It was finished.\nSent 3: Spear was free, and from different parts of the courtroom people were moving toward the door.\nSent 4: Their numbers showed that the friends of the young man had been many.\nSent 5: Mr. Thorndike felt a certain twinge of disappointment.\nSent 6: Even though the result relieved and pleased him, he wished, in bringing it about, he had had some part.\nSent 7: He begrudged to Isaacs & Sons the credit of having given Spear his liberty.\nSent 8: His morning had been wasted.\nSent 9: He had neglected his own interests, and in no way assisted those of Spear.\nSent 10: He was moving out of the railed enclosure when Andrews called him by name.\nSent 11: “His honor,” he said impressively, “wishes to speak to you.” The judge leaned over his desk and shook Mr. Thorndike by the hand.\nSent 12: Then he made a speech.\nSent 13: The speech was about public-spirited citizens who, to the neglect of their own interests, came to assist the ends of justice, and fellow-creatures in misfortune.\nSent 14: He purposely spoke in a loud voice, and every one stopped to listen.\nSent 15: “The law, Mr. Thorndike, is not vindictive,” he said.\nSent 16: “It wishes only to be just.\nSent 17: Nor can it be swayed by wealth or political or social influences.\nSent 18: But when there is good in a man, I, personally, want to know it, and when gentlemen like yourself, of your standing in this city, come here to speak a good word for a man, we would stultify the purpose of justice if we did not listen.\nSent 19: I thank you for coming, and I wish more of our citizens were as unselfish and public-spirited.” It was all quite absurd and most embarrassing, but inwardly Mr. Thorndike glowed with pleasure.\nSent 20: It was a long time since any one had had the audacity to tell him he had done well. \nQuestion: Why did Mr. Thorndike feel his morning had been wasted?.", "pos": "Paragraph- Sent 1: The judge leaned back in his chair and beckoned to Mr. Andrews.\nSent 2: It was finished.\nSent 3: Spear was free, and from different parts of the courtroom people were moving toward the door.\nSent 4: Their numbers showed that the friends of the young man had been many.\nSent 5: Mr. Thorndike felt a certain twinge of disappointment.\nSent 6: Even though the result relieved and pleased him, he wished, in bringing it about, he had had some part.\nSent 7: He begrudged to Isaacs & Sons the credit of having given Spear his liberty.\nSent 8: His morning had been wasted.\nSent 9: He had neglected his own interests, and in no way assisted those of Spear.\nSent 10: He was moving out of the railed enclosure when Andrews called him by name.\nSent 11: “His honor,” he said impressively, “wishes to speak to you.” The judge leaned over his desk and shook Mr. Thorndike by the hand.\nSent 12: Then he made a speech.\nSent 13: The speech was about public-spirited citizens who, to the neglect of their own interests, came to assist the ends of justice, and fellow-creatures in misfortune.\nSent 14: He purposely spoke in a loud voice, and every one stopped to listen.\nSent 15: “The law, Mr. Thorndike, is not vindictive,” he said.\nSent 16: “It wishes only to be just.\nSent 17: Nor can it be swayed by wealth or political or social influences.\nSent 18: But when there is good in a man, I, personally, want to know it, and when gentlemen like yourself, of your standing in this city, come here to speak a good word for a man, we would stultify the purpose of justice if we did not listen.\nSent 19: I thank you for coming, and I wish more of our citizens were as unselfish and public-spirited.” It was all quite absurd and most embarrassing, but inwardly Mr. Thorndike glowed with pleasure.\nSent 20: It was a long time since any one had had the audacity to tell him he had done well. \nQuestion: How did Mr. Thorndike feel after the trial?.", "neg": "Paragraph- Sent 1: The judge leaned back in his chair and beckoned to Mr. Andrews.\nSent 2: It was finished.\nSent 3: Spear was free, and from different parts of the courtroom people were moving toward the door.\nSent 4: Their numbers showed that the friends of the young man had been many.\nSent 5: Mr. Thorndike felt a certain twinge of disappointment.\nSent 6: Even though the result relieved and pleased him, he wished, in bringing it about, he had had some part.\nSent 7: He begrudged to Isaacs & Sons the credit of having given Spear his liberty.\nSent 8: His morning had been wasted.\nSent 9: He had neglected his own interests, and in no way assisted those of Spear.\nSent 10: He was moving out of the railed enclosure when Andrews called him by name.\nSent 11: “His honor,” he said impressively, “wishes to speak to you.” The judge leaned over his desk and shook Mr. Thorndike by the hand.\nSent 12: Then he made a speech.\nSent 13: The speech was about public-spirited citizens who, to the neglect of their own interests, came to assist the ends of justice, and fellow-creatures in misfortune.\nSent 14: He purposely spoke in a loud voice, and every one stopped to listen.\nSent 15: “The law, Mr. Thorndike, is not vindictive,” he said.\nSent 16: “It wishes only to be just.\nSent 17: Nor can it be swayed by wealth or political or social influences.\nSent 18: But when there is good in a man, I, personally, want to know it, and when gentlemen like yourself, of your standing in this city, come here to speak a good word for a man, we would stultify the purpose of justice if we did not listen.\nSent 19: I thank you for coming, and I wish more of our citizens were as unselfish and public-spirited.” It was all quite absurd and most embarrassing, but inwardly Mr. Thorndike glowed with pleasure.\nSent 20: It was a long time since any one had had the audacity to tell him he had done well. \nQuestion: What was the beginning of the judge's speech mainly about?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The inhabited history of the Las Vegas Valley stretches to 23,000 b.c.\nSent 2: , when much of the area was covered by a prehistoric lake.\nSent 3: During this period, the indigenous people lived in caves, hunting the mammals that gathered at the shoreline.\nSent 4: The landscape of the valley changed dramatically over the next 200 centuries.\nSent 5: The glaciers feeding the lake melted away and the lake evaporated.\nSent 6: Fossils tell an obscure story of man’s slow and sporadic development.\nSent 7: Around 3000 b.c.\nSent 8: , native Archaic Indians began to develop a lasting hunting and gathering culture.\nSent 9: By this time, the valley was in much the same geographic state as it exists in today, with one exception — the presence of artesian springs that bubbled to the surface in several areas.\nSent 10: These springs fed a network of streams draining through the Las Vegas Wash to the Colorado River.\nSent 11: The areas surrounding the springs were desert oases: sprawling collections of grasses, trees, and wildlife.\nSent 12: Many springs lay in areas that would eventually become the center of the modern Las Vegas metropolis.\nSent 13: For about 4000 years, the Archaics thrived in a culture that included many signs of early civilization.\nSent 14: Signs of even more advancement appeared halfway through the first millennium a.d.\nSent 15: , when the Anasazi Indians inhabited the valley.\nSent 16: Far more progressive than the Archaics, the Anasazi utilized such formal agricultural techniques as irrigation to assist their harvest.\nSent 17: This permitted the Anasazi to achieve a benchmark of advanced society — the ability to live in permanent shelters year-round without need to follow wildlife.\nSent 18: Mysteriously, the Anasazi vanished from the valley around a.d. \nQuestion: When did the native Archaic Indians develop a hunting and gathering culture?.", "pos": "Paragraph- Sent 1: Little is known of the earliest Stone Age inhabitants of Europe’s southwestern extremity.\nSent 2: The ancient Greeks called them the Cynetes (or Cunetes).\nSent 3: Whatever their origins, their culture evolved under the pressure and influence of foreign forces.\nSent 4: Among the many invading armies that settled here and contributed to nascent Portuguese culture were Phoenicians, who settled in the area around 1,000 b.c., followed by the Celts, Iberians, Greeks, and Carthaginians.\nSent 5: But it was the Romans, who arrived late in the third century b.c., who most greatly influenced all of Iberia.\nSent 6: They built towns, industries, roads, and bridges, developed agriculture, and bequeathed the Latin language, of which Portuguese is a direct descendant.\nSent 7: The Romans named the southwestern province of the peninsula Lusitania, oddly enough for one of the Celtiberian tribes they defeated, and by the third century a.d.\nSent 8: had introduced Christianity.\nSent 9: By the beginning of the fourth century the Algarve had a bishop in place, based in Faro.\nSent 10: But Rome had already fallen into decay, and soon hordes of northern tribesmen took over the empire.\nSent 11: The Algarve fell to the Visigoths in the mid-fifth century.\nSent 12: Under Moorish Rule In a.d.\nSent 13: 711, the Moors brought powerful armies from North Africa and launched a devastating attack on the Iberian peninsula, conquering much of what would become Spain and Portugal.\nSent 14: They imposed Islam and left an indelible influence on the countryside and the population of the Algarve.\nSent 15: The Moorish legacy can still be seen in the form of wells and waterwheels, squat white houses, the dark complexions of the people, and in the very name given the region — taken from Al-Gharb, which means “country of the west” (when the Moors conquered the territory, it was the most westerly in the known world).\nSent 16: The Moors governed their Iberian kingdoms from across the border in Seville, but the Algarve had its own regional capital and huge, invulnerable fortress.\nSent 17: The capital was Chelb (or Xelb), and it was bigger and better defended than Lisbon.\nSent 18: Today the town, known as Silves, (see page 38) is a provincial outpost whose only besiegers are busloads of tourists who climb the narrow streets up to the old Moorish ramparts. \nQuestion: How did the Romans influence or change the area?.", "neg": "Paragraph- Sent 1: The inhabited history of the Las Vegas Valley stretches to 23,000 b.c.\nSent 2: , when much of the area was covered by a prehistoric lake.\nSent 3: During this period, the indigenous people lived in caves, hunting the mammals that gathered at the shoreline.\nSent 4: The landscape of the valley changed dramatically over the next 200 centuries.\nSent 5: The glaciers feeding the lake melted away and the lake evaporated.\nSent 6: Fossils tell an obscure story of man’s slow and sporadic development.\nSent 7: Around 3000 b.c.\nSent 8: , native Archaic Indians began to develop a lasting hunting and gathering culture.\nSent 9: By this time, the valley was in much the same geographic state as it exists in today, with one exception — the presence of artesian springs that bubbled to the surface in several areas.\nSent 10: These springs fed a network of streams draining through the Las Vegas Wash to the Colorado River.\nSent 11: The areas surrounding the springs were desert oases: sprawling collections of grasses, trees, and wildlife.\nSent 12: Many springs lay in areas that would eventually become the center of the modern Las Vegas metropolis.\nSent 13: For about 4000 years, the Archaics thrived in a culture that included many signs of early civilization.\nSent 14: Signs of even more advancement appeared halfway through the first millennium a.d.\nSent 15: , when the Anasazi Indians inhabited the valley.\nSent 16: Far more progressive than the Archaics, the Anasazi utilized such formal agricultural techniques as irrigation to assist their harvest.\nSent 17: This permitted the Anasazi to achieve a benchmark of advanced society — the ability to live in permanent shelters year-round without need to follow wildlife.\nSent 18: Mysteriously, the Anasazi vanished from the valley around a.d. \nQuestion: Why did the prehistoric lake disappear from the Las Vegas Valley?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: Does George Pelecanos write about Washington, DC?.", "pos": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: George Pelecanos' latest novel \"The Cut\" features which character?.", "neg": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: According to the article, what is specifically different about how Washington DC (and its people) is portrayed in Pelecanos's stories to the typical portayal?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Who shows Juzo the class photo that shows his space marked with an X to show he was absent?.", "pos": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Who shows Juzo her husband's school photos?.", "neg": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Was Akai able to recognise Juzo when they met at the site?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: what is girl name?.", "pos": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: what films cut to?.", "neg": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: Judith bribes a news reporter for the location of Brick and Ginger, whose help she elicits in doing what?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.\nSent 2: Millions of men and women readied themselves for work.\nSent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.\nSent 4: Others went to Arlington, Virginia, to the Pentagon.\nSent 5: Across the Potomac River, the United States Congress was back in session.\nSent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.\nSent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.\nSent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.\nSent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.\nSent 10: Boston: American 11 and United 175.\nSent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.\nSent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.\nSent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.\nSent 14: This did not hinder Atta's plans.\nSent 15: Atta and Omari arrived in Boston at 6:45.\nSent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.\nSent 17: They spoke for three minutes.\nSent 18: It would be their final conversation. \nQuestion: Who was Atta's final conversation with ?.", "pos": "Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.\nSent 2: Millions of men and women readied themselves for work.\nSent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.\nSent 4: Others went to Arlington, Virginia, to the Pentagon.\nSent 5: Across the Potomac River, the United States Congress was back in session.\nSent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.\nSent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.\nSent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.\nSent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.\nSent 10: Boston: American 11 and United 175.\nSent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.\nSent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.\nSent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.\nSent 14: This did not hinder Atta's plans.\nSent 15: Atta and Omari arrived in Boston at 6:45.\nSent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.\nSent 17: They spoke for three minutes.\nSent 18: It would be their final conversation. \nQuestion: who had their final conversation.", "neg": "Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.\nSent 2: Millions of men and women readied themselves for work.\nSent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.\nSent 4: Others went to Arlington, Virginia, to the Pentagon.\nSent 5: Across the Potomac River, the United States Congress was back in session.\nSent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.\nSent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.\nSent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.\nSent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.\nSent 10: Boston: American 11 and United 175.\nSent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.\nSent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.\nSent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.\nSent 14: This did not hinder Atta's plans.\nSent 15: Atta and Omari arrived in Boston at 6:45.\nSent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.\nSent 17: They spoke for three minutes.\nSent 18: It would be their final conversation. \nQuestion: What were the targets of their attack?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Military Notification and Response.\nSent 2: Boston Center did not follow the protocol in seeking military assistance through the prescribed chain of command.\nSent 3: In addition to notifications within the FAA, Boston Center took the initiative, at 8:34, to contact the military through the FAA's Cape Cod facility.\nSent 4: The center also tried to contact a former alert site in Atlantic City, unaware it had been phased out.\nSent 5: At 8:37:52, Boston Center reached NEADS.\nSent 6: This was the first notification received by the military-at any level-that American 11 had been hijacked: FAA: Hi.\nSent 7: Boston Center TMU [Traffic Management Unit], we have a problem here.\nSent 8: We have a hijacked aircraft headed towards New York, and we need you guys to, we need someone to scramble some F-16s or something up there, help us out.\nSent 9: NEADS: Is this real-world or exercise?\nSent 10: FAA: No, this is not an exercise, not a test.\nSent 11: NEADS ordered to battle stations the two F-15 alert aircraft at Otis Air Force Base in Falmouth, Massachusetts, 153 miles away from New York City.\nSent 12: The air defense of America began with this call.\nSent 13: At NEADS, the report of the hijacking was relayed immediately to Battle Commander Colonel Robert Marr.\nSent 14: After ordering the Otis fighters to battle stations, Colonel Marr phoned Major General Larry Arnold, commanding general of the First Air Force and NORAD's Continental Region.\nSent 15: Marr sought authorization to scramble the Otis fighters.\nSent 16: General Arnold later recalled instructing Marr to \"go ahead and scramble them, and we'll get authorities later.\"Sent 17: General Arnold then called NORAD headquarters to report.\nSent 18: F-15 fighters were scrambled at 8:46 from Otis Air Force Base. \nQuestion: What was the answer to the question, \"Is this real-world or a test?\".", "pos": "Paragraph- Sent 1: When American 11 struck the World Trade Center at 8:46, no one in the White House or traveling with the President knew that it had been hijacked.\nSent 2: While that information circulated within the FAA, we found no evidence that the hijacking was reported to any other agency in Washington before 8:46.\nSent 3: Most federal agencies learned about the crash in New York from CNN.\nSent 4: Within the FAA, the administrator, Jane Garvey, and her acting deputy, Monte Belger, had not been told of a confirmed hijacking before they learned from television that a plane had crashed.\nSent 5: Others in the agency were aware of it, as we explained earlier in this chapter.\nSent 6: Inside the National Military Command Center, the deputy director of operations and his assistant began notifying senior Pentagon officials of the incident.\nSent 7: At about 9:00, the senior NMCC operations officer reached out to the FAA operations center for information.\nSent 8: Although the NMCC was advised of the hijacking of American 11, the scrambling of jets was not discussed.\nSent 9: In Sarasota, Florida, the presidential motorcade was arriving at the Emma E. Booker Elementary School, where President Bush was to read to a class and talk about education.\nSent 10: White House Chief of Staff Andrew Card told us he was standing with the President outside the classroom when Senior Advisor to the President Karl Rove first informed them that a small, twin-engine plane had crashed into the World Trade Center.\nSent 11: The President's reaction was that the incident must have been caused by pilot error.\nSent 12: At 8:55, before entering the classroom, the President spoke to National Security Advisor Condoleezza Rice, who was at the White House.\nSent 13: She recalled first telling the President it was a twin-engine aircraft-and then a commercial aircraft-that had struck the World Trade Center, adding \"that's all we know right now, Mr. President.\"Sent 14: At the White House, Vice President Dick Cheney had just sat down for a meeting when his assistant told him to turn on his television because a plane had struck the NorthTower of the World Trade Center.\nSent 15: The Vice President was wondering \"how the hell could a plane hit the World Trade Center\" when he saw the second aircraft strike the South Tower.\nSent 16: Elsewhere in the White House, a series of 9:00 meetings was about to begin.\nSent 17: In the absence of information that the crash was anything other than an accident, the White House staff monitored the news as they went ahead with their regular schedules. \nQuestion: In which US State was White House Chief of Staff Andrew Card when he was first informed that a small, twin-engine plane had crashed into the World Trade Center?.", "neg": "Paragraph- Sent 1: Military Notification and Response.\nSent 2: Boston Center did not follow the protocol in seeking military assistance through the prescribed chain of command.\nSent 3: In addition to notifications within the FAA, Boston Center took the initiative, at 8:34, to contact the military through the FAA's Cape Cod facility.\nSent 4: The center also tried to contact a former alert site in Atlantic City, unaware it had been phased out.\nSent 5: At 8:37:52, Boston Center reached NEADS.\nSent 6: This was the first notification received by the military-at any level-that American 11 had been hijacked: FAA: Hi.\nSent 7: Boston Center TMU [Traffic Management Unit], we have a problem here.\nSent 8: We have a hijacked aircraft headed towards New York, and we need you guys to, we need someone to scramble some F-16s or something up there, help us out.\nSent 9: NEADS: Is this real-world or exercise?\nSent 10: FAA: No, this is not an exercise, not a test.\nSent 11: NEADS ordered to battle stations the two F-15 alert aircraft at Otis Air Force Base in Falmouth, Massachusetts, 153 miles away from New York City.\nSent 12: The air defense of America began with this call.\nSent 13: At NEADS, the report of the hijacking was relayed immediately to Battle Commander Colonel Robert Marr.\nSent 14: After ordering the Otis fighters to battle stations, Colonel Marr phoned Major General Larry Arnold, commanding general of the First Air Force and NORAD's Continental Region.\nSent 15: Marr sought authorization to scramble the Otis fighters.\nSent 16: General Arnold later recalled instructing Marr to \"go ahead and scramble them, and we'll get authorities later.\"Sent 17: General Arnold then called NORAD headquarters to report.\nSent 18: F-15 fighters were scrambled at 8:46 from Otis Air Force Base. \nQuestion: How many attempts were made by the Boston Center to notify the military?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: What kind of energy does a leaf have when it is hanging from a branch?.", "pos": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: A leaf hanging from a branch has what type of energy?.", "neg": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: A diver that goes from gravitational potential energy  to kinetic energy as one falls and returning to potiential energy is called what?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Right after the Pentagon was hit, NEADS learned of another possible hijacked aircraft.\nSent 2: It was an aircraft that in fact had not been hijacked at all.\nSent 3: After the second World Trade Center crash, Boston Center managers recognized that both aircraft were transcontinental 767 jetliners that had departed Logan Airport.\nSent 4: Remembering the \"we have some planes\" remark, Boston Center guessed that Delta 1989 might also be hijacked.\nSent 5: Boston Center called NEADS at 9:41 and identified Delta 1989, a 767 jet that had left Logan Airport for Las Vegas, as a possible hijack.\nSent 6: NEADS warned the FAA's Cleveland Center to watch Delta 1989.\nSent 7: The Command Center and FAA headquarters watched it too.\nSent 8: During the course of the morning, there were multiple erroneous reports of hijacked aircraft.\nSent 9: The report of American 11 heading south was the first; Delta 1989 was the second.\nSent 10: NEADS never lost track of Delta 1989, and even ordered fighter aircraft from Ohio and Michigan to intercept it.\nSent 11: The flight never turned off its transponder.\nSent 12: NEADS soon learned that the aircraft was not hijacked, and tracked Delta 1989 as it reversed course over Toledo, headed east, and landed in Cleveland.\nSent 13: But another aircraft was heading toward Washington, an aircraft about which NORAD had heard nothing: United 93.\nSent 14: United Airlines Flight 93 FAA Awareness.\nSent 15: At 9:27, after having been in the air for 45 minutes, United 93 acknowledged a transmission from the Cleveland Center controller.\nSent 16: This was the last normal contact the FAA had with the flight.\nSent 17: Less than a minute later, the Cleveland controller and the pilots of aircraft in the vicinity heard \"a radio transmission of unintelligible sounds of possible screaming or a struggle from an unknown origin.\"Sent 18: The controller responded, seconds later: \"Somebody call Cleveland?\"This was followed by a second radio transmission, with sounds of screaming. \nQuestion: What entity did NEADS warn in response to a 767 jet that had left Logan Airport for Las Vegas?.", "pos": "Paragraph- Sent 1: Military Notification and Response.\nSent 2: Boston Center did not follow the protocol in seeking military assistance through the prescribed chain of command.\nSent 3: In addition to notifications within the FAA, Boston Center took the initiative, at 8:34, to contact the military through the FAA's Cape Cod facility.\nSent 4: The center also tried to contact a former alert site in Atlantic City, unaware it had been phased out.\nSent 5: At 8:37:52, Boston Center reached NEADS.\nSent 6: This was the first notification received by the military-at any level-that American 11 had been hijacked: FAA: Hi.\nSent 7: Boston Center TMU [Traffic Management Unit], we have a problem here.\nSent 8: We have a hijacked aircraft headed towards New York, and we need you guys to, we need someone to scramble some F-16s or something up there, help us out.\nSent 9: NEADS: Is this real-world or exercise?\nSent 10: FAA: No, this is not an exercise, not a test.\nSent 11: NEADS ordered to battle stations the two F-15 alert aircraft at Otis Air Force Base in Falmouth, Massachusetts, 153 miles away from New York City.\nSent 12: The air defense of America began with this call.\nSent 13: At NEADS, the report of the hijacking was relayed immediately to Battle Commander Colonel Robert Marr.\nSent 14: After ordering the Otis fighters to battle stations, Colonel Marr phoned Major General Larry Arnold, commanding general of the First Air Force and NORAD's Continental Region.\nSent 15: Marr sought authorization to scramble the Otis fighters.\nSent 16: General Arnold later recalled instructing Marr to \"go ahead and scramble them, and we'll get authorities later.\"Sent 17: General Arnold then called NORAD headquarters to report.\nSent 18: F-15 fighters were scrambled at 8:46 from Otis Air Force Base. \nQuestion: at what time did the military receive the first notification about the American 11 hijacking.", "neg": "Paragraph- Sent 1: Right after the Pentagon was hit, NEADS learned of another possible hijacked aircraft.\nSent 2: It was an aircraft that in fact had not been hijacked at all.\nSent 3: After the second World Trade Center crash, Boston Center managers recognized that both aircraft were transcontinental 767 jetliners that had departed Logan Airport.\nSent 4: Remembering the \"we have some planes\" remark, Boston Center guessed that Delta 1989 might also be hijacked.\nSent 5: Boston Center called NEADS at 9:41 and identified Delta 1989, a 767 jet that had left Logan Airport for Las Vegas, as a possible hijack.\nSent 6: NEADS warned the FAA's Cleveland Center to watch Delta 1989.\nSent 7: The Command Center and FAA headquarters watched it too.\nSent 8: During the course of the morning, there were multiple erroneous reports of hijacked aircraft.\nSent 9: The report of American 11 heading south was the first; Delta 1989 was the second.\nSent 10: NEADS never lost track of Delta 1989, and even ordered fighter aircraft from Ohio and Michigan to intercept it.\nSent 11: The flight never turned off its transponder.\nSent 12: NEADS soon learned that the aircraft was not hijacked, and tracked Delta 1989 as it reversed course over Toledo, headed east, and landed in Cleveland.\nSent 13: But another aircraft was heading toward Washington, an aircraft about which NORAD had heard nothing: United 93.\nSent 14: United Airlines Flight 93 FAA Awareness.\nSent 15: At 9:27, after having been in the air for 45 minutes, United 93 acknowledged a transmission from the Cleveland Center controller.\nSent 16: This was the last normal contact the FAA had with the flight.\nSent 17: Less than a minute later, the Cleveland controller and the pilots of aircraft in the vicinity heard \"a radio transmission of unintelligible sounds of possible screaming or a struggle from an unknown origin.\"Sent 18: The controller responded, seconds later: \"Somebody call Cleveland?\"This was followed by a second radio transmission, with sounds of screaming. \nQuestion: Which flight was reported as hijacked although it never turned off its transponder?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When he turned 13 he discovered the violin sonatas of Mozart, whereupon \"Einstein fell in love\" with Mozart's music and studied music more willingly.\nSent 2: He taught himself to play without \"ever practicing systematically\", he said, deciding that \"love is a better teacher than a sense of duty.\"Sent 3: At age 17, he was heard by a school examiner in Aarau as he played Beethoven's violin sonatas, the examiner stating afterward that his playing was \"remarkable and revealing of 'great insight'.\"Sent 4: What struck the examiner, writes Botstein, was that Einstein \"displayed a deep love of the music, a quality that was and remains in short supply.\nSent 5: Music possessed an unusual meaning for this student.\"Sent 6: Music took on a pivotal and permanent role in Einstein's life from that period on.\nSent 7: Although the idea of becoming a professional himself was not on his mind at any time, among those with whom Einstein played chamber music were a few professionals, and he performed for private audiences and friends.\nSent 8: Chamber music had also become a regular part of his social life while living in Bern, Zurich, and Berlin, where he played with Max Planck and his son, among others.\nSent 9: He is sometimes erroneously credited as the editor of the 1937 edition of the Kochel catalogue of Mozart's work; that edition was actually prepared by Alfred Einstein.\nSent 10: In 1931, while engaged in research at the California Institute of Technology, he visited the Zoellner family conservatory in Los Angeles, where he played some of Beethoven and Mozart's works with members of the Zoellner Quartet.\nSent 11: Near the end of his life, when the young Juilliard Quartet visited him in Princeton, he played his violin with them, and the quartet was \"impressed by Einstein's level of coordination and intonation.\". \nQuestion: What role did chamber music play in the student's life?.", "pos": "Paragraph- Sent 1: When he turned 13 he discovered the violin sonatas of Mozart, whereupon \"Einstein fell in love\" with Mozart's music and studied music more willingly.\nSent 2: He taught himself to play without \"ever practicing systematically\", he said, deciding that \"love is a better teacher than a sense of duty.\"Sent 3: At age 17, he was heard by a school examiner in Aarau as he played Beethoven's violin sonatas, the examiner stating afterward that his playing was \"remarkable and revealing of 'great insight'.\"Sent 4: What struck the examiner, writes Botstein, was that Einstein \"displayed a deep love of the music, a quality that was and remains in short supply.\nSent 5: Music possessed an unusual meaning for this student.\"Sent 6: Music took on a pivotal and permanent role in Einstein's life from that period on.\nSent 7: Although the idea of becoming a professional himself was not on his mind at any time, among those with whom Einstein played chamber music were a few professionals, and he performed for private audiences and friends.\nSent 8: Chamber music had also become a regular part of his social life while living in Bern, Zurich, and Berlin, where he played with Max Planck and his son, among others.\nSent 9: He is sometimes erroneously credited as the editor of the 1937 edition of the Kochel catalogue of Mozart's work; that edition was actually prepared by Alfred Einstein.\nSent 10: In 1931, while engaged in research at the California Institute of Technology, he visited the Zoellner family conservatory in Los Angeles, where he played some of Beethoven and Mozart's works with members of the Zoellner Quartet.\nSent 11: Near the end of his life, when the young Juilliard Quartet visited him in Princeton, he played his violin with them, and the quartet was \"impressed by Einstein's level of coordination and intonation.\". \nQuestion: What did music mean to the student's life?.", "neg": "Paragraph- Sent 1: When he turned 13 he discovered the violin sonatas of Mozart, whereupon \"Einstein fell in love\" with Mozart's music and studied music more willingly.\nSent 2: He taught himself to play without \"ever practicing systematically\", he said, deciding that \"love is a better teacher than a sense of duty.\"Sent 3: At age 17, he was heard by a school examiner in Aarau as he played Beethoven's violin sonatas, the examiner stating afterward that his playing was \"remarkable and revealing of 'great insight'.\"Sent 4: What struck the examiner, writes Botstein, was that Einstein \"displayed a deep love of the music, a quality that was and remains in short supply.\nSent 5: Music possessed an unusual meaning for this student.\"Sent 6: Music took on a pivotal and permanent role in Einstein's life from that period on.\nSent 7: Although the idea of becoming a professional himself was not on his mind at any time, among those with whom Einstein played chamber music were a few professionals, and he performed for private audiences and friends.\nSent 8: Chamber music had also become a regular part of his social life while living in Bern, Zurich, and Berlin, where he played with Max Planck and his son, among others.\nSent 9: He is sometimes erroneously credited as the editor of the 1937 edition of the Kochel catalogue of Mozart's work; that edition was actually prepared by Alfred Einstein.\nSent 10: In 1931, while engaged in research at the California Institute of Technology, he visited the Zoellner family conservatory in Los Angeles, where he played some of Beethoven and Mozart's works with members of the Zoellner Quartet.\nSent 11: Near the end of his life, when the young Juilliard Quartet visited him in Princeton, he played his violin with them, and the quartet was \"impressed by Einstein's level of coordination and intonation.\". \nQuestion: Who discovered him, and what peaked interested of the discovering party?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As where to guard the walls, full many a foss Begirds some stately castle, sure defence Affording to the space within, so here Were model'd these; and as like fortresses E'en from their threshold to the brink without, Are flank'd with bridges; from the rock's low base Thus flinty paths advanc'd, that 'cross the moles And dikes, struck onward far as to the gulf, That in one bound collected cuts them off.\nSent 2: Such was the place, wherein we found ourselves From Geryon's back dislodg'd.\nSent 3: The bard to left Held on his way, and I behind him mov'd.\nSent 4: On our right hand new misery I saw, New pains, new executioners of wrath, That swarming peopled the first chasm.\nSent 5: Below Were naked sinners.\nSent 6: Hitherward they came, Meeting our faces from the middle point, With us beyond but with a larger stride.\nSent 7: E'en thus the Romans, when the year returns Of Jubilee, with better speed to rid The thronging multitudes, their means devise For such as pass the bridge; that on one side All front toward the castle, and approach Saint Peter's fane, on th' other towards the mount. \nQuestion: Where did the naked sinners meet their faces?.", "pos": "Paragraph- Sent 1: At length, as I entered the pass, the huge rocks began to close around in all their wild, mysterious impressiveness, when suddenly, as I was gazing eagerly about me, a drove of gray hairy beings came in sight, lumbering toward me with a kind of boneless, wallowing motion like bears.\nSent 2: I never turn back, though often so inclined, and in this particular instance, amid such surroundings, everything seemed singularly unfavorable for the calm acceptance of so grim a company.\nSent 3: Suppressing my fears, I soon discovered that although as hairy as bears and as crooked as summit pines, the strange creatures were sufficiently erect to belong to our own species.\nSent 4: They proved to be nothing more formidable than Mono Indians dressed in the skins of sage-rabbits.\nSent 5: Both the men and the women begged persistently for whisky and tobacco, and seemed so accustomed to denials that I found it impossible to convince them that I had none to give.\nSent 6: Excepting the names of these two products of civilization, they seemed to understand not a word of English; but I afterward learned that they were on their way to Yosemite Valley to feast awhile on trout and procure a load of acorns to carry back through the pass to their huts on the shore of Mono Lake. \nQuestion: How was he able to find that the mono Indians did not understand English?.", "neg": "Paragraph- Sent 1: As where to guard the walls, full many a foss Begirds some stately castle, sure defence Affording to the space within, so here Were model'd these; and as like fortresses E'en from their threshold to the brink without, Are flank'd with bridges; from the rock's low base Thus flinty paths advanc'd, that 'cross the moles And dikes, struck onward far as to the gulf, That in one bound collected cuts them off.\nSent 2: Such was the place, wherein we found ourselves From Geryon's back dislodg'd.\nSent 3: The bard to left Held on his way, and I behind him mov'd.\nSent 4: On our right hand new misery I saw, New pains, new executioners of wrath, That swarming peopled the first chasm.\nSent 5: Below Were naked sinners.\nSent 6: Hitherward they came, Meeting our faces from the middle point, With us beyond but with a larger stride.\nSent 7: E'en thus the Romans, when the year returns Of Jubilee, with better speed to rid The thronging multitudes, their means devise For such as pass the bridge; that on one side All front toward the castle, and approach Saint Peter's fane, on th' other towards the mount. \nQuestion: Where was the place they found themselves after being dislodged from Geryon's back?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Is this an insect or an animal?\nSent 2: A snail is an animal just like you and me.\nSent 3: Thats right, you too are an animal.\nSent 4: No, you don’t look like a snail.\nSent 5: You do have some things in common.\nSent 6: Animals can be divided into many groups.\nSent 7: These groups are decided based on their characteristics.\nSent 8: All animals have some basic features in common.\nSent 9: That does not mean they are the same.\nSent 10: They also have many differences.\nSent 11: For example, snails are mollusks and not insects.\nSent 12: Mollusks have a unique set of features.\nSent 13: Notice the large foot that allows it to move.\nSent 14: Yes, it only has one foot.\nSent 15: Did you notice the long antennas on its head?\nSent 16: This is where the snails eyes are.\nSent 17: They are on the end of the antenna.\nSent 18: They are not on its head like most animals.\nSent 19: The foot and eyes are unique features.\nSent 20: Scientists use these features to place animals into groups. \nQuestion: What are two special features of a snail?.", "pos": "Paragraph- Sent 1: Is this an insect or an animal?\nSent 2: A snail is an animal just like you and me.\nSent 3: Thats right, you too are an animal.\nSent 4: No, you don’t look like a snail.\nSent 5: You do have some things in common.\nSent 6: Animals can be divided into many groups.\nSent 7: These groups are decided based on their characteristics.\nSent 8: All animals have some basic features in common.\nSent 9: That does not mean they are the same.\nSent 10: They also have many differences.\nSent 11: For example, snails are mollusks and not insects.\nSent 12: Mollusks have a unique set of features.\nSent 13: Notice the large foot that allows it to move.\nSent 14: Yes, it only has one foot.\nSent 15: Did you notice the long antennas on its head?\nSent 16: This is where the snails eyes are.\nSent 17: They are on the end of the antenna.\nSent 18: They are not on its head like most animals.\nSent 19: The foot and eyes are unique features.\nSent 20: Scientists use these features to place animals into groups. \nQuestion: Eye placement is a unique feature of what type of animal?.", "neg": "Paragraph- Sent 1: Is this an insect or an animal?\nSent 2: A snail is an animal just like you and me.\nSent 3: Thats right, you too are an animal.\nSent 4: No, you don’t look like a snail.\nSent 5: You do have some things in common.\nSent 6: Animals can be divided into many groups.\nSent 7: These groups are decided based on their characteristics.\nSent 8: All animals have some basic features in common.\nSent 9: That does not mean they are the same.\nSent 10: They also have many differences.\nSent 11: For example, snails are mollusks and not insects.\nSent 12: Mollusks have a unique set of features.\nSent 13: Notice the large foot that allows it to move.\nSent 14: Yes, it only has one foot.\nSent 15: Did you notice the long antennas on its head?\nSent 16: This is where the snails eyes are.\nSent 17: They are on the end of the antenna.\nSent 18: They are not on its head like most animals.\nSent 19: The foot and eyes are unique features.\nSent 20: Scientists use these features to place animals into groups. \nQuestion: How are animals divided?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: { { plot } } In 1964 , in the peak of Beatlemania , a reluctant John Lennon is persuaded by manager Brian Epstein to meet Freddie Lennon , the father who abandoned him seventeen years earlier , with the press in attendance .\nSent 2: When they meet , John accuses his father of abandoning him , but his father says that `` he left it up to John . ''\nSent 3: John and Brian quickly leave the meeting .\nSent 4: The movie then jumps to 1967 , after Brian Epstein has died .\nSent 5: The Beatles are giving a press conference about their new film , Magical Mystery Tour .\nSent 6: John is skeptical about the film , but Paul ( ( ( Andrew Scott convinces him to go through with the idea .\nSent 7: John then invites his father to his mansion to live with him .\nSent 8: Freddie Lennon arrives and meets his grandson , Julian .\nSent 9: Sitting with his wife , John reads the criticism of Magical Mystery Tour , while comparing his wife to Brigitte Bardot , whom he says he will meet after he returns from India .\nSent 10: John finds a letter addressed to him , with the word `` Breathe '' written on it .\nSent 11: Later , after finding his father in a neighbor 's house , Freddie reveals that he has a 19 year old girlfriend named Pauline , with whom he wants to live .\nSent 12: Lennon accuses his father of leaving him again , and then leaves , after telling his father that he wo n't live with him anymore .\nSent 13: After meeting Maharishi Mahesh Yogi , the Beatles quickly return to London , and in a press conference they say they made a mistake when they trusted Maharishi .\nSent 14: The journalists are curious about the Beatles new business -- Apple Records . \nQuestion: John Lennon's manager died in what year?.", "pos": "Paragraph- Sent 1: { { plot } } In 1964 , in the peak of Beatlemania , a reluctant John Lennon is persuaded by manager Brian Epstein to meet Freddie Lennon , the father who abandoned him seventeen years earlier , with the press in attendance .\nSent 2: When they meet , John accuses his father of abandoning him , but his father says that `` he left it up to John . ''\nSent 3: John and Brian quickly leave the meeting .\nSent 4: The movie then jumps to 1967 , after Brian Epstein has died .\nSent 5: The Beatles are giving a press conference about their new film , Magical Mystery Tour .\nSent 6: John is skeptical about the film , but Paul ( ( ( Andrew Scott convinces him to go through with the idea .\nSent 7: John then invites his father to his mansion to live with him .\nSent 8: Freddie Lennon arrives and meets his grandson , Julian .\nSent 9: Sitting with his wife , John reads the criticism of Magical Mystery Tour , while comparing his wife to Brigitte Bardot , whom he says he will meet after he returns from India .\nSent 10: John finds a letter addressed to him , with the word `` Breathe '' written on it .\nSent 11: Later , after finding his father in a neighbor 's house , Freddie reveals that he has a 19 year old girlfriend named Pauline , with whom he wants to live .\nSent 12: Lennon accuses his father of leaving him again , and then leaves , after telling his father that he wo n't live with him anymore .\nSent 13: After meeting Maharishi Mahesh Yogi , the Beatles quickly return to London , and in a press conference they say they made a mistake when they trusted Maharishi .\nSent 14: The journalists are curious about the Beatles new business -- Apple Records . \nQuestion: Brian Epstein died between what two years mentioned in the story?.", "neg": "Paragraph- Sent 1: In 1964 , in the peak of Beatlemania , a reluctant John Lennon is persuaded by manager Brian Epstein to meet Freddie Lennon , the father who abandoned him seventeen years earlier , with the press in attendance .\nSent 2: When they meet , John accuses his father of abandoning him , but his father says that `` he left it up to John . ''Sent 3: John and Brian quickly leave the meeting .\nSent 4: The movie then jumps to 1967 , after Brian Epstein has died .\nSent 5: The Beatles are giving a press conference about their new film , Magical Mystery Tour .\nSent 6: John is skeptical about the film , but Paul convinces him to go through with the idea .\nSent 7: John then invites his father to his mansion to live with him .\nSent 8: Freddie Lennon arrives and meets his grandson , Julian .\nSent 9: Sitting with his wife , John reads the criticism of Magical Mystery Tour , while comparing his wife to Brigitte Bardot , whom he says he will meet after he returns from India .\nSent 10: John finds a letter addressed to him , with the word `` Breathe '' written on it .\nSent 11: Later , after finding his father in a neighbor 's house , Freddie reveals that he has a 19 year old girlfriend named Pauline , with whom he wants to live .\nSent 12: Lennon accuses his father of leaving him again , and then leaves , after telling his father that he wo n't live with him anymore .\nSent 13: After meeting Maharishi Mahesh Yogi , the Beatles quickly return to London , and in a press conference they say they made a mistake when they trusted Maharishi .\nSent 14: The journalists are curious about the Beatles new business -- Apple Records . \nQuestion: Why does John accuse his father of leaving him again?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: You are already very familiar with Earths gravity.\nSent 2: It constantly pulls you toward Earths center.\nSent 3: What might happen if there was no gravity?\nSent 4: You know that the Earth is rotating on its axis.\nSent 5: This motion causes our day and night cycle.\nSent 6: The Earth also orbits the Sun.\nSent 7: All this motion may cause you to fly off the Earth!\nSent 8: You can thank gravity for keeping you in place.\nSent 9: Gravity keeps us firmly down on the ground.\nSent 10: Gravity also pulls on objects that are in the sky.\nSent 11: It also pulls on objects that are in space.\nSent 12: Meteors and skydivers are pulled down by gravity.\nSent 13: Gravity also keeps the moon orbiting the Earth.\nSent 14: Without gravity, the moon would float away.\nSent 15: It also holds artificial satellites in their orbit.\nSent 16: Many of these satellites help to connect the world.\nSent 17: They allow you to pick up a phone a call in many parts of the world.\nSent 18: You can also thank gravity for all your TV channels. \nQuestion: What does gravity do?.", "pos": "Paragraph- Sent 1: You are already very familiar with Earths gravity.\nSent 2: It constantly pulls you toward Earths center.\nSent 3: What might happen if there was no gravity?\nSent 4: You know that the Earth is rotating on its axis.\nSent 5: This motion causes our day and night cycle.\nSent 6: The Earth also orbits the Sun.\nSent 7: All this motion may cause you to fly off the Earth!\nSent 8: You can thank gravity for keeping you in place.\nSent 9: Gravity keeps us firmly down on the ground.\nSent 10: Gravity also pulls on objects that are in the sky.\nSent 11: It also pulls on objects that are in space.\nSent 12: Meteors and skydivers are pulled down by gravity.\nSent 13: Gravity also keeps the moon orbiting the Earth.\nSent 14: Without gravity, the moon would float away.\nSent 15: It also holds artificial satellites in their orbit.\nSent 16: Many of these satellites help to connect the world.\nSent 17: They allow you to pick up a phone a call in many parts of the world.\nSent 18: You can also thank gravity for all your TV channels. \nQuestion: What does gravity do to the earth?.", "neg": "Paragraph- Sent 1: You are already very familiar with Earths gravity.\nSent 2: It constantly pulls you toward Earths center.\nSent 3: What might happen if there was no gravity?\nSent 4: You know that the Earth is rotating on its axis.\nSent 5: This motion causes our day and night cycle.\nSent 6: The Earth also orbits the Sun.\nSent 7: All this motion may cause you to fly off the Earth!\nSent 8: You can thank gravity for keeping you in place.\nSent 9: Gravity keeps us firmly down on the ground.\nSent 10: Gravity also pulls on objects that are in the sky.\nSent 11: It also pulls on objects that are in space.\nSent 12: Meteors and skydivers are pulled down by gravity.\nSent 13: Gravity also keeps the moon orbiting the Earth.\nSent 14: Without gravity, the moon would float away.\nSent 15: It also holds artificial satellites in their orbit.\nSent 16: Many of these satellites help to connect the world.\nSent 17: They allow you to pick up a phone a call in many parts of the world.\nSent 18: You can also thank gravity for all your TV channels. \nQuestion: How does gravity play a role in human recreation? Name two ways.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.\nSent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.\nSent 3: He said the President signed off on that concept.\nSent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.\nSent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.\nSent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.\nSent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, \"Sir, the CAPs are up.\nSent 8: Sir, they're going to want to know what to do.\"Sent 9: Then she recalled hearing him say, \"Yes sir.\"Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.\nSent 11: We believe this call would have taken place sometime before 10:10 to 10:15.\nSent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.\nSent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.\nSent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.\nSent 15: That aircraft was United 93.\nSent 16: The Secret Service was getting this information directly from the FAA.\nSent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.\nSent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania. \nQuestion: To the Vice President's recollection, what did the President and Vice President's conversation entail?.", "pos": "Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.\nSent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.\nSent 3: He said the President signed off on that concept.\nSent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.\nSent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.\nSent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.\nSent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, \"Sir, the CAPs are up.\nSent 8: Sir, they're going to want to know what to do.\"Sent 9: Then she recalled hearing him say, \"Yes sir.\"Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.\nSent 11: We believe this call would have taken place sometime before 10:10 to 10:15.\nSent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.\nSent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.\nSent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.\nSent 15: That aircraft was United 93.\nSent 16: The Secret Service was getting this information directly from the FAA.\nSent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.\nSent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania. \nQuestion: Who signed off after the Vice President suggested that establishing CAP was no good if the pilots didn't have clear instructions if the plane didn't divert?.", "neg": "Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.\nSent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.\nSent 3: He said the President signed off on that concept.\nSent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.\nSent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.\nSent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.\nSent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, \"Sir, the CAPs are up.\nSent 8: Sir, they're going to want to know what to do.\"Sent 9: Then she recalled hearing him say, \"Yes sir.\"Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.\nSent 11: We believe this call would have taken place sometime before 10:10 to 10:15.\nSent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.\nSent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.\nSent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.\nSent 15: That aircraft was United 93.\nSent 16: The Secret Service was getting this information directly from the FAA.\nSent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.\nSent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania. \nQuestion: Where was  United 93 presumably headed?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After arriving in New York City, Einstein was taken to various places and events, including Chinatown, a lunch with the editors of the New York Times, and a performance of Carmen at the Metropolitan Opera, where he was cheered by the audience on his arrival.\nSent 2: During the days following, he was given the keys to the city by Mayor Jimmy Walker and met the president of Columbia University, who described Einstein as \"the ruling monarch of the mind.\"Sent 3: Harry Emerson Fosdick, pastor at New York's Riverside Church, gave Einstein a tour of the church and showed him a full-size statue that the church made of Einstein, standing at the entrance.\nSent 4: Also during his stay in New York, he joined a crowd of 15,000 people at Madison Square Garden during a Hanukkah celebration.\nSent 5: Einstein next traveled to California where he met Caltech president and Nobel laureate, Robert A. Millikan.\nSent 6: His friendship with Millikan was \"awkward\", as Millikan \"had a penchant for patriotic militarism,\" where Einstein was a pronounced pacifist.\nSent 7: During an address to Caltech's students, Einstein noted that science was often inclined to do more harm than good.\nSent 8: This aversion to war also led Einstein to befriend author Upton Sinclair and film star Charlie Chaplin, both noted for their pacifism.\nSent 9: Carl Laemmle, head of Universal Studios, gave Einstein a tour of his studio and introduced him to Chaplin.\nSent 10: They had an instant rapport, with Chaplin inviting Einstein and his wife, Elsa, to his home for dinner.\nSent 11: Chaplin said Einstein's outward persona, calm and gentle, seemed to conceal a \"highly emotional temperament,\" from which came his \"extraordinary intellectual energy.\"Sent 12: Chaplin also remembers Elsa telling him about the time Einstein conceived his theory of relativity.\nSent 13: During breakfast one morning, he seemed lost in thought and ignored his food.\nSent 14: She asked him if something was bothering him.\nSent 15: He sat down at his piano and started playing.\nSent 16: He continued playing and writing notes for half an hour, then went upstairs to his study, where he remained for two weeks, with Elsa bringing up his food.\nSent 17: At the end of the two weeks he came downstairs with two sheets of paper bearing his theory.\nSent 18: Chaplin's film, City Lights, was to premier a few days later in Hollywood, and Chaplin invited Einstein and Elsa to join him as his special guests. \nQuestion: How long did it take for Einstein to finish his theory of relativity?.", "pos": "Paragraph- Sent 1: After arriving in New York City, Einstein was taken to various places and events, including Chinatown, a lunch with the editors of the New York Times, and a performance of Carmen at the Metropolitan Opera, where he was cheered by the audience on his arrival.\nSent 2: During the days following, he was given the keys to the city by Mayor Jimmy Walker and met the president of Columbia University, who described Einstein as \"the ruling monarch of the mind.\"Sent 3: Harry Emerson Fosdick, pastor at New York's Riverside Church, gave Einstein a tour of the church and showed him a full-size statue that the church made of Einstein, standing at the entrance.\nSent 4: Also during his stay in New York, he joined a crowd of 15,000 people at Madison Square Garden during a Hanukkah celebration.\nSent 5: Einstein next traveled to California where he met Caltech president and Nobel laureate, Robert A. Millikan.\nSent 6: His friendship with Millikan was \"awkward\", as Millikan \"had a penchant for patriotic militarism,\" where Einstein was a pronounced pacifist.\nSent 7: During an address to Caltech's students, Einstein noted that science was often inclined to do more harm than good.\nSent 8: This aversion to war also led Einstein to befriend author Upton Sinclair and film star Charlie Chaplin, both noted for their pacifism.\nSent 9: Carl Laemmle, head of Universal Studios, gave Einstein a tour of his studio and introduced him to Chaplin.\nSent 10: They had an instant rapport, with Chaplin inviting Einstein and his wife, Elsa, to his home for dinner.\nSent 11: Chaplin said Einstein's outward persona, calm and gentle, seemed to conceal a \"highly emotional temperament,\" from which came his \"extraordinary intellectual energy.\"Sent 12: Chaplin also remembers Elsa telling him about the time Einstein conceived his theory of relativity.\nSent 13: During breakfast one morning, he seemed lost in thought and ignored his food.\nSent 14: She asked him if something was bothering him.\nSent 15: He sat down at his piano and started playing.\nSent 16: He continued playing and writing notes for half an hour, then went upstairs to his study, where he remained for two weeks, with Elsa bringing up his food.\nSent 17: At the end of the two weeks he came downstairs with two sheets of paper bearing his theory.\nSent 18: Chaplin's film, City Lights, was to premier a few days later in Hollywood, and Chaplin invited Einstein and Elsa to join him as his special guests. \nQuestion: Was Einstein married?.", "neg": "Paragraph- Sent 1: After arriving in New York City, Einstein was taken to various places and events, including Chinatown, a lunch with the editors of the New York Times, and a performance of Carmen at the Metropolitan Opera, where he was cheered by the audience on his arrival.\nSent 2: During the days following, he was given the keys to the city by Mayor Jimmy Walker and met the president of Columbia University, who described Einstein as \"the ruling monarch of the mind.\"Sent 3: Harry Emerson Fosdick, pastor at New York's Riverside Church, gave Einstein a tour of the church and showed him a full-size statue that the church made of Einstein, standing at the entrance.\nSent 4: Also during his stay in New York, he joined a crowd of 15,000 people at Madison Square Garden during a Hanukkah celebration.\nSent 5: Einstein next traveled to California where he met Caltech president and Nobel laureate, Robert A. Millikan.\nSent 6: His friendship with Millikan was \"awkward\", as Millikan \"had a penchant for patriotic militarism,\" where Einstein was a pronounced pacifist.\nSent 7: During an address to Caltech's students, Einstein noted that science was often inclined to do more harm than good.\nSent 8: This aversion to war also led Einstein to befriend author Upton Sinclair and film star Charlie Chaplin, both noted for their pacifism.\nSent 9: Carl Laemmle, head of Universal Studios, gave Einstein a tour of his studio and introduced him to Chaplin.\nSent 10: They had an instant rapport, with Chaplin inviting Einstein and his wife, Elsa, to his home for dinner.\nSent 11: Chaplin said Einstein's outward persona, calm and gentle, seemed to conceal a \"highly emotional temperament,\" from which came his \"extraordinary intellectual energy.\"Sent 12: Chaplin also remembers Elsa telling him about the time Einstein conceived his theory of relativity.\nSent 13: During breakfast one morning, he seemed lost in thought and ignored his food.\nSent 14: She asked him if something was bothering him.\nSent 15: He sat down at his piano and started playing.\nSent 16: He continued playing and writing notes for half an hour, then went upstairs to his study, where he remained for two weeks, with Elsa bringing up his food.\nSent 17: At the end of the two weeks he came downstairs with two sheets of paper bearing his theory.\nSent 18: Chaplin's film, City Lights, was to premier a few days later in Hollywood, and Chaplin invited Einstein and Elsa to join him as his special guests. \nQuestion: Before leaving for California, Einstein what popular place?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Captured Moments by Will Shetterly I remember Papa's stopbox, a teal blue Tiempo Capturado that Mama brought home for his birthday.\nSent 2: It was huge and inefficient, and she should never have spent so many pesos on a toy, but Papa would not let her return it.\nSent 3: He used it to preserve baby tomatoes, cucumbers, and strawberries in translucent cubes that he stored in the pantry for spring-time meals in the middle of winter.\nSent 4: Mama kept her mink jacket, a family hand-me-down, safe from time in a stopbox, and lent the capturador to my uncle for his stamp collection.\nSent 5: Sometimes they would let us little ones to seal a treasured toy or a last piece of birthday cake until we begged them for its release, usually a few hours after enclosing it.\nSent 6: When my father died, a year after my mother, my sisters and I cleaned out their apartment.\nSent 7: We found our baby shoes protected in stopboxes.\nSent 8: I took mine home, where they sat above my computer while I worked on my first play.\nSent 9: One night when I did not believe love had ever existed for anyone, I used my own capturador, a sleek titanium Sanyo Tardar Ahora, to undo the stopbox.\nSent 10: Bringing my face close to the shoes, I breathed deeply of air that my parents had trapped while closing up that symbol of their love for me.\nSent 11: The instant would have been improved had my baby shoes been cleaned before they were encased.\nSent 12: But as soon as I coughed, I laughed, and I did not try to kill myself that night. \nQuestion: The item found by the author and their siblings in their Papa's stopbox after his death were stored where in the author's home?.", "pos": "Paragraph- Sent 1: Captured Moments by Will Shetterly I remember Papa's stopbox, a teal blue Tiempo Capturado that Mama brought home for his birthday.\nSent 2: It was huge and inefficient, and she should never have spent so many pesos on a toy, but Papa would not let her return it.\nSent 3: He used it to preserve baby tomatoes, cucumbers, and strawberries in translucent cubes that he stored in the pantry for spring-time meals in the middle of winter.\nSent 4: Mama kept her mink jacket, a family hand-me-down, safe from time in a stopbox, and lent the capturador to my uncle for his stamp collection.\nSent 5: Sometimes they would let us little ones to seal a treasured toy or a last piece of birthday cake until we begged them for its release, usually a few hours after enclosing it.\nSent 6: When my father died, a year after my mother, my sisters and I cleaned out their apartment.\nSent 7: We found our baby shoes protected in stopboxes.\nSent 8: I took mine home, where they sat above my computer while I worked on my first play.\nSent 9: One night when I did not believe love had ever existed for anyone, I used my own capturador, a sleek titanium Sanyo Tardar Ahora, to undo the stopbox.\nSent 10: Bringing my face close to the shoes, I breathed deeply of air that my parents had trapped while closing up that symbol of their love for me.\nSent 11: The instant would have been improved had my baby shoes been cleaned before they were encased.\nSent 12: But as soon as I coughed, I laughed, and I did not try to kill myself that night. \nQuestion: What did they find when they cleaned their parents' apartment?.", "neg": "Paragraph- Sent 1: Captured Moments by Will Shetterly I remember Papa's stopbox, a teal blue Tiempo Capturado that Mama brought home for his birthday.\nSent 2: It was huge and inefficient, and she should never have spent so many pesos on a toy, but Papa would not let her return it.\nSent 3: He used it to preserve baby tomatoes, cucumbers, and strawberries in translucent cubes that he stored in the pantry for spring-time meals in the middle of winter.\nSent 4: Mama kept her mink jacket, a family hand-me-down, safe from time in a stopbox, and lent the capturador to my uncle for his stamp collection.\nSent 5: Sometimes they would let us little ones to seal a treasured toy or a last piece of birthday cake until we begged them for its release, usually a few hours after enclosing it.\nSent 6: When my father died, a year after my mother, my sisters and I cleaned out their apartment.\nSent 7: We found our baby shoes protected in stopboxes.\nSent 8: I took mine home, where they sat above my computer while I worked on my first play.\nSent 9: One night when I did not believe love had ever existed for anyone, I used my own capturador, a sleek titanium Sanyo Tardar Ahora, to undo the stopbox.\nSent 10: Bringing my face close to the shoes, I breathed deeply of air that my parents had trapped while closing up that symbol of their love for me.\nSent 11: The instant would have been improved had my baby shoes been cleaned before they were encased.\nSent 12: But as soon as I coughed, I laughed, and I did not try to kill myself that night. \nQuestion: What color was the item Papa would not Mama return?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In the rest of the world, China’s supreme sage, Kongfuzi (K’ung Fu-tzu), is better known by the romanized name “Confucius.” He was born in 551 b.c.\nSent 2: in what is now Shandong Province in eastern China.\nSent 3: So profound was his influence that eleven Chinese emperors made pilgrimages to the birthplace of the Great Teacher.\nSent 4: You, too, can pay your respects at the vast temple raised on the site of his home in the small town of Qufu (Chufu), and at his tomb in the woods just to the north.\nSent 5: The classics of Confucius, while seldom addressing spiritual and metaphysical matters, set standards for social and political conduct that still underlie many of the Chinese ways of doing and perceiving.\nSent 6: Confucius laid great stress on the proper and harmonious relationships between ruler and subject, parent and child, teacher and student, the individual and the state.\nSent 7: These relationships were deemed to be hierarchical and dictatorial.\nSent 8: If the order was disturbed, dire consequences inevitably resulted.\nSent 9: The son who disobeyed the father would bring disaster upon himself and his family, just as the emperor who defied the “mandate of heaven” or ignored the good of the empire brought ruin upon the nation.\nSent 10: Over the centuries Confucius has suffered more changes of fortune than probably any other philosopher.\nSent 11: Honored soon after his death as the greatest of scholars, he was later revered as semi-divine; you can still visit temples to Confucius in many Chinese cities.\nSent 12: During the Cultural Revolution (1966–1976), however, he was denounced as a counter-revolutionary force.\nSent 13: It was only after the death of Chairman Mao (1976) and the opening of China to the outside world under more progressive reformers that Confucius, too, was “rehabilitated.” Unlike Confucius, about whose life many specific and even colorful details are known, the philosopher Laozi (Lao Tse or Lao-Tzu) is an enigma.\nSent 14: Estimates of his date of birth vary by well over a century.\nSent 15: One legend even says he taught the young Confucius.\nSent 16: Laozi is immortalized by his book of thoughts on man, nature, and the universe, Daodejing (“The Way and Its Power”), which became the major text of China’s greatest indigenous religion, Daoism (Taoism).\nSent 17: With its emphasis on nature, intuition, the individual, paradox (“the knowledge which is not knowledge”), and the cosmic flow known as “the Way,” Daoism became the religion of artists and philosophers.\nSent 18: After the death of Confucius, the Zhou Dynasty entered a period of strife known as the “Warring States” period (475–221 b.c.). \nQuestion: What is the current name of the land in which Confucius was born?.", "pos": "Paragraph- Sent 1: Chinese Influences: The Japanese were forced out of the Korean peninsula in the sixth century, but not before the Koreans had bequeathed to the Yamato court copies of the sacred images and scriptures of Chinese Buddhism.\nSent 2: Just as Christianity introduced Mediterranean culture into northern Europe, so Buddhism brought Chinese culture into Japanese society.\nSent 3: Throughout the seventh and eighth centuries numerous Japanese monks, scholars, and artists made the perilous trip west across the Sea of Japan to study Chinese religion, history, music, literature, and painting — later to be brought back for further development in Japan.\nSent 4: An outstanding figure of this time was Prince Shotoku, who in 604 developed the “Seventeen-Article Constitution,” outlining a code of human conduct and the ideals of state as a basic law for the nation.\nSent 5: He also established relations with the Sui dynasty in China.\nSent 6: Through him, the Japanese imperial court developed Chinese patterns of centralized government, with its formal bureaucracy of eight court ranks.\nSent 7: The Chinese calendar was used to calculate the year of Japan’s foundation by counting back the 1,260 years of the Chinese cosmological cycle.\nSent 8: Thus, 660 b.c.\nSent 9: is still the official date celebrated nationwide.\nSent 10: At this early stage in its history Japan was already (for the most part) only nominally ruled by the emperor.\nSent 11: De facto power was exercised by the militarily and economically strongest family.\nSent 12: The Sogas had promoted Buddhism as an imperially sanctioned counterweight to the native Shinto religion, along with the new Chinese customs, to weaken the influence of their more conservative rivals.\nSent 13: But they in turn were ousted in a.d.\nSent 14: 645 by Nakatomi Kamatari, founder of the great Fujiwara clan, which was to rule Japanese affairs for hundreds of years and provide prominent advisers to the emperor even up to the 19th century. \nQuestion: What parts of Chinese culture were brought into Japanese society?.", "neg": "Paragraph- Sent 1: In the rest of the world, China’s supreme sage, Kongfuzi (K’ung Fu-tzu), is better known by the romanized name “Confucius.” He was born in 551 b.c.\nSent 2: in what is now Shandong Province in eastern China.\nSent 3: So profound was his influence that eleven Chinese emperors made pilgrimages to the birthplace of the Great Teacher.\nSent 4: You, too, can pay your respects at the vast temple raised on the site of his home in the small town of Qufu (Chufu), and at his tomb in the woods just to the north.\nSent 5: The classics of Confucius, while seldom addressing spiritual and metaphysical matters, set standards for social and political conduct that still underlie many of the Chinese ways of doing and perceiving.\nSent 6: Confucius laid great stress on the proper and harmonious relationships between ruler and subject, parent and child, teacher and student, the individual and the state.\nSent 7: These relationships were deemed to be hierarchical and dictatorial.\nSent 8: If the order was disturbed, dire consequences inevitably resulted.\nSent 9: The son who disobeyed the father would bring disaster upon himself and his family, just as the emperor who defied the “mandate of heaven” or ignored the good of the empire brought ruin upon the nation.\nSent 10: Over the centuries Confucius has suffered more changes of fortune than probably any other philosopher.\nSent 11: Honored soon after his death as the greatest of scholars, he was later revered as semi-divine; you can still visit temples to Confucius in many Chinese cities.\nSent 12: During the Cultural Revolution (1966–1976), however, he was denounced as a counter-revolutionary force.\nSent 13: It was only after the death of Chairman Mao (1976) and the opening of China to the outside world under more progressive reformers that Confucius, too, was “rehabilitated.” Unlike Confucius, about whose life many specific and even colorful details are known, the philosopher Laozi (Lao Tse or Lao-Tzu) is an enigma.\nSent 14: Estimates of his date of birth vary by well over a century.\nSent 15: One legend even says he taught the young Confucius.\nSent 16: Laozi is immortalized by his book of thoughts on man, nature, and the universe, Daodejing (“The Way and Its Power”), which became the major text of China’s greatest indigenous religion, Daoism (Taoism).\nSent 17: With its emphasis on nature, intuition, the individual, paradox (“the knowledge which is not knowledge”), and the cosmic flow known as “the Way,” Daoism became the religion of artists and philosophers.\nSent 18: After the death of Confucius, the Zhou Dynasty entered a period of strife known as the “Warring States” period (475–221 b.c.). \nQuestion: According to legend, who taught the young Confucius?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Plants also detect the daily cycle of light and darkness.\nSent 2: Do you know how plants respond to these changes?\nSent 3: Some plants open their leaves during the day.\nSent 4: It is during these hours the plant can collect sunlight.\nSent 5: At night, the plant closes its leaves to prevent water loss.\nSent 6: Many plants respond to the change in the length of the day.\nSent 7: As days grow shorter, some plants respond by going dormant.\nSent 8: Dormant is when a plant suspends its growth.\nSent 9: It does this in order to survive.\nSent 10: Shorter days signal the coming of winter.\nSent 11: Winter in most areas means extreme cold.\nSent 12: It is also very dry in the winter months.\nSent 13: As winter approaches, some plants respond by their leaves changing color.\nSent 14: After the change in color, they fall off.\nSent 15: This dormancy period helps trees.\nSent 16: It allows them to survive the cold and dry winter.\nSent 17: Plants only want to grow when conditions are right. \nQuestion: Why is dormancy beneficial for plants?.", "pos": "Paragraph- Sent 1: Plants also detect the daily cycle of light and darkness.\nSent 2: Do you know how plants respond to these changes?\nSent 3: Some plants open their leaves during the day.\nSent 4: It is during these hours the plant can collect sunlight.\nSent 5: At night, the plant closes its leaves to prevent water loss.\nSent 6: Many plants respond to the change in the length of the day.\nSent 7: As days grow shorter, some plants respond by going dormant.\nSent 8: Dormant is when a plant suspends its growth.\nSent 9: It does this in order to survive.\nSent 10: Shorter days signal the coming of winter.\nSent 11: Winter in most areas means extreme cold.\nSent 12: It is also very dry in the winter months.\nSent 13: As winter approaches, some plants respond by their leaves changing color.\nSent 14: After the change in color, they fall off.\nSent 15: This dormancy period helps trees.\nSent 16: It allows them to survive the cold and dry winter.\nSent 17: Plants only want to grow when conditions are right. \nQuestion: Why do some plants go dormant in winter?.", "neg": "Paragraph- Sent 1: Plants also detect the daily cycle of light and darkness.\nSent 2: Do you know how plants respond to these changes?\nSent 3: Some plants open their leaves during the day.\nSent 4: It is during these hours the plant can collect sunlight.\nSent 5: At night, the plant closes its leaves to prevent water loss.\nSent 6: Many plants respond to the change in the length of the day.\nSent 7: As days grow shorter, some plants respond by going dormant.\nSent 8: Dormant is when a plant suspends its growth.\nSent 9: It does this in order to survive.\nSent 10: Shorter days signal the coming of winter.\nSent 11: Winter in most areas means extreme cold.\nSent 12: It is also very dry in the winter months.\nSent 13: As winter approaches, some plants respond by their leaves changing color.\nSent 14: After the change in color, they fall off.\nSent 15: This dormancy period helps trees.\nSent 16: It allows them to survive the cold and dry winter.\nSent 17: Plants only want to grow when conditions are right. \nQuestion: Why do plants open their leaves during the day?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Traveling salesman Tom Phillips is driving home to Boston , Massachusetts for Christmas when he encounters a drunken driver on a rain-streaked road .\nSent 2: He can not avoid a collision , and is hospitalized with spinal damage .\nSent 3: Since he can not be a traveling salesman anymore , his brother arranges for Tom to buy a remote motel in the desert town of Mayville , California .\nSent 4: Tom is reluctant , since he has never been an innkeeper before but in the end he decides that he must travel in order to get as far away from the site of his accident as possible , as soon as possible .\nSent 5: So Tom sets out for California with his wife , teen-aged daughter , and son .\nSent 6: But when they reach the desert they are accosted by a pair of drag racers and a `` party girl '' in a modified , high-performance 1958 Chevrolet Corvette who jokingly force them to swerve and avoid a collision .\nSent 7: This is only the first of a series of escalating encounters with the local youth .\nSent 8: Teenaged children of relatively well-off local farmers , they are apparently given `` everything they want '' but are still bored and are locked in a never-ending desire for `` kicks '' in which they will never be satisfied .\nSent 9: The adults , including the owner of a local filling station , are fed-up with them .\nSent 10: One of these adults , however , turns out to own the very motel that Tom Phillips has bought and he is selling out after having let the wayward youth use his motel as an illicit trysting place for years .\nSent 11: When Tom tells the filling-station owner that he has `` just bought himself a motel , '' one of the kids , named Ernie , overhears . \nQuestion: What two professions has Tom worked?.", "pos": "Paragraph- Sent 1: Traveling salesman Tom Phillips is driving home to Boston , Massachusetts for Christmas when he encounters a drunken driver on a rain-streaked road .\nSent 2: He can not avoid a collision , and is hospitalized with spinal damage .\nSent 3: Since he can not be a traveling salesman anymore , his brother arranges for Tom to buy a remote motel in the desert town of Mayville , California .\nSent 4: Tom is reluctant , since he has never been an innkeeper before but in the end he decides that he must travel in order to get as far away from the site of his accident as possible , as soon as possible .\nSent 5: So Tom sets out for California with his wife , teen-aged daughter , and son .\nSent 6: But when they reach the desert they are accosted by a pair of drag racers and a `` party girl '' in a modified , high-performance 1958 Chevrolet Corvette who jokingly force them to swerve and avoid a collision .\nSent 7: This is only the first of a series of escalating encounters with the local youth .\nSent 8: Teenaged children of relatively well-off local farmers , they are apparently given `` everything they want '' but are still bored and are locked in a never-ending desire for `` kicks '' in which they will never be satisfied .\nSent 9: The adults , including the owner of a local filling station , are fed-up with them .\nSent 10: One of these adults , however , turns out to own the very motel that Tom Phillips has bought and he is selling out after having let the wayward youth use his motel as an illicit trysting place for years .\nSent 11: When Tom tells the filling-station owner that he has `` just bought himself a motel , '' one of the kids , named Ernie , overhears . \nQuestion: How many different accidents are mentioned in the story?.", "neg": "Paragraph- Sent 1: Traveling salesman Tom Phillips is driving home to Boston , Massachusetts for Christmas when he encounters a drunken driver on a rain-streaked road .\nSent 2: He can not avoid a collision , and is hospitalized with spinal damage .\nSent 3: Since he can not be a traveling salesman anymore , his brother arranges for Tom to buy a remote motel in the desert town of Mayville , California .\nSent 4: Tom is reluctant , since he has never been an innkeeper before but in the end he decides that he must travel in order to get as far away from the site of his accident as possible , as soon as possible .\nSent 5: So Tom sets out for California with his wife , teen-aged daughter , and son .\nSent 6: But when they reach the desert they are accosted by a pair of drag racers and a `` party girl '' in a modified , high-performance 1958 Chevrolet Corvette who jokingly force them to swerve and avoid a collision .\nSent 7: This is only the first of a series of escalating encounters with the local youth .\nSent 8: Teenaged children of relatively well-off local farmers , they are apparently given `` everything they want '' but are still bored and are locked in a never-ending desire for `` kicks '' in which they will never be satisfied .\nSent 9: The adults , including the owner of a local filling station , are fed-up with them .\nSent 10: One of these adults , however , turns out to own the very motel that Tom Phillips has bought and he is selling out after having let the wayward youth use his motel as an illicit trysting place for years .\nSent 11: When Tom tells the filling-station owner that he has `` just bought himself a motel , '' one of the kids , named Ernie , overhears . \nQuestion: Who are the adults fed up with?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film is set in Igloolik in the Eastern Arctic wilderness at the dawn of the first millennium .\nSent 2: http:\\/\\/atanarjuat.com\\/legend\\/legend_film.php The wind is blowing over a bleak snowy landscape while a man tries to herd away some marauding dogs .\nSent 3: We hear the voice of an old man singing a childish song .\nSent 4: Inside a stone house a strange shaman by the name of Tungajuaq , who comes from up north , is singing playfully to the gathered community and camp leader Kumaglak .\nSent 5: But among the spectators there are some mistrustful faces .\nSent 6: Flash forward to another day .\nSent 7: Qulitalik is bidding goodbye to his sister Panikpak , wife of Kumaglak , promising to come if she calls for help in her heart .\nSent 8: She gives him her husband 's rabbit 's foot for spiritual power .\nSent 9: Qulitalik tells his sister , `` Tulimaq is the one they 'll go after now . ''\nSent 10: It seems that Qulitalik is leaving to escape a threat , and the hope is that one day he will return to help .\nSent 11: As Panikpak watches him leave , we hear a voice-over from a woman : `` We never knew what he was or why it happened .\nSent 12: Evil came to us like Death .\nSent 13: It just happened and we had to live with it . ''\nSent 14: Flash back to the original scene in the stone house .\nSent 15: The visitor and the camp leader Kumaglak are in a `` friendly '' spiritual duel involving binding in leather thongs .\nSent 16: But Panikpak is startled when the stone lamp in front of her breaks in half , and , to the horror of those present , Kumaglak falls over dead .\nSent 17: The visitor removes the leader 's walrus-tooth necklace from Kumaglak 's body , and , passing by Tulimaq , he puts the necklace around the neck of Sauri , the son of the murdered leader Kumaglak , saying , `` Be careful what you wish for '' . \nQuestion: Who was Sauri ?.", "pos": "Paragraph- Sent 1: The film is set in Igloolik in the Eastern Arctic wilderness at the dawn of the first millennium .\nSent 2: http:\\/\\/atanarjuat.com\\/legend\\/legend_film.php The wind is blowing over a bleak snowy landscape while a man tries to herd away some marauding dogs .\nSent 3: We hear the voice of an old man singing a childish song .\nSent 4: Inside a stone house a strange shaman by the name of Tungajuaq , who comes from up north , is singing playfully to the gathered community and camp leader Kumaglak .\nSent 5: But among the spectators there are some mistrustful faces .\nSent 6: Flash forward to another day .\nSent 7: Qulitalik is bidding goodbye to his sister Panikpak , wife of Kumaglak , promising to come if she calls for help in her heart .\nSent 8: She gives him her husband 's rabbit 's foot for spiritual power .\nSent 9: Qulitalik tells his sister , `` Tulimaq is the one they 'll go after now . ''\nSent 10: It seems that Qulitalik is leaving to escape a threat , and the hope is that one day he will return to help .\nSent 11: As Panikpak watches him leave , we hear a voice-over from a woman : `` We never knew what he was or why it happened .\nSent 12: Evil came to us like Death .\nSent 13: It just happened and we had to live with it . ''\nSent 14: Flash back to the original scene in the stone house .\nSent 15: The visitor and the camp leader Kumaglak are in a `` friendly '' spiritual duel involving binding in leather thongs .\nSent 16: But Panikpak is startled when the stone lamp in front of her breaks in half , and , to the horror of those present , Kumaglak falls over dead .\nSent 17: The visitor removes the leader 's walrus-tooth necklace from Kumaglak 's body , and , passing by Tulimaq , he puts the necklace around the neck of Sauri , the son of the murdered leader Kumaglak , saying , `` Be careful what you wish for '' . \nQuestion: What did Tungajuaq put around Qulitalik's nephew neck?.", "neg": "Paragraph- Sent 1: The film is set in Igloolik in the Eastern Arctic wilderness at the dawn of the first millennium .\nSent 2: http:\\/\\/atanarjuat.com\\/legend\\/legend_film.php The wind is blowing over a bleak snowy landscape while a man tries to herd away some marauding dogs .\nSent 3: We hear the voice of an old man singing a childish song .\nSent 4: Inside a stone house a strange shaman by the name of Tungajuaq , who comes from up north , is singing playfully to the gathered community and camp leader Kumaglak .\nSent 5: But among the spectators there are some mistrustful faces .\nSent 6: Flash forward to another day .\nSent 7: Qulitalik is bidding goodbye to his sister Panikpak , wife of Kumaglak , promising to come if she calls for help in her heart .\nSent 8: She gives him her husband 's rabbit 's foot for spiritual power .\nSent 9: Qulitalik tells his sister , `` Tulimaq is the one they 'll go after now . ''\nSent 10: It seems that Qulitalik is leaving to escape a threat , and the hope is that one day he will return to help .\nSent 11: As Panikpak watches him leave , we hear a voice-over from a woman : `` We never knew what he was or why it happened .\nSent 12: Evil came to us like Death .\nSent 13: It just happened and we had to live with it . ''\nSent 14: Flash back to the original scene in the stone house .\nSent 15: The visitor and the camp leader Kumaglak are in a `` friendly '' spiritual duel involving binding in leather thongs .\nSent 16: But Panikpak is startled when the stone lamp in front of her breaks in half , and , to the horror of those present , Kumaglak falls over dead .\nSent 17: The visitor removes the leader 's walrus-tooth necklace from Kumaglak 's body , and , passing by Tulimaq , he puts the necklace around the neck of Sauri , the son of the murdered leader Kumaglak , saying , `` Be careful what you wish for '' . \nQuestion: What is the climate like?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Tiger Woods kick started his 2013 season on his favorite golf course with a seven-under 65 Friday at Torrey Pines lifting him to the top of the leader board in the Farmers Insurance Open.\nSent 2: Defying cold and wet conditions at La Jolla in California, the World No.2 carded a halfway total of 11-under 133 at the PGA Tour event.\nSent 3: It left him two clear of fellow American Billy Horschel, who battled to a 69 on the more difficult South Course.\nSent 4: Woods has won the tournament at the same venue six times and also famously claimed the 2008 U.S. Open, despite being handicapped by injury, Woods, who began his campaign by missing the cut at at European Tour event in Abu Dhabi last week, the same fate befalling No.1 Rory McIlroy, showed that was a mere blip with inspired play on the easier North Course.\nSent 5: Starting from the 10th, his round took off with a birdies on the 14th and 17th and an eagle on the 18th, set up by a superb iron approach.\nSent 6: The American ace started his back nine with straight birdies and as the rain came down he continued his fine progress.\nSent 7: Two birdies came in his final three holes, sandwiching his sole bogey on the day.\nSent 8: Woods said he was delighted to have backed up his fine driving with good recovery play on the rare occasion he was off the fairway.\nSent 9: \"I've got my short game back to where I want to have it,\" he said after his round. \nQuestion: What golf course did he score a 11-under 133 at the PGA Tour event?.", "pos": "Paragraph- Sent 1: (CNN) -- Tiger Woods kick started his 2013 season on his favorite golf course with a seven-under 65 Friday at Torrey Pines lifting him to the top of the leader board in the Farmers Insurance Open.\nSent 2: Defying cold and wet conditions at La Jolla in California, the World No.2 carded a halfway total of 11-under 133 at the PGA Tour event.\nSent 3: It left him two clear of fellow American Billy Horschel, who battled to a 69 on the more difficult South Course.\nSent 4: Woods has won the tournament at the same venue six times and also famously claimed the 2008 U.S. Open, despite being handicapped by injury, Woods, who began his campaign by missing the cut at at European Tour event in Abu Dhabi last week, the same fate befalling No.1 Rory McIlroy, showed that was a mere blip with inspired play on the easier North Course.\nSent 5: Starting from the 10th, his round took off with a birdies on the 14th and 17th and an eagle on the 18th, set up by a superb iron approach.\nSent 6: The American ace started his back nine with straight birdies and as the rain came down he continued his fine progress.\nSent 7: Two birdies came in his final three holes, sandwiching his sole bogey on the day.\nSent 8: Woods said he was delighted to have backed up his fine driving with good recovery play on the rare occasion he was off the fairway.\nSent 9: \"I've got my short game back to where I want to have it,\" he said after his round. \nQuestion: What did Billy Horschel score on the South Course?.", "neg": "Paragraph- Sent 1: (CNN) -- Tiger Woods kick started his 2013 season on his favorite golf course with a seven-under 65 Friday at Torrey Pines lifting him to the top of the leader board in the Farmers Insurance Open.\nSent 2: Defying cold and wet conditions at La Jolla in California, the World No.2 carded a halfway total of 11-under 133 at the PGA Tour event.\nSent 3: It left him two clear of fellow American Billy Horschel, who battled to a 69 on the more difficult South Course.\nSent 4: Woods has won the tournament at the same venue six times and also famously claimed the 2008 U.S. Open, despite being handicapped by injury, Woods, who began his campaign by missing the cut at at European Tour event in Abu Dhabi last week, the same fate befalling No.1 Rory McIlroy, showed that was a mere blip with inspired play on the easier North Course.\nSent 5: Starting from the 10th, his round took off with a birdies on the 14th and 17th and an eagle on the 18th, set up by a superb iron approach.\nSent 6: The American ace started his back nine with straight birdies and as the rain came down he continued his fine progress.\nSent 7: Two birdies came in his final three holes, sandwiching his sole bogey on the day.\nSent 8: Woods said he was delighted to have backed up his fine driving with good recovery play on the rare occasion he was off the fairway.\nSent 9: \"I've got my short game back to where I want to have it,\" he said after his round. \nQuestion: Who made the remark: \"I've got my short game back to where I want to have it,\".", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.\nSent 2: Edo was renamed Tokyo (“Eastern Capital”), and Mitsuhito took over the Tokugawa castle as his palace.\nSent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji (“Enlightened Rule”) was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.\nSent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.\nSent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.\nSent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.\nSent 7: And to show just how fast Japan’s new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.\nSent 8: There was an inevitable reaction to rapid Westernization.\nSent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.\nSent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.\nSent 11: If the singing in school of military songs such as “Come, Foes, Come!\nSent 12: ” or “Though the Enemy Be Tens of Thousands Strong” seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.\nSent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.\nSent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan’s modernized army over China’s larger but much less well-organized forces.\nSent 15: More impressive still was Japan’s success against the powerful war machine of Czarist Russia (1904–1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.\nSent 16: The West was forced to accept Japan’s occupation of southern Manchuria and the annexation of Korea in 1910.\nSent 17: In just 40 years, Japan had established itself as a viable world power. \nQuestion: What was the reaction of the rapid Westernization of Japan?.", "pos": "Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.\nSent 2: Edo was renamed Tokyo (“Eastern Capital”), and Mitsuhito took over the Tokugawa castle as his palace.\nSent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji (“Enlightened Rule”) was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.\nSent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.\nSent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.\nSent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.\nSent 7: And to show just how fast Japan’s new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.\nSent 8: There was an inevitable reaction to rapid Westernization.\nSent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.\nSent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.\nSent 11: If the singing in school of military songs such as “Come, Foes, Come!\nSent 12: ” or “Though the Enemy Be Tens of Thousands Strong” seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.\nSent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.\nSent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan’s modernized army over China’s larger but much less well-organized forces.\nSent 15: More impressive still was Japan’s success against the powerful war machine of Czarist Russia (1904–1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.\nSent 16: The West was forced to accept Japan’s occupation of southern Manchuria and the annexation of Korea in 1910.\nSent 17: In just 40 years, Japan had established itself as a viable world power. \nQuestion: What Japanese traditions were reinstituted under Mitsuhito?.", "neg": "Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.\nSent 2: Edo was renamed Tokyo (“Eastern Capital”), and Mitsuhito took over the Tokugawa castle as his palace.\nSent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji (“Enlightened Rule”) was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.\nSent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.\nSent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.\nSent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.\nSent 7: And to show just how fast Japan’s new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.\nSent 8: There was an inevitable reaction to rapid Westernization.\nSent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.\nSent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.\nSent 11: If the singing in school of military songs such as “Come, Foes, Come!\nSent 12: ” or “Though the Enemy Be Tens of Thousands Strong” seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.\nSent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.\nSent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan’s modernized army over China’s larger but much less well-organized forces.\nSent 15: More impressive still was Japan’s success against the powerful war machine of Czarist Russia (1904–1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.\nSent 16: The West was forced to accept Japan’s occupation of southern Manchuria and the annexation of Korea in 1910.\nSent 17: In just 40 years, Japan had established itself as a viable world power. \nQuestion: How old was Mitsuhito when he took over the Tokugawa castle as his palace?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Fossils give clues about major geological events.\nSent 2: Fossils can also give clues about past climates.\nSent 3: Fossils of ocean animals on the top of a mountain?\nSent 4: Ocean animals have been found on the Earths tallest mountain.\nSent 5: Its hard to believe, but it is true.\nSent 6: These fossils were found at the top of Mt. Everest.\nSent 7: Mt. Everest is the highest mountain on Earth.\nSent 8: These fossils showed that this entire area was once at the bottom of a sea.\nSent 9: It can only mean that Mt. Everest was uplifted.\nSent 10: In fact, the entire Himalaya mountain range was raised.\nSent 11: It was forced up from the collision of two continents.\nSent 12: Fossils of plants are found in Antarctica.\nSent 13: Now, Antarctica is almost completely covered with ice.\nSent 14: Plants do not grow in Antarctica.\nSent 15: According to fossils, they once did.\nSent 16: This means that Antarctica was once much warmer than it is now.\nSent 17: These fossils tell us about Antarcticas past climate. \nQuestion: What can fossils tell us about the past?.", "pos": "Paragraph- Sent 1: Many plants and animal species have lived on Earth.\nSent 2: Most are no longer alive.\nSent 3: Only a tiny number of species still live on Earth.\nSent 4: If not for fossils, we would know little about species that did not survive.\nSent 5: Fossils provide evidence.\nSent 6: They give us clues to past life on Earth.\nSent 7: They tell us that life on Earth has changed over time.\nSent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.\nSent 9: Was it land or marine?\nSent 10: Was the water shallow or deep?\nSent 11: Fossils can even provide clues to ancient climates.\nSent 12: They can tell us if it was warm or cold.\nSent 13: Maybe it was cold or hot?\nSent 14: Some places that are now cold were once warm.\nSent 15: Some places that are now hot and dry were once wet and cool.\nSent 16: Fossils provide a window into the past. \nQuestion: Are most of the plants and animals that have lived on Earth still alive?.", "neg": "Paragraph- Sent 1: Fossils give clues about major geological events.\nSent 2: Fossils can also give clues about past climates.\nSent 3: Fossils of ocean animals on the top of a mountain?\nSent 4: Ocean animals have been found on the Earths tallest mountain.\nSent 5: Its hard to believe, but it is true.\nSent 6: These fossils were found at the top of Mt. Everest.\nSent 7: Mt. Everest is the highest mountain on Earth.\nSent 8: These fossils showed that this entire area was once at the bottom of a sea.\nSent 9: It can only mean that Mt. Everest was uplifted.\nSent 10: In fact, the entire Himalaya mountain range was raised.\nSent 11: It was forced up from the collision of two continents.\nSent 12: Fossils of plants are found in Antarctica.\nSent 13: Now, Antarctica is almost completely covered with ice.\nSent 14: Plants do not grow in Antarctica.\nSent 15: According to fossils, they once did.\nSent 16: This means that Antarctica was once much warmer than it is now.\nSent 17: These fossils tell us about Antarcticas past climate. \nQuestion: What does the fact that fossils have been found on the top of Antarctica?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: I had drunk too much, I confess, though we all had.\nSent 2: Somehow, Tasha and I began to argue the worth of Solevgrad jazz, as inconsequential a topic as I can imagine.\nSent 3: She had studied it in school, so she thought herself as an expert.\nSent 4: I once had a neighbor who played it constantly, loudly, and badly, so I thought I knew it better.\nSent 5: Malaquez tried to mediate, but I saw him as siding with Tasha.\nSent 6: So, I think, did she.\nSent 7: The subject shifted from music to Tasha's obsession with fame, undoubtedly by a leap that I made.\nSent 8: She had no choice but to follow.\nSent 9: (I do not remember any of this well, just now, nor do I care to.\nSent 10: Those who are truly curious may look at the last act of \"Captured Moments.\") I remember suggesting, with characteristic tact, that she add Emil to her small list of major accomplishments.\nSent 11: Malaquez glanced away, embarrassed.\nSent 12: Tasha looked at me as if to say, \"I will.\"Sent 13: She said, \"I feel sorry for you, Nardo.\nSent 14: I'll see Emil home.\"Sent 15: \"Yes,\" I said, \"Do that,\" and did not care what she did, or why.\nSent 16: Emil asked, \"You're all right?\"Sent 17: I muttered something he must have interpreted as assent.\nSent 18: They both walked up to Emil's home while I watched the scarlet moonlight ripple on distant waves.\nSent 19: Disgusted with Tasha but more disgusted with myself, I finally realized she would not return that night and went into The Sleeping Flamingo to drink myself to sleep.\nSent 20: She had not come home when I woke in mid-morning. \nQuestion: What discussion topic does Nardo feel that Tasha was obligated to follow along with?.", "pos": "Paragraph- Sent 1: The old vaulted church was stripped down: there was no cloth on the altar, just a DJ’s toolkit and his beer.\nSent 2: Through the dark, I could see three bolts left in the wall from where they’d taken down the crucifix.\nSent 3: A confessional too beaten-up to have been sold was shaking in a way that suggested activity inside, and where the pews had been taken out, a couple hundred people were testifying to the DJ’s moving sermon.\nSent 4: Rachel stepped forward into the crowd while I took a moment to drink in the ceiling’s blue-lit, shadowed vault and the light-catching haze from who-knows-what rising between the DJ and the crowd.\nSent 5: There was a terrific echo, each beat reverberating inside of the next, and the old stained-glass windows rattled in their frames.\nSent 6: On the dance floor, people moved with their eyes closed and their hands in the air.\nSent 7: I danced with Rachel for a while, but then something by the bar seemed to be pulling her eyes.\nSent 8: She told me that she was heading for a drink and slipped out of the crowd.\nSent 9: When she hadn’t come back halfway through the next song, I glanced over at the bar.\nSent 10: It was just a little set-up where someone had stacked a few crates and brought something alcoholic to share, mostly beer.\nSent 11: Rachel was standing with a plastic cup, looking like she was having a conversation, but I couldn’t see anyone else there.\nSent 12: The next time the crowd split, I saw him.\nSent 13: He stood in front of a blue light, so I couldn’t see him clearly, but what I saw was memorable.\nSent 14: He wore a jacket of what might have been blue velvet, and his hair gleamed black against his white skin.\nSent 15: The blue haze seemed to stop just shy of his pallor, setting off his striking face without illuminating its details, and his wrists flashed white in the darkness.\nSent 16: He didn’t move, just stared and held his drink.\nSent 17: The next time I saw them, his mouth was moving.\nSent 18: She nodded and he took her arm.\nSent 19: I watched them through the crush of dancers as they squeezed along the wall, and the feeling came to me that something was very wrong.\nSent 20: Saturday morning, I woke up and saw that she still hadn’t come home. \nQuestion: What did Rachel say she was headed for when she was dancing?.", "neg": "Paragraph- Sent 1: I had drunk too much, I confess, though we all had.\nSent 2: Somehow, Tasha and I began to argue the worth of Solevgrad jazz, as inconsequential a topic as I can imagine.\nSent 3: She had studied it in school, so she thought herself as an expert.\nSent 4: I once had a neighbor who played it constantly, loudly, and badly, so I thought I knew it better.\nSent 5: Malaquez tried to mediate, but I saw him as siding with Tasha.\nSent 6: So, I think, did she.\nSent 7: The subject shifted from music to Tasha's obsession with fame, undoubtedly by a leap that I made.\nSent 8: She had no choice but to follow.\nSent 9: (I do not remember any of this well, just now, nor do I care to.\nSent 10: Those who are truly curious may look at the last act of \"Captured Moments.\") I remember suggesting, with characteristic tact, that she add Emil to her small list of major accomplishments.\nSent 11: Malaquez glanced away, embarrassed.\nSent 12: Tasha looked at me as if to say, \"I will.\"Sent 13: She said, \"I feel sorry for you, Nardo.\nSent 14: I'll see Emil home.\"Sent 15: \"Yes,\" I said, \"Do that,\" and did not care what she did, or why.\nSent 16: Emil asked, \"You're all right?\"Sent 17: I muttered something he must have interpreted as assent.\nSent 18: They both walked up to Emil's home while I watched the scarlet moonlight ripple on distant waves.\nSent 19: Disgusted with Tasha but more disgusted with myself, I finally realized she would not return that night and went into The Sleeping Flamingo to drink myself to sleep.\nSent 20: She had not come home when I woke in mid-morning. \nQuestion: Why did Nardo think himself an expert in Solevgard jazz?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.\nSent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.\nSent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.\nSent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.\nSent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.\nSent 6: Two of Camus's works were published posthumously.\nSent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.\nSent 8: There is scholarly debate as to the relationship between the two books.\nSent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.\nSent 10: The novel was an autobiographical work about his childhood in Algeria. \nQuestion: What was \"The first Man\" mainly about?.", "pos": "Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.\nSent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.\nSent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.\nSent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.\nSent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.\nSent 6: Two of Camus's works were published posthumously.\nSent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.\nSent 8: There is scholarly debate as to the relationship between the two books.\nSent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.\nSent 10: The novel was an autobiographical work about his childhood in Algeria. \nQuestion: Which novel did Camus write about his autobiographical work?.", "neg": "Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.\nSent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.\nSent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.\nSent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.\nSent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.\nSent 6: Two of Camus's works were published posthumously.\nSent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.\nSent 8: There is scholarly debate as to the relationship between the two books.\nSent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.\nSent 10: The novel was an autobiographical work about his childhood in Algeria. \nQuestion: Who was the second youngest person to recaive the nobel prize in literature?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When you get sick, your body springs to action.\nSent 2: Your body starts to fight the illness.\nSent 3: Thats why you want to eat right and get plenty of sleep.\nSent 4: You need a strong immune system to fight off illness.\nSent 5: Plants dont have an immune system.\nSent 6: That does not mean they do not get sick.\nSent 7: Plants are affected by disease just like us.\nSent 8: Typically, their first line of defense is the death of part of the plant.\nSent 9: This prevents the infection from spreading.\nSent 10: Many plants also produce special chemicals to fight disease.\nSent 11: For example, willow trees produce a chemical to kill the bacteria.\nSent 12: The same compound is used in many acne products.\nSent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.\nSent 14: No, they cannot talk to each other.\nSent 15: They may be able to send messages, though. \nQuestion: What are two ways plants can fight off disease?.", "pos": "Paragraph- Sent 1: When you get sick, your body springs to action.\nSent 2: Your body starts to fight the illness.\nSent 3: Thats why you want to eat right and get plenty of sleep.\nSent 4: You need a strong immune system to fight off illness.\nSent 5: Plants dont have an immune system.\nSent 6: That does not mean they do not get sick.\nSent 7: Plants are affected by disease just like us.\nSent 8: Typically, their first line of defense is the death of part of the plant.\nSent 9: This prevents the infection from spreading.\nSent 10: Many plants also produce special chemicals to fight disease.\nSent 11: For example, willow trees produce a chemical to kill the bacteria.\nSent 12: The same compound is used in many acne products.\nSent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.\nSent 14: No, they cannot talk to each other.\nSent 15: They may be able to send messages, though. \nQuestion: Without an immune system do plants get infections?.", "neg": "Paragraph- Sent 1: When you get sick, your body springs to action.\nSent 2: Your body starts to fight the illness.\nSent 3: Thats why you want to eat right and get plenty of sleep.\nSent 4: You need a strong immune system to fight off illness.\nSent 5: Plants dont have an immune system.\nSent 6: That does not mean they do not get sick.\nSent 7: Plants are affected by disease just like us.\nSent 8: Typically, their first line of defense is the death of part of the plant.\nSent 9: This prevents the infection from spreading.\nSent 10: Many plants also produce special chemicals to fight disease.\nSent 11: For example, willow trees produce a chemical to kill the bacteria.\nSent 12: The same compound is used in many acne products.\nSent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.\nSent 14: No, they cannot talk to each other.\nSent 15: They may be able to send messages, though. \nQuestion: What can help you to have a strong immune system?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Inside, the building opened up.\nSent 2: The ceiling was high and wooden, and I could see part of a DJ’s booth down the hall.\nSent 3: It looked like we were in the back of a nightclub.\nSent 4: Then I looked down and saw what had let us in.\nSent 5: “Nepthys, my man!\nSent 6: What up?” The hunchbacked being who let us in held out a scraggly paw for him to slap.\nSent 7: “Nice, my man,” he said as they clasped hands.\nSent 8: “Who’s the freak?” “This is someone from Ivan’s family.\nSent 9: Did I ever tell you about them?” “Yeah, one time, man, but you were pretty fucked up.\nSent 10: What’s your problem, kid?” The hunchbacked man came up to my stomach.\nSent 11: His skin was brown and stretched, like some diseased sapling’s bark.\nSent 12: It pulled back around his fingertips, which bore things that might have been nails or claws.\nSent 13: When he grinned, I saw that his teeth were sharp and small, like a hunting cat’s.\nSent 14: Under matted hair, his eyes had slit pupils.\nSent 15: Nepthys quickly answered for me.\nSent 16: “Girlfriend troubles.\nSent 17: She came down here with someone after a party, and I don’t think it was one of your average pixies.” “Bummer.\nSent 18: So, what’s the cat look like?” He turned to me.\nSent 19: Nepthys nodded: “It’s okay, you can trust him.\nSent 20: That’s why we came here.” It was easier to talk than to question. \nQuestion: Why did it look like they were in the back of a nightclub?.", "pos": "Paragraph- Sent 1: Inside, the building opened up.\nSent 2: The ceiling was high and wooden, and I could see part of a DJ’s booth down the hall.\nSent 3: It looked like we were in the back of a nightclub.\nSent 4: Then I looked down and saw what had let us in.\nSent 5: “Nepthys, my man!\nSent 6: What up?” The hunchbacked being who let us in held out a scraggly paw for him to slap.\nSent 7: “Nice, my man,” he said as they clasped hands.\nSent 8: “Who’s the freak?” “This is someone from Ivan’s family.\nSent 9: Did I ever tell you about them?” “Yeah, one time, man, but you were pretty fucked up.\nSent 10: What’s your problem, kid?” The hunchbacked man came up to my stomach.\nSent 11: His skin was brown and stretched, like some diseased sapling’s bark.\nSent 12: It pulled back around his fingertips, which bore things that might have been nails or claws.\nSent 13: When he grinned, I saw that his teeth were sharp and small, like a hunting cat’s.\nSent 14: Under matted hair, his eyes had slit pupils.\nSent 15: Nepthys quickly answered for me.\nSent 16: “Girlfriend troubles.\nSent 17: She came down here with someone after a party, and I don’t think it was one of your average pixies.” “Bummer.\nSent 18: So, what’s the cat look like?” He turned to me.\nSent 19: Nepthys nodded: “It’s okay, you can trust him.\nSent 20: That’s why we came here.” It was easier to talk than to question. \nQuestion: Describe the characters mentioned.", "neg": "Paragraph- Sent 1: Inside, the building opened up.\nSent 2: The ceiling was high and wooden, and I could see part of a DJ’s booth down the hall.\nSent 3: It looked like we were in the back of a nightclub.\nSent 4: Then I looked down and saw what had let us in.\nSent 5: “Nepthys, my man!\nSent 6: What up?” The hunchbacked being who let us in held out a scraggly paw for him to slap.\nSent 7: “Nice, my man,” he said as they clasped hands.\nSent 8: “Who’s the freak?” “This is someone from Ivan’s family.\nSent 9: Did I ever tell you about them?” “Yeah, one time, man, but you were pretty fucked up.\nSent 10: What’s your problem, kid?” The hunchbacked man came up to my stomach.\nSent 11: His skin was brown and stretched, like some diseased sapling’s bark.\nSent 12: It pulled back around his fingertips, which bore things that might have been nails or claws.\nSent 13: When he grinned, I saw that his teeth were sharp and small, like a hunting cat’s.\nSent 14: Under matted hair, his eyes had slit pupils.\nSent 15: Nepthys quickly answered for me.\nSent 16: “Girlfriend troubles.\nSent 17: She came down here with someone after a party, and I don’t think it was one of your average pixies.” “Bummer.\nSent 18: So, what’s the cat look like?” He turned to me.\nSent 19: Nepthys nodded: “It’s okay, you can trust him.\nSent 20: That’s why we came here.” It was easier to talk than to question. \nQuestion: Who's eyes had slit pupils?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Heat supplies the energy that causes motion.\nSent 2: The deeper you go into toward the Earths core, the hotter it gets.\nSent 3: At the core it is really hot.\nSent 4: All that heat tries to rise toward the surface.\nSent 5: In the Mantle, the rock is partially melted and is able to move.\nSent 6: As it is heated, the material in the mantle moves toward the surface.\nSent 7: As the mantle material rises, it cools.\nSent 8: When it reaches the Earths crust, it is mostly stopped.\nSent 9: A little of the material can break through the surface, but not all.\nSent 10: Instead, it begins to move horizontally.\nSent 11: The mantle material moves horizontally away from a mid-ocean ridge crest.\nSent 12: Toward the surface, the mantle material starts to cool.\nSent 13: As it cools it sinks back down into the mantle.\nSent 14: These areas are where deep sea trench occur.\nSent 15: The material sinks back down to the core.\nSent 16: The system operates like a giant conveyor belt.\nSent 17: The motion due to heating and cooling is called convection. \nQuestion: What can the motion of convection be compared to?.", "pos": "Paragraph- Sent 1: Heat supplies the energy that causes motion.\nSent 2: The deeper you go into toward the Earths core, the hotter it gets.\nSent 3: At the core it is really hot.\nSent 4: All that heat tries to rise toward the surface.\nSent 5: In the Mantle, the rock is partially melted and is able to move.\nSent 6: As it is heated, the material in the mantle moves toward the surface.\nSent 7: As the mantle material rises, it cools.\nSent 8: When it reaches the Earths crust, it is mostly stopped.\nSent 9: A little of the material can break through the surface, but not all.\nSent 10: Instead, it begins to move horizontally.\nSent 11: The mantle material moves horizontally away from a mid-ocean ridge crest.\nSent 12: Toward the surface, the mantle material starts to cool.\nSent 13: As it cools it sinks back down into the mantle.\nSent 14: These areas are where deep sea trench occur.\nSent 15: The material sinks back down to the core.\nSent 16: The system operates like a giant conveyor belt.\nSent 17: The motion due to heating and cooling is called convection. \nQuestion: Why does the system work as a conveyor belt?.", "neg": "Paragraph- Sent 1: Heat supplies the energy that causes motion.\nSent 2: The deeper you go into toward the Earths core, the hotter it gets.\nSent 3: At the core it is really hot.\nSent 4: All that heat tries to rise toward the surface.\nSent 5: In the Mantle, the rock is partially melted and is able to move.\nSent 6: As it is heated, the material in the mantle moves toward the surface.\nSent 7: As the mantle material rises, it cools.\nSent 8: When it reaches the Earths crust, it is mostly stopped.\nSent 9: A little of the material can break through the surface, but not all.\nSent 10: Instead, it begins to move horizontally.\nSent 11: The mantle material moves horizontally away from a mid-ocean ridge crest.\nSent 12: Toward the surface, the mantle material starts to cool.\nSent 13: As it cools it sinks back down into the mantle.\nSent 14: These areas are where deep sea trench occur.\nSent 15: The material sinks back down to the core.\nSent 16: The system operates like a giant conveyor belt.\nSent 17: The motion due to heating and cooling is called convection. \nQuestion: the hottest part of the earth is ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Iwasaki's careful respect for the Long Beach program and its lawyers earned him the political capital he needed to complete his takeover in a matter of weeks.\nSent 2: \"The Long Beach program had strong support in the community so in a situation like that, one has to recognize that it's not like a takeover where I have all the answers and I know best,\" Iwasaki said.\nSent 3: \"The people in the community who are working there have the contacts and the knowledge that will allow service to continue.\"Sent 4: Things have gone less smoothly across town.\nSent 5: There, Dudovitz, a longtime poverty lawyer and executive director of the San Fernando Valley's 36-year-old legal aid program, continues to struggle with his hostile takeover of the neighboring San Gabriel-Pomona Valleys service area one year after it was accomplished.\nSent 6: On the bright side, Dudovitz has extended his respected program to clients in the San Gabriel-Pomona Valley, and he now operates on a much larger budget, $6.5 million last year.\nSent 7: However, his clash with the old San Gabriel program resulted in litigation, bitter feelings and a mission that some say is not clearly focused on serving poor people.\nSent 8: \"It was a difficult situation that was probably mishandled by everyone,\" a longtime observer of the public interest community said of the San Fernando Valley-San Gabriel-Pomona Valley merger.\nSent 9: \"There are very few people who come out as the heroes.\nSent 10: Personalities got involved when they shouldn't have.\nSent 11: Things were said that caused bad feelings and couldn't be unsaid.\"Sent 12: Iwasaki's merger with the smaller, 48-year-old Long Beach program was friendly and fast, and no one - not even Long Beach board members - lost a job.\nSent 13: When it was over, Iwasaki had $1 million more in federal dollars and two new offices.\nSent 14: Long Beach clients regained services they had lost years ago when federal budget cuts and dwindling grants reduced the staff of 15 lawyers to five and cut immigration and consumer law programs.\nSent 15: Iwasaki said, \"[I judged the transition] better than I could have hoped for.\". \nQuestion: Diuring federal buget cuts, the number of lawyers were reduced from 15 to how many?.", "pos": "Paragraph- Sent 1: Iwasaki's careful respect for the Long Beach program and its lawyers earned him the political capital he needed to complete his takeover in a matter of weeks.\nSent 2: \"The Long Beach program had strong support in the community so in a situation like that, one has to recognize that it's not like a takeover where I have all the answers and I know best,\" Iwasaki said.\nSent 3: \"The people in the community who are working there have the contacts and the knowledge that will allow service to continue.\"Sent 4: Things have gone less smoothly across town.\nSent 5: There, Dudovitz, a longtime poverty lawyer and executive director of the San Fernando Valley's 36-year-old legal aid program, continues to struggle with his hostile takeover of the neighboring San Gabriel-Pomona Valleys service area one year after it was accomplished.\nSent 6: On the bright side, Dudovitz has extended his respected program to clients in the San Gabriel-Pomona Valley, and he now operates on a much larger budget, $6.5 million last year.\nSent 7: However, his clash with the old San Gabriel program resulted in litigation, bitter feelings and a mission that some say is not clearly focused on serving poor people.\nSent 8: \"It was a difficult situation that was probably mishandled by everyone,\" a longtime observer of the public interest community said of the San Fernando Valley-San Gabriel-Pomona Valley merger.\nSent 9: \"There are very few people who come out as the heroes.\nSent 10: Personalities got involved when they shouldn't have.\nSent 11: Things were said that caused bad feelings and couldn't be unsaid.\"Sent 12: Iwasaki's merger with the smaller, 48-year-old Long Beach program was friendly and fast, and no one - not even Long Beach board members - lost a job.\nSent 13: When it was over, Iwasaki had $1 million more in federal dollars and two new offices.\nSent 14: Long Beach clients regained services they had lost years ago when federal budget cuts and dwindling grants reduced the staff of 15 lawyers to five and cut immigration and consumer law programs.\nSent 15: Iwasaki said, \"[I judged the transition] better than I could have hoped for.\". \nQuestion: How long was the Long Beach Program been in operation?.", "neg": "Paragraph- Sent 1: With an onionskin-thin budget several years back, Legal Services of Eastern Oklahoma, the area's largest \"law firm to the poor,\" nearly became Lip Service of Eastern Oklahoma.\nSent 2: Funding cuts closed some satellite offices and reduced staff.\nSent 3: Remaining attorneys could serve only a small percentage of the 303,000 potential clients.\nSent 4: But LSEO persevered.\nSent 5: The budget still isn't big enough.\nSent 6: One aid lawyer is available per 11,000 eligible clients compared to one attorney per 375 people in the general population.\nSent 7: Services are expanding, however, thanks to a $1 million public fund drive, that is $59,400 short of its goal.\nSent 8: Tulsa attorney David Riggs, who heads the drive, is pushing for the community, especially local lawyers, to put it over the top.\nSent 9: \"We're so close.\nSent 10: We really want to reach that $1 million mark,\" Riggs said.\nSent 11: Not many causes are as worthwhile.\nSent 12: Riggs says legal-aid agencies help stabilize society; they're a safety net for those in need.\nSent 13: \"They help people cope, help them seek redress for a grievance,\" Riggs said.\nSent 14: \"For our legal system to work people need representation.\nSent 15: A family's problems can be mitigated with some legal advice before they spill over into child delinquency, housing problems, unemployment, marital problems and deeper poverty.\"Sent 16: The fund-raiser lost some steam following 9/11, and with staff distraction over the merger of LSEO with Legal Aid Services of Western Oklahoma.\nSent 17: In January, the two agencies became Legal Aid Services of Oklahoma Inc. The fund drive started with an appeal to local lawyers, who provided about a third of the donations.\nSent 18: Businesses and foundations also have helped. \nQuestion: Who made the following claim: \"for our legal system to work people need representation\".", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Joe's parents are farmers and they have a huge farm with cows, chickens, and ducks.\nSent 2: Joe loves the farm and all the things he gets to play around and play on.\nSent 3: One day, Joe's father told him not to get near a tractor that was sitting in the field.\nSent 4: His father was worried that Joe would climb on it and hurt himself.\nSent 5: Joe went out to the field and was feeding the horses and cows.\nSent 6: When he was done, he saw the tractor his father told him not to get near.\nSent 7: He knew that climbing on the tractor wouldn't hurt anything, so he did.\nSent 8: He climbed on to the seat and sat there.\nSent 9: Then, he pretended he was his father and pretended that he was driving the tractor.\nSent 10: Joe's father saw him playing on the tractor and called for him.\nSent 11: Joe heard his father calling for him and got off the tractor really fast.\nSent 12: When he did that, he fell off and hurt his arm.\nSent 13: Joe was in pain and his father came running to check on him and picked him up and sat him on a bench and asked him why he did that.\nSent 14: Joe looked at his father and said, \"I wanted to be like you.\"Sent 15: Joe's father gave him a hug and asked him if he wanted to ride with him on the tractor.\nSent 16: Joe did and after he got a bandage on his arm, he and his father rode in the field on the tractor. \nQuestion: What did Joe do in attempt to be like his father?.", "pos": "Paragraph- Sent 1: Joe's parents are farmers and they have a huge farm with cows, chickens, and ducks.\nSent 2: Joe loves the farm and all the things he gets to play around and play on.\nSent 3: One day, Joe's father told him not to get near a tractor that was sitting in the field.\nSent 4: His father was worried that Joe would climb on it and hurt himself.\nSent 5: Joe went out to the field and was feeding the horses and cows.\nSent 6: When he was done, he saw the tractor his father told him not to get near.\nSent 7: He knew that climbing on the tractor wouldn't hurt anything, so he did.\nSent 8: He climbed on to the seat and sat there.\nSent 9: Then, he pretended he was his father and pretended that he was driving the tractor.\nSent 10: Joe's father saw him playing on the tractor and called for him.\nSent 11: Joe heard his father calling for him and got off the tractor really fast.\nSent 12: When he did that, he fell off and hurt his arm.\nSent 13: Joe was in pain and his father came running to check on him and picked him up and sat him on a bench and asked him why he did that.\nSent 14: Joe looked at his father and said, \"I wanted to be like you.\"Sent 15: Joe's father gave him a hug and asked him if he wanted to ride with him on the tractor.\nSent 16: Joe did and after he got a bandage on his arm, he and his father rode in the field on the tractor. \nQuestion: Who pretended to be driving the tractor?.", "neg": "Paragraph- Sent 1: Joe's parents are farmers and they have a huge farm with cows, chickens, and ducks.\nSent 2: Joe loves the farm and all the things he gets to play around and play on.\nSent 3: One day, Joe's father told him not to get near a tractor that was sitting in the field.\nSent 4: His father was worried that Joe would climb on it and hurt himself.\nSent 5: Joe went out to the field and was feeding the horses and cows.\nSent 6: When he was done, he saw the tractor his father told him not to get near.\nSent 7: He knew that climbing on the tractor wouldn't hurt anything, so he did.\nSent 8: He climbed on to the seat and sat there.\nSent 9: Then, he pretended he was his father and pretended that he was driving the tractor.\nSent 10: Joe's father saw him playing on the tractor and called for him.\nSent 11: Joe heard his father calling for him and got off the tractor really fast.\nSent 12: When he did that, he fell off and hurt his arm.\nSent 13: Joe was in pain and his father came running to check on him and picked him up and sat him on a bench and asked him why he did that.\nSent 14: Joe looked at his father and said, \"I wanted to be like you.\"Sent 15: Joe's father gave him a hug and asked him if he wanted to ride with him on the tractor.\nSent 16: Joe did and after he got a bandage on his arm, he and his father rode in the field on the tractor. \nQuestion: Where did Joe live that his father told him not to play with the tractor?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Animals can look unique.\nSent 2: They can also do unique things.\nSent 3: Animals can sense the world around them.\nSent 4: Most animals have sensory organs.\nSent 5: As an animal, you are able to hear.\nSent 6: You can also smell, touch, and taste.\nSent 7: Animals can also move around.\nSent 8: Movement allows animals to search for food.\nSent 9: Animals can sense the world around them.\nSent 10: They can sense light and sound.\nSent 11: Animals have a brain.\nSent 12: The brain interprets these senses.\nSent 13: The brain tells the body what to do.\nSent 14: All animals can move.\nSent 15: An animals brain works with its muscles.\nSent 16: The brain sends signals to the muscles.\nSent 17: It tells the muscles to move. \nQuestion: What do animals' sensory organs do?.", "pos": "Paragraph- Sent 1: When you get sick, your body springs to action.\nSent 2: Your body starts to fight the illness.\nSent 3: Thats why you want to eat right and get plenty of sleep.\nSent 4: You need a strong immune system to fight off illness.\nSent 5: Plants dont have an immune system.\nSent 6: That does not mean they do not get sick.\nSent 7: Plants are affected by disease just like us.\nSent 8: Typically, their first line of defense is the death of part of the plant.\nSent 9: This prevents the infection from spreading.\nSent 10: Many plants also produce special chemicals to fight disease.\nSent 11: For example, willow trees produce a chemical to kill the bacteria.\nSent 12: The same compound is used in many acne products.\nSent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.\nSent 14: No, they cannot talk to each other.\nSent 15: They may be able to send messages, though. \nQuestion: What can help you to have a strong immune system?.", "neg": "Paragraph- Sent 1: Animals can look unique.\nSent 2: They can also do unique things.\nSent 3: Animals can sense the world around them.\nSent 4: Most animals have sensory organs.\nSent 5: As an animal, you are able to hear.\nSent 6: You can also smell, touch, and taste.\nSent 7: Animals can also move around.\nSent 8: Movement allows animals to search for food.\nSent 9: Animals can sense the world around them.\nSent 10: They can sense light and sound.\nSent 11: Animals have a brain.\nSent 12: The brain interprets these senses.\nSent 13: The brain tells the body what to do.\nSent 14: All animals can move.\nSent 15: An animals brain works with its muscles.\nSent 16: The brain sends signals to the muscles.\nSent 17: It tells the muscles to move. \nQuestion: What part of animal's body that interprets sense of light and sound?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: Is the statement \"what comes up must go down\" no longer true?.", "pos": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: What statement is no longer true?.", "neg": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: What are two common examples of how we overcome gravity?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: While glaciers erode the landscape, they also deposit materials.\nSent 2: Glaciers deposit their sediment when they melt.\nSent 3: They drop and leave behind whatever was once frozen in their ice.\nSent 4: Its usually a mixture of particles and rocks.\nSent 5: It can be of all sizes, called glacial till.\nSent 6: Water from the melting ice may form lakes or other water features.\nSent 7: Figure Moraine is sediment deposited by a glacier.\nSent 8: A ground moraine is a thick layer of sediments left behind by a retreating glacier.\nSent 9: An end moraine is a low ridge of sediments deposited at the end of the glacier.\nSent 10: It marks the greatest distance the glacier advanced.\nSent 11: A drumlin is a long, low hill of sediments deposited by a glacier.\nSent 12: Drumlins often occur in groups.\nSent 13: These groups are called drumlin fields.\nSent 14: The narrow end of each drumlin points in the direction of an advancing glacier.\nSent 15: An esker is a winding ridge of sand deposited by a stream of meltwater.\nSent 16: Such streams flow underneath a retreating glacier.\nSent 17: A kettle lake occurs where a chunk of ice melt as they are left behind as a glacier retreats.\nSent 18: When the huge chuck of ice melts it leaves a depression. \nQuestion: What is the difference between a ground Moraine and an end Moraine?.", "pos": "Paragraph- Sent 1: While glaciers erode the landscape, they also deposit materials.\nSent 2: Glaciers deposit their sediment when they melt.\nSent 3: They drop and leave behind whatever was once frozen in their ice.\nSent 4: Its usually a mixture of particles and rocks.\nSent 5: It can be of all sizes, called glacial till.\nSent 6: Water from the melting ice may form lakes or other water features.\nSent 7: Figure Moraine is sediment deposited by a glacier.\nSent 8: A ground moraine is a thick layer of sediments left behind by a retreating glacier.\nSent 9: An end moraine is a low ridge of sediments deposited at the end of the glacier.\nSent 10: It marks the greatest distance the glacier advanced.\nSent 11: A drumlin is a long, low hill of sediments deposited by a glacier.\nSent 12: Drumlins often occur in groups.\nSent 13: These groups are called drumlin fields.\nSent 14: The narrow end of each drumlin points in the direction of an advancing glacier.\nSent 15: An esker is a winding ridge of sand deposited by a stream of meltwater.\nSent 16: Such streams flow underneath a retreating glacier.\nSent 17: A kettle lake occurs where a chunk of ice melt as they are left behind as a glacier retreats.\nSent 18: When the huge chuck of ice melts it leaves a depression. \nQuestion: What are the types of moraines?.", "neg": "Paragraph- Sent 1: While glaciers erode the landscape, they also deposit materials.\nSent 2: Glaciers deposit their sediment when they melt.\nSent 3: They drop and leave behind whatever was once frozen in their ice.\nSent 4: Its usually a mixture of particles and rocks.\nSent 5: It can be of all sizes, called glacial till.\nSent 6: Water from the melting ice may form lakes or other water features.\nSent 7: Figure Moraine is sediment deposited by a glacier.\nSent 8: A ground moraine is a thick layer of sediments left behind by a retreating glacier.\nSent 9: An end moraine is a low ridge of sediments deposited at the end of the glacier.\nSent 10: It marks the greatest distance the glacier advanced.\nSent 11: A drumlin is a long, low hill of sediments deposited by a glacier.\nSent 12: Drumlins often occur in groups.\nSent 13: These groups are called drumlin fields.\nSent 14: The narrow end of each drumlin points in the direction of an advancing glacier.\nSent 15: An esker is a winding ridge of sand deposited by a stream of meltwater.\nSent 16: Such streams flow underneath a retreating glacier.\nSent 17: A kettle lake occurs where a chunk of ice melt as they are left behind as a glacier retreats.\nSent 18: When the huge chuck of ice melts it leaves a depression. \nQuestion: What do glaciers do besides eroding?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: New Legitimacy: Organized crime was soon to have a formidable adversary in its bid to control Las Vegas — corporate cash.\nSent 2: Though Las Vegas had developed a powerful local economy, few major outside investments were made in the city, due primarily to mob infiltration and its inherent ties to illegal activities.\nSent 3: That would change dramatically with the 1966 arrival of billionaire Howard Hughes.\nSent 4: A legitimate businessman, Hughes was nonetheless eccentric and dramatic, a style suited to the Las Vegas ethos.\nSent 5: True to the myth, the reclusive Hughes immediately cloistered himself in the Desert Inn’s penthouse.\nSent 6: Several weeks later he was asked — then ordered — to vacate the room to make room for high rollers, whereupon he promptly bought the property and fired the management.\nSent 7: Thus began Hughes’ legendary three-year, $300-million Las Vegas buying spree.\nSent 8: When it was over, Hughes owned six casinos, an airport, and an airline, along with numerous plots of land stretching from the Strip to the mountains.\nSent 9: Hughes’ actions would have beneficial repercussions, both immediate and lasting.\nSent 10: Because of the new legitimacy Las Vegas acquired from Hughes’ investments, established companies such as Hilton Hotels bought into the gaming business, and their influence helped draw a line in the desert sand between legitimate operations and mob casinos, where illegal skimming of profits was rampant.\nSent 11: That, combined with the formation of the Nevada Gaming Control Board, would signal the beginning of the end for heavy mob influence in the city.\nSent 12: Las Vegas with a Vision As corporations moved in and the mob was slowly pushed out, a new Las Vegas emerged.\nSent 13: The legitimization of gambling led to its increased legalization across the US.\nSent 14: What was once a sure thing became much more competitive.\nSent 15: Casino operators had to reassess the nature of their business.\nSent 16: The first to really do so was Steve Wynn, a Las Vegas resident and owner of the Golden Nugget.\nSent 17: In the mid-1980s, Wynn began plans to reinvigorate Las Vegas with a new resort.\nSent 18: He bought several Strip properties — the Silver Slipper and Castaways among them — and demolished them to make way for a new kind of resort — Mirage —  which became an instant success. \nQuestion: What was the first property that the Mirage owner owned in Vegas?.", "pos": "Paragraph- Sent 1: Albert Einstein was born in Ulm, in the Kingdom of Wurttemberg in the German Empire on 14 March 1879.\nSent 2: His parents were Hermann Einstein, a salesman and engineer, and Pauline Koch.\nSent 3: In 1880, the family moved to Munich, where his father and his uncle founded Elektrotechnische Fabrik J. Einstein & Cie, a company that manufactured electrical equipment based on direct current.\nSent 4: The Einsteins were non-observant Ashkenazi Jews.\nSent 5: Albert attended a Catholic elementary school from the age of 5 for three years.\nSent 6: At the age of 8, he was transferred to the Luitpold Gymnasium (now known as the Albert Einstein Gymnasium), where he received advanced primary and secondary school education until he left Germany seven years later.\nSent 7: In 1894, his father's company failed: direct current (DC) lost the War of Currents to alternating current (AC).\nSent 8: In search of business, the Einstein family moved to Italy, first to Milan and then, a few months later, to Pavia.\nSent 9: When the family moved to Pavia, Einstein stayed in Munich to finish his studies at the Luitpold Gymnasium.\nSent 10: His father intended for him to pursue electrical engineering, but Einstein clashed with authorities and resented the school's regimen and teaching method.\nSent 11: He later wrote that the spirit of learning and creative thought were lost in strict rote learning.\nSent 12: At the end of December 1894, he travelled to Italy to join his family in Pavia, convincing the school to let him go by using a doctor's note.\nSent 13: It was during his time in Italy that he wrote a short essay with the title \"On the Investigation of the State of the Ether in a Magnetic Field.\nSent 14: In 1895, at the age of 16, Einstein sat the entrance examinations for the Swiss Federal Polytechnic in Zurich (later the Eidgenossische Technische Hochschule ETH).\nSent 15: He failed to reach the required standard in the general part of the examination, but obtained exceptional grades in physics and mathematics.\nSent 16: On the advice of the principal of the Polytechnic, he attended the Argovian cantonal school (gymnasium) in Aarau, Switzerland, in 1895-96 to complete his secondary schooling.\nSent 17: While lodging with the family of Professor Jost Winteler, he fell in love with Winteler's daughter, Marie.\nSent 18: (Albert's sister Maja later married Wintelers' son Paul.) In January 1896, with his father's approval, he renounced his citizenship in the German Kingdom of Wurttemberg to avoid military service. \nQuestion: What school did Albert attend during the same year he renounnced his citizenship in the German Kingdom of Wurrtenberg.", "neg": "Paragraph- Sent 1: New Legitimacy: Organized crime was soon to have a formidable adversary in its bid to control Las Vegas — corporate cash.\nSent 2: Though Las Vegas had developed a powerful local economy, few major outside investments were made in the city, due primarily to mob infiltration and its inherent ties to illegal activities.\nSent 3: That would change dramatically with the 1966 arrival of billionaire Howard Hughes.\nSent 4: A legitimate businessman, Hughes was nonetheless eccentric and dramatic, a style suited to the Las Vegas ethos.\nSent 5: True to the myth, the reclusive Hughes immediately cloistered himself in the Desert Inn’s penthouse.\nSent 6: Several weeks later he was asked — then ordered — to vacate the room to make room for high rollers, whereupon he promptly bought the property and fired the management.\nSent 7: Thus began Hughes’ legendary three-year, $300-million Las Vegas buying spree.\nSent 8: When it was over, Hughes owned six casinos, an airport, and an airline, along with numerous plots of land stretching from the Strip to the mountains.\nSent 9: Hughes’ actions would have beneficial repercussions, both immediate and lasting.\nSent 10: Because of the new legitimacy Las Vegas acquired from Hughes’ investments, established companies such as Hilton Hotels bought into the gaming business, and their influence helped draw a line in the desert sand between legitimate operations and mob casinos, where illegal skimming of profits was rampant.\nSent 11: That, combined with the formation of the Nevada Gaming Control Board, would signal the beginning of the end for heavy mob influence in the city.\nSent 12: Las Vegas with a Vision As corporations moved in and the mob was slowly pushed out, a new Las Vegas emerged.\nSent 13: The legitimization of gambling led to its increased legalization across the US.\nSent 14: What was once a sure thing became much more competitive.\nSent 15: Casino operators had to reassess the nature of their business.\nSent 16: The first to really do so was Steve Wynn, a Las Vegas resident and owner of the Golden Nugget.\nSent 17: In the mid-1980s, Wynn began plans to reinvigorate Las Vegas with a new resort.\nSent 18: He bought several Strip properties — the Silver Slipper and Castaways among them — and demolished them to make way for a new kind of resort — Mirage —  which became an instant success. \nQuestion: What along with the Nevada Gaming Board signaled the beginning of the end for heavy mob influence in Las Vegas?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The explosion, while killing one of the Cossacks and seriously wounding the driver and people on the sidewalk, had only damaged the bulletproof carriage, a gift from Napoleon III of France.\nSent 2: The emperor emerged shaken but unhurt.\nSent 3: Rysakov was captured almost immediately.\nSent 4: Police Chief Dvorzhitsky heard Rysakov shout out to someone else in the gathering crowd.\nSent 5: The surrounding guards and the Cossacks urged the emperor to leave the area at once rather than being shown the site of the explosion.\nSent 6: Nevertheless, a second young member of the Narodnaya Volya, Ignacy Hryniewiecki, standing by the canal fence, raised both arms and threw something at the emperor's feet.\nSent 7: He was alleged to have shouted, \"It is too early to thank God\".\nSent 8: Dvorzhitsky was later to write:. \nQuestion: What caused the emperor to emerge shaken but uninjured?.", "pos": "Paragraph- Sent 1: The explosion, while killing one of the Cossacks and seriously wounding the driver and people on the sidewalk, had only damaged the bulletproof carriage, a gift from Napoleon III of France.\nSent 2: The emperor emerged shaken but unhurt.\nSent 3: Rysakov was captured almost immediately.\nSent 4: Police Chief Dvorzhitsky heard Rysakov shout out to someone else in the gathering crowd.\nSent 5: The surrounding guards and the Cossacks urged the emperor to leave the area at once rather than being shown the site of the explosion.\nSent 6: Nevertheless, a second young member of the Narodnaya Volya, Ignacy Hryniewiecki, standing by the canal fence, raised both arms and threw something at the emperor's feet.\nSent 7: He was alleged to have shouted, \"It is too early to thank God\".\nSent 8: Dvorzhitsky was later to write:. \nQuestion: What caused the emperor to become shaken?.", "neg": "Paragraph- Sent 1: The explosion, while killing one of the Cossacks and seriously wounding the driver and people on the sidewalk, had only damaged the bulletproof carriage, a gift from Napoleon III of France.\nSent 2: The emperor emerged shaken but unhurt.\nSent 3: Rysakov was captured almost immediately.\nSent 4: Police Chief Dvorzhitsky heard Rysakov shout out to someone else in the gathering crowd.\nSent 5: The surrounding guards and the Cossacks urged the emperor to leave the area at once rather than being shown the site of the explosion.\nSent 6: Nevertheless, a second young member of the Narodnaya Volya, Ignacy Hryniewiecki, standing by the canal fence, raised both arms and threw something at the emperor's feet.\nSent 7: He was alleged to have shouted, \"It is too early to thank God\".\nSent 8: Dvorzhitsky was later to write:. \nQuestion: How many assassins were at the scene of the bombing?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some of the most unusual effects of Hellenization can be seen in Afghanistan and India, in the region of the relatively late-arising Greco-Bactrian Kingdom (250 BC-125 BC) in modern Afghanistan, Pakistan, and Tajikistan and the Greco-Indian Kingdom (180 BC - 10 CE) in modern Afghanistan and India.\nSent 2: There on the newly formed Silk Road Greek culture apparently hybridized with Indian, and especially Buddhist culture.\nSent 3: The resulting syncretism known as Greco-Buddhism heavily influenced the development of Buddhism and created a culture of Greco-Buddhist art.\nSent 4: These Greco-Buddhist kingdoms sent some of the first Buddhist missionaries to China, Sri Lanka, and the Mediterranean (Greco-Buddhist monasticism).\nSent 5: The first figural portrayals of the Buddha, previously avoided by Buddhists, appeared at this time; they were modeled on Greek statues of Apollo.\nSent 6: Several Buddhist traditions may have been influenced by the ancient Greek religion: the concept of Boddhisatvas is reminiscent of Greek divine heroes, and some Mahayana ceremonial practices (burning incense, gifts of flowers, and food placed on altars) are similar to those practiced by the ancient Greeks.\nSent 7: One Greek king, Menander I, probably became Buddhist, and was immortalized in Buddhist literature as 'Milinda'.\nSent 8: The process of Hellenization extended to the sciences, where ideas from Greek astronomy filtered eastward and had profoundly influenced Indian astronomy by the early centuries AD.\nSent 9: For example, Greek astronomical instruments dating to the 3rd century BC were found in the Greco-Bactrian city of Ai Khanoum in modern-day Afghanistan while the Greek concept of a spherical earth surrounded by the spheres of planets was adopted in India and eventually supplanted the long-standing Indian cosmological belief of a flat and circular earth.\nSent 10: The Yavanajataka and Paulisa Siddhanta texts in particular show Greek influence. \nQuestion: Greco-Buddhism was the result of the meshing between Greek culture and culture of which country?.", "pos": "Paragraph- Sent 1: Little is known of the earliest Stone Age inhabitants of Europe’s southwestern extremity.\nSent 2: The ancient Greeks called them the Cynetes (or Cunetes).\nSent 3: Whatever their origins, their culture evolved under the pressure and influence of foreign forces.\nSent 4: Among the many invading armies that settled here and contributed to nascent Portuguese culture were Phoenicians, who settled in the area around 1,000 b.c., followed by the Celts, Iberians, Greeks, and Carthaginians.\nSent 5: But it was the Romans, who arrived late in the third century b.c., who most greatly influenced all of Iberia.\nSent 6: They built towns, industries, roads, and bridges, developed agriculture, and bequeathed the Latin language, of which Portuguese is a direct descendant.\nSent 7: The Romans named the southwestern province of the peninsula Lusitania, oddly enough for one of the Celtiberian tribes they defeated, and by the third century a.d.\nSent 8: had introduced Christianity.\nSent 9: By the beginning of the fourth century the Algarve had a bishop in place, based in Faro.\nSent 10: But Rome had already fallen into decay, and soon hordes of northern tribesmen took over the empire.\nSent 11: The Algarve fell to the Visigoths in the mid-fifth century.\nSent 12: Under Moorish Rule In a.d.\nSent 13: 711, the Moors brought powerful armies from North Africa and launched a devastating attack on the Iberian peninsula, conquering much of what would become Spain and Portugal.\nSent 14: They imposed Islam and left an indelible influence on the countryside and the population of the Algarve.\nSent 15: The Moorish legacy can still be seen in the form of wells and waterwheels, squat white houses, the dark complexions of the people, and in the very name given the region — taken from Al-Gharb, which means “country of the west” (when the Moors conquered the territory, it was the most westerly in the known world).\nSent 16: The Moors governed their Iberian kingdoms from across the border in Seville, but the Algarve had its own regional capital and huge, invulnerable fortress.\nSent 17: The capital was Chelb (or Xelb), and it was bigger and better defended than Lisbon.\nSent 18: Today the town, known as Silves, (see page 38) is a provincial outpost whose only besiegers are busloads of tourists who climb the narrow streets up to the old Moorish ramparts. \nQuestion: What were the Romans able to accomplish when they invaded Iberia? Name two things.", "neg": "Paragraph- Sent 1: Some of the most unusual effects of Hellenization can be seen in Afghanistan and India, in the region of the relatively late-arising Greco-Bactrian Kingdom (250 BC-125 BC) in modern Afghanistan, Pakistan, and Tajikistan and the Greco-Indian Kingdom (180 BC - 10 CE) in modern Afghanistan and India.\nSent 2: There on the newly formed Silk Road Greek culture apparently hybridized with Indian, and especially Buddhist culture.\nSent 3: The resulting syncretism known as Greco-Buddhism heavily influenced the development of Buddhism and created a culture of Greco-Buddhist art.\nSent 4: These Greco-Buddhist kingdoms sent some of the first Buddhist missionaries to China, Sri Lanka, and the Mediterranean (Greco-Buddhist monasticism).\nSent 5: The first figural portrayals of the Buddha, previously avoided by Buddhists, appeared at this time; they were modeled on Greek statues of Apollo.\nSent 6: Several Buddhist traditions may have been influenced by the ancient Greek religion: the concept of Boddhisatvas is reminiscent of Greek divine heroes, and some Mahayana ceremonial practices (burning incense, gifts of flowers, and food placed on altars) are similar to those practiced by the ancient Greeks.\nSent 7: One Greek king, Menander I, probably became Buddhist, and was immortalized in Buddhist literature as 'Milinda'.\nSent 8: The process of Hellenization extended to the sciences, where ideas from Greek astronomy filtered eastward and had profoundly influenced Indian astronomy by the early centuries AD.\nSent 9: For example, Greek astronomical instruments dating to the 3rd century BC were found in the Greco-Bactrian city of Ai Khanoum in modern-day Afghanistan while the Greek concept of a spherical earth surrounded by the spheres of planets was adopted in India and eventually supplanted the long-standing Indian cosmological belief of a flat and circular earth.\nSent 10: The Yavanajataka and Paulisa Siddhanta texts in particular show Greek influence. \nQuestion: What evidence exists that Greco-Bactrian influence extended to the sciences?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: During this time, Alexander adopted some elements of Persian dress and customs at his court, notably the custom of proskynesis, either a symbolic kissing of the hand, or prostration on the ground, that Persians showed to their social superiors.\nSent 2: The Greeks regarded the gesture as the province of deities and believed that Alexander meant to deify himself by requiring it.\nSent 3: This cost him the sympathies of many of his countrymen, and he eventually abandoned it.\nSent 4: A plot against his life was revealed, and one of his officers, Philotas, was executed for failing to alert Alexander.\nSent 5: The death of the son necessitated the death of the father, and thus Parmenion, who had been charged with guarding the treasury at Ecbatana, was assassinated at Alexander's command, to prevent attempts at vengeance.\nSent 6: Most infamously, Alexander personally killed the man who had saved his life at Granicus, Cleitus the Black, during a violent drunken altercation at Maracanda (modern day Samarkand in Uzbekistan), in which Cleitus accused Alexander of several judgemental mistakes and most especially, of having forgotten the Macedonian ways in favour of a corrupt oriental lifestyle.\nSent 7: Later, in the Central Asian campaign, a second plot against his life was revealed, this one instigated by his own royal pages.\nSent 8: His official historian, Callisthenes of Olynthus, was implicated in the plot; however, historians have yet to reach a consensus regarding this involvement.\nSent 9: Callisthenes had fallen out of favor by leading the opposition to the attempt to introduce proskynesis. \nQuestion: What specific gesture implemented by Alexander did the Greeks take issue with because they believed Alex meant to deify himself?.", "pos": "Paragraph- Sent 1: During this time, Alexander adopted some elements of Persian dress and customs at his court, notably the custom of proskynesis, either a symbolic kissing of the hand, or prostration on the ground, that Persians showed to their social superiors.\nSent 2: The Greeks regarded the gesture as the province of deities and believed that Alexander meant to deify himself by requiring it.\nSent 3: This cost him the sympathies of many of his countrymen, and he eventually abandoned it.\nSent 4: A plot against his life was revealed, and one of his officers, Philotas, was executed for failing to alert Alexander.\nSent 5: The death of the son necessitated the death of the father, and thus Parmenion, who had been charged with guarding the treasury at Ecbatana, was assassinated at Alexander's command, to prevent attempts at vengeance.\nSent 6: Most infamously, Alexander personally killed the man who had saved his life at Granicus, Cleitus the Black, during a violent drunken altercation at Maracanda (modern day Samarkand in Uzbekistan), in which Cleitus accused Alexander of several judgemental mistakes and most especially, of having forgotten the Macedonian ways in favour of a corrupt oriental lifestyle.\nSent 7: Later, in the Central Asian campaign, a second plot against his life was revealed, this one instigated by his own royal pages.\nSent 8: His official historian, Callisthenes of Olynthus, was implicated in the plot; however, historians have yet to reach a consensus regarding this involvement.\nSent 9: Callisthenes had fallen out of favor by leading the opposition to the attempt to introduce proskynesis. \nQuestion: What are some of the things Alexander required that Greeks thought made Alexander seem like he was trying to deify himself?.", "neg": "Paragraph- Sent 1: During this time, Alexander adopted some elements of Persian dress and customs at his court, notably the custom of proskynesis, either a symbolic kissing of the hand, or prostration on the ground, that Persians showed to their social superiors.\nSent 2: The Greeks regarded the gesture as the province of deities and believed that Alexander meant to deify himself by requiring it.\nSent 3: This cost him the sympathies of many of his countrymen, and he eventually abandoned it.\nSent 4: A plot against his life was revealed, and one of his officers, Philotas, was executed for failing to alert Alexander.\nSent 5: The death of the son necessitated the death of the father, and thus Parmenion, who had been charged with guarding the treasury at Ecbatana, was assassinated at Alexander's command, to prevent attempts at vengeance.\nSent 6: Most infamously, Alexander personally killed the man who had saved his life at Granicus, Cleitus the Black, during a violent drunken altercation at Maracanda (modern day Samarkand in Uzbekistan), in which Cleitus accused Alexander of several judgemental mistakes and most especially, of having forgotten the Macedonian ways in favour of a corrupt oriental lifestyle.\nSent 7: Later, in the Central Asian campaign, a second plot against his life was revealed, this one instigated by his own royal pages.\nSent 8: His official historian, Callisthenes of Olynthus, was implicated in the plot; however, historians have yet to reach a consensus regarding this involvement.\nSent 9: Callisthenes had fallen out of favor by leading the opposition to the attempt to introduce proskynesis. \nQuestion: How many plots of Alexander's death were there?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: What are the names of the crew members?.", "pos": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: Which two characters have gone through a portal by themselves?.", "neg": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: What happens to the car that the Lego creatures build?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .\nSent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .\nSent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .\nSent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .\nSent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .\nSent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .\nSent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .\nSent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .\nSent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .\nSent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .\nSent 11: A Square just gets home safely , then barricades his family against the chaos for the night . \nQuestion: Who is the attorney at law whose client is the first female charged as a Chromatis?.", "pos": "Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .\nSent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .\nSent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .\nSent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .\nSent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .\nSent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .\nSent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .\nSent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .\nSent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .\nSent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .\nSent 11: A Square just gets home safely , then barricades his family against the chaos for the night . \nQuestion: Who warned A Square against meeting his new client?.", "neg": "Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .\nSent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .\nSent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .\nSent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .\nSent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .\nSent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .\nSent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .\nSent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .\nSent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .\nSent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .\nSent 11: A Square just gets home safely , then barricades his family against the chaos for the night . \nQuestion: What are Chromatists demanding the legalization of?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: Does Fatty ever kiss a dog?.", "pos": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: Did Fatty kiss the two loves of his life in the closing shot?.", "neg": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: What is Fatty's gender?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: What does Porky finally d o in order to get a room?.", "pos": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: Why does Porky have to share a room with Daffy?.", "neg": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: Who gets the last laugh Porky or Daffy and does he expect to?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander earned the epithet \"the Great\" due to his unparalleled success as a military commander.\nSent 2: He never lost a battle, despite typically being outnumbered.\nSent 3: This was due to use of terrain, phalanx and cavalry tactics, bold strategy, and the fierce loyalty of his troops.\nSent 4: The Macedonian phalanx, armed with the sarissa, a spear 6 metres (20 ft) long, had been developed and perfected by Philip II through rigorous training, and Alexander used its speed and maneuverability to great effect against larger but more disparate Persian forces.\nSent 5: Alexander also recognized the potential for disunity among his diverse army, which employed various languages and weapons.\nSent 6: He overcame this by being personally involved in battle, in the manner of a Macedonian king.\nSent 7: In his first battle in Asia, at Granicus, Alexander used only a small part of his forces, perhaps 13,000 infantry with 5,000 cavalry, against a much larger Persian force of 40,000.\nSent 8: Alexander placed the phalanx at the center and cavalry and archers on the wings, so that his line matched the length of the Persian cavalry line, about 3 km (1.86 mi).\nSent 9: By contrast, the Persian infantry was stationed behind its cavalry.\nSent 10: This ensured that Alexander would not be outflanked, while his phalanx, armed with long pikes, had a considerable advantage over the Persian's scimitars and javelins.\nSent 11: Macedonian losses were negligible compared to those of the Persians.\nSent 12: At Issus in 333 BC, his first confrontation with Darius, he used the same deployment, and again the central phalanx pushed through.\nSent 13: Alexander personally led the charge in the center, routing the opposing army.\nSent 14: At the decisive encounter with Darius at Gaugamela, Darius equipped his chariots with scythes on the wheels to break up the phalanx and equipped his cavalry with pikes.\nSent 15: Alexander arranged a double phalanx, with the center advancing at an angle, parting when the chariots bore down and then reforming.\nSent 16: The advance was successful and broke Darius' center, causing the latter to flee once again.\nSent 17: When faced with opponents who used unfamiliar fighting techniques, such as in Central Asia and India, Alexander adapted his forces to his opponents' style.\nSent 18: Thus, in Bactria and Sogdiana, Alexander successfully used his javelin throwers and archers to prevent outflanking movements, while massing his cavalry at the center. \nQuestion: Why was Alexander called Alexander \"The Great?.", "pos": "Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.\nSent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.\nSent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.\nSent 4: He was undefeated in battle and is considered one of history's most successful military commanders.\nSent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.\nSent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.\nSent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.\nSent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.\nSent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.\nSent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.\nSent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.\nSent 12: Seeking to reach the \"ends of the world and the Great Outer Sea\", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.\nSent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.\nSent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.\nSent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.\nSent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.\nSent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.\nSent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures. \nQuestion: By what year did Alexander the Great create one of the largest empires of the ancient world?.", "neg": "Paragraph- Sent 1: Alexander earned the epithet \"the Great\" due to his unparalleled success as a military commander.\nSent 2: He never lost a battle, despite typically being outnumbered.\nSent 3: This was due to use of terrain, phalanx and cavalry tactics, bold strategy, and the fierce loyalty of his troops.\nSent 4: The Macedonian phalanx, armed with the sarissa, a spear 6 metres (20 ft) long, had been developed and perfected by Philip II through rigorous training, and Alexander used its speed and maneuverability to great effect against larger but more disparate Persian forces.\nSent 5: Alexander also recognized the potential for disunity among his diverse army, which employed various languages and weapons.\nSent 6: He overcame this by being personally involved in battle, in the manner of a Macedonian king.\nSent 7: In his first battle in Asia, at Granicus, Alexander used only a small part of his forces, perhaps 13,000 infantry with 5,000 cavalry, against a much larger Persian force of 40,000.\nSent 8: Alexander placed the phalanx at the center and cavalry and archers on the wings, so that his line matched the length of the Persian cavalry line, about 3 km (1.86 mi).\nSent 9: By contrast, the Persian infantry was stationed behind its cavalry.\nSent 10: This ensured that Alexander would not be outflanked, while his phalanx, armed with long pikes, had a considerable advantage over the Persian's scimitars and javelins.\nSent 11: Macedonian losses were negligible compared to those of the Persians.\nSent 12: At Issus in 333 BC, his first confrontation with Darius, he used the same deployment, and again the central phalanx pushed through.\nSent 13: Alexander personally led the charge in the center, routing the opposing army.\nSent 14: At the decisive encounter with Darius at Gaugamela, Darius equipped his chariots with scythes on the wheels to break up the phalanx and equipped his cavalry with pikes.\nSent 15: Alexander arranged a double phalanx, with the center advancing at an angle, parting when the chariots bore down and then reforming.\nSent 16: The advance was successful and broke Darius' center, causing the latter to flee once again.\nSent 17: When faced with opponents who used unfamiliar fighting techniques, such as in Central Asia and India, Alexander adapted his forces to his opponents' style.\nSent 18: Thus, in Bactria and Sogdiana, Alexander successfully used his javelin throwers and archers to prevent outflanking movements, while massing his cavalry at the center. \nQuestion: How did Alexander change the use of the phalanx at the battle of Gaugamela?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Many plants and animal species have lived on Earth.\nSent 2: Most are no longer alive.\nSent 3: Only a tiny number of species still live on Earth.\nSent 4: If not for fossils, we would know little about species that did not survive.\nSent 5: Fossils provide evidence.\nSent 6: They give us clues to past life on Earth.\nSent 7: They tell us that life on Earth has changed over time.\nSent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.\nSent 9: Was it land or marine?\nSent 10: Was the water shallow or deep?\nSent 11: Fossils can even provide clues to ancient climates.\nSent 12: They can tell us if it was warm or cold.\nSent 13: Maybe it was cold or hot?\nSent 14: Some places that are now cold were once warm.\nSent 15: Some places that are now hot and dry were once wet and cool.\nSent 16: Fossils provide a window into the past. \nQuestion: How can the environment of places change over time?.", "pos": "Paragraph- Sent 1: Many plants and animal species have lived on Earth.\nSent 2: Most are no longer alive.\nSent 3: Only a tiny number of species still live on Earth.\nSent 4: If not for fossils, we would know little about species that did not survive.\nSent 5: Fossils provide evidence.\nSent 6: They give us clues to past life on Earth.\nSent 7: They tell us that life on Earth has changed over time.\nSent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.\nSent 9: Was it land or marine?\nSent 10: Was the water shallow or deep?\nSent 11: Fossils can even provide clues to ancient climates.\nSent 12: They can tell us if it was warm or cold.\nSent 13: Maybe it was cold or hot?\nSent 14: Some places that are now cold were once warm.\nSent 15: Some places that are now hot and dry were once wet and cool.\nSent 16: Fossils provide a window into the past. \nQuestion: Do fossils provide evidence of changes in climates over time?.", "neg": "Paragraph- Sent 1: Many plants and animal species have lived on Earth.\nSent 2: Most are no longer alive.\nSent 3: Only a tiny number of species still live on Earth.\nSent 4: If not for fossils, we would know little about species that did not survive.\nSent 5: Fossils provide evidence.\nSent 6: They give us clues to past life on Earth.\nSent 7: They tell us that life on Earth has changed over time.\nSent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.\nSent 9: Was it land or marine?\nSent 10: Was the water shallow or deep?\nSent 11: Fossils can even provide clues to ancient climates.\nSent 12: They can tell us if it was warm or cold.\nSent 13: Maybe it was cold or hot?\nSent 14: Some places that are now cold were once warm.\nSent 15: Some places that are now hot and dry were once wet and cool.\nSent 16: Fossils provide a window into the past. \nQuestion: Are most of the plants and animals that have lived on Earth still alive?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: What is the name of the young student who hit a man  with a car while driving drunk in a dark road?.", "pos": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: Where had Mary been prior to hitting the bump in the road?.", "neg": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: Why did Emser want a \"revenge drive\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: Was Pushkin's descendants always wealthy?.", "pos": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: How can one say Pushkin was from a noble family but also was not?.", "neg": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: How old was he when his novel in verse, Eugene Onegin, was serialized?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Who is a faster draw, Carberry or Reb Randall?.", "pos": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Who did the stranger end up being?.", "neg": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Who is brawling and what causes it to end?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Agencies Confer When they learned a second plane had struck the World Trade Center, nearly everyone in the White House told us, they immediately knew it was not an accident.\nSent 2: The Secret Service initiated a number of security enhancements around the White House complex.\nSent 3: The officials who issued these orders did not know that there were additional hijacked aircraft, or that one such aircraft was en route to Washington.\nSent 4: These measures were precautionary steps taken because of the strikes in New York.\nSent 5: The FAA and White House Teleconferences.\nSent 6: The FAA, the White House, and the Defense Department each initiated a multiagency teleconference before 9:30.\nSent 7: Because none of these teleconferences-at least before 10:00- included the right officials from both the FAA and Defense Department, none succeeded in meaningfully coordinating the military and FAA response to the hijackings.\nSent 8: At about 9:20, security personnel at FAA headquarters set up a hijacking teleconference with several agencies, including the Defense Department.\nSent 9: The NMCC officer who participated told us that the call was monitored only periodically because the information was sporadic, it was of little value, and there were other important tasks.\nSent 10: The FAA manager of the teleconference also remembered that the military participated only briefly before the Pentagon was hit.\nSent 11: Both individuals agreed that the teleconference played no role in coordinating a response to the attacks of 9/11.\nSent 12: Acting Deputy Administrator Belger was frustrated to learn later in the morning that the military had not been on the call.\nSent 13: At the White House, the video teleconference was conducted from the Situation Room by Richard Clarke, a special assistant to the president long involved in counterterrorism.\nSent 14: Logs indicate that it began at 9:25 and included the CIA; the FBI; the departments of State, Justice, and Defense; the FAA; and the White House shelter.\nSent 15: The FAA and CIA joined at 9:40.\nSent 16: The first topic addressed in the White House video teleconference-at about 9:40-was the physical security of the President, the White House, and federal agencies.\nSent 17: Immediately thereafter it was reported that a plane had hit the Pentagon.\nSent 18: We found no evidence that video teleconference participants had any prior information that American 77 had been hijacked and was heading directly toward Washington. \nQuestion: The teleconference in the Situation Room, determined its first topic would be what?.", "pos": "Paragraph- Sent 1: The Agencies Confer When they learned a second plane had struck the World Trade Center, nearly everyone in the White House told us, they immediately knew it was not an accident.\nSent 2: The Secret Service initiated a number of security enhancements around the White House complex.\nSent 3: The officials who issued these orders did not know that there were additional hijacked aircraft, or that one such aircraft was en route to Washington.\nSent 4: These measures were precautionary steps taken because of the strikes in New York.\nSent 5: The FAA and White House Teleconferences.\nSent 6: The FAA, the White House, and the Defense Department each initiated a multiagency teleconference before 9:30.\nSent 7: Because none of these teleconferences-at least before 10:00- included the right officials from both the FAA and Defense Department, none succeeded in meaningfully coordinating the military and FAA response to the hijackings.\nSent 8: At about 9:20, security personnel at FAA headquarters set up a hijacking teleconference with several agencies, including the Defense Department.\nSent 9: The NMCC officer who participated told us that the call was monitored only periodically because the information was sporadic, it was of little value, and there were other important tasks.\nSent 10: The FAA manager of the teleconference also remembered that the military participated only briefly before the Pentagon was hit.\nSent 11: Both individuals agreed that the teleconference played no role in coordinating a response to the attacks of 9/11.\nSent 12: Acting Deputy Administrator Belger was frustrated to learn later in the morning that the military had not been on the call.\nSent 13: At the White House, the video teleconference was conducted from the Situation Room by Richard Clarke, a special assistant to the president long involved in counterterrorism.\nSent 14: Logs indicate that it began at 9:25 and included the CIA; the FBI; the departments of State, Justice, and Defense; the FAA; and the White House shelter.\nSent 15: The FAA and CIA joined at 9:40.\nSent 16: The first topic addressed in the White House video teleconference-at about 9:40-was the physical security of the President, the White House, and federal agencies.\nSent 17: Immediately thereafter it was reported that a plane had hit the Pentagon.\nSent 18: We found no evidence that video teleconference participants had any prior information that American 77 had been hijacked and was heading directly toward Washington. \nQuestion: To what did the CIA and FAA begin participating in at 9:40?.", "neg": "Paragraph- Sent 1: The Agencies Confer When they learned a second plane had struck the World Trade Center, nearly everyone in the White House told us, they immediately knew it was not an accident.\nSent 2: The Secret Service initiated a number of security enhancements around the White House complex.\nSent 3: The officials who issued these orders did not know that there were additional hijacked aircraft, or that one such aircraft was en route to Washington.\nSent 4: These measures were precautionary steps taken because of the strikes in New York.\nSent 5: The FAA and White House Teleconferences.\nSent 6: The FAA, the White House, and the Defense Department each initiated a multiagency teleconference before 9:30.\nSent 7: Because none of these teleconferences-at least before 10:00- included the right officials from both the FAA and Defense Department, none succeeded in meaningfully coordinating the military and FAA response to the hijackings.\nSent 8: At about 9:20, security personnel at FAA headquarters set up a hijacking teleconference with several agencies, including the Defense Department.\nSent 9: The NMCC officer who participated told us that the call was monitored only periodically because the information was sporadic, it was of little value, and there were other important tasks.\nSent 10: The FAA manager of the teleconference also remembered that the military participated only briefly before the Pentagon was hit.\nSent 11: Both individuals agreed that the teleconference played no role in coordinating a response to the attacks of 9/11.\nSent 12: Acting Deputy Administrator Belger was frustrated to learn later in the morning that the military had not been on the call.\nSent 13: At the White House, the video teleconference was conducted from the Situation Room by Richard Clarke, a special assistant to the president long involved in counterterrorism.\nSent 14: Logs indicate that it began at 9:25 and included the CIA; the FBI; the departments of State, Justice, and Defense; the FAA; and the White House shelter.\nSent 15: The FAA and CIA joined at 9:40.\nSent 16: The first topic addressed in the White House video teleconference-at about 9:40-was the physical security of the President, the White House, and federal agencies.\nSent 17: Immediately thereafter it was reported that a plane had hit the Pentagon.\nSent 18: We found no evidence that video teleconference participants had any prior information that American 77 had been hijacked and was heading directly toward Washington. \nQuestion: What did the Secret Service not realize when it first set up precautions around the White House complex?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Mummy 's Shroud is set in 1920 and tells the story of a team of archaeologists who come across the lost tomb of the boy Pharaoh Kah-To-Bey .\nSent 2: The story begins with a flash back sequence to Ancient Egypt and we see the story of how Prem , a manservant of Kah-To-Bey , spirited away the boy when his father was killed in a palace coup and took him into the desert for protection .\nSent 3: Unfortunately , the boy dies and is buried .\nSent 4: The story then moves forward to 1920 and shows the expedition led by scientist Sir Basil Walden and business man Stanley Preston finding the tomb .\nSent 5: They ignore the dire warning issued to them by Hasmid , a local Bedouin about the consequences for those that violate the tombs of Ancient Egypt and remove the bodies and the sacred shroud .\nSent 6: Sir Basil is bitten by a snake just after finding the tomb .\nSent 7: He recovers , but has a relapse after arriving back in Cairo .\nSent 8: Preston takes advantage of this and commits him to an insane asylum , to take credit for finding the tomb and Prince 's mummy himself .\nSent 9: Meanwhile , after being placed in the Cairo Museum , the mummy of Prem is revived when Hasmid chants the sacred oath on the shroud .\nSent 10: The mummy then proceeds to go on a murderous rampage to kill off the members of the expedition , beginning with Sir Basil after he escapes from the asylum .\nSent 11: One by one , those who assisted in removing the contents of the tomb to Cairo are eliminated by such grisly means as strangulation , being thrown out of windows , and having photographic acid thrown in their face . \nQuestion: Who found the tomb of Kah-To-Bey?.", "pos": "Paragraph- Sent 1: The Mummy 's Shroud is set in 1920 and tells the story of a team of archaeologists who come across the lost tomb of the boy Pharaoh Kah-To-Bey .\nSent 2: The story begins with a flash back sequence to Ancient Egypt and we see the story of how Prem , a manservant of Kah-To-Bey , spirited away the boy when his father was killed in a palace coup and took him into the desert for protection .\nSent 3: Unfortunately , the boy dies and is buried .\nSent 4: The story then moves forward to 1920 and shows the expedition led by scientist Sir Basil Walden and business man Stanley Preston finding the tomb .\nSent 5: They ignore the dire warning issued to them by Hasmid , a local Bedouin about the consequences for those that violate the tombs of Ancient Egypt and remove the bodies and the sacred shroud .\nSent 6: Sir Basil is bitten by a snake just after finding the tomb .\nSent 7: He recovers , but has a relapse after arriving back in Cairo .\nSent 8: Preston takes advantage of this and commits him to an insane asylum , to take credit for finding the tomb and Prince 's mummy himself .\nSent 9: Meanwhile , after being placed in the Cairo Museum , the mummy of Prem is revived when Hasmid chants the sacred oath on the shroud .\nSent 10: The mummy then proceeds to go on a murderous rampage to kill off the members of the expedition , beginning with Sir Basil after he escapes from the asylum .\nSent 11: One by one , those who assisted in removing the contents of the tomb to Cairo are eliminated by such grisly means as strangulation , being thrown out of windows , and having photographic acid thrown in their face . \nQuestion: Forward to 1920 by whom the expedition was led and what they ignore?.", "neg": "Paragraph- Sent 1: The Mummy 's Shroud is set in 1920 and tells the story of a team of archaeologists who come across the lost tomb of the boy Pharaoh Kah-To-Bey .\nSent 2: The story begins with a flash back sequence to Ancient Egypt and we see the story of how Prem , a manservant of Kah-To-Bey , spirited away the boy when his father was killed in a palace coup and took him into the desert for protection .\nSent 3: Unfortunately , the boy dies and is buried .\nSent 4: The story then moves forward to 1920 and shows the expedition led by scientist Sir Basil Walden and business man Stanley Preston finding the tomb .\nSent 5: They ignore the dire warning issued to them by Hasmid , a local Bedouin about the consequences for those that violate the tombs of Ancient Egypt and remove the bodies and the sacred shroud .\nSent 6: Sir Basil is bitten by a snake just after finding the tomb .\nSent 7: He recovers , but has a relapse after arriving back in Cairo .\nSent 8: Preston takes advantage of this and commits him to an insane asylum , to take credit for finding the tomb and Prince 's mummy himself .\nSent 9: Meanwhile , after being placed in the Cairo Museum , the mummy of Prem is revived when Hasmid chants the sacred oath on the shroud .\nSent 10: The mummy then proceeds to go on a murderous rampage to kill off the members of the expedition , beginning with Sir Basil after he escapes from the asylum .\nSent 11: One by one , those who assisted in removing the contents of the tomb to Cairo are eliminated by such grisly means as strangulation , being thrown out of windows , and having photographic acid thrown in their face . \nQuestion: Whose mummy goes on a murderous rampage?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Heat supplies the energy that causes motion.\nSent 2: The deeper you go into toward the Earths core, the hotter it gets.\nSent 3: At the core it is really hot.\nSent 4: All that heat tries to rise toward the surface.\nSent 5: In the Mantle, the rock is partially melted and is able to move.\nSent 6: As it is heated, the material in the mantle moves toward the surface.\nSent 7: As the mantle material rises, it cools.\nSent 8: When it reaches the Earths crust, it is mostly stopped.\nSent 9: A little of the material can break through the surface, but not all.\nSent 10: Instead, it begins to move horizontally.\nSent 11: The mantle material moves horizontally away from a mid-ocean ridge crest.\nSent 12: Toward the surface, the mantle material starts to cool.\nSent 13: As it cools it sinks back down into the mantle.\nSent 14: These areas are where deep sea trench occur.\nSent 15: The material sinks back down to the core.\nSent 16: The system operates like a giant conveyor belt.\nSent 17: The motion due to heating and cooling is called convection. \nQuestion: the coolest part of the earth.", "pos": "Paragraph- Sent 1: Heat supplies the energy that causes motion.\nSent 2: The deeper you go into toward the Earths core, the hotter it gets.\nSent 3: At the core it is really hot.\nSent 4: All that heat tries to rise toward the surface.\nSent 5: In the Mantle, the rock is partially melted and is able to move.\nSent 6: As it is heated, the material in the mantle moves toward the surface.\nSent 7: As the mantle material rises, it cools.\nSent 8: When it reaches the Earths crust, it is mostly stopped.\nSent 9: A little of the material can break through the surface, but not all.\nSent 10: Instead, it begins to move horizontally.\nSent 11: The mantle material moves horizontally away from a mid-ocean ridge crest.\nSent 12: Toward the surface, the mantle material starts to cool.\nSent 13: As it cools it sinks back down into the mantle.\nSent 14: These areas are where deep sea trench occur.\nSent 15: The material sinks back down to the core.\nSent 16: The system operates like a giant conveyor belt.\nSent 17: The motion due to heating and cooling is called convection. \nQuestion: What happens to the heated material in the mantle as it rises toward the surface?.", "neg": "Paragraph- Sent 1: Heat supplies the energy that causes motion.\nSent 2: The deeper you go into toward the Earths core, the hotter it gets.\nSent 3: At the core it is really hot.\nSent 4: All that heat tries to rise toward the surface.\nSent 5: In the Mantle, the rock is partially melted and is able to move.\nSent 6: As it is heated, the material in the mantle moves toward the surface.\nSent 7: As the mantle material rises, it cools.\nSent 8: When it reaches the Earths crust, it is mostly stopped.\nSent 9: A little of the material can break through the surface, but not all.\nSent 10: Instead, it begins to move horizontally.\nSent 11: The mantle material moves horizontally away from a mid-ocean ridge crest.\nSent 12: Toward the surface, the mantle material starts to cool.\nSent 13: As it cools it sinks back down into the mantle.\nSent 14: These areas are where deep sea trench occur.\nSent 15: The material sinks back down to the core.\nSent 16: The system operates like a giant conveyor belt.\nSent 17: The motion due to heating and cooling is called convection. \nQuestion: Where does the heat deep in the Earth try to go?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The dog was playing in the street outside.\nSent 2: I walked past the dog and threw the ball to him.\nSent 3: He seemed to be hot from the heat of the day.\nSent 4: I then headed to the store because I needed to buy some food and other things that were needed.\nSent 5: I entered the store and said hi to Mr. Jones.\nSent 6: He had been working at the store for a long time.\nSent 7: I walked to the back of the store and picked up some cold sodas and a bottle of orange juice.\nSent 8: I then went and picked up some popcorn.\nSent 9: This would be good for eating later while watching tv.\nSent 10: I then went to the dog food section and picked a meat treat for the dog.\nSent 11: I then went up to the front of the store and paid Mr. Jones.\nSent 12: He smiled and thanked me for shopping at his store.\nSent 13: Then I walked back to my house and looked at the dog.\nSent 14: His name was Rex and had lived with us for around four years.\nSent 15: His coat was brown and white.\nSent 16: I unwrapped the dog treat and gave it to him.\nSent 17: Rex seemed happy and started to lick my hand in happiness.\nSent 18: He was a good dog and it made me feel good that he was happy. \nQuestion: Who was the shop owner?.", "pos": "Paragraph- Sent 1: The dog was playing in the street outside.\nSent 2: I walked past the dog and threw the ball to him.\nSent 3: He seemed to be hot from the heat of the day.\nSent 4: I then headed to the store because I needed to buy some food and other things that were needed.\nSent 5: I entered the store and said hi to Mr. Jones.\nSent 6: He had been working at the store for a long time.\nSent 7: I walked to the back of the store and picked up some cold sodas and a bottle of orange juice.\nSent 8: I then went and picked up some popcorn.\nSent 9: This would be good for eating later while watching tv.\nSent 10: I then went to the dog food section and picked a meat treat for the dog.\nSent 11: I then went up to the front of the store and paid Mr. Jones.\nSent 12: He smiled and thanked me for shopping at his store.\nSent 13: Then I walked back to my house and looked at the dog.\nSent 14: His name was Rex and had lived with us for around four years.\nSent 15: His coat was brown and white.\nSent 16: I unwrapped the dog treat and gave it to him.\nSent 17: Rex seemed happy and started to lick my hand in happiness.\nSent 18: He was a good dog and it made me feel good that he was happy. \nQuestion: Where did Mr. Jones work?.", "neg": "Paragraph- Sent 1: The dog was playing in the street outside.\nSent 2: I walked past the dog and threw the ball to him.\nSent 3: He seemed to be hot from the heat of the day.\nSent 4: I then headed to the store because I needed to buy some food and other things that were needed.\nSent 5: I entered the store and said hi to Mr. Jones.\nSent 6: He had been working at the store for a long time.\nSent 7: I walked to the back of the store and picked up some cold sodas and a bottle of orange juice.\nSent 8: I then went and picked up some popcorn.\nSent 9: This would be good for eating later while watching tv.\nSent 10: I then went to the dog food section and picked a meat treat for the dog.\nSent 11: I then went up to the front of the store and paid Mr. Jones.\nSent 12: He smiled and thanked me for shopping at his store.\nSent 13: Then I walked back to my house and looked at the dog.\nSent 14: His name was Rex and had lived with us for around four years.\nSent 15: His coat was brown and white.\nSent 16: I unwrapped the dog treat and gave it to him.\nSent 17: Rex seemed happy and started to lick my hand in happiness.\nSent 18: He was a good dog and it made me feel good that he was happy. \nQuestion: The dog playing outside my house had lived with us for how long?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.\nSent 2: Millions of men and women readied themselves for work.\nSent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.\nSent 4: Others went to Arlington, Virginia, to the Pentagon.\nSent 5: Across the Potomac River, the United States Congress was back in session.\nSent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.\nSent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.\nSent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.\nSent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.\nSent 10: Boston: American 11 and United 175.\nSent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.\nSent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.\nSent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.\nSent 14: This did not hinder Atta's plans.\nSent 15: Atta and Omari arrived in Boston at 6:45.\nSent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.\nSent 17: They spoke for three minutes.\nSent 18: It would be their final conversation. \nQuestion: What were the targets of their attack?.", "pos": "Paragraph- Sent 1: American Airlines Flight 11: FAA Awareness.\nSent 2: Although the Boston Center air traffic controller realized at an early stage that there was something wrong with American 11, he did not immediately interpret the plane's failure to respond as a sign that it had been hijacked.\nSent 3: At 8:14, when the flight failed to heed his instruction to climb to 35,000 feet, the controller repeatedly tried to raise the flight.\nSent 4: He reached out to the pilot on the emergency frequency.\nSent 5: Though there was no response, he kept trying to contact the aircraft.\nSent 6: At 8:21, American 11 turned off its transponder, immediately degrading the information available about the aircraft.\nSent 7: The controller told his supervisor that he thought something was seriously wrong with the plane, although neither suspected a hijacking.\nSent 8: The supervisor instructed the controller to follow standard procedures for handling a \"no radio\" aircraft.\nSent 9: The controller checked to see if American Airlines could establish communication with American 11.\nSent 10: He became even more concerned as its route changed, moving into another sector's airspace.\nSent 11: Controllers immediately began to move aircraft out of its path, and asked other aircraft in the vicinity to look for American 11.\nSent 12: At 8:24:38, the following transmission came from American 11: American 11: We have some planes.\nSent 13: Just stay quiet, and you'll be okay.\nSent 14: We are returning to the airport.\nSent 15: The controller only heard something unintelligible; he did not hear the specific words \"we have some planes.\"Sent 16: The next transmission came seconds later: American 11: Nobody move.\nSent 17: Everything will be okay.\nSent 18: If you try to make any moves, you'll endanger yourself and the airplane. \nQuestion: What steps did the air traffic controller take before he notified his supervisor that he thought something was wrong with America 11?.", "neg": "Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.\nSent 2: Millions of men and women readied themselves for work.\nSent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.\nSent 4: Others went to Arlington, Virginia, to the Pentagon.\nSent 5: Across the Potomac River, the United States Congress was back in session.\nSent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.\nSent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.\nSent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.\nSent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.\nSent 10: Boston: American 11 and United 175.\nSent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.\nSent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.\nSent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.\nSent 14: This did not hinder Atta's plans.\nSent 15: Atta and Omari arrived in Boston at 6:45.\nSent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.\nSent 17: They spoke for three minutes.\nSent 18: It would be their final conversation. \nQuestion: What was a slight issue that affected the terrorists on the day?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Who does Juzo Murasaki's boss live with?.", "pos": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Whom did Nozomi's husband tormented in middle school?.", "neg": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Who does Number 13 kill?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Sam Farragut is a sociopathic business executive in Southern California who forces a team of advertising agency employees to embark on a dangerous dirtbike trip to the Baja California desert in order to compete for his business .\nSent 2: The men are Warren Summerfield , a suicidal middle-aged ad executive who has been fired from the agency ; the straightlaced Paul McIlvain who is inattentive to his wife , and brash art designer Maxon who feels suddenly trapped after his girlfriend announces she is pregnant .\nSent 3: There are numerous long sequences of motorcycle riding on desert backroads .\nSent 4: Summerfield has been having an affair with McIlvian 's wife .\nSent 5: He has not told his wife that he was fired and is simply serving out his tenure at the agency while looking for a new position .\nSent 6: His wife is actually aware of the affair .\nSent 7: Farragut convinces the ad men to make the motorcycle journey on the pretext of looking for a location to shoot a commercial .\nSent 8: In reality , Farragut is reckless and looking to involve the men in spontaneous edgy adventure of his own manipulation .\nSent 9: After they leave , McIlvain 's wife suspects that Summerfield is planning to kill himself for the insurance money , but she can not convince Summerfield 's wife to instigate a search .\nSent 10: The four men travel deeper into Mexico on isolated dirt roads .\nSent 11: At one point Summerfield contemplates plunging off a cliff .\nSent 12: After being humiliated by a young American couple in a Baja bar , Farragut tracks them down on the beach while accompanied by Maxon . \nQuestion: What places do they go to during this trip?.", "pos": "Paragraph- Sent 1: Sam Farragut is a sociopathic business executive in Southern California who forces a team of advertising agency employees to embark on a dangerous dirtbike trip to the Baja California desert in order to compete for his business .\nSent 2: The men are Warren Summerfield , a suicidal middle-aged ad executive who has been fired from the agency ; the straightlaced Paul McIlvain who is inattentive to his wife , and brash art designer Maxon who feels suddenly trapped after his girlfriend announces she is pregnant .\nSent 3: There are numerous long sequences of motorcycle riding on desert backroads .\nSent 4: Summerfield has been having an affair with McIlvian 's wife .\nSent 5: He has not told his wife that he was fired and is simply serving out his tenure at the agency while looking for a new position .\nSent 6: His wife is actually aware of the affair .\nSent 7: Farragut convinces the ad men to make the motorcycle journey on the pretext of looking for a location to shoot a commercial .\nSent 8: In reality , Farragut is reckless and looking to involve the men in spontaneous edgy adventure of his own manipulation .\nSent 9: After they leave , McIlvain 's wife suspects that Summerfield is planning to kill himself for the insurance money , but she can not convince Summerfield 's wife to instigate a search .\nSent 10: The four men travel deeper into Mexico on isolated dirt roads .\nSent 11: At one point Summerfield contemplates plunging off a cliff .\nSent 12: After being humiliated by a young American couple in a Baja bar , Farragut tracks them down on the beach while accompanied by Maxon . \nQuestion: Who are the four men travelled to Mexico?.", "neg": "Paragraph- Sent 1: Sam Farragut is a sociopathic business executive in Southern California who forces a team of advertising agency employees to embark on a dangerous dirtbike trip to the Baja California desert in order to compete for his business .\nSent 2: The men are Warren Summerfield , a suicidal middle-aged ad executive who has been fired from the agency ; the straightlaced Paul McIlvain who is inattentive to his wife , and brash art designer Maxon who feels suddenly trapped after his girlfriend announces she is pregnant .\nSent 3: There are numerous long sequences of motorcycle riding on desert backroads .\nSent 4: Summerfield has been having an affair with McIlvian 's wife .\nSent 5: He has not told his wife that he was fired and is simply serving out his tenure at the agency while looking for a new position .\nSent 6: His wife is actually aware of the affair .\nSent 7: Farragut convinces the ad men to make the motorcycle journey on the pretext of looking for a location to shoot a commercial .\nSent 8: In reality , Farragut is reckless and looking to involve the men in spontaneous edgy adventure of his own manipulation .\nSent 9: After they leave , McIlvain 's wife suspects that Summerfield is planning to kill himself for the insurance money , but she can not convince Summerfield 's wife to instigate a search .\nSent 10: The four men travel deeper into Mexico on isolated dirt roads .\nSent 11: At one point Summerfield contemplates plunging off a cliff .\nSent 12: After being humiliated by a young American couple in a Baja bar , Farragut tracks them down on the beach while accompanied by Maxon . \nQuestion: Who has been having an affair with McIlvain's wife, a situation his own wife is aware of?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When a stream or river slows down, it starts dropping its sediments.\nSent 2: Larger sediments are dropped in steep areas.\nSent 3: Some smaller sediments can still be carried by a slow moving stream or river.\nSent 4: Smaller sediments are dropped as the slope becomes less steep.\nSent 5: Alluvial Fans In arid regions, a mountain stream may flow onto flatter land.\nSent 6: The stream comes to a stop rapidly.\nSent 7: The deposits form an alluvial fan.\nSent 8: Deposition also occurs when a stream or river empties into a large body of still water.\nSent 9: In this case, a delta forms.\nSent 10: A delta is shaped like a triangle.\nSent 11: It spreads out into the body of water. \nQuestion: When is a delta formed?.", "pos": "Paragraph- Sent 1: When a stream or river slows down, it starts dropping its sediments.\nSent 2: Larger sediments are dropped in steep areas.\nSent 3: Some smaller sediments can still be carried by a slow moving stream or river.\nSent 4: Smaller sediments are dropped as the slope becomes less steep.\nSent 5: Alluvial Fans In arid regions, a mountain stream may flow onto flatter land.\nSent 6: The stream comes to a stop rapidly.\nSent 7: The deposits form an alluvial fan.\nSent 8: Deposition also occurs when a stream or river empties into a large body of still water.\nSent 9: In this case, a delta forms.\nSent 10: A delta is shaped like a triangle.\nSent 11: It spreads out into the body of water. \nQuestion: When are deltas formed?.", "neg": "Paragraph- Sent 1: When a stream or river slows down, it starts dropping its sediments.\nSent 2: Larger sediments are dropped in steep areas.\nSent 3: Some smaller sediments can still be carried by a slow moving stream or river.\nSent 4: Smaller sediments are dropped as the slope becomes less steep.\nSent 5: Alluvial Fans In arid regions, a mountain stream may flow onto flatter land.\nSent 6: The stream comes to a stop rapidly.\nSent 7: The deposits form an alluvial fan.\nSent 8: Deposition also occurs when a stream or river empties into a large body of still water.\nSent 9: In this case, a delta forms.\nSent 10: A delta is shaped like a triangle.\nSent 11: It spreads out into the body of water. \nQuestion: Where do larger sediments drop when the river or stream slows down?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: One evening , Felix serves as a conductor to four singing cats .\nSent 2: Meanwhile at a house only a few yards away , a hefty man is napping on a chair but gets awakened by their act .\nSent 3: To silence them , the man grabs and rolls out bowling ball , knocking Felix and the other cats off their feet .\nSent 4: Felix , however , still insist to go on performing as he plays a flute and his friends dance .\nSent 5: Awakened once more , the man takes out an ether sprayer and showers its contents onto the cats .\nSent 6: While his friends fall into a snooze , Felix decides to have his sleep at home .\nSent 7: Felix enters his apartment , and lies on the sofa .\nSent 8: But before he can rest long enough , his dwarf master calls him over .\nSent 9: Felix comes in and hears about the dwarf 's complaint about an insomnia problem .\nSent 10: To assist his master , the cat offers a glass of warm milk but to no effect .\nSent 11: The dwarf is still unable to sleep , and therefore craves for some entertainment instead .\nSent 12: Felix then plays a clarinet , and the toy soldiers start dancing to his music .\nSent 13: After moving around for a few moments , one of the little soldiers fires a small cannon , piercing a picture on a wall with its projectile .\nSent 14: The dwarf was amazed by the presentation , and asks Felix to handover the cannon .\nSent 15: When Felix gives it and suddenly turns around , the hostile dwarf aims the small weapon at him and fires .\nSent 16: Felix was struck at the back and frightenedly flees the apartment .\nSent 17: Out in the streets , Felix looks for suitable resting places .\nSent 18: He then climbs up a telephone pole , and lies down on a set of pants hanging on one of the lines . \nQuestion: Does Felix live in the city or country?.", "pos": "Paragraph- Sent 1: One evening , Felix serves as a conductor to four singing cats .\nSent 2: Meanwhile at a house only a few yards away , a hefty man is napping on a chair but gets awakened by their act .\nSent 3: To silence them , the man grabs and rolls out bowling ball , knocking Felix and the other cats off their feet .\nSent 4: Felix , however , still insist to go on performing as he plays a flute and his friends dance .\nSent 5: Awakened once more , the man takes out an ether sprayer and showers its contents onto the cats .\nSent 6: While his friends fall into a snooze , Felix decides to have his sleep at home .\nSent 7: Felix enters his apartment , and lies on the sofa .\nSent 8: But before he can rest long enough , his dwarf master calls him over .\nSent 9: Felix comes in and hears about the dwarf 's complaint about an insomnia problem .\nSent 10: To assist his master , the cat offers a glass of warm milk but to no effect .\nSent 11: The dwarf is still unable to sleep , and therefore craves for some entertainment instead .\nSent 12: Felix then plays a clarinet , and the toy soldiers start dancing to his music .\nSent 13: After moving around for a few moments , one of the little soldiers fires a small cannon , piercing a picture on a wall with its projectile .\nSent 14: The dwarf was amazed by the presentation , and asks Felix to handover the cannon .\nSent 15: When Felix gives it and suddenly turns around , the hostile dwarf aims the small weapon at him and fires .\nSent 16: Felix was struck at the back and frightenedly flees the apartment .\nSent 17: Out in the streets , Felix looks for suitable resting places .\nSent 18: He then climbs up a telephone pole , and lies down on a set of pants hanging on one of the lines . \nQuestion: Is the dwarf awakened by the toy soliders cannon or insomnia?.", "neg": "Paragraph- Sent 1: One evening , Felix serves as a conductor to four singing cats .\nSent 2: Meanwhile at a house only a few yards away , a hefty man is napping on a chair but gets awakened by their act .\nSent 3: To silence them , the man grabs and rolls out bowling ball , knocking Felix and the other cats off their feet .\nSent 4: Felix , however , still insist to go on performing as he plays a flute and his friends dance .\nSent 5: Awakened once more , the man takes out an ether sprayer and showers its contents onto the cats .\nSent 6: While his friends fall into a snooze , Felix decides to have his sleep at home .\nSent 7: Felix enters his apartment , and lies on the sofa .\nSent 8: But before he can rest long enough , his dwarf master calls him over .\nSent 9: Felix comes in and hears about the dwarf 's complaint about an insomnia problem .\nSent 10: To assist his master , the cat offers a glass of warm milk but to no effect .\nSent 11: The dwarf is still unable to sleep , and therefore craves for some entertainment instead .\nSent 12: Felix then plays a clarinet , and the toy soldiers start dancing to his music .\nSent 13: After moving around for a few moments , one of the little soldiers fires a small cannon , piercing a picture on a wall with its projectile .\nSent 14: The dwarf was amazed by the presentation , and asks Felix to handover the cannon .\nSent 15: When Felix gives it and suddenly turns around , the hostile dwarf aims the small weapon at him and fires .\nSent 16: Felix was struck at the back and frightenedly flees the apartment .\nSent 17: Out in the streets , Felix looks for suitable resting places .\nSent 18: He then climbs up a telephone pole , and lies down on a set of pants hanging on one of the lines . \nQuestion: Does the man enjoy the cats' singing?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: What's the name of the clown?.", "pos": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: Who is assigned to pull the birthday train ?.", "neg": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: Who pulled the birthday train even when he was asked not to?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- The body of a tourist was found off the coast of Thailand Tuesday, but six others remain missing after a ferry sank over the weekend near a popular diving destination, authorities said.\nSent 2: Survivors of the ferry sinking disembark the Thai police boat that rescued them.\nSent 3: The body is believed to be that of Austrian tourist Gabrielle Jetzinger, the Phuket Disaster Prevention and Mitigation Office told the Thai News Agency.\nSent 4: A Thai naval helicopter spotted the body floating face down about 12 nautical miles from Phuket's Promthep cape, and a Thai navy patrol retrieved the floating corpse.\nSent 5: The body has been sent to a government hospital for an autopsy, the agency reported.\nSent 6: Authorities are still searching for the five tourists and one crew member who remain missing.\nSent 7: They are thought to be German, Austrian, Japanese, Swiss and one Thai crew member, the news agency said.\nSent 8: The tourist boat, the Choke Somboon 19, was taking passengers from the Similan Islands to Phuket -- an area popular with tourists from around the world.\nSent 9: It capsized during a heavy storm Sunday night, said Lt. Sattawat Srirattanapong with the Phuket City police.\nSent 10: Survivors included 15 international tourists and eight Thais, who were picked up by a rescue boat Monday morning.\nSent 11: Phuket and the Similan Islands are famous for their diving spots, attracting international tourists each year from November to May. \nQuestion: How many methods did the Thai rescuers use to rescue the tourists?.", "pos": "Paragraph- Sent 1: (CNN) -- The body of a tourist was found off the coast of Thailand Tuesday, but six others remain missing after a ferry sank over the weekend near a popular diving destination, authorities said.\nSent 2: Survivors of the ferry sinking disembark the Thai police boat that rescued them.\nSent 3: The body is believed to be that of Austrian tourist Gabrielle Jetzinger, the Phuket Disaster Prevention and Mitigation Office told the Thai News Agency.\nSent 4: A Thai naval helicopter spotted the body floating face down about 12 nautical miles from Phuket's Promthep cape, and a Thai navy patrol retrieved the floating corpse.\nSent 5: The body has been sent to a government hospital for an autopsy, the agency reported.\nSent 6: Authorities are still searching for the five tourists and one crew member who remain missing.\nSent 7: They are thought to be German, Austrian, Japanese, Swiss and one Thai crew member, the news agency said.\nSent 8: The tourist boat, the Choke Somboon 19, was taking passengers from the Similan Islands to Phuket -- an area popular with tourists from around the world.\nSent 9: It capsized during a heavy storm Sunday night, said Lt. Sattawat Srirattanapong with the Phuket City police.\nSent 10: Survivors included 15 international tourists and eight Thais, who were picked up by a rescue boat Monday morning.\nSent 11: Phuket and the Similan Islands are famous for their diving spots, attracting international tourists each year from November to May. \nQuestion: What vehicles were used in the search?.", "neg": "Paragraph- Sent 1: (CNN) -- The body of a tourist was found off the coast of Thailand Tuesday, but six others remain missing after a ferry sank over the weekend near a popular diving destination, authorities said.\nSent 2: Survivors of the ferry sinking disembark the Thai police boat that rescued them.\nSent 3: The body is believed to be that of Austrian tourist Gabrielle Jetzinger, the Phuket Disaster Prevention and Mitigation Office told the Thai News Agency.\nSent 4: A Thai naval helicopter spotted the body floating face down about 12 nautical miles from Phuket's Promthep cape, and a Thai navy patrol retrieved the floating corpse.\nSent 5: The body has been sent to a government hospital for an autopsy, the agency reported.\nSent 6: Authorities are still searching for the five tourists and one crew member who remain missing.\nSent 7: They are thought to be German, Austrian, Japanese, Swiss and one Thai crew member, the news agency said.\nSent 8: The tourist boat, the Choke Somboon 19, was taking passengers from the Similan Islands to Phuket -- an area popular with tourists from around the world.\nSent 9: It capsized during a heavy storm Sunday night, said Lt. Sattawat Srirattanapong with the Phuket City police.\nSent 10: Survivors included 15 international tourists and eight Thais, who were picked up by a rescue boat Monday morning.\nSent 11: Phuket and the Similan Islands are famous for their diving spots, attracting international tourists each year from November to May. \nQuestion: How many nations were involved in the sinking of the tourist boat?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Honours and legacy In 1929, Soviet writer Leonid Grossman published a novel The d'Archiac Papers, telling the story of Pushkin's death from the perspective of a French diplomat, being a participant and a witness of the fatal duel.\nSent 2: The book describes him as a liberal and a victim of the Tsarist regime.\nSent 3: In Poland the book was published under the title Death of the Poet.\nSent 4: In 1937, the town of Tsarskoye Selo was renamed Pushkin in his honour.\nSent 5: There are several museums in Russia dedicated to Pushkin, including two in Moscow, one in Saint Petersburg, and a large complex in Mikhaylovskoye.\nSent 6: Pushkin's death was portrayed in the 2006 biographical film Pushkin: The Last Duel.\nSent 7: The film was directed by Natalya Bondarchuk.\nSent 8: Pushkin was portrayed onscreen by Sergei Bezrukov.\nSent 9: The Pushkin Trust was established in 1987 by the Duchess of Abercorn to commemorate the creative legacy and spirit of her ancestor and to release the creativity and imagination of the children of Ireland by providing them with opportunities to communicate their thoughts, feelings and experiences.\nSent 10: A minor planet, 2208 Pushkin, discovered in 1977 by Soviet astronomer Nikolai Stepanovich Chernykh, is named after him.\nSent 11: A crater on Mercury is also named in his honour.\nSent 12: MS Alexandr Pushkin, second ship of the Russian Ivan Franko class (also referred to as \"poet\" or \"writer\" class).\nSent 13: Station of Tashkent metro was named in his honour.\nSent 14: The Pushkin Hills and Pushkin Lake were named in his honour in Ben Nevis Township, Cochrane District, in Ontario, Canada.\nSent 15: UN Russian Language Day, established by the United Nations in 2010 and celebrated each year on 6 June, was scheduled to coincide with Pushkin's birthday. \nQuestion: What is the date of Pushkin's birthday?.", "pos": "Paragraph- Sent 1: Honours and legacy In 1929, Soviet writer Leonid Grossman published a novel The d'Archiac Papers, telling the story of Pushkin's death from the perspective of a French diplomat, being a participant and a witness of the fatal duel.\nSent 2: The book describes him as a liberal and a victim of the Tsarist regime.\nSent 3: In Poland the book was published under the title Death of the Poet.\nSent 4: In 1937, the town of Tsarskoye Selo was renamed Pushkin in his honour.\nSent 5: There are several museums in Russia dedicated to Pushkin, including two in Moscow, one in Saint Petersburg, and a large complex in Mikhaylovskoye.\nSent 6: Pushkin's death was portrayed in the 2006 biographical film Pushkin: The Last Duel.\nSent 7: The film was directed by Natalya Bondarchuk.\nSent 8: Pushkin was portrayed onscreen by Sergei Bezrukov.\nSent 9: The Pushkin Trust was established in 1987 by the Duchess of Abercorn to commemorate the creative legacy and spirit of her ancestor and to release the creativity and imagination of the children of Ireland by providing them with opportunities to communicate their thoughts, feelings and experiences.\nSent 10: A minor planet, 2208 Pushkin, discovered in 1977 by Soviet astronomer Nikolai Stepanovich Chernykh, is named after him.\nSent 11: A crater on Mercury is also named in his honour.\nSent 12: MS Alexandr Pushkin, second ship of the Russian Ivan Franko class (also referred to as \"poet\" or \"writer\" class).\nSent 13: Station of Tashkent metro was named in his honour.\nSent 14: The Pushkin Hills and Pushkin Lake were named in his honour in Ben Nevis Township, Cochrane District, in Ontario, Canada.\nSent 15: UN Russian Language Day, established by the United Nations in 2010 and celebrated each year on 6 June, was scheduled to coincide with Pushkin's birthday. \nQuestion: Was Pushkin internationally known?.", "neg": "Paragraph- Sent 1: Honours and legacy In 1929, Soviet writer Leonid Grossman published a novel The d'Archiac Papers, telling the story of Pushkin's death from the perspective of a French diplomat, being a participant and a witness of the fatal duel.\nSent 2: The book describes him as a liberal and a victim of the Tsarist regime.\nSent 3: In Poland the book was published under the title Death of the Poet.\nSent 4: In 1937, the town of Tsarskoye Selo was renamed Pushkin in his honour.\nSent 5: There are several museums in Russia dedicated to Pushkin, including two in Moscow, one in Saint Petersburg, and a large complex in Mikhaylovskoye.\nSent 6: Pushkin's death was portrayed in the 2006 biographical film Pushkin: The Last Duel.\nSent 7: The film was directed by Natalya Bondarchuk.\nSent 8: Pushkin was portrayed onscreen by Sergei Bezrukov.\nSent 9: The Pushkin Trust was established in 1987 by the Duchess of Abercorn to commemorate the creative legacy and spirit of her ancestor and to release the creativity and imagination of the children of Ireland by providing them with opportunities to communicate their thoughts, feelings and experiences.\nSent 10: A minor planet, 2208 Pushkin, discovered in 1977 by Soviet astronomer Nikolai Stepanovich Chernykh, is named after him.\nSent 11: A crater on Mercury is also named in his honour.\nSent 12: MS Alexandr Pushkin, second ship of the Russian Ivan Franko class (also referred to as \"poet\" or \"writer\" class).\nSent 13: Station of Tashkent metro was named in his honour.\nSent 14: The Pushkin Hills and Pushkin Lake were named in his honour in Ben Nevis Township, Cochrane District, in Ontario, Canada.\nSent 15: UN Russian Language Day, established by the United Nations in 2010 and celebrated each year on 6 June, was scheduled to coincide with Pushkin's birthday. \nQuestion: What film was directed by Natalya Bondarchuk?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Right after the Pentagon was hit, NEADS learned of another possible hijacked aircraft.\nSent 2: It was an aircraft that in fact had not been hijacked at all.\nSent 3: After the second World Trade Center crash, Boston Center managers recognized that both aircraft were transcontinental 767 jetliners that had departed Logan Airport.\nSent 4: Remembering the \"we have some planes\" remark, Boston Center guessed that Delta 1989 might also be hijacked.\nSent 5: Boston Center called NEADS at 9:41 and identified Delta 1989, a 767 jet that had left Logan Airport for Las Vegas, as a possible hijack.\nSent 6: NEADS warned the FAA's Cleveland Center to watch Delta 1989.\nSent 7: The Command Center and FAA headquarters watched it too.\nSent 8: During the course of the morning, there were multiple erroneous reports of hijacked aircraft.\nSent 9: The report of American 11 heading south was the first; Delta 1989 was the second.\nSent 10: NEADS never lost track of Delta 1989, and even ordered fighter aircraft from Ohio and Michigan to intercept it.\nSent 11: The flight never turned off its transponder.\nSent 12: NEADS soon learned that the aircraft was not hijacked, and tracked Delta 1989 as it reversed course over Toledo, headed east, and landed in Cleveland.\nSent 13: But another aircraft was heading toward Washington, an aircraft about which NORAD had heard nothing: United 93.\nSent 14: United Airlines Flight 93 FAA Awareness.\nSent 15: At 9:27, after having been in the air for 45 minutes, United 93 acknowledged a transmission from the Cleveland Center controller.\nSent 16: This was the last normal contact the FAA had with the flight.\nSent 17: Less than a minute later, the Cleveland controller and the pilots of aircraft in the vicinity heard \"a radio transmission of unintelligible sounds of possible screaming or a struggle from an unknown origin.\"Sent 18: The controller responded, seconds later: \"Somebody call Cleveland?\"This was followed by a second radio transmission, with sounds of screaming. \nQuestion: Two radio transmissions that included (possible) screaming came from which aircraft?.", "pos": "Paragraph- Sent 1: Right after the Pentagon was hit, NEADS learned of another possible hijacked aircraft.\nSent 2: It was an aircraft that in fact had not been hijacked at all.\nSent 3: After the second World Trade Center crash, Boston Center managers recognized that both aircraft were transcontinental 767 jetliners that had departed Logan Airport.\nSent 4: Remembering the \"we have some planes\" remark, Boston Center guessed that Delta 1989 might also be hijacked.\nSent 5: Boston Center called NEADS at 9:41 and identified Delta 1989, a 767 jet that had left Logan Airport for Las Vegas, as a possible hijack.\nSent 6: NEADS warned the FAA's Cleveland Center to watch Delta 1989.\nSent 7: The Command Center and FAA headquarters watched it too.\nSent 8: During the course of the morning, there were multiple erroneous reports of hijacked aircraft.\nSent 9: The report of American 11 heading south was the first; Delta 1989 was the second.\nSent 10: NEADS never lost track of Delta 1989, and even ordered fighter aircraft from Ohio and Michigan to intercept it.\nSent 11: The flight never turned off its transponder.\nSent 12: NEADS soon learned that the aircraft was not hijacked, and tracked Delta 1989 as it reversed course over Toledo, headed east, and landed in Cleveland.\nSent 13: But another aircraft was heading toward Washington, an aircraft about which NORAD had heard nothing: United 93.\nSent 14: United Airlines Flight 93 FAA Awareness.\nSent 15: At 9:27, after having been in the air for 45 minutes, United 93 acknowledged a transmission from the Cleveland Center controller.\nSent 16: This was the last normal contact the FAA had with the flight.\nSent 17: Less than a minute later, the Cleveland controller and the pilots of aircraft in the vicinity heard \"a radio transmission of unintelligible sounds of possible screaming or a struggle from an unknown origin.\"Sent 18: The controller responded, seconds later: \"Somebody call Cleveland?\"This was followed by a second radio transmission, with sounds of screaming. \nQuestion: The last normal contact the FAA had with flight United 93 was when it acknowledged a transmission from whom?.", "neg": "Paragraph- Sent 1: Right after the Pentagon was hit, NEADS learned of another possible hijacked aircraft.\nSent 2: It was an aircraft that in fact had not been hijacked at all.\nSent 3: After the second World Trade Center crash, Boston Center managers recognized that both aircraft were transcontinental 767 jetliners that had departed Logan Airport.\nSent 4: Remembering the \"we have some planes\" remark, Boston Center guessed that Delta 1989 might also be hijacked.\nSent 5: Boston Center called NEADS at 9:41 and identified Delta 1989, a 767 jet that had left Logan Airport for Las Vegas, as a possible hijack.\nSent 6: NEADS warned the FAA's Cleveland Center to watch Delta 1989.\nSent 7: The Command Center and FAA headquarters watched it too.\nSent 8: During the course of the morning, there were multiple erroneous reports of hijacked aircraft.\nSent 9: The report of American 11 heading south was the first; Delta 1989 was the second.\nSent 10: NEADS never lost track of Delta 1989, and even ordered fighter aircraft from Ohio and Michigan to intercept it.\nSent 11: The flight never turned off its transponder.\nSent 12: NEADS soon learned that the aircraft was not hijacked, and tracked Delta 1989 as it reversed course over Toledo, headed east, and landed in Cleveland.\nSent 13: But another aircraft was heading toward Washington, an aircraft about which NORAD had heard nothing: United 93.\nSent 14: United Airlines Flight 93 FAA Awareness.\nSent 15: At 9:27, after having been in the air for 45 minutes, United 93 acknowledged a transmission from the Cleveland Center controller.\nSent 16: This was the last normal contact the FAA had with the flight.\nSent 17: Less than a minute later, the Cleveland controller and the pilots of aircraft in the vicinity heard \"a radio transmission of unintelligible sounds of possible screaming or a struggle from an unknown origin.\"Sent 18: The controller responded, seconds later: \"Somebody call Cleveland?\"This was followed by a second radio transmission, with sounds of screaming. \nQuestion: What was the first flight erroneously reported as a hijack?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Who disguises themselves twice?.", "pos": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Why is Lucrezia hesistant to meet with the stranger?.", "neg": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: What is the role of Callimaco in this play?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology.\nSent 2: Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque.\nSent 3: Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam.\nSent 4: Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle.\nSent 5: Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership.\nSent 6: Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University.\nSent 7: A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it.\nSent 8: One of Motassadeq's roommates recalls him referring to Hitler as a \"good man\" and organizing film sessions that included speeches by Bin Ladin.\nSent 9: Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999.\nSent 10: Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry.\nSent 11: Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995.\nSent 12: Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg.\nSent 13: In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will.\nSent 14: During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations.\nSent 15: 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time.\nSent 16: Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States.\nSent 17: In short, they fit the bill for Bin Ladin, Atef, and KSM.\nSent 18: Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians. \nQuestion: What country did all three men move to before Hamburg?.", "pos": "Paragraph- Sent 1: Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology.\nSent 2: Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque.\nSent 3: Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam.\nSent 4: Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle.\nSent 5: Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership.\nSent 6: Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University.\nSent 7: A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it.\nSent 8: One of Motassadeq's roommates recalls him referring to Hitler as a \"good man\" and organizing film sessions that included speeches by Bin Ladin.\nSent 9: Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999.\nSent 10: Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry.\nSent 11: Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995.\nSent 12: Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg.\nSent 13: In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will.\nSent 14: During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations.\nSent 15: 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time.\nSent 16: Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States.\nSent 17: In short, they fit the bill for Bin Ladin, Atef, and KSM.\nSent 18: Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians. \nQuestion: Who were the members of the Hamburg cell?.", "neg": "Paragraph- Sent 1: Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology.\nSent 2: Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque.\nSent 3: Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam.\nSent 4: Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle.\nSent 5: Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership.\nSent 6: Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University.\nSent 7: A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it.\nSent 8: One of Motassadeq's roommates recalls him referring to Hitler as a \"good man\" and organizing film sessions that included speeches by Bin Ladin.\nSent 9: Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999.\nSent 10: Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry.\nSent 11: Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995.\nSent 12: Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg.\nSent 13: In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will.\nSent 14: During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations.\nSent 15: 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time.\nSent 16: Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States.\nSent 17: In short, they fit the bill for Bin Ladin, Atef, and KSM.\nSent 18: Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians. \nQuestion: What are three examples of Mounir er Motassadeq's extremist opinions?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: What if two children push a swing at the same time?\nSent 2: Would the swing go higher?\nSent 3: Yes, together their force would be more.\nSent 4: It is common for forces to be combined.\nSent 5: Most objects on Earth have at least two forces acting on them.\nSent 6: Do you know what one of them is?\nSent 7: Of course, that force is gravity.\nSent 8: How many forces do you have on you right now?\nSent 9: Gravity pulls you down toward the center of Earth.\nSent 10: Your legs exert a downward force.\nSent 11: They hold you up against the pull of gravity.\nSent 12: Consider the example in Figure 1.3.\nSent 13: A book is resting on a table.\nSent 14: Gravity pulls the book downward.\nSent 15: It has a force of 20 newtons.\nSent 16: At the same time, the table pushes the book upward.\nSent 17: Its force is also 20 newtons.\nSent 18: The table opposes the pull of gravity. \nQuestion: What part of one's body can hold them up against the force of gravity?.", "pos": "Paragraph- Sent 1: What if two children push a swing at the same time?\nSent 2: Would the swing go higher?\nSent 3: Yes, together their force would be more.\nSent 4: It is common for forces to be combined.\nSent 5: Most objects on Earth have at least two forces acting on them.\nSent 6: Do you know what one of them is?\nSent 7: Of course, that force is gravity.\nSent 8: How many forces do you have on you right now?\nSent 9: Gravity pulls you down toward the center of Earth.\nSent 10: Your legs exert a downward force.\nSent 11: They hold you up against the pull of gravity.\nSent 12: Consider the example in Figure 1.3.\nSent 13: A book is resting on a table.\nSent 14: Gravity pulls the book downward.\nSent 15: It has a force of 20 newtons.\nSent 16: At the same time, the table pushes the book upward.\nSent 17: Its force is also 20 newtons.\nSent 18: The table opposes the pull of gravity. \nQuestion: How many forces do you have on you right now?.", "neg": "Paragraph- Sent 1: What if two children push a swing at the same time?\nSent 2: Would the swing go higher?\nSent 3: Yes, together their force would be more.\nSent 4: It is common for forces to be combined.\nSent 5: Most objects on Earth have at least two forces acting on them.\nSent 6: Do you know what one of them is?\nSent 7: Of course, that force is gravity.\nSent 8: How many forces do you have on you right now?\nSent 9: Gravity pulls you down toward the center of Earth.\nSent 10: Your legs exert a downward force.\nSent 11: They hold you up against the pull of gravity.\nSent 12: Consider the example in Figure 1.3.\nSent 13: A book is resting on a table.\nSent 14: Gravity pulls the book downward.\nSent 15: It has a force of 20 newtons.\nSent 16: At the same time, the table pushes the book upward.\nSent 17: Its force is also 20 newtons.\nSent 18: The table opposes the pull of gravity. \nQuestion: Does a swing go higher when two children push on it rather than just one child?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In chapters 3 and 4 we described how the U.S. government adjusted its existing agencies and capacities to address the emerging threat from Usama Bin Ladin and his associates.\nSent 2: After the August 1998 bombings of the American embassies in Kenya and Tanzania, President Bill Clinton and his chief aides explored ways of getting Bin Ladin expelled from Afghanistan or possibly capturing or even killing him.\nSent 3: Although disruption efforts around the world had achieved some successes, the core of Bin Ladin's organization remained intact.\nSent 4: President Clinton was deeply concerned about Bin Ladin.\nSent 5: He and his national security advisor, Samuel \"Sandy\" Berger, ensured they had a special daily pipeline of reports feeding them the latest updates on Bin Ladin's reported location.\nSent 6: In public, President Clinton spoke repeatedly about the threat of terrorism, referring to terrorist training camps but saying little about Bin Ladin and nothing about al Qaeda.\nSent 7: He explained to us that this was deliberate-intended to avoid enhancing Bin Ladin's stature by giving him unnecessary publicity.\nSent 8: His speeches focused especially on the danger of nonstate actors and of chemical and biological weapons.\nSent 9: As the millennium approached, the most publicized worries were not about terrorism but about computer breakdowns-the Y2K scare.\nSent 10: Some government officials were concerned that terrorists would take advantage of such breakdowns.\nSent 11: On November 30, 1999, Jordanian intelligence intercepted a telephone call between Abu Zubaydah, a longtime ally of Bin Ladin, and Khadr Abu Hoshar, a Palestinian extremist.\nSent 12: Abu Zubaydah said, \"The time for training is over.\"Sent 13: Suspecting that this was a signal for Abu Hoshar to commence a terrorist operation, Jordanian police arrested Abu Hoshar and 15 others and informed Washington.\nSent 14: One of the 16, Raed Hijazi, had been born in California to Palestinian parents; after spending his childhood in the Middle East, he had returned to northern California, taken refuge in extremist Islamist beliefs, and then made his way to Abu Zubaydah's Khaldan camp in Afghanistan, where he learned the fundamentals of guerrilla warfare.\nSent 15: He and his younger brother had been recruited by Abu Hoshar into a loosely knit plot to attack Jewish and American targets in Jordan.\nSent 16: After late 1996, when Abu Hoshar was arrested and jailed, Hijazi moved back to the United States, worked as a cabdriver in Boston, and sent money back to his fellow plotters.\nSent 17: After Abu Hoshar's release, Hijazi shuttled between Boston and Jordan gathering money and supplies.\nSent 18: With Abu Hoshar, he recruited inTurkey and Syria as well as Jordan; with Abu Zubaydah's assistance, Abu Hoshar sent these recruits to Afghanistan for training. \nQuestion: What was the name of the terrorist born in California that Jordanian police arrested with 15 others?.", "pos": "Paragraph- Sent 1: In chapters 3 and 4 we described how the U.S. government adjusted its existing agencies and capacities to address the emerging threat from Usama Bin Ladin and his associates.\nSent 2: After the August 1998 bombings of the American embassies in Kenya and Tanzania, President Bill Clinton and his chief aides explored ways of getting Bin Ladin expelled from Afghanistan or possibly capturing or even killing him.\nSent 3: Although disruption efforts around the world had achieved some successes, the core of Bin Ladin's organization remained intact.\nSent 4: President Clinton was deeply concerned about Bin Ladin.\nSent 5: He and his national security advisor, Samuel \"Sandy\" Berger, ensured they had a special daily pipeline of reports feeding them the latest updates on Bin Ladin's reported location.\nSent 6: In public, President Clinton spoke repeatedly about the threat of terrorism, referring to terrorist training camps but saying little about Bin Ladin and nothing about al Qaeda.\nSent 7: He explained to us that this was deliberate-intended to avoid enhancing Bin Ladin's stature by giving him unnecessary publicity.\nSent 8: His speeches focused especially on the danger of nonstate actors and of chemical and biological weapons.\nSent 9: As the millennium approached, the most publicized worries were not about terrorism but about computer breakdowns-the Y2K scare.\nSent 10: Some government officials were concerned that terrorists would take advantage of such breakdowns.\nSent 11: On November 30, 1999, Jordanian intelligence intercepted a telephone call between Abu Zubaydah, a longtime ally of Bin Ladin, and Khadr Abu Hoshar, a Palestinian extremist.\nSent 12: Abu Zubaydah said, \"The time for training is over.\"Sent 13: Suspecting that this was a signal for Abu Hoshar to commence a terrorist operation, Jordanian police arrested Abu Hoshar and 15 others and informed Washington.\nSent 14: One of the 16, Raed Hijazi, had been born in California to Palestinian parents; after spending his childhood in the Middle East, he had returned to northern California, taken refuge in extremist Islamist beliefs, and then made his way to Abu Zubaydah's Khaldan camp in Afghanistan, where he learned the fundamentals of guerrilla warfare.\nSent 15: He and his younger brother had been recruited by Abu Hoshar into a loosely knit plot to attack Jewish and American targets in Jordan.\nSent 16: After late 1996, when Abu Hoshar was arrested and jailed, Hijazi moved back to the United States, worked as a cabdriver in Boston, and sent money back to his fellow plotters.\nSent 17: After Abu Hoshar's release, Hijazi shuttled between Boston and Jordan gathering money and supplies.\nSent 18: With Abu Hoshar, he recruited inTurkey and Syria as well as Jordan; with Abu Zubaydah's assistance, Abu Hoshar sent these recruits to Afghanistan for training. \nQuestion: Along with Abu Hoshar, who was one of the 15 terrorist arrested by Jordanian authorities?.", "neg": "Paragraph- Sent 1: In chapters 3 and 4 we described how the U.S. government adjusted its existing agencies and capacities to address the emerging threat from Usama Bin Ladin and his associates.\nSent 2: After the August 1998 bombings of the American embassies in Kenya and Tanzania, President Bill Clinton and his chief aides explored ways of getting Bin Ladin expelled from Afghanistan or possibly capturing or even killing him.\nSent 3: Although disruption efforts around the world had achieved some successes, the core of Bin Ladin's organization remained intact.\nSent 4: President Clinton was deeply concerned about Bin Ladin.\nSent 5: He and his national security advisor, Samuel \"Sandy\" Berger, ensured they had a special daily pipeline of reports feeding them the latest updates on Bin Ladin's reported location.\nSent 6: In public, President Clinton spoke repeatedly about the threat of terrorism, referring to terrorist training camps but saying little about Bin Ladin and nothing about al Qaeda.\nSent 7: He explained to us that this was deliberate-intended to avoid enhancing Bin Ladin's stature by giving him unnecessary publicity.\nSent 8: His speeches focused especially on the danger of nonstate actors and of chemical and biological weapons.\nSent 9: As the millennium approached, the most publicized worries were not about terrorism but about computer breakdowns-the Y2K scare.\nSent 10: Some government officials were concerned that terrorists would take advantage of such breakdowns.\nSent 11: On November 30, 1999, Jordanian intelligence intercepted a telephone call between Abu Zubaydah, a longtime ally of Bin Ladin, and Khadr Abu Hoshar, a Palestinian extremist.\nSent 12: Abu Zubaydah said, \"The time for training is over.\"Sent 13: Suspecting that this was a signal for Abu Hoshar to commence a terrorist operation, Jordanian police arrested Abu Hoshar and 15 others and informed Washington.\nSent 14: One of the 16, Raed Hijazi, had been born in California to Palestinian parents; after spending his childhood in the Middle East, he had returned to northern California, taken refuge in extremist Islamist beliefs, and then made his way to Abu Zubaydah's Khaldan camp in Afghanistan, where he learned the fundamentals of guerrilla warfare.\nSent 15: He and his younger brother had been recruited by Abu Hoshar into a loosely knit plot to attack Jewish and American targets in Jordan.\nSent 16: After late 1996, when Abu Hoshar was arrested and jailed, Hijazi moved back to the United States, worked as a cabdriver in Boston, and sent money back to his fellow plotters.\nSent 17: After Abu Hoshar's release, Hijazi shuttled between Boston and Jordan gathering money and supplies.\nSent 18: With Abu Hoshar, he recruited inTurkey and Syria as well as Jordan; with Abu Zubaydah's assistance, Abu Hoshar sent these recruits to Afghanistan for training. \nQuestion: President Clinton along with which top aid explore options regarding Bin Ladin, including expulsion from Afghanistan and execution?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Casey Bowman is an American orphan who was adopted into a martial arts dojo in Japan .\nSent 2: Because of his perseverance and desire to master bushido , he earns the respect of the dojo 's sensei and his daughter Namiko .\nSent 3: However , the dojo 's top student Masazuka becomes bitter over Namiko 's friendship with Casey until one morning , during a sparring match , he loses his temper and nearly kills Casey by throwing a katana at him .\nSent 4: In defense , Casey scars Masazuka below his right eye .\nSent 5: As a result of his actions , Masazuka is banished from the dojo by the sensei .\nSent 6: Years later , Masazuka becomes an assassin under contract with an American conglomerate called Temple Industries , which itself runs an underground criminal cult known as `` The Ring '' .\nSent 7: He returns to his former dojo and claims in vain the sensei 's succession as s ke , but the sensei refuses to oblige .\nSent 8: Anticipating an invasion by Masazuka , the sensei assigns Casey and Namiko to guard an old chest called the Yoroi Bitsu , which contains the suit and weapons of an ancient ninja .\nSent 9: Before Masazuka storms through the dojo and murders the sensei , Casey and Namiko manage to take the Yoroi Bitsu to New York City , where they keep it safe at Triborough University 's vault with the help of the sensei 's friend Professor Garrison .\nSent 10: They are tracked down by Masazuka , who sends Temple 's thugs to take down the couple .\nSent 11: While Casey and Namiko are on the run from the thugs , they are framed for the murder of Professor Garrison and arrested . \nQuestion: What did Casey do to Musakuza and why?.", "pos": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: What was the name of  Fukuda's young prot g e?.", "neg": "Paragraph- Sent 1: Casey Bowman is an American orphan who was adopted into a martial arts dojo in Japan .\nSent 2: Because of his perseverance and desire to master bushido , he earns the respect of the dojo 's sensei and his daughter Namiko .\nSent 3: However , the dojo 's top student Masazuka becomes bitter over Namiko 's friendship with Casey until one morning , during a sparring match , he loses his temper and nearly kills Casey by throwing a katana at him .\nSent 4: In defense , Casey scars Masazuka below his right eye .\nSent 5: As a result of his actions , Masazuka is banished from the dojo by the sensei .\nSent 6: Years later , Masazuka becomes an assassin under contract with an American conglomerate called Temple Industries , which itself runs an underground criminal cult known as `` The Ring '' .\nSent 7: He returns to his former dojo and claims in vain the sensei 's succession as s ke , but the sensei refuses to oblige .\nSent 8: Anticipating an invasion by Masazuka , the sensei assigns Casey and Namiko to guard an old chest called the Yoroi Bitsu , which contains the suit and weapons of an ancient ninja .\nSent 9: Before Masazuka storms through the dojo and murders the sensei , Casey and Namiko manage to take the Yoroi Bitsu to New York City , where they keep it safe at Triborough University 's vault with the help of the sensei 's friend Professor Garrison .\nSent 10: They are tracked down by Masazuka , who sends Temple 's thugs to take down the couple .\nSent 11: While Casey and Namiko are on the run from the thugs , they are framed for the murder of Professor Garrison and arrested . \nQuestion: Who did Musakuza send for the sensei?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Shain Gandee, one of the stars of the MTV reality show \"Buckwild,\" has been found dead along with two other people in Kanawha County, West Virginia, authorities said Monday.\nSent 2: \"This is a very sad and tragic event,\" Kanawha County Commissioner Kent Carper said.\nSent 3: \"We live in a very small community.\nSent 4: Our thoughts and prayers are with the Gandee family.\"Sent 5: Gandee, 21, was found dead in a vehicle along with his uncle, David Dwight Gandee, 48, and Donald Robert Myers, 27, authorities said.\nSent 6: 'Buckwild' producer talks about the show \"Earlier this day after releasing information Shain Gandee was missing, the Kanawha County Sheriff's Office received word of a disabled vehicle in a wooded area near Thaxton Hollow, Sissonville, Kanawha County WV,\" said a statement from the Sheriff's Office.\nSent 7: \"Deputies and members of the Sissonville Volunteer Fire Department used all terrain vehicles to access that vehicle, a 1984 Ford Bronco belonging to the Gandee family.\nSent 8: The vehicle was in a muddy area along a worn path.\nSent 9: Inside were the bodies of three people.\"Sent 10: In a subsequent release, the Sheriff's Office said the vehicle was partially submerged in mud.\nSent 11: It was uneven but upright; its muffler was below the surface.\nSent 12: Mud covered the lower part of the Bronco's passenger side door, but the driver's side, where the younger Gandee sat, was free, the Sheriff's Office said.\nSent 13: Gandee was happy with life before death He was one of the nine cast members of \"Buckwild.\"Sent 14: The show follows a group of young adults trying to have fun in Sissonville, West Virginia, pulling stunts such as turning a dump truck into a swimming pool or just riding around the woods on their all-terrain vehicles.\nSent 15: Gandee was billed as a former high school prom king who had done \"every job from coal mining to being a garbage man.\". \nQuestion: How many days was Shain Gandee missing before his death?.", "pos": "Paragraph- Sent 1: Rome (CNN) -- An autopsy has determined that actor James Gandolfini's death Wednesday was the result of natural causes -- a heart attack -- family friend Michael Kobold told reporters here Friday.\nSent 2: \"There was nothing out of the ordinary,\" he said.\nSent 3: \"There was no foul play, there was no substance abuse, none of that.\"Sent 4: The 51-year-old actor had arrived Tuesday with his son, Michael, at the five-star Boscolo Exedra Roma.\nSent 5: \"Jim was happy, he was healthy, he was doing really fine,\" Kobold said.\nSent 6: \"He was on vacation with his son.\nSent 7: He has an 8-month-old daughter.\nSent 8: Everything was going great.\nSent 9: I just spoke to him on Father's Day.\"Sent 10: Reactions to his death On Wednesday, the actor had visited the Vatican and dined at the hotel with his son, the family said in a statement read by Kobold.\nSent 11: After he had returned to his room, Michael Gandolfini alerted hotel staff that his father was not answering his knocks on the bathroom door, said Tiziana Rocca, head of a film festival that the actor was planning to attend.\nSent 12: Hotel staff then broke down the door to get to him and called an ambulance, Rocca said Michael Gandolfini had told her.\nSent 13: The body has been turned over to a funeral director for embalming, Kobold said.\nSent 14: Relatives were seeking to expedite the paperwork needed to repatriate the body on Wednesday or Thursday to New York, where a funeral was planned for Thursday, Friday or Saturday, Kobold said. \nQuestion: What were James and Michael Gandolfini doing in Rome?.", "neg": "Paragraph- Sent 1: (CNN) -- Shain Gandee, one of the stars of the MTV reality show \"Buckwild,\" has been found dead along with two other people in Kanawha County, West Virginia, authorities said Monday.\nSent 2: \"This is a very sad and tragic event,\" Kanawha County Commissioner Kent Carper said.\nSent 3: \"We live in a very small community.\nSent 4: Our thoughts and prayers are with the Gandee family.\"Sent 5: Gandee, 21, was found dead in a vehicle along with his uncle, David Dwight Gandee, 48, and Donald Robert Myers, 27, authorities said.\nSent 6: 'Buckwild' producer talks about the show \"Earlier this day after releasing information Shain Gandee was missing, the Kanawha County Sheriff's Office received word of a disabled vehicle in a wooded area near Thaxton Hollow, Sissonville, Kanawha County WV,\" said a statement from the Sheriff's Office.\nSent 7: \"Deputies and members of the Sissonville Volunteer Fire Department used all terrain vehicles to access that vehicle, a 1984 Ford Bronco belonging to the Gandee family.\nSent 8: The vehicle was in a muddy area along a worn path.\nSent 9: Inside were the bodies of three people.\"Sent 10: In a subsequent release, the Sheriff's Office said the vehicle was partially submerged in mud.\nSent 11: It was uneven but upright; its muffler was below the surface.\nSent 12: Mud covered the lower part of the Bronco's passenger side door, but the driver's side, where the younger Gandee sat, was free, the Sheriff's Office said.\nSent 13: Gandee was happy with life before death He was one of the nine cast members of \"Buckwild.\"Sent 14: The show follows a group of young adults trying to have fun in Sissonville, West Virginia, pulling stunts such as turning a dump truck into a swimming pool or just riding around the woods on their all-terrain vehicles.\nSent 15: Gandee was billed as a former high school prom king who had done \"every job from coal mining to being a garbage man.\". \nQuestion: Why was the Gandee family's 1984 Ford Bronco partially submerged in mud?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: In what state was Pearline Rucker's daughter caught with cocaine?.", "pos": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: Summarize why Pearlie Rucker has sued due to this legislation.", "neg": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: Why does the tenant of the Creston Plaza complex think the law is a valid one?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Imagine you are standing in a farm field in central Illinois.\nSent 2: The land is so flat you can see for miles and miles.\nSent 3: On a clear day, you might see a grain silo 20 miles away.\nSent 4: You might think to yourself, it sure is flat around here.\nSent 5: If you drive one hundred miles to the south, the landscape changes.\nSent 6: In southern Illinois, there are rolling hills.\nSent 7: Why do you think this is?\nSent 8: What could have caused these features?\nSent 9: There are no big rivers that may have eroded and deposited this material.\nSent 10: The ground is capable of supporting grass and trees, so wind erosion would not explain it.\nSent 11: To answer the question, you need to go back 12,000 years.\nSent 12: Around 12,000 years ago, a giant ice sheet covered much of the midwest United States.\nSent 13: Springfield, Illinois, was covered by over a mile of ice.\nSent 14: Its hard to imagine a mile thick sheet of ice.\nSent 15: The massive ice sheet, called a glacier, caused the features on the land you see today.\nSent 16: Where did glaciers go?\nSent 17: Where can you see them today?\nSent 18: Glaciers are masses of flowing ice. \nQuestion: How does the geography of central Illinois differ from southern Illinois?.", "pos": "Paragraph- Sent 1: Imagine you are standing in a farm field in central Illinois.\nSent 2: The land is so flat you can see for miles and miles.\nSent 3: On a clear day, you might see a grain silo 20 miles away.\nSent 4: You might think to yourself, it sure is flat around here.\nSent 5: If you drive one hundred miles to the south, the landscape changes.\nSent 6: In southern Illinois, there are rolling hills.\nSent 7: Why do you think this is?\nSent 8: What could have caused these features?\nSent 9: There are no big rivers that may have eroded and deposited this material.\nSent 10: The ground is capable of supporting grass and trees, so wind erosion would not explain it.\nSent 11: To answer the question, you need to go back 12,000 years.\nSent 12: Around 12,000 years ago, a giant ice sheet covered much of the midwest United States.\nSent 13: Springfield, Illinois, was covered by over a mile of ice.\nSent 14: Its hard to imagine a mile thick sheet of ice.\nSent 15: The massive ice sheet, called a glacier, caused the features on the land you see today.\nSent 16: Where did glaciers go?\nSent 17: Where can you see them today?\nSent 18: Glaciers are masses of flowing ice. \nQuestion: What's the difference between central and southern Illinois?.", "neg": "Paragraph- Sent 1: Imagine you are standing in a farm field in central Illinois.\nSent 2: The land is so flat you can see for miles and miles.\nSent 3: On a clear day, you might see a grain silo 20 miles away.\nSent 4: You might think to yourself, it sure is flat around here.\nSent 5: If you drive one hundred miles to the south, the landscape changes.\nSent 6: In southern Illinois, there are rolling hills.\nSent 7: Why do you think this is?\nSent 8: What could have caused these features?\nSent 9: There are no big rivers that may have eroded and deposited this material.\nSent 10: The ground is capable of supporting grass and trees, so wind erosion would not explain it.\nSent 11: To answer the question, you need to go back 12,000 years.\nSent 12: Around 12,000 years ago, a giant ice sheet covered much of the midwest United States.\nSent 13: Springfield, Illinois, was covered by over a mile of ice.\nSent 14: Its hard to imagine a mile thick sheet of ice.\nSent 15: The massive ice sheet, called a glacier, caused the features on the land you see today.\nSent 16: Where did glaciers go?\nSent 17: Where can you see them today?\nSent 18: Glaciers are masses of flowing ice. \nQuestion: What likely did not cause the changes in landscape?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After the 1998 embassy bombings, the U.S. government tried to develop a clearer picture of Bin Ladin's finances.\nSent 2: A U.S. interagency group traveled to Saudi Arabia twice, in 1999 and 2000, to get information from the Saudis about their understanding of those finances.\nSent 3: The group eventually concluded that the oft-repeated assertion that Bin Ladin was funding al Qaeda from his personal fortune was in fact not true.\nSent 4: The officials developed a new theory: al Qaeda was getting its money elsewhere, and the United States needed to focus on other sources of funding, such as charities, wealthy donors, and financial facilitators.\nSent 5: Ultimately, although the intelligence community devoted more resources to the issue and produced somewhat more intelligence, it remained difficult to distinguish al Qaeda's financial transactions among the vast sums moving in the international financial system.\nSent 6: The CIA was not able to find or disrupt al Qaeda's money flows.\nSent 7: The NSC staff thought that one possible solution to these weaknesses in the intelligence community was to create an all-source terrorist-financing intelligence analysis center.\nSent 8: Clarke pushed for the funding of such a center at Treasury, but neither Treasury nor the CIA was willing to commit the resources.\nSent 9: Within the United States, various FBI field offices gathered intelligence on organizations suspected of raising funds for al Qaeda or other terrorist groups.\nSent 10: By 9/11, FBI agents understood that there were extremist organizations operating within the United States supporting a global jihadist movement and with substantial connections to al Qaeda.\nSent 11: The FBI operated a web of informants, conducted electronic surveillance, and had opened significant investigations in a number of field offices, including New York, Chicago, Detroit, San Diego, and Minneapolis.\nSent 12: On a national level, however, the FBI never used the information to gain a systematic or strategic understanding of the nature and extent of al Qaeda fundraising.\nSent 13: Treasury regulators, as well as U.S. financial institutions, were generally focused on finding and deterring or disrupting the vast flows of U.S. currency generated by drug trafficking and high-level international fraud.\nSent 14: Large-scale scandals, such as the use of the Bank of New York by Russian money launderers to move millions of dollars out of Russia, captured the attention of the Department of the Treasury and of Congress.\nSent 15: Before 9/11, Treasury did not consider terrorist financing important enough to mention in its national strategy for money laundering. \nQuestion: WHO WAS NOT ABLE TO FIND OR DISRUPT AL QUAEDA'S MONEY FLOW?.", "pos": "Paragraph- Sent 1: After the 1998 embassy bombings, the U.S. government tried to develop a clearer picture of Bin Ladin's finances.\nSent 2: A U.S. interagency group traveled to Saudi Arabia twice, in 1999 and 2000, to get information from the Saudis about their understanding of those finances.\nSent 3: The group eventually concluded that the oft-repeated assertion that Bin Ladin was funding al Qaeda from his personal fortune was in fact not true.\nSent 4: The officials developed a new theory: al Qaeda was getting its money elsewhere, and the United States needed to focus on other sources of funding, such as charities, wealthy donors, and financial facilitators.\nSent 5: Ultimately, although the intelligence community devoted more resources to the issue and produced somewhat more intelligence, it remained difficult to distinguish al Qaeda's financial transactions among the vast sums moving in the international financial system.\nSent 6: The CIA was not able to find or disrupt al Qaeda's money flows.\nSent 7: The NSC staff thought that one possible solution to these weaknesses in the intelligence community was to create an all-source terrorist-financing intelligence analysis center.\nSent 8: Clarke pushed for the funding of such a center at Treasury, but neither Treasury nor the CIA was willing to commit the resources.\nSent 9: Within the United States, various FBI field offices gathered intelligence on organizations suspected of raising funds for al Qaeda or other terrorist groups.\nSent 10: By 9/11, FBI agents understood that there were extremist organizations operating within the United States supporting a global jihadist movement and with substantial connections to al Qaeda.\nSent 11: The FBI operated a web of informants, conducted electronic surveillance, and had opened significant investigations in a number of field offices, including New York, Chicago, Detroit, San Diego, and Minneapolis.\nSent 12: On a national level, however, the FBI never used the information to gain a systematic or strategic understanding of the nature and extent of al Qaeda fundraising.\nSent 13: Treasury regulators, as well as U.S. financial institutions, were generally focused on finding and deterring or disrupting the vast flows of U.S. currency generated by drug trafficking and high-level international fraud.\nSent 14: Large-scale scandals, such as the use of the Bank of New York by Russian money launderers to move millions of dollars out of Russia, captured the attention of the Department of the Treasury and of Congress.\nSent 15: Before 9/11, Treasury did not consider terrorist financing important enough to mention in its national strategy for money laundering. \nQuestion: WHAT OTHER SOURCES DID THE UNITED STATES FOCUS ON FOR OTHER SOUCES OF FUNDING?.", "neg": "Paragraph- Sent 1: After the 1998 embassy bombings, the U.S. government tried to develop a clearer picture of Bin Ladin's finances.\nSent 2: A U.S. interagency group traveled to Saudi Arabia twice, in 1999 and 2000, to get information from the Saudis about their understanding of those finances.\nSent 3: The group eventually concluded that the oft-repeated assertion that Bin Ladin was funding al Qaeda from his personal fortune was in fact not true.\nSent 4: The officials developed a new theory: al Qaeda was getting its money elsewhere, and the United States needed to focus on other sources of funding, such as charities, wealthy donors, and financial facilitators.\nSent 5: Ultimately, although the intelligence community devoted more resources to the issue and produced somewhat more intelligence, it remained difficult to distinguish al Qaeda's financial transactions among the vast sums moving in the international financial system.\nSent 6: The CIA was not able to find or disrupt al Qaeda's money flows.\nSent 7: The NSC staff thought that one possible solution to these weaknesses in the intelligence community was to create an all-source terrorist-financing intelligence analysis center.\nSent 8: Clarke pushed for the funding of such a center at Treasury, but neither Treasury nor the CIA was willing to commit the resources.\nSent 9: Within the United States, various FBI field offices gathered intelligence on organizations suspected of raising funds for al Qaeda or other terrorist groups.\nSent 10: By 9/11, FBI agents understood that there were extremist organizations operating within the United States supporting a global jihadist movement and with substantial connections to al Qaeda.\nSent 11: The FBI operated a web of informants, conducted electronic surveillance, and had opened significant investigations in a number of field offices, including New York, Chicago, Detroit, San Diego, and Minneapolis.\nSent 12: On a national level, however, the FBI never used the information to gain a systematic or strategic understanding of the nature and extent of al Qaeda fundraising.\nSent 13: Treasury regulators, as well as U.S. financial institutions, were generally focused on finding and deterring or disrupting the vast flows of U.S. currency generated by drug trafficking and high-level international fraud.\nSent 14: Large-scale scandals, such as the use of the Bank of New York by Russian money launderers to move millions of dollars out of Russia, captured the attention of the Department of the Treasury and of Congress.\nSent 15: Before 9/11, Treasury did not consider terrorist financing important enough to mention in its national strategy for money laundering. \nQuestion: Where were field offices opened to investigate al Qaeda funding?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: When the author stopped for tea, was finding milk difficult?.", "pos": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: Where did they stop that made boiling water difficult?.", "neg": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: The big Norman posters are in demand in the back of which country?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.\nSent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.\nSent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.\nSent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.\nSent 5: \"They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate,\" she said.\nSent 6: \"Those who need legal help and don't get it feel totally lost.\nSent 7: Because then they feel like they are forced to stay in that situation.\"Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.\nSent 9: Legal services typically helps the poor.\nSent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.\nSent 11: \"When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me,\" said Bunzy, 40.\nSent 12: \"For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her.\"Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.\nSent 14: \"Legal assistance is a major issue for women fleeing a domestic violence situation,\" she said.\nSent 15: \"Often times women are in need of immediate legal assistance services for the protection of the mother and the child.\nSent 16: To get a protective order you need to be represented by an attorney.\"Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.\nSent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there. \nQuestion: What program does Julia Crockett expect to help nearly 1000 domestic violence victims?.", "pos": "Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.\nSent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.\nSent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.\nSent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.\nSent 5: \"They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate,\" she said.\nSent 6: \"Those who need legal help and don't get it feel totally lost.\nSent 7: Because then they feel like they are forced to stay in that situation.\"Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.\nSent 9: Legal services typically helps the poor.\nSent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.\nSent 11: \"When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me,\" said Bunzy, 40.\nSent 12: \"For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her.\"Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.\nSent 14: \"Legal assistance is a major issue for women fleeing a domestic violence situation,\" she said.\nSent 15: \"Often times women are in need of immediate legal assistance services for the protection of the mother and the child.\nSent 16: To get a protective order you need to be represented by an attorney.\"Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.\nSent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there. \nQuestion: What group hopes to help 1,000 victims of domestic violence?.", "neg": "Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.\nSent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.\nSent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.\nSent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.\nSent 5: \"They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate,\" she said.\nSent 6: \"Those who need legal help and don't get it feel totally lost.\nSent 7: Because then they feel like they are forced to stay in that situation.\"Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.\nSent 9: Legal services typically helps the poor.\nSent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.\nSent 11: \"When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me,\" said Bunzy, 40.\nSent 12: \"For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her.\"Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.\nSent 14: \"Legal assistance is a major issue for women fleeing a domestic violence situation,\" she said.\nSent 15: \"Often times women are in need of immediate legal assistance services for the protection of the mother and the child.\nSent 16: To get a protective order you need to be represented by an attorney.\"Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.\nSent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there. \nQuestion: What were the two reasons women don't seek out help?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In the Gay Nineties , on New York 's Bowery , saloon owner Chuck Connors , finds that his rival , Steve Brodie , has thrown a muskmelon at his window .\nSent 2: The happy-go-lucky Brodie explains that he threw the melon on a dare .\nSent 3: As Connors threatens to fight him , the two learn of a fire in neighboring Chinatown .\nSent 4: Both men call upon their volunteer fire brigades , and wager $ 100 on which will be the first to throw water on the fire .\nSent 5: Although Brodie is first to arrive , he finds Connor 's young pal , Swipes McGurk , sitting on a barrel placed over the fire hydrant preventing Brodie from using it first .\nSent 6: Connors arrives and the rival fire fighters brawl as the fire reduces the building to a smoldering ruin , presumably incinerating the crowd of Chinese trapped inside who had been screaming for help at the window .\nSent 7: Brodie vows revenge on Connors , leading to a $ 500 bet that a fighter , whom Brodie calls `` The Masked Marvel , '' can beat `` Bloody Butch '' a prizefighter managed by Conners .\nSent 8: Conners accepts , and the `` Marvel '' knocks out Bloody Butch with one punch .\nSent 9: After the fight , the `` Marvel '' is revealed to be John L. Sullivan .\nSent 10: Connors meets a homeless girl named Lucy Calhoun and takes her to his apartment , where he lives with Swipes , and lets her spend the night .\nSent 11: In the morning , he is pleasantly surprised , to find that Lucy has cleaned up the place and cooked breakfast .\nSent 12: Swipes later locks Lucy in a closet and , when Connors finds her , spanks him .\nSent 13: Humiliated , Swipes packs and leaves . \nQuestion: Who wins the $500 bet regarding \"The Masked Marvel\" and \"Bloody Butch\"?.", "pos": "Paragraph- Sent 1: In the Gay Nineties , on New York 's Bowery , saloon owner Chuck Connors , finds that his rival , Steve Brodie , has thrown a muskmelon at his window .\nSent 2: The happy-go-lucky Brodie explains that he threw the melon on a dare .\nSent 3: As Connors threatens to fight him , the two learn of a fire in neighboring Chinatown .\nSent 4: Both men call upon their volunteer fire brigades , and wager $ 100 on which will be the first to throw water on the fire .\nSent 5: Although Brodie is first to arrive , he finds Connor 's young pal , Swipes McGurk , sitting on a barrel placed over the fire hydrant preventing Brodie from using it first .\nSent 6: Connors arrives and the rival fire fighters brawl as the fire reduces the building to a smoldering ruin , presumably incinerating the crowd of Chinese trapped inside who had been screaming for help at the window .\nSent 7: Brodie vows revenge on Connors , leading to a $ 500 bet that a fighter , whom Brodie calls `` The Masked Marvel , '' can beat `` Bloody Butch '' a prizefighter managed by Conners .\nSent 8: Conners accepts , and the `` Marvel '' knocks out Bloody Butch with one punch .\nSent 9: After the fight , the `` Marvel '' is revealed to be John L. Sullivan .\nSent 10: Connors meets a homeless girl named Lucy Calhoun and takes her to his apartment , where he lives with Swipes , and lets her spend the night .\nSent 11: In the morning , he is pleasantly surprised , to find that Lucy has cleaned up the place and cooked breakfast .\nSent 12: Swipes later locks Lucy in a closet and , when Connors finds her , spanks him .\nSent 13: Humiliated , Swipes packs and leaves . \nQuestion: who won the $500 bet.", "neg": "Paragraph- Sent 1: In the Gay Nineties , on New York 's Bowery , saloon owner Chuck Connors , finds that his rival , Steve Brodie , has thrown a muskmelon at his window .\nSent 2: The happy-go-lucky Brodie explains that he threw the melon on a dare .\nSent 3: As Connors threatens to fight him , the two learn of a fire in neighboring Chinatown .\nSent 4: Both men call upon their volunteer fire brigades , and wager $ 100 on which will be the first to throw water on the fire .\nSent 5: Although Brodie is first to arrive , he finds Connor 's young pal , Swipes McGurk , sitting on a barrel placed over the fire hydrant preventing Brodie from using it first .\nSent 6: Connors arrives and the rival fire fighters brawl as the fire reduces the building to a smoldering ruin , presumably incinerating the crowd of Chinese trapped inside who had been screaming for help at the window .\nSent 7: Brodie vows revenge on Connors , leading to a $ 500 bet that a fighter , whom Brodie calls `` The Masked Marvel , '' can beat `` Bloody Butch '' a prizefighter managed by Conners .\nSent 8: Conners accepts , and the `` Marvel '' knocks out Bloody Butch with one punch .\nSent 9: After the fight , the `` Marvel '' is revealed to be John L. Sullivan .\nSent 10: Connors meets a homeless girl named Lucy Calhoun and takes her to his apartment , where he lives with Swipes , and lets her spend the night .\nSent 11: In the morning , he is pleasantly surprised , to find that Lucy has cleaned up the place and cooked breakfast .\nSent 12: Swipes later locks Lucy in a closet and , when Connors finds her , spanks him .\nSent 13: Humiliated , Swipes packs and leaves . \nQuestion: Why does Chuck Connors threaten to fight Steve Brodie?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Three years after the events of the original film , the authorities are attempting to return law and order to ravaged District 13 .\nSent 2: The death of gang overlord Taha Ben Mahmoud has left a power vacuum , and total control of the area is now being fought over by five rival territorial gang lords who want to step into Taha 's position .\nSent 3: After taking out a major drug dealer , Damien is framed for drug dealing and arrested , but manages to make a call to Le to .\nSent 4: Meanwhile , corrupt government agents from the Department of Internal State Security , led by Gassman are bent on destroying the five tower blocks at the heart of District 13 with tactical precision bombing , and building luxury flats after the area is cleared .\nSent 5: In order to spark conflict with the district 's gangs , they shoot several cops , dump their car in District 13 , and prompt several gang members into gunning down the vehicle .\nSent 6: The footage of the incident convinces the President to carry out the strike .\nSent 7: However , a group of teens videotaped the agents as they shot the cops themselves .\nSent 8: The DISS agents soon come after the teen to arrest him and seize the recording , but the youth manages to slip his memory card to Le to .\nSent 9: Le to escapes the cops in District 13 and goes to rescue Damien .\nSent 10: After freeing Damien from his cell , they discuss the events and further plans , resolving to gather enough proof to expose the DISS agents .\nSent 11: While Damien distracts the guards , Le to breaks into Gassman 's office to steal his hard-drive for the evidence that they need . \nQuestion: Who steal hard-drive from Gassman 's office?.", "pos": "Paragraph- Sent 1: Three years after the events of the original film , the authorities are attempting to return law and order to ravaged District 13 .\nSent 2: The death of gang overlord Taha Ben Mahmoud has left a power vacuum , and total control of the area is now being fought over by five rival territorial gang lords who want to step into Taha 's position .\nSent 3: After taking out a major drug dealer , Damien is framed for drug dealing and arrested , but manages to make a call to Le to .\nSent 4: Meanwhile , corrupt government agents from the Department of Internal State Security , led by Gassman are bent on destroying the five tower blocks at the heart of District 13 with tactical precision bombing , and building luxury flats after the area is cleared .\nSent 5: In order to spark conflict with the district 's gangs , they shoot several cops , dump their car in District 13 , and prompt several gang members into gunning down the vehicle .\nSent 6: The footage of the incident convinces the President to carry out the strike .\nSent 7: However , a group of teens videotaped the agents as they shot the cops themselves .\nSent 8: The DISS agents soon come after the teen to arrest him and seize the recording , but the youth manages to slip his memory card to Le to .\nSent 9: Le to escapes the cops in District 13 and goes to rescue Damien .\nSent 10: After freeing Damien from his cell , they discuss the events and further plans , resolving to gather enough proof to expose the DISS agents .\nSent 11: While Damien distracts the guards , Le to breaks into Gassman 's office to steal his hard-drive for the evidence that they need . \nQuestion: After rescuing Damien, what does Le do next?.", "neg": "Paragraph- Sent 1: Three years after the events of the original film , the authorities are attempting to return law and order to ravaged District 13 .\nSent 2: The death of gang overlord Taha Ben Mahmoud has left a power vacuum , and total control of the area is now being fought over by five rival territorial gang lords who want to step into Taha 's position .\nSent 3: After taking out a major drug dealer , Damien is framed for drug dealing and arrested , but manages to make a call to Le to .\nSent 4: Meanwhile , corrupt government agents from the Department of Internal State Security , led by Gassman are bent on destroying the five tower blocks at the heart of District 13 with tactical precision bombing , and building luxury flats after the area is cleared .\nSent 5: In order to spark conflict with the district 's gangs , they shoot several cops , dump their car in District 13 , and prompt several gang members into gunning down the vehicle .\nSent 6: The footage of the incident convinces the President to carry out the strike .\nSent 7: However , a group of teens videotaped the agents as they shot the cops themselves .\nSent 8: The DISS agents soon come after the teen to arrest him and seize the recording , but the youth manages to slip his memory card to Le to .\nSent 9: Le to escapes the cops in District 13 and goes to rescue Damien .\nSent 10: After freeing Damien from his cell , they discuss the events and further plans , resolving to gather enough proof to expose the DISS agents .\nSent 11: While Damien distracts the guards , Le to breaks into Gassman 's office to steal his hard-drive for the evidence that they need . \nQuestion: Why does Gassman want the President to order a strike against District 13?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   We waited for half an hour, watching the smoke curling over the house, and then, judging that the Indians had made off for fear of being ambushed, we crossed the clearing.\nSent 2: It took but a glance to read the story.\nSent 3: The women had been washing by the little brook before the cabin, with the children playing about them, when the Indians had come up and with a single volley killed them all except the child we had heard crying.\nSent 4: They had swooped down upon their victims, torn the scalps from their heads, looted the house, and set fire to it.\nSent 5: We dragged out the body of the woman which had been thrown within, in the hope that a spark of life might yet remain, but she was quite dead.\nSent 6: Beneath the warrior Spiltdorph had shot we found the child.\nSent 7: It was a boy of some six or seven years, and so covered with blood that it seemed it must be dead.\nSent 8: But we stripped it and washed it in the brook, and found no wounds upon it except in the head, where it had been struck with a hatchet before its scalp had been stripped off.\nSent 9: The cold water brought it back to life and it began to cry again, whereat Spiltdorph took off his coat and wrapped it tenderly about it. \nQuestion: Who had a name in the story?.", "pos": "Paragraph- Sent 1:   We waited for half an hour, watching the smoke curling over the house, and then, judging that the Indians had made off for fear of being ambushed, we crossed the clearing.\nSent 2: It took but a glance to read the story.\nSent 3: The women had been washing by the little brook before the cabin, with the children playing about them, when the Indians had come up and with a single volley killed them all except the child we had heard crying.\nSent 4: They had swooped down upon their victims, torn the scalps from their heads, looted the house, and set fire to it.\nSent 5: We dragged out the body of the woman which had been thrown within, in the hope that a spark of life might yet remain, but she was quite dead.\nSent 6: Beneath the warrior Spiltdorph had shot we found the child.\nSent 7: It was a boy of some six or seven years, and so covered with blood that it seemed it must be dead.\nSent 8: But we stripped it and washed it in the brook, and found no wounds upon it except in the head, where it had been struck with a hatchet before its scalp had been stripped off.\nSent 9: The cold water brought it back to life and it began to cry again, whereat Spiltdorph took off his coat and wrapped it tenderly about it. \nQuestion: Who shot a warrior and wrapped a child in his coat?.", "neg": "Paragraph- Sent 1:   We waited for half an hour, watching the smoke curling over the house, and then, judging that the Indians had made off for fear of being ambushed, we crossed the clearing.\nSent 2: It took but a glance to read the story.\nSent 3: The women had been washing by the little brook before the cabin, with the children playing about them, when the Indians had come up and with a single volley killed them all except the child we had heard crying.\nSent 4: They had swooped down upon their victims, torn the scalps from their heads, looted the house, and set fire to it.\nSent 5: We dragged out the body of the woman which had been thrown within, in the hope that a spark of life might yet remain, but she was quite dead.\nSent 6: Beneath the warrior Spiltdorph had shot we found the child.\nSent 7: It was a boy of some six or seven years, and so covered with blood that it seemed it must be dead.\nSent 8: But we stripped it and washed it in the brook, and found no wounds upon it except in the head, where it had been struck with a hatchet before its scalp had been stripped off.\nSent 9: The cold water brought it back to life and it began to cry again, whereat Spiltdorph took off his coat and wrapped it tenderly about it. \nQuestion: After waiting and watching for a half hour, the arrived at the scene and figured out what was going on. How long did it take to figure it out?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: What two turns can the truck make that will affect his future?.", "pos": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: What difference did it is make if the pick-up truck made a left or right turn?.", "neg": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: What does Omar want the journalist to do and why?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.\nSent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.\nSent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.\nSent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.\nSent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.\nSent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.\nSent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments. \nQuestion: Are these students equal in age?.", "pos": "Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.\nSent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.\nSent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.\nSent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.\nSent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.\nSent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.\nSent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments. \nQuestion: What were the specimens of penmanship shown for?.", "neg": "Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.\nSent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.\nSent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.\nSent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.\nSent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.\nSent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.\nSent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments. \nQuestion: What day did the nun enter the schoolfoom with the strangers?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.\nSent 2: The process depends on a muscle called the diaphragm.\nSent 3: This is a large, sheet-like muscle below the lungs.\nSent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.\nSent 5: This increases the size of the chest.\nSent 6: This too decreases air pressure inside the lungs.\nSent 7: This action allows air and gases to enter the lungs.\nSent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.\nSent 9: This decreases the size of the chest.\nSent 10: This increases air pressure inside the lungs.\nSent 11: This action allows for air to leave the lungs.\nSent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.\nSent 13: What happens to the air along the way?\nSent 14: In the nose, mucus and hairs trap any dust or other particles in the air.\nSent 15: The air is also warmed and moistened.\nSent 16: Next, air passes through a passageway that is connected to the windpipe.\nSent 17: The air then finds its way to the lungs.\nSent 18: In the chest, the windpipe splits so that air enters both the right and left lung. \nQuestion: What is happening when your chest decreases in size while breathing?.", "pos": "Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.\nSent 2: The process depends on a muscle called the diaphragm.\nSent 3: This is a large, sheet-like muscle below the lungs.\nSent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.\nSent 5: This increases the size of the chest.\nSent 6: This too decreases air pressure inside the lungs.\nSent 7: This action allows air and gases to enter the lungs.\nSent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.\nSent 9: This decreases the size of the chest.\nSent 10: This increases air pressure inside the lungs.\nSent 11: This action allows for air to leave the lungs.\nSent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.\nSent 13: What happens to the air along the way?\nSent 14: In the nose, mucus and hairs trap any dust or other particles in the air.\nSent 15: The air is also warmed and moistened.\nSent 16: Next, air passes through a passageway that is connected to the windpipe.\nSent 17: The air then finds its way to the lungs.\nSent 18: In the chest, the windpipe splits so that air enters both the right and left lung. \nQuestion: What happens to the size of the chest when the diaphragm muscle relaxes?.", "neg": "Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.\nSent 2: The process depends on a muscle called the diaphragm.\nSent 3: This is a large, sheet-like muscle below the lungs.\nSent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.\nSent 5: This increases the size of the chest.\nSent 6: This too decreases air pressure inside the lungs.\nSent 7: This action allows air and gases to enter the lungs.\nSent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.\nSent 9: This decreases the size of the chest.\nSent 10: This increases air pressure inside the lungs.\nSent 11: This action allows for air to leave the lungs.\nSent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.\nSent 13: What happens to the air along the way?\nSent 14: In the nose, mucus and hairs trap any dust or other particles in the air.\nSent 15: The air is also warmed and moistened.\nSent 16: Next, air passes through a passageway that is connected to the windpipe.\nSent 17: The air then finds its way to the lungs.\nSent 18: In the chest, the windpipe splits so that air enters both the right and left lung. \nQuestion: Breathing process depends on which muscle.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Thelma James was a prime candidate for a real estate ripoff: She is 68, has precious little money and can't read or write.\nSent 2: \"I won't lie to you.\nSent 3: I was so-o-o excited,\" the widow and former duplex dweller said of the purchase of her first home, a sagging frame structure on Snowden.\nSent 4: \"I was glad to get me a house.\"Sent 5: When James realized she had been swindled she turned to Memphis Area Legal Services, which represented her in a lawsuit.\nSent 6: Now, James's monthly house notes have dropped from $796 - more than twice her monthly income - to an affordable $247.\nSent 7: Some of the people who took advantage of her through a questionable loan program were sent to jail.\nSent 8: \"I don't know what I would have done without Legal Services,\" said James.\nSent 9: \"They solved a lot of my problems.\"Sent 10: James is one of more than 3,000 clients served last year by MALS, which provides assistance for civil matters, such as domestic abuse and family-related problems, Social Security and Supplemental Security Income, veterans, housing and consumer fraud cases.\nSent 11: Like James, most clients are elderly or female.\nSent 12: Some are handicapped.\nSent 13: Some need medical care or veteran's benefits.\nSent 14: Some are trying to escape eviction or an abusive marriage.\nSent 15: And 87 percent live at or below poverty level.\nSent 16: Shelby County Mayor A C Wharton recently said Legal Services is important for those who, because of poverty or other struggles in life, think justice is an empty word.\nSent 17: \"They must be given reason to believe that the law is for them too,\" said Wharton, a former executive director of MALS.\nSent 18: But MALS faces a funding crunch next year, brought on by a $200,000 shortfall from three revenue sources. \nQuestion: How do you know that James was appreciative of the legal services she recieved?.", "pos": "Paragraph- Sent 1: Thelma James was a prime candidate for a real estate ripoff: She is 68, has precious little money and can't read or write.\nSent 2: \"I won't lie to you.\nSent 3: I was so-o-o excited,\" the widow and former duplex dweller said of the purchase of her first home, a sagging frame structure on Snowden.\nSent 4: \"I was glad to get me a house.\"Sent 5: When James realized she had been swindled she turned to Memphis Area Legal Services, which represented her in a lawsuit.\nSent 6: Now, James's monthly house notes have dropped from $796 - more than twice her monthly income - to an affordable $247.\nSent 7: Some of the people who took advantage of her through a questionable loan program were sent to jail.\nSent 8: \"I don't know what I would have done without Legal Services,\" said James.\nSent 9: \"They solved a lot of my problems.\"Sent 10: James is one of more than 3,000 clients served last year by MALS, which provides assistance for civil matters, such as domestic abuse and family-related problems, Social Security and Supplemental Security Income, veterans, housing and consumer fraud cases.\nSent 11: Like James, most clients are elderly or female.\nSent 12: Some are handicapped.\nSent 13: Some need medical care or veteran's benefits.\nSent 14: Some are trying to escape eviction or an abusive marriage.\nSent 15: And 87 percent live at or below poverty level.\nSent 16: Shelby County Mayor A C Wharton recently said Legal Services is important for those who, because of poverty or other struggles in life, think justice is an empty word.\nSent 17: \"They must be given reason to believe that the law is for them too,\" said Wharton, a former executive director of MALS.\nSent 18: But MALS faces a funding crunch next year, brought on by a $200,000 shortfall from three revenue sources. \nQuestion: Who solved a lot of Thelma James problems?.", "neg": "Paragraph- Sent 1: Thelma James was a prime candidate for a real estate ripoff: She is 68, has precious little money and can't read or write.\nSent 2: \"I won't lie to you.\nSent 3: I was so-o-o excited,\" the widow and former duplex dweller said of the purchase of her first home, a sagging frame structure on Snowden.\nSent 4: \"I was glad to get me a house.\"Sent 5: When James realized she had been swindled she turned to Memphis Area Legal Services, which represented her in a lawsuit.\nSent 6: Now, James's monthly house notes have dropped from $796 - more than twice her monthly income - to an affordable $247.\nSent 7: Some of the people who took advantage of her through a questionable loan program were sent to jail.\nSent 8: \"I don't know what I would have done without Legal Services,\" said James.\nSent 9: \"They solved a lot of my problems.\"Sent 10: James is one of more than 3,000 clients served last year by MALS, which provides assistance for civil matters, such as domestic abuse and family-related problems, Social Security and Supplemental Security Income, veterans, housing and consumer fraud cases.\nSent 11: Like James, most clients are elderly or female.\nSent 12: Some are handicapped.\nSent 13: Some need medical care or veteran's benefits.\nSent 14: Some are trying to escape eviction or an abusive marriage.\nSent 15: And 87 percent live at or below poverty level.\nSent 16: Shelby County Mayor A C Wharton recently said Legal Services is important for those who, because of poverty or other struggles in life, think justice is an empty word.\nSent 17: \"They must be given reason to believe that the law is for them too,\" said Wharton, a former executive director of MALS.\nSent 18: But MALS faces a funding crunch next year, brought on by a $200,000 shortfall from three revenue sources. \nQuestion: Which portions indicate that James had limited income?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: what did the Comanche Indians did the monsters?.", "pos": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: The Comanche places what in the ground to contain the evil?.", "neg": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: What is the name of the old man?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.\nSent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.\nSent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.\nSent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.\nSent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.\nSent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.\nSent 7: Sebastião’s untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.\nSent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.\nSent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.\nSent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.\nSent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal’s neighbor and long-time antagonist became its master.\nSent 12: Spanish rule dictated Portugal’s inadvertent involvement in Spain’s ongoing wars.\nSent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a “legitimate target” as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.\nSent 14: Nine years later Faro was torched.\nSent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.\nSent 16: Portugal’s empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.\nSent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.\nSent 18: The Great Disaster Portugal’s greatest misfortune struck on All Saint’s Day, 1 November 1755. \nQuestion: What policy played an important role in helping Portugal to have relatively few blood-soaked episodes in its colonial history?.", "pos": "Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.\nSent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.\nSent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.\nSent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.\nSent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.\nSent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.\nSent 7: Sebastião’s untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.\nSent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.\nSent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.\nSent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.\nSent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal’s neighbor and long-time antagonist became its master.\nSent 12: Spanish rule dictated Portugal’s inadvertent involvement in Spain’s ongoing wars.\nSent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a “legitimate target” as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.\nSent 14: Nine years later Faro was torched.\nSent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.\nSent 16: Portugal’s empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.\nSent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.\nSent 18: The Great Disaster Portugal’s greatest misfortune struck on All Saint’s Day, 1 November 1755. \nQuestion: Why was Portugal able to avoid \"blood-soaked\" incidents prior to 1557?.", "neg": "Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.\nSent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.\nSent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.\nSent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.\nSent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.\nSent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.\nSent 7: Sebastião’s untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.\nSent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.\nSent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.\nSent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.\nSent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal’s neighbor and long-time antagonist became its master.\nSent 12: Spanish rule dictated Portugal’s inadvertent involvement in Spain’s ongoing wars.\nSent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a “legitimate target” as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.\nSent 14: Nine years later Faro was torched.\nSent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.\nSent 16: Portugal’s empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.\nSent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.\nSent 18: The Great Disaster Portugal’s greatest misfortune struck on All Saint’s Day, 1 November 1755. \nQuestion: What created a power vacuum that was taken advantage of by Spain?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: WHO DID JARRAH MET AND BECOME INTAMATE WITH?.", "pos": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: WHERE DID JARRAH ASPIRE HIGHER EDUCATION?.", "neg": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: How old was Ziad Jarrah when he changed his course of study to aircraft engineering?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: Where they the only or the first people to experience such a problem?.", "pos": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: What is the another news they heard form the radio?.", "neg": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: Which relative of Joe's discovers that his house is covered in plates of iron armor?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: At 8:38, Ong told Gonzalez that the plane was flying erratically again.\nSent 2: Around this time Sweeney told Woodward that the hijackers were Middle Easterners, naming three of their seat numbers.\nSent 3: One spoke very little English and one spoke excellent English.\nSent 4: The hijackers had gained entry to the cockpit, and she did not know how.\nSent 5: The aircraft was in a rapid descent.\nSent 6: At 8:41, Sweeney told Woodward that passengers in coach were under the impression that there was a routine medical emergency in first class.\nSent 7: Other flight attendants were busy at duties such as getting medical supplies while Ong and Sweeney were reporting the events.\nSent 8: At 8:41, in American's operations center, a colleague told Marquis that the air traffic controllers declared Flight 11 a hijacking and \"think he's [American 11] headed toward Kennedy [airport in New York City].\nSent 9: They're moving everybody out of the way.\nSent 10: They seem to have him on a primary radar.\nSent 11: They seem to think that he is descending.\"Sent 12: At 8:44, Gonzalez reported losing phone contact with Ong.\nSent 13: About this same time Sweeney reported to Woodward, \"Something is wrong.\nSent 14: We are in a rapid descent .\nSent 15: we are all over the place.\"Sent 16: Woodward asked Sweeney to look out the window to see if she could determine where they were. \nQuestion: After receiving a report that they were flying eratically again, how long did it take for the ground control to declare flight 11 a hijacking and start clearing out the airport landing area and why did they do this.", "pos": "Paragraph- Sent 1: American Airlines Flight 11: FAA Awareness.\nSent 2: Although the Boston Center air traffic controller realized at an early stage that there was something wrong with American 11, he did not immediately interpret the plane's failure to respond as a sign that it had been hijacked.\nSent 3: At 8:14, when the flight failed to heed his instruction to climb to 35,000 feet, the controller repeatedly tried to raise the flight.\nSent 4: He reached out to the pilot on the emergency frequency.\nSent 5: Though there was no response, he kept trying to contact the aircraft.\nSent 6: At 8:21, American 11 turned off its transponder, immediately degrading the information available about the aircraft.\nSent 7: The controller told his supervisor that he thought something was seriously wrong with the plane, although neither suspected a hijacking.\nSent 8: The supervisor instructed the controller to follow standard procedures for handling a \"no radio\" aircraft.\nSent 9: The controller checked to see if American Airlines could establish communication with American 11.\nSent 10: He became even more concerned as its route changed, moving into another sector's airspace.\nSent 11: Controllers immediately began to move aircraft out of its path, and asked other aircraft in the vicinity to look for American 11.\nSent 12: At 8:24:38, the following transmission came from American 11: American 11: We have some planes.\nSent 13: Just stay quiet, and you'll be okay.\nSent 14: We are returning to the airport.\nSent 15: The controller only heard something unintelligible; he did not hear the specific words \"we have some planes.\"Sent 16: The next transmission came seconds later: American 11: Nobody move.\nSent 17: Everything will be okay.\nSent 18: If you try to make any moves, you'll endanger yourself and the airplane. \nQuestion: What steps did the Boston air controller take when he lost contact with American 11?.", "neg": "Paragraph- Sent 1: At 8:38, Ong told Gonzalez that the plane was flying erratically again.\nSent 2: Around this time Sweeney told Woodward that the hijackers were Middle Easterners, naming three of their seat numbers.\nSent 3: One spoke very little English and one spoke excellent English.\nSent 4: The hijackers had gained entry to the cockpit, and she did not know how.\nSent 5: The aircraft was in a rapid descent.\nSent 6: At 8:41, Sweeney told Woodward that passengers in coach were under the impression that there was a routine medical emergency in first class.\nSent 7: Other flight attendants were busy at duties such as getting medical supplies while Ong and Sweeney were reporting the events.\nSent 8: At 8:41, in American's operations center, a colleague told Marquis that the air traffic controllers declared Flight 11 a hijacking and \"think he's [American 11] headed toward Kennedy [airport in New York City].\nSent 9: They're moving everybody out of the way.\nSent 10: They seem to have him on a primary radar.\nSent 11: They seem to think that he is descending.\"Sent 12: At 8:44, Gonzalez reported losing phone contact with Ong.\nSent 13: About this same time Sweeney reported to Woodward, \"Something is wrong.\nSent 14: We are in a rapid descent .\nSent 15: we are all over the place.\"Sent 16: Woodward asked Sweeney to look out the window to see if she could determine where they were. \nQuestion: When did Sweeney report to Woodward, \"Something is wrong\".", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.\nSent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.\nSent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.\nSent 4: \"They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded,\" Dempsey said.\nSent 5: \"Alamo Hills just threw it out.\"Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.\nSent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.\nSent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.\nSent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.\nSent 10: \"We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff,\" Dempsey said.\nSent 11: \"They're not looking to get rich off this.\nSent 12: A lot of this is simply because they were treated so badly.\"Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.\nSent 14: \"The new apartments (they were provided) were not in very good shape.\nSent 15: That's actually one of the claims,\" he said. \nQuestion: Why did nine families displaced by a fire at Alamo Hills Apartments file lawsuits against the apartment complex?.", "pos": "Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.\nSent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.\nSent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.\nSent 4: \"They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded,\" Dempsey said.\nSent 5: \"Alamo Hills just threw it out.\"Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.\nSent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.\nSent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.\nSent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.\nSent 10: \"We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff,\" Dempsey said.\nSent 11: \"They're not looking to get rich off this.\nSent 12: A lot of this is simply because they were treated so badly.\"Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.\nSent 14: \"The new apartments (they were provided) were not in very good shape.\nSent 15: That's actually one of the claims,\" he said. \nQuestion: What did nine families claim Alamo Hills Apartments failed to protect?.", "neg": "Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.\nSent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.\nSent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.\nSent 4: \"They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded,\" Dempsey said.\nSent 5: \"Alamo Hills just threw it out.\"Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.\nSent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.\nSent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.\nSent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.\nSent 10: \"We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff,\" Dempsey said.\nSent 11: \"They're not looking to get rich off this.\nSent 12: A lot of this is simply because they were treated so badly.\"Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.\nSent 14: \"The new apartments (they were provided) were not in very good shape.\nSent 15: That's actually one of the claims,\" he said. \nQuestion: What is evidence that the complex broke its promise to provide security?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: From 1512, Maximilian I became Durer's major patron.\nSent 2: His commissions included The Triumphal Arch, a vast work printed from 192 separate blocks, the symbolism of which is partly informed by Pirckheimer's translation of Horapollo's Hieroglyphica.\nSent 3: The design program and explanations were devised by Johannes Stabius, the architectural design by the master builder and court-painter Jorg Kolderer and the woodcutting itself by Hieronymous Andreae, with Durer as designer-in-chief.\nSent 4: The Arch was followed by \"The Triumphal Procession\", the program of which was worked out in 1512 by Marx Treitz-Saurwein and includes woodcuts by Albrecht Altdorfer and Hans Springinklee, as well as Durer.\nSent 5: Durer worked with pen on the marginal images for an edition of the Emperor's printed Prayer-Book; these were quite unknown until facsimiles were published in 1808 as part of the first book published in lithography.\nSent 6: Durer's work on the book was halted for an unknown reason, and the decoration was continued by artists including Lucas Cranach the Elder and Hans Baldung.\nSent 7: Durer also made several portraits of the Emperor, including one shortly before Maximilian's death in 1519. \nQuestion: What was the name of the book that Durer halted on for unknown reasons?.", "pos": "Paragraph- Sent 1: In Italy, he returned to painting, at first producing a series of works executed in tempera on linen.\nSent 2: These include portraits and altarpieces, notably, the Paumgartner altarpiece and the Adoration of the Magi.\nSent 3: In early 1506, he returned to Venice and stayed there until the spring of 1507.\nSent 4: By this time Durer's engravings had attained great popularity and were being copied.\nSent 5: In Venice he was given a valuable commission from the emigrant German community for the church of San Bartolomeo.\nSent 6: This was the altar-piece known as the Adoration of the Virgin or the Feast of Rose Garlands.\nSent 7: It includes portraits of members of Venice's German community, but shows a strong Italian influence.\nSent 8: It was subsequently acquired by the Emperor Rudolf II and taken to Prague.\nSent 9: Other paintings Durer produced in Venice include The Virgin and Child with the Goldfinch, Christ Disputing with the Doctors (supposedly produced in a mere five days), and a number of smaller works. \nQuestion: For what church was the altar-piece known as the Adoration of the Virgin or the Feast of Rose Garlands produced?.", "neg": "Paragraph- Sent 1: From 1512, Maximilian I became Durer's major patron.\nSent 2: His commissions included The Triumphal Arch, a vast work printed from 192 separate blocks, the symbolism of which is partly informed by Pirckheimer's translation of Horapollo's Hieroglyphica.\nSent 3: The design program and explanations were devised by Johannes Stabius, the architectural design by the master builder and court-painter Jorg Kolderer and the woodcutting itself by Hieronymous Andreae, with Durer as designer-in-chief.\nSent 4: The Arch was followed by \"The Triumphal Procession\", the program of which was worked out in 1512 by Marx Treitz-Saurwein and includes woodcuts by Albrecht Altdorfer and Hans Springinklee, as well as Durer.\nSent 5: Durer worked with pen on the marginal images for an edition of the Emperor's printed Prayer-Book; these were quite unknown until facsimiles were published in 1808 as part of the first book published in lithography.\nSent 6: Durer's work on the book was halted for an unknown reason, and the decoration was continued by artists including Lucas Cranach the Elder and Hans Baldung.\nSent 7: Durer also made several portraits of the Emperor, including one shortly before Maximilian's death in 1519. \nQuestion: How many blocks were used by Maximilian I in the Triumphant Arch?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: You may be wondering, how can a glacier get so big?\nSent 2: Why does it move?\nSent 3: These are both good questions.\nSent 4: In the winter months, precipitation falls as snow.\nSent 5: This solid form of water builds up on the ground as long as the temperatures stay cold enough.\nSent 6: As the temperature rises, the snow starts to melt.\nSent 7: The frozen water changes state back into a liquid state.\nSent 8: Nearer the poles, summer does not last very long.\nSent 9: If the summer is long enough and warm enough, all the snow may melt.\nSent 10: This is what typically happens now.\nSent 11: The earth was a little cooler 12,000 years ago.\nSent 12: As a result, during the summer months, that amount of snow did not melt.\nSent 13: It may have only been an inch or so of snow that melted.\nSent 14: The following winter, snow fell on top of this left-over snow.\nSent 15: This next winters snowfall had a head start.\nSent 16: Year after year, the snow that did not melt became thicker and thicker.\nSent 17: Inch by inch the snow started to build up.\nSent 18: Over many years, layer upon layer of snow compacted and turned to ice. \nQuestion: Do glaciers form in one year?.", "pos": "Paragraph- Sent 1: You may be wondering, how can a glacier get so big?\nSent 2: Why does it move?\nSent 3: These are both good questions.\nSent 4: In the winter months, precipitation falls as snow.\nSent 5: This solid form of water builds up on the ground as long as the temperatures stay cold enough.\nSent 6: As the temperature rises, the snow starts to melt.\nSent 7: The frozen water changes state back into a liquid state.\nSent 8: Nearer the poles, summer does not last very long.\nSent 9: If the summer is long enough and warm enough, all the snow may melt.\nSent 10: This is what typically happens now.\nSent 11: The earth was a little cooler 12,000 years ago.\nSent 12: As a result, during the summer months, that amount of snow did not melt.\nSent 13: It may have only been an inch or so of snow that melted.\nSent 14: The following winter, snow fell on top of this left-over snow.\nSent 15: This next winters snowfall had a head start.\nSent 16: Year after year, the snow that did not melt became thicker and thicker.\nSent 17: Inch by inch the snow started to build up.\nSent 18: Over many years, layer upon layer of snow compacted and turned to ice. \nQuestion: What forms a glacier?.", "neg": "Paragraph- Sent 1: You may be wondering, how can a glacier get so big?\nSent 2: Why does it move?\nSent 3: These are both good questions.\nSent 4: In the winter months, precipitation falls as snow.\nSent 5: This solid form of water builds up on the ground as long as the temperatures stay cold enough.\nSent 6: As the temperature rises, the snow starts to melt.\nSent 7: The frozen water changes state back into a liquid state.\nSent 8: Nearer the poles, summer does not last very long.\nSent 9: If the summer is long enough and warm enough, all the snow may melt.\nSent 10: This is what typically happens now.\nSent 11: The earth was a little cooler 12,000 years ago.\nSent 12: As a result, during the summer months, that amount of snow did not melt.\nSent 13: It may have only been an inch or so of snow that melted.\nSent 14: The following winter, snow fell on top of this left-over snow.\nSent 15: This next winters snowfall had a head start.\nSent 16: Year after year, the snow that did not melt became thicker and thicker.\nSent 17: Inch by inch the snow started to build up.\nSent 18: Over many years, layer upon layer of snow compacted and turned to ice. \nQuestion: What are two characteristics of glaciers?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .\nSent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .\nSent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .\nSent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .\nSent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .\nSent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .\nSent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .\nSent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .\nSent 9: The mercenaries encounter their first zombie , who injures a member of the team .\nSent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .\nSent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .\nSent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .\nSent 13: Jenny and Chuck flee , the only survivors remaining .\nSent 14: They stumble upon the cave once again , where the zombies appear and attack . \nQuestion: What form of transportation does Jenny use to reach the remote jungle island years later?.", "pos": "Paragraph- Sent 1: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .\nSent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .\nSent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .\nSent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .\nSent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .\nSent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .\nSent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .\nSent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .\nSent 9: The mercenaries encounter their first zombie , who injures a member of the team .\nSent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .\nSent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .\nSent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .\nSent 13: Jenny and Chuck flee , the only survivors remaining .\nSent 14: They stumble upon the cave once again , where the zombies appear and attack . \nQuestion: Who is stranded on the island?.", "neg": "Paragraph- Sent 1: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .\nSent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .\nSent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .\nSent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .\nSent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .\nSent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .\nSent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .\nSent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .\nSent 9: The mercenaries encounter their first zombie , who injures a member of the team .\nSent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .\nSent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .\nSent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .\nSent 13: Jenny and Chuck flee , the only survivors remaining .\nSent 14: They stumble upon the cave once again , where the zombies appear and attack . \nQuestion: Where did Chuck find weapons?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: Who marries an air mistress?.", "pos": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: Who does Mr.Bose marry?.", "neg": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: because of what Sata went to Africa?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: What did Durer eventually change his name to and what does it mean?.", "pos": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: Why is a door featured in the Durer Coat of Arms?.", "neg": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: What was Koberger's most famous publication and how many illustrations did it have?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   These incoherent words threw the first glimpse of light on the meaning of her distress and penitence.\nSent 2: I doubt if the best woman in Christendom would so reproach and abase herself, if convicted of even a worse sin than the secret use of those stimulants for which the _charny_ is a Martial equivalent.\nSent 3: No Martialist would dream of poisoning his blood and besotting his brain with alcohol in any form.\nSent 4: But their opiates affect a race addicted to physical repose, to sensuous enjoyment rather than to sensual excitement, and to lucid intellectual contemplation, with a sense of serene delight as supremely delicious to their temperament as the dreamy illusions of haschisch to the Turk, the fierce frenzy of bhang to the Malay, or the wild excitement of brandy or Geneva to the races of Northern Europe.\nSent 5: But as with the luxury of intoxication in Europe, so in Mars indulgence in these drugs, freely permitted to the one sex, is strictly forbidden by opinion and domestic rule to the other.\nSent 6: A lady discovered in the use of _charny_ is as deeply disgraced as an European matron detected in the secret enjoyment of spirits and cigars; and her lord and master takes care to render her sufficiently conscious of her fault. \nQuestion: What were Martialist addicted to ?.", "pos": "Paragraph- Sent 1:   These incoherent words threw the first glimpse of light on the meaning of her distress and penitence.\nSent 2: I doubt if the best woman in Christendom would so reproach and abase herself, if convicted of even a worse sin than the secret use of those stimulants for which the _charny_ is a Martial equivalent.\nSent 3: No Martialist would dream of poisoning his blood and besotting his brain with alcohol in any form.\nSent 4: But their opiates affect a race addicted to physical repose, to sensuous enjoyment rather than to sensual excitement, and to lucid intellectual contemplation, with a sense of serene delight as supremely delicious to their temperament as the dreamy illusions of haschisch to the Turk, the fierce frenzy of bhang to the Malay, or the wild excitement of brandy or Geneva to the races of Northern Europe.\nSent 5: But as with the luxury of intoxication in Europe, so in Mars indulgence in these drugs, freely permitted to the one sex, is strictly forbidden by opinion and domestic rule to the other.\nSent 6: A lady discovered in the use of _charny_ is as deeply disgraced as an European matron detected in the secret enjoyment of spirits and cigars; and her lord and master takes care to render her sufficiently conscious of her fault. \nQuestion: The Secret use of what kind of stimulants was a Martial equivalent for women ?.", "neg": "Paragraph- Sent 1:   These incoherent words threw the first glimpse of light on the meaning of her distress and penitence.\nSent 2: I doubt if the best woman in Christendom would so reproach and abase herself, if convicted of even a worse sin than the secret use of those stimulants for which the _charny_ is a Martial equivalent.\nSent 3: No Martialist would dream of poisoning his blood and besotting his brain with alcohol in any form.\nSent 4: But their opiates affect a race addicted to physical repose, to sensuous enjoyment rather than to sensual excitement, and to lucid intellectual contemplation, with a sense of serene delight as supremely delicious to their temperament as the dreamy illusions of haschisch to the Turk, the fierce frenzy of bhang to the Malay, or the wild excitement of brandy or Geneva to the races of Northern Europe.\nSent 5: But as with the luxury of intoxication in Europe, so in Mars indulgence in these drugs, freely permitted to the one sex, is strictly forbidden by opinion and domestic rule to the other.\nSent 6: A lady discovered in the use of _charny_ is as deeply disgraced as an European matron detected in the secret enjoyment of spirits and cigars; and her lord and master takes care to render her sufficiently conscious of her fault. \nQuestion: What is her racial  origin?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In 1863, Alexander II re-convened the Diet of Finland and initiated several reforms increasing Finland's autonomy from Russia including establishment of its own currency, the markka.\nSent 2: Liberation of business led to increased foreign investment and industrial development.\nSent 3: Finland also got its first railways, separately established under Finnish administration.\nSent 4: Finally, the elevation of Finnish from a language of the common people to a national language equal to Swedish opened opportunities for a larger proportion of the society.\nSent 5: Alexander II is still regarded as \"The Good Tsar\" in Finland.\nSent 6: These reforms could be seen as results of a genuine belief that reforms were easier to test in an underpopulated, homogeneous country, than in the whole of Russia.\nSent 7: They may also be seen as a reward for the loyalty of its relatively western-oriented population during the Crimean War and during the Polish uprising.\nSent 8: Encouraging Finnish nationalism and language can also be seen as an attempt to dilute ties with Sweden. \nQuestion: What are some reforms that increased Finland's autonomy from Russia?.", "pos": "Paragraph- Sent 1: In 1863, Alexander II re-convened the Diet of Finland and initiated several reforms increasing Finland's autonomy from Russia including establishment of its own currency, the markka.\nSent 2: Liberation of business led to increased foreign investment and industrial development.\nSent 3: Finland also got its first railways, separately established under Finnish administration.\nSent 4: Finally, the elevation of Finnish from a language of the common people to a national language equal to Swedish opened opportunities for a larger proportion of the society.\nSent 5: Alexander II is still regarded as \"The Good Tsar\" in Finland.\nSent 6: These reforms could be seen as results of a genuine belief that reforms were easier to test in an underpopulated, homogeneous country, than in the whole of Russia.\nSent 7: They may also be seen as a reward for the loyalty of its relatively western-oriented population during the Crimean War and during the Polish uprising.\nSent 8: Encouraging Finnish nationalism and language can also be seen as an attempt to dilute ties with Sweden. \nQuestion: Why does Finland consider Alexander II \"The Good Tsar?\".", "neg": "Paragraph- Sent 1: In 1863, Alexander II re-convened the Diet of Finland and initiated several reforms increasing Finland's autonomy from Russia including establishment of its own currency, the markka.\nSent 2: Liberation of business led to increased foreign investment and industrial development.\nSent 3: Finland also got its first railways, separately established under Finnish administration.\nSent 4: Finally, the elevation of Finnish from a language of the common people to a national language equal to Swedish opened opportunities for a larger proportion of the society.\nSent 5: Alexander II is still regarded as \"The Good Tsar\" in Finland.\nSent 6: These reforms could be seen as results of a genuine belief that reforms were easier to test in an underpopulated, homogeneous country, than in the whole of Russia.\nSent 7: They may also be seen as a reward for the loyalty of its relatively western-oriented population during the Crimean War and during the Polish uprising.\nSent 8: Encouraging Finnish nationalism and language can also be seen as an attempt to dilute ties with Sweden. \nQuestion: What did encouraging Finnish nationalism and language do?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Rolfe put down the little dog he had been holding, and went out into the hall.\nSent 2: The dog accompanied him, frisking about him in friendly fashion.\nSent 3: Rolfe first examined the bedroom that he had seen Inspector Chippenfield enter.\nSent 4: It was a small room, containing a double bed.\nSent 5: It was prettily furnished in white, with white curtains, and toilet-table articles in ivory to match.\nSent 6: A glance round the room convinced Rolfe that it was impossible for a man to secrete himself in it.\nSent 7: The door of the wardrobe had been flung open by the inspector, and the dresses and other articles of feminine apparel it contained flung out on the floor.\nSent 8: There was no other hiding-place possible, except beneath the bed, and the ruthless hand of the inspector had torn off the white muslin bed hangings, revealing emptiness underneath.\nSent 9: Rolfe went out into the hall again, and entered the room next the bedroom.\nSent 10: This apartment was apparently used as a dining-room, for it contained a large table, a few chairs, a small sideboard, a spirit-stand, a case of books and ornaments, and two small oak presses.\nSent 11: Plainly, there was no place in it where a man could hide himself.\nSent 12: The next room was the bathroom, which was also empty.\nSent 13: Opposite the bathroom was a small bedroom, very barely furnished, offering no possibility of concealment.\nSent 14: Then the passage opened into a large roomy kitchen, the full width of the rooms on both sides of the hall, and the kitchen completed the flat. \nQuestion: Who did the dog accompany?.", "pos": "Paragraph- Sent 1:   Rolfe put down the little dog he had been holding, and went out into the hall.\nSent 2: The dog accompanied him, frisking about him in friendly fashion.\nSent 3: Rolfe first examined the bedroom that he had seen Inspector Chippenfield enter.\nSent 4: It was a small room, containing a double bed.\nSent 5: It was prettily furnished in white, with white curtains, and toilet-table articles in ivory to match.\nSent 6: A glance round the room convinced Rolfe that it was impossible for a man to secrete himself in it.\nSent 7: The door of the wardrobe had been flung open by the inspector, and the dresses and other articles of feminine apparel it contained flung out on the floor.\nSent 8: There was no other hiding-place possible, except beneath the bed, and the ruthless hand of the inspector had torn off the white muslin bed hangings, revealing emptiness underneath.\nSent 9: Rolfe went out into the hall again, and entered the room next the bedroom.\nSent 10: This apartment was apparently used as a dining-room, for it contained a large table, a few chairs, a small sideboard, a spirit-stand, a case of books and ornaments, and two small oak presses.\nSent 11: Plainly, there was no place in it where a man could hide himself.\nSent 12: The next room was the bathroom, which was also empty.\nSent 13: Opposite the bathroom was a small bedroom, very barely furnished, offering no possibility of concealment.\nSent 14: Then the passage opened into a large roomy kitchen, the full width of the rooms on both sides of the hall, and the kitchen completed the flat. \nQuestion: Where did the dog follow Rolfe to?.", "neg": "Paragraph- Sent 1:   Rolfe put down the little dog he had been holding, and went out into the hall.\nSent 2: The dog accompanied him, frisking about him in friendly fashion.\nSent 3: Rolfe first examined the bedroom that he had seen Inspector Chippenfield enter.\nSent 4: It was a small room, containing a double bed.\nSent 5: It was prettily furnished in white, with white curtains, and toilet-table articles in ivory to match.\nSent 6: A glance round the room convinced Rolfe that it was impossible for a man to secrete himself in it.\nSent 7: The door of the wardrobe had been flung open by the inspector, and the dresses and other articles of feminine apparel it contained flung out on the floor.\nSent 8: There was no other hiding-place possible, except beneath the bed, and the ruthless hand of the inspector had torn off the white muslin bed hangings, revealing emptiness underneath.\nSent 9: Rolfe went out into the hall again, and entered the room next the bedroom.\nSent 10: This apartment was apparently used as a dining-room, for it contained a large table, a few chairs, a small sideboard, a spirit-stand, a case of books and ornaments, and two small oak presses.\nSent 11: Plainly, there was no place in it where a man could hide himself.\nSent 12: The next room was the bathroom, which was also empty.\nSent 13: Opposite the bathroom was a small bedroom, very barely furnished, offering no possibility of concealment.\nSent 14: Then the passage opened into a large roomy kitchen, the full width of the rooms on both sides of the hall, and the kitchen completed the flat. \nQuestion: How many rooms did Rolfe examine?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some traits help a living thing survive.\nSent 2: These traits are called adaptations.\nSent 3: Some adaptations are better than others.\nSent 4: Look at the cactus in Figure 3.1.\nSent 5: Its leaves look like needles.\nSent 6: Their shape helps the plant live in dry climates.\nSent 7: The needle-like leaves help it to not lose water.\nSent 8: Why is that important for a cactus?\nSent 9: Cactus live in deserts.\nSent 10: Deserts receive very little rainfall.\nSent 11: Other plants are better suited for locations that are wet and shady.\nSent 12: These are opposite conditions to the desert.\nSent 13: Palm trees grow in the rainforest.\nSent 14: Rainforests have a lot of rainfall.\nSent 15: The palm tree has very large leaves.\nSent 16: They do not have to worry about losing water through their leaves.\nSent 17: As a result, palm leaves are very wide.\nSent 18: Plants that live in sunny locations do not need large leaves. \nQuestion: Whot does adaptations do?.", "pos": "Paragraph- Sent 1: Some traits help a living thing survive.\nSent 2: These traits are called adaptations.\nSent 3: Some adaptations are better than others.\nSent 4: Look at the cactus in Figure 3.1.\nSent 5: Its leaves look like needles.\nSent 6: Their shape helps the plant live in dry climates.\nSent 7: The needle-like leaves help it to not lose water.\nSent 8: Why is that important for a cactus?\nSent 9: Cactus live in deserts.\nSent 10: Deserts receive very little rainfall.\nSent 11: Other plants are better suited for locations that are wet and shady.\nSent 12: These are opposite conditions to the desert.\nSent 13: Palm trees grow in the rainforest.\nSent 14: Rainforests have a lot of rainfall.\nSent 15: The palm tree has very large leaves.\nSent 16: They do not have to worry about losing water through their leaves.\nSent 17: As a result, palm leaves are very wide.\nSent 18: Plants that live in sunny locations do not need large leaves. \nQuestion: What are traits called that help a living thing survive?.", "neg": "Paragraph- Sent 1: Some traits help a living thing survive.\nSent 2: These traits are called adaptations.\nSent 3: Some adaptations are better than others.\nSent 4: Look at the cactus in Figure 3.1.\nSent 5: Its leaves look like needles.\nSent 6: Their shape helps the plant live in dry climates.\nSent 7: The needle-like leaves help it to not lose water.\nSent 8: Why is that important for a cactus?\nSent 9: Cactus live in deserts.\nSent 10: Deserts receive very little rainfall.\nSent 11: Other plants are better suited for locations that are wet and shady.\nSent 12: These are opposite conditions to the desert.\nSent 13: Palm trees grow in the rainforest.\nSent 14: Rainforests have a lot of rainfall.\nSent 15: The palm tree has very large leaves.\nSent 16: They do not have to worry about losing water through their leaves.\nSent 17: As a result, palm leaves are very wide.\nSent 18: Plants that live in sunny locations do not need large leaves. \nQuestion: What makes the desert and rainforest different?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: What was the name of the man Susan Martinez De La Cruz met?.", "pos": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: What is the name of Reb Randall's brother?.", "neg": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Who would have won the shootout between Jason and the stranger?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: It's just this hard when I try to answer the question: Why do older Oklahomans need lawyers?\nSent 2: The answers are important enough that they will be a discussion topic of this year's Senior Day at 9 a.m.\nSent 3: March 25 in the House Chamber at the Capitol.\nSent 4: The following is a preview of some of the answers for review: We can all agree that older Oklahomans need medical care.\nSent 5: But even the best care is worthless if an older patient can't drive to the doctor for ongoing treatment because his or her car has been wrongfully seized in a debt dispute.\nSent 6: Therefore, lawyers are part of the prescription for regular medical care for many of the 600,000 Oklahomans age 60 and older.\nSent 7: Another example: if a doctor treats an elderly patient for a lung ailment, the doctor's treatment will be undone and he will see the patient again and again, if the patient is sent home to an unheated apartment.\nSent 8: Lawyers know how to make landlords heat apartments so the medical treatment can stick.\nSent 9: (By the way, a May 16, 2001, article in The New York Times reports on a program at Boston Medical Center providing a walk-in legal clinic in the hospital to help fight their patients' legal and administrative battles.) We also can agree that older Oklahomans - like all citizens - have rights to control their health care until they become incapacitated or these rights are transferred to another by legal document or process.\nSent 10: \"Old\" is not a legal classification that results in automatic loss of these rights.\nSent 11: Moreover, having an old parent does not automatically confer on children the right to make the parents' health care choices.\nSent 12: It follows that an important role lawyers provide for aging Oklahomans is not only to create rights - transferring documents such as durable powers of attorney and guardianship orders, but also to monitor their use.\nSent 13: In family situations, for example, lawyers must ensure that powers of attorney and guardianships are used to serve only the person transferring or losing rights.\nSent 14: They are not to be used to help a family \"manage\" their mother or help a doctor or nursing home get permission for a pill or procedure they feel is in the best interest of a patient.\nSent 15: Good news: Oklahoma now has a Public Guardianship Program, albeit unfunded, that will supply lawyers to perform this rights-monitoring process Oklahoma grandparents should be able to enjoy their grandchildren, not raise them.\nSent 16: But owing to the social problems of divorce and drug use, grandparents are increasingly being called on to raise their grandchildren because of missing parents.\nSent 17: Adding to the physical, emotional and financial burden they take on, grandparents face legal problems.\nSent 18: All the decisions parents made without a second thought now require evidence of legal authority when made by grandparents. \nQuestion: How are power of attorneys and guardianships supposed to be used?.", "pos": "Paragraph- Sent 1: MALS was formed here more than 30 years ago.\nSent 2: Today, 14 staff attorneys, 26 office workers and 21 University of Memphis third- year law students work out of rented offices in the old Claridge Hotel building at 109 N. Main.\nSent 3: Offices are spartan.\nSent 4: There are no lush rugs or stylish furniture.\nSent 5: The large table in the conference room is simple varnished wood.\nSent 6: Offices are small and mostly plain, except for the eclectic mix of pop art, African statuary and neon that adorns litigation director Webb Brewer's space.\nSent 7: Brewer, who has been at the agency 20 years, said there is a need for lawyers of all stripes to help with the problems of the poor.\nSent 8: \"The private bar could meet more of the need through pro bono work, but there are still cases that involve the systemic problems for low-income people that we would need to do,\" said Brewer.\nSent 9: \"The legal system marketplace just doesn't serve low-income people too well, except in fee-generat-ing type cases,\" Brewer said.\nSent 10: \"If a poor person gets run over by a bus, an attorney might take that case because they might be able to recover part of the damage award as attorney fees.\nSent 11: But so many of the cases we handle have to do with basic rights and a decent life.\nSent 12: There is just no profit motive.\"Sent 13: Larry Pivnick, law professor at the University of Memphis Law School and director of political programs at MALS, said Legal Services is a great learning laboratory for law students.\nSent 14: \"There are thousands and thousands of people who have problems that never get an opportunity to appear in court,\" Pivnick said.\nSent 15: \"Some people may not be particularly articulate.\nSent 16: Courts have rules that clients don't always understand.\"Sent 17: Brewer said a major focus of the agency's work involves housing.\nSent 18: \"Although a lot of our work is grant-driven, we find that the lack of safe and decent affordable housing and the prevalence of predatory lending are the biggest problems in our client population,\" Brewer said, referring to clients such as James. \nQuestion: The director of political programs at MALS said that there are a lot of people who don't get the opportunity to what?.", "neg": "Paragraph- Sent 1: It's just this hard when I try to answer the question: Why do older Oklahomans need lawyers?\nSent 2: The answers are important enough that they will be a discussion topic of this year's Senior Day at 9 a.m.\nSent 3: March 25 in the House Chamber at the Capitol.\nSent 4: The following is a preview of some of the answers for review: We can all agree that older Oklahomans need medical care.\nSent 5: But even the best care is worthless if an older patient can't drive to the doctor for ongoing treatment because his or her car has been wrongfully seized in a debt dispute.\nSent 6: Therefore, lawyers are part of the prescription for regular medical care for many of the 600,000 Oklahomans age 60 and older.\nSent 7: Another example: if a doctor treats an elderly patient for a lung ailment, the doctor's treatment will be undone and he will see the patient again and again, if the patient is sent home to an unheated apartment.\nSent 8: Lawyers know how to make landlords heat apartments so the medical treatment can stick.\nSent 9: (By the way, a May 16, 2001, article in The New York Times reports on a program at Boston Medical Center providing a walk-in legal clinic in the hospital to help fight their patients' legal and administrative battles.) We also can agree that older Oklahomans - like all citizens - have rights to control their health care until they become incapacitated or these rights are transferred to another by legal document or process.\nSent 10: \"Old\" is not a legal classification that results in automatic loss of these rights.\nSent 11: Moreover, having an old parent does not automatically confer on children the right to make the parents' health care choices.\nSent 12: It follows that an important role lawyers provide for aging Oklahomans is not only to create rights - transferring documents such as durable powers of attorney and guardianship orders, but also to monitor their use.\nSent 13: In family situations, for example, lawyers must ensure that powers of attorney and guardianships are used to serve only the person transferring or losing rights.\nSent 14: They are not to be used to help a family \"manage\" their mother or help a doctor or nursing home get permission for a pill or procedure they feel is in the best interest of a patient.\nSent 15: Good news: Oklahoma now has a Public Guardianship Program, albeit unfunded, that will supply lawyers to perform this rights-monitoring process Oklahoma grandparents should be able to enjoy their grandchildren, not raise them.\nSent 16: But owing to the social problems of divorce and drug use, grandparents are increasingly being called on to raise their grandchildren because of missing parents.\nSent 17: Adding to the physical, emotional and financial burden they take on, grandparents face legal problems.\nSent 18: All the decisions parents made without a second thought now require evidence of legal authority when made by grandparents. \nQuestion: Where will this year's Senior Day be held?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: Judith was arrested why?.", "pos": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: When Judith was inside of the building what did she see?.", "neg": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: Who experianced nightmares for a year and believes the toys are still alive?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: Was Frank better than Jake even though he got better at playing baseball?.", "pos": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: What did Jake get better at the more he played?.", "neg": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: Was Jake excited to show his grandfather that he could throw really fast now?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Not until 1998 did al Qaeda undertake a major terrorist operation of its own, in large part because Bin Ladin lost his base in Sudan.\nSent 2: Ever since the Islamist regime came to power in Khartoum, the United States and other Western governments had pressed it to stop providing a haven for terrorist organizations.\nSent 3: Other governments in the region, such as those of Egypt, Syria, Jordan, and even Libya, which were targets of some of these groups, added their own pressure.\nSent 4: At the same time, the Sudanese regime began to change.\nSent 5: Though Turabi had been its inspirational leader, General Omar al Bashir, president since 1989, had never been entirely under his thumb.\nSent 6: Thus as outside pressures mounted, Bashir's supporters began to displace those of Turabi.\nSent 7: The attempted assassination in Ethiopia of Egyptian President Hosni Mubarak in June 1995 appears to have been a tipping point.\nSent 8: The would-be killers, who came from the Egyptian Islamic Group, had been sheltered in Sudan and helped by Bin Ladin.\nSent 9: When the Sudanese refused to hand over three individuals identified as involved in the assassination plot, the UN Security Council passed a resolution criticizing their inaction and eventually sanctioned Khartoum in April 1996.\nSent 10: A clear signal to Bin Ladin that his days in Sudan were numbered came when the government advised him that it intended to yield to Libya's demands to stop giving sanctuary to its enemies.\nSent 11: Bin Ladin had to tell the Libyans who had been part of his Islamic army that he could no longer protect them and that they had to leave the country.\nSent 12: Outraged, several Libyan members of al Qaeda and the Islamic Army Shura renounced all connections with him.\nSent 13: Bin Ladin also began to have serious money problems.\nSent 14: International pressure on Sudan, together with strains in the world economy, hurt Sudan's currency.\nSent 15: Some of Bin Ladin's companies ran short of funds.\nSent 16: As Sudanese authorities became less obliging, normal costs of doing business increased.\nSent 17: Saudi pressures on the Bin Ladin family also probably took some toll.\nSent 18: In any case, Bin Ladin found it necessary both to cut back his spending and to control his outlays more closely. \nQuestion: What assassination plot caused the U.N. Security Council to sanction the Sudanese government?.", "pos": "Paragraph- Sent 1: Not until 1998 did al Qaeda undertake a major terrorist operation of its own, in large part because Bin Ladin lost his base in Sudan.\nSent 2: Ever since the Islamist regime came to power in Khartoum, the United States and other Western governments had pressed it to stop providing a haven for terrorist organizations.\nSent 3: Other governments in the region, such as those of Egypt, Syria, Jordan, and even Libya, which were targets of some of these groups, added their own pressure.\nSent 4: At the same time, the Sudanese regime began to change.\nSent 5: Though Turabi had been its inspirational leader, General Omar al Bashir, president since 1989, had never been entirely under his thumb.\nSent 6: Thus as outside pressures mounted, Bashir's supporters began to displace those of Turabi.\nSent 7: The attempted assassination in Ethiopia of Egyptian President Hosni Mubarak in June 1995 appears to have been a tipping point.\nSent 8: The would-be killers, who came from the Egyptian Islamic Group, had been sheltered in Sudan and helped by Bin Ladin.\nSent 9: When the Sudanese refused to hand over three individuals identified as involved in the assassination plot, the UN Security Council passed a resolution criticizing their inaction and eventually sanctioned Khartoum in April 1996.\nSent 10: A clear signal to Bin Ladin that his days in Sudan were numbered came when the government advised him that it intended to yield to Libya's demands to stop giving sanctuary to its enemies.\nSent 11: Bin Ladin had to tell the Libyans who had been part of his Islamic army that he could no longer protect them and that they had to leave the country.\nSent 12: Outraged, several Libyan members of al Qaeda and the Islamic Army Shura renounced all connections with him.\nSent 13: Bin Ladin also began to have serious money problems.\nSent 14: International pressure on Sudan, together with strains in the world economy, hurt Sudan's currency.\nSent 15: Some of Bin Ladin's companies ran short of funds.\nSent 16: As Sudanese authorities became less obliging, normal costs of doing business increased.\nSent 17: Saudi pressures on the Bin Ladin family also probably took some toll.\nSent 18: In any case, Bin Ladin found it necessary both to cut back his spending and to control his outlays more closely. \nQuestion: How long after the failed attempt to assassinate Hosni Mubarak did the U.N. impose sanctions on Sudan?.", "neg": "Paragraph- Sent 1: Not until 1998 did al Qaeda undertake a major terrorist operation of its own, in large part because Bin Ladin lost his base in Sudan.\nSent 2: Ever since the Islamist regime came to power in Khartoum, the United States and other Western governments had pressed it to stop providing a haven for terrorist organizations.\nSent 3: Other governments in the region, such as those of Egypt, Syria, Jordan, and even Libya, which were targets of some of these groups, added their own pressure.\nSent 4: At the same time, the Sudanese regime began to change.\nSent 5: Though Turabi had been its inspirational leader, General Omar al Bashir, president since 1989, had never been entirely under his thumb.\nSent 6: Thus as outside pressures mounted, Bashir's supporters began to displace those of Turabi.\nSent 7: The attempted assassination in Ethiopia of Egyptian President Hosni Mubarak in June 1995 appears to have been a tipping point.\nSent 8: The would-be killers, who came from the Egyptian Islamic Group, had been sheltered in Sudan and helped by Bin Ladin.\nSent 9: When the Sudanese refused to hand over three individuals identified as involved in the assassination plot, the UN Security Council passed a resolution criticizing their inaction and eventually sanctioned Khartoum in April 1996.\nSent 10: A clear signal to Bin Ladin that his days in Sudan were numbered came when the government advised him that it intended to yield to Libya's demands to stop giving sanctuary to its enemies.\nSent 11: Bin Ladin had to tell the Libyans who had been part of his Islamic army that he could no longer protect them and that they had to leave the country.\nSent 12: Outraged, several Libyan members of al Qaeda and the Islamic Army Shura renounced all connections with him.\nSent 13: Bin Ladin also began to have serious money problems.\nSent 14: International pressure on Sudan, together with strains in the world economy, hurt Sudan's currency.\nSent 15: Some of Bin Ladin's companies ran short of funds.\nSent 16: As Sudanese authorities became less obliging, normal costs of doing business increased.\nSent 17: Saudi pressures on the Bin Ladin family also probably took some toll.\nSent 18: In any case, Bin Ladin found it necessary both to cut back his spending and to control his outlays more closely. \nQuestion: When did the Sudanese regime begin to change?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Independence with Partition: The British began to see India’s independence as inevitable; however, only a few seemed to understand the vital role of the religious groups.\nSent 2: Britain prepared a parliamentary democracy with majority rule, but the majority were Hindus — and Hindus, Muslims, and Sikhs had been killing each other in war for many centuries.\nSent 3: Nehru’s Congress Party, largely Hindu with a socialist leadership, wanted a parliamentary democracy.\nSent 4: As counterweight, British legislation reserved parliamentary seats for religious minorities, but the Punjab and Bengal had such a complicated mixture of Hindus, Muslims, and Sikhs that it was not possible to avoid fights over how separate constituencies were to be formed.\nSent 5: The seeds of future trouble were sown.\nSent 6: The legislation on reserving seats gave the Muslims the basis for an alternative to an India in which they were only a quarter of the population: Partition.\nSent 7: In 1930, the poet Muhammad Iqbal proposed a separate Muslim homeland in the northwest of India.\nSent 8: A small group of Indian Muslims at Cambridge came up with the name Pakistan, using the initials of the Punjab, Afghania (N.W. Frontier Province), Kashmir, and Sind (at the same time producing the word pak, meaning “pure”), and adding “stan,” the Persian suffix for the word “country.\nSent 9: ” The Muslim campaign for Partition was led by London-trained Bombay lawyer, Muhammad Ali Jinnah.\nSent 10: Meanwhile, Gandhi vehemently opposed any dismemberment of the country, and tried to keep people united by fasting to uphold the spirit of love, and by focussing on the common adversary: the British.\nSent 11: Advocating civil disobedience, he led his famous Salt March to the sea, to scoop up salt and circumvent the hated British salt tax.\nSent 12: This put more than 60,000 in jail.\nSent 13: Against this militancy, World War II did not elicit the solidarity of the first.\nSent 14: Indians courageously fought alongside the British troops, in Burma, the Middle East, and Europe, but Gandhi saw the British as a provocation for Japanese invasion and was jailed yet again, for launching a “Quit India” campaign in the year 1942.\nSent 15: Some anti-British extremists saw the Japanese as an Asian liberator.\nSent 16: Winston Churchill didn’t want any Indian independence and so it was probably as well for India that he was defeated by Attlee’s Labor Party in 1945.\nSent 17: With riots growing ever more bloody in Bengal, Bihar, and the Punjab, India’s last viceroy, Lord Mountbatten, kept a mandate to make the British departure as quick and as smooth as possible.\nSent 18: Quick it was — six months after his arrival — but not smooth. \nQuestion: Who led his famous Salt March to the sea, to scoop up salt and circumvent the hated British salt tax?.", "pos": "Paragraph- Sent 1: Independence with Partition: The British began to see India’s independence as inevitable; however, only a few seemed to understand the vital role of the religious groups.\nSent 2: Britain prepared a parliamentary democracy with majority rule, but the majority were Hindus — and Hindus, Muslims, and Sikhs had been killing each other in war for many centuries.\nSent 3: Nehru’s Congress Party, largely Hindu with a socialist leadership, wanted a parliamentary democracy.\nSent 4: As counterweight, British legislation reserved parliamentary seats for religious minorities, but the Punjab and Bengal had such a complicated mixture of Hindus, Muslims, and Sikhs that it was not possible to avoid fights over how separate constituencies were to be formed.\nSent 5: The seeds of future trouble were sown.\nSent 6: The legislation on reserving seats gave the Muslims the basis for an alternative to an India in which they were only a quarter of the population: Partition.\nSent 7: In 1930, the poet Muhammad Iqbal proposed a separate Muslim homeland in the northwest of India.\nSent 8: A small group of Indian Muslims at Cambridge came up with the name Pakistan, using the initials of the Punjab, Afghania (N.W. Frontier Province), Kashmir, and Sind (at the same time producing the word pak, meaning “pure”), and adding “stan,” the Persian suffix for the word “country.\nSent 9: ” The Muslim campaign for Partition was led by London-trained Bombay lawyer, Muhammad Ali Jinnah.\nSent 10: Meanwhile, Gandhi vehemently opposed any dismemberment of the country, and tried to keep people united by fasting to uphold the spirit of love, and by focussing on the common adversary: the British.\nSent 11: Advocating civil disobedience, he led his famous Salt March to the sea, to scoop up salt and circumvent the hated British salt tax.\nSent 12: This put more than 60,000 in jail.\nSent 13: Against this militancy, World War II did not elicit the solidarity of the first.\nSent 14: Indians courageously fought alongside the British troops, in Burma, the Middle East, and Europe, but Gandhi saw the British as a provocation for Japanese invasion and was jailed yet again, for launching a “Quit India” campaign in the year 1942.\nSent 15: Some anti-British extremists saw the Japanese as an Asian liberator.\nSent 16: Winston Churchill didn’t want any Indian independence and so it was probably as well for India that he was defeated by Attlee’s Labor Party in 1945.\nSent 17: With riots growing ever more bloody in Bengal, Bihar, and the Punjab, India’s last viceroy, Lord Mountbatten, kept a mandate to make the British departure as quick and as smooth as possible.\nSent 18: Quick it was — six months after his arrival — but not smooth. \nQuestion: Who led the famous Salt March to the sea?.", "neg": "Paragraph- Sent 1: Independence with Partition: The British began to see India’s independence as inevitable; however, only a few seemed to understand the vital role of the religious groups.\nSent 2: Britain prepared a parliamentary democracy with majority rule, but the majority were Hindus — and Hindus, Muslims, and Sikhs had been killing each other in war for many centuries.\nSent 3: Nehru’s Congress Party, largely Hindu with a socialist leadership, wanted a parliamentary democracy.\nSent 4: As counterweight, British legislation reserved parliamentary seats for religious minorities, but the Punjab and Bengal had such a complicated mixture of Hindus, Muslims, and Sikhs that it was not possible to avoid fights over how separate constituencies were to be formed.\nSent 5: The seeds of future trouble were sown.\nSent 6: The legislation on reserving seats gave the Muslims the basis for an alternative to an India in which they were only a quarter of the population: Partition.\nSent 7: In 1930, the poet Muhammad Iqbal proposed a separate Muslim homeland in the northwest of India.\nSent 8: A small group of Indian Muslims at Cambridge came up with the name Pakistan, using the initials of the Punjab, Afghania (N.W. Frontier Province), Kashmir, and Sind (at the same time producing the word pak, meaning “pure”), and adding “stan,” the Persian suffix for the word “country.\nSent 9: ” The Muslim campaign for Partition was led by London-trained Bombay lawyer, Muhammad Ali Jinnah.\nSent 10: Meanwhile, Gandhi vehemently opposed any dismemberment of the country, and tried to keep people united by fasting to uphold the spirit of love, and by focussing on the common adversary: the British.\nSent 11: Advocating civil disobedience, he led his famous Salt March to the sea, to scoop up salt and circumvent the hated British salt tax.\nSent 12: This put more than 60,000 in jail.\nSent 13: Against this militancy, World War II did not elicit the solidarity of the first.\nSent 14: Indians courageously fought alongside the British troops, in Burma, the Middle East, and Europe, but Gandhi saw the British as a provocation for Japanese invasion and was jailed yet again, for launching a “Quit India” campaign in the year 1942.\nSent 15: Some anti-British extremists saw the Japanese as an Asian liberator.\nSent 16: Winston Churchill didn’t want any Indian independence and so it was probably as well for India that he was defeated by Attlee’s Labor Party in 1945.\nSent 17: With riots growing ever more bloody in Bengal, Bihar, and the Punjab, India’s last viceroy, Lord Mountbatten, kept a mandate to make the British departure as quick and as smooth as possible.\nSent 18: Quick it was — six months after his arrival — but not smooth. \nQuestion: Why would Nehru's largly Hindu Congress Party want a parliamentary democracy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: What is the name of the new toy?.", "pos": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: who action figure?.", "neg": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: Judith bribes a news reporter for the location of Brick and Ginger, whose help she elicits in doing what?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: LONDON, England (CNN) -- British filmmaker, screenwriter and playwright, Mike Leigh has been in the movie business for over 35 years.\nSent 2: Leigh on screenwriting: \"I don't make a conventional screenplay ... it's a whole organic process.\"Sent 3: In that time, he has been nominated for five Oscars, as well as winning the Best Director award at Cannes Film Festival for \"Naked\" in 1993, the Palme d'Or there for \"Secrets & Lies\" in 1996 and the Leono d'Oro at Venice Film Festival in 2004 for \"Vera Drake.\"Sent 4: Famous for his fierce independence (read refusal to work in Hollywood), Leigh's work is known for gritty realism and a focus on underprivileged sections of British society.\nSent 5: Another of Leigh's calling cards is an unconventional approach to screenwriting.\nSent 6: \"The Screening Room\" caught up with the veteran director at the International Screenwriters' Festival in the UK earlier this year to ask him more about his approach to making films.\nSent 7: The Screening Room: Why is this festival so important to you?\nSent 8: Mike Leigh: I am a filmmaker who is both a writer and director and I have this way of making films where the writing and the actors and the shooting is all combined together.\nSent 9: I don't make a conventional screenplay ... it's a whole organic process.\nSent 10: TSR: What do you think other scriptwriters can learn from you?\nSent 11: ML: I think screenwriters who, because of the politics and economics of the film industry, are forced to work in a much more conventional way, are always fascinated to discuss with me how I work.\nSent 12: TSR: There is this romantic idea that screenwriting has to be a painful, solitary experience.\nSent 13: That's not what you experience, though. \nQuestion: Does Mike Leigh appeal to Hollywood?.", "pos": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Where is the NCC camp for women cadets located?.", "neg": "Paragraph- Sent 1: LONDON, England (CNN) -- British filmmaker, screenwriter and playwright, Mike Leigh has been in the movie business for over 35 years.\nSent 2: Leigh on screenwriting: \"I don't make a conventional screenplay ... it's a whole organic process.\"Sent 3: In that time, he has been nominated for five Oscars, as well as winning the Best Director award at Cannes Film Festival for \"Naked\" in 1993, the Palme d'Or there for \"Secrets & Lies\" in 1996 and the Leono d'Oro at Venice Film Festival in 2004 for \"Vera Drake.\"Sent 4: Famous for his fierce independence (read refusal to work in Hollywood), Leigh's work is known for gritty realism and a focus on underprivileged sections of British society.\nSent 5: Another of Leigh's calling cards is an unconventional approach to screenwriting.\nSent 6: \"The Screening Room\" caught up with the veteran director at the International Screenwriters' Festival in the UK earlier this year to ask him more about his approach to making films.\nSent 7: The Screening Room: Why is this festival so important to you?\nSent 8: Mike Leigh: I am a filmmaker who is both a writer and director and I have this way of making films where the writing and the actors and the shooting is all combined together.\nSent 9: I don't make a conventional screenplay ... it's a whole organic process.\nSent 10: TSR: What do you think other scriptwriters can learn from you?\nSent 11: ML: I think screenwriters who, because of the politics and economics of the film industry, are forced to work in a much more conventional way, are always fascinated to discuss with me how I work.\nSent 12: TSR: There is this romantic idea that screenwriting has to be a painful, solitary experience.\nSent 13: That's not what you experience, though. \nQuestion: Does The Screenroom interview international icons of the film industry such as screenwriter Mike Leigh?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: Why is a door featured in the Durer Coat of Arms?.", "pos": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: \"Durer\" is a name which is a tranlation of the Hungarian word \"Ajtosi\" indicating what trade?.", "neg": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: Durer may have worked on some of the illustrations in this famous publication done by his godfather:.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: Alexander's timeline from good health to death began in May 323 BC according to whom?.", "pos": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: How many people participated in the plot to kill Alexander?.", "neg": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: What two possible dates could Alexander have entertained admiral Nearchus?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   These incoherent words threw the first glimpse of light on the meaning of her distress and penitence.\nSent 2: I doubt if the best woman in Christendom would so reproach and abase herself, if convicted of even a worse sin than the secret use of those stimulants for which the _charny_ is a Martial equivalent.\nSent 3: No Martialist would dream of poisoning his blood and besotting his brain with alcohol in any form.\nSent 4: But their opiates affect a race addicted to physical repose, to sensuous enjoyment rather than to sensual excitement, and to lucid intellectual contemplation, with a sense of serene delight as supremely delicious to their temperament as the dreamy illusions of haschisch to the Turk, the fierce frenzy of bhang to the Malay, or the wild excitement of brandy or Geneva to the races of Northern Europe.\nSent 5: But as with the luxury of intoxication in Europe, so in Mars indulgence in these drugs, freely permitted to the one sex, is strictly forbidden by opinion and domestic rule to the other.\nSent 6: A lady discovered in the use of _charny_ is as deeply disgraced as an European matron detected in the secret enjoyment of spirits and cigars; and her lord and master takes care to render her sufficiently conscious of her fault. \nQuestion: What is the name of the drug used in Mars?.", "pos": "Paragraph- Sent 1:   These incoherent words threw the first glimpse of light on the meaning of her distress and penitence.\nSent 2: I doubt if the best woman in Christendom would so reproach and abase herself, if convicted of even a worse sin than the secret use of those stimulants for which the _charny_ is a Martial equivalent.\nSent 3: No Martialist would dream of poisoning his blood and besotting his brain with alcohol in any form.\nSent 4: But their opiates affect a race addicted to physical repose, to sensuous enjoyment rather than to sensual excitement, and to lucid intellectual contemplation, with a sense of serene delight as supremely delicious to their temperament as the dreamy illusions of haschisch to the Turk, the fierce frenzy of bhang to the Malay, or the wild excitement of brandy or Geneva to the races of Northern Europe.\nSent 5: But as with the luxury of intoxication in Europe, so in Mars indulgence in these drugs, freely permitted to the one sex, is strictly forbidden by opinion and domestic rule to the other.\nSent 6: A lady discovered in the use of _charny_ is as deeply disgraced as an European matron detected in the secret enjoyment of spirits and cigars; and her lord and master takes care to render her sufficiently conscious of her fault. \nQuestion: How does she feel about taking the drug?.", "neg": "Paragraph- Sent 1:   These incoherent words threw the first glimpse of light on the meaning of her distress and penitence.\nSent 2: I doubt if the best woman in Christendom would so reproach and abase herself, if convicted of even a worse sin than the secret use of those stimulants for which the _charny_ is a Martial equivalent.\nSent 3: No Martialist would dream of poisoning his blood and besotting his brain with alcohol in any form.\nSent 4: But their opiates affect a race addicted to physical repose, to sensuous enjoyment rather than to sensual excitement, and to lucid intellectual contemplation, with a sense of serene delight as supremely delicious to their temperament as the dreamy illusions of haschisch to the Turk, the fierce frenzy of bhang to the Malay, or the wild excitement of brandy or Geneva to the races of Northern Europe.\nSent 5: But as with the luxury of intoxication in Europe, so in Mars indulgence in these drugs, freely permitted to the one sex, is strictly forbidden by opinion and domestic rule to the other.\nSent 6: A lady discovered in the use of _charny_ is as deeply disgraced as an European matron detected in the secret enjoyment of spirits and cigars; and her lord and master takes care to render her sufficiently conscious of her fault. \nQuestion: What is some of the comparisons used for for _charny_ as a drug?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Is Juzo social and is he happy to meet work mates from his former school?.", "pos": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Who shows Juzo the class photo that shows his space marked with an X to show he was absent?.", "neg": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Where does Akai live and with who?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: While this process moved along, diplomacy continued its rounds.\nSent 2: Direct pressure on the Taliban had proved unsuccessful.\nSent 3: As one NSC staff note put it, \"Under the Taliban, Afghanistan is not so much a state sponsor of terrorism as it is a state sponsored by terrorists.\"Sent 4: In early 2000, the United States began a high-level effort to persuade Pakistan to use its influence over the Taliban.\nSent 5: In January 2000, Assistant Secretary of State Karl Inderfurth and the State Department's counterterrorism coordinator, Michael Sheehan, met with General Musharraf in Islamabad, dangling before him the possibility of a presidential visit in March as a reward for Pakistani cooperation.\nSent 6: Such a visit was coveted by Musharraf, partly as a sign of his government's legitimacy.\nSent 7: He told the two envoys that he would meet with Mullah Omar and press him on Bin Ladin.\nSent 8: They left, however, reporting to Washington that Pakistan was unlikely in fact to do anything,\" given what it sees as the benefits of Taliban control of Afghanistan.\"Sent 9: President Clinton was scheduled to travel to India.\nSent 10: The State Department felt that he should not visit India without also visiting Pakistan.\nSent 11: The Secret Service and the CIA, however, warned in the strongest terms that visiting Pakistan would risk the President's life.\nSent 12: Counterterrorism officials also argued that Pakistan had not done enough to merit a presidential visit.\nSent 13: But President Clinton insisted on including Pakistan in the itinerary for his trip to South Asia.\nSent 14: His one-day stopover on March 25, 2000, was the first time a U.S. president had been there since 1969.\nSent 15: At his meeting with Musharraf and others, President Clinton concentrated on tensions between Pakistan and India and the dangers of nuclear proliferation, but also discussed Bin Ladin.\nSent 16: President Clinton told us that when he pulled Musharraf aside for a brief, one-on-one meeting, he pleaded with the general for help regarding Bin Ladin.\"Sent 17: I offered him the moon when I went to see him, in terms of better relations with the United States, if he'd help us get Bin Ladin and deal with another issue or two.\"Sent 18: The U.S. effort continued. \nQuestion: How many months passed after the meeting between Karl Inderfurth, Michael Sheehanand General Musharraf and the subsequent visit of President Clinton to Pakistan ?.", "pos": "Paragraph- Sent 1: While this process moved along, diplomacy continued its rounds.\nSent 2: Direct pressure on the Taliban had proved unsuccessful.\nSent 3: As one NSC staff note put it, \"Under the Taliban, Afghanistan is not so much a state sponsor of terrorism as it is a state sponsored by terrorists.\"Sent 4: In early 2000, the United States began a high-level effort to persuade Pakistan to use its influence over the Taliban.\nSent 5: In January 2000, Assistant Secretary of State Karl Inderfurth and the State Department's counterterrorism coordinator, Michael Sheehan, met with General Musharraf in Islamabad, dangling before him the possibility of a presidential visit in March as a reward for Pakistani cooperation.\nSent 6: Such a visit was coveted by Musharraf, partly as a sign of his government's legitimacy.\nSent 7: He told the two envoys that he would meet with Mullah Omar and press him on Bin Ladin.\nSent 8: They left, however, reporting to Washington that Pakistan was unlikely in fact to do anything,\" given what it sees as the benefits of Taliban control of Afghanistan.\"Sent 9: President Clinton was scheduled to travel to India.\nSent 10: The State Department felt that he should not visit India without also visiting Pakistan.\nSent 11: The Secret Service and the CIA, however, warned in the strongest terms that visiting Pakistan would risk the President's life.\nSent 12: Counterterrorism officials also argued that Pakistan had not done enough to merit a presidential visit.\nSent 13: But President Clinton insisted on including Pakistan in the itinerary for his trip to South Asia.\nSent 14: His one-day stopover on March 25, 2000, was the first time a U.S. president had been there since 1969.\nSent 15: At his meeting with Musharraf and others, President Clinton concentrated on tensions between Pakistan and India and the dangers of nuclear proliferation, but also discussed Bin Ladin.\nSent 16: President Clinton told us that when he pulled Musharraf aside for a brief, one-on-one meeting, he pleaded with the general for help regarding Bin Ladin.\"Sent 17: I offered him the moon when I went to see him, in terms of better relations with the United States, if he'd help us get Bin Ladin and deal with another issue or two.\"Sent 18: The U.S. effort continued. \nQuestion: When did President Clinton visit Pakistan and what was discussed between Clinton and Musharraf?.", "neg": "Paragraph- Sent 1: After the August missile strikes, diplomatic options to press the Taliban seemed no more promising than military options.\nSent 2: The United States had issued a formal warning to the Taliban, and also to Sudan, that they would be held directly responsible for any attacks on Americans, wherever they occurred, carried out by the Bin Ladin network as long as they continued to provide sanctuary to it.\nSent 3: For a brief moment, it had seemed as if the August strikes might have shocked the Taliban into thinking of giving up Bin Ladin.\nSent 4: On August 22, the reclusive Mullah Omar told a working-level State Department official that the strikes were counterproductive but added that he would be open to a dialogue with the United States on Bin Ladin's presence in Afghanistan.\nSent 5: Meeting in Islamabad with William Milam, the U.S. ambassador to Pakistan, Taliban delegates said it was against their culture to expel someone seeking sanctuary but asked what would happen to Bin Ladin should he be sent to Saudi Arabia.\nSent 6: Yet in September 1998, when the Saudi emissary, Prince Turki, asked Mullah Omar whether he would keep his earlier promise to expel Bin Ladin, the Taliban leader said no.\nSent 7: Both sides shouted at each other, with Mullah Omar denouncing the Saudi government.\nSent 8: Riyadh then suspended its diplomatic relations with the Taliban regime.\nSent 9: (Saudi Arabia, Pakistan, and the United Arab Emirates were the only countries that recognized the Taliban as the legitimate government of Afghanistan.) Crown Prince Abdullah told President Clinton and Vice President Gore about this when he visited Washington in late September.\nSent 10: His account confirmed reports that the U.S. government had received independently.\nSent 11: Other efforts with the Saudi government centered on improving intelligence sharing and permitting U.S. agents to interrogate prisoners in Saudi custody.\nSent 12: The history of such cooperation in 1997 and 1998 had been strained.\nSent 13: Several officials told us, in particular, that the United States could not get direct access to an important al Qaeda financial official, Madani al Tayyib, who had been detained by the Saudi government in 1997.67Though U.S. officials repeatedly raised the issue, the Saudis provided limited information.\nSent 14: In his September 1998 meeting with Crown Prince Abdullah, Vice President Gore, while thanking the Saudi government for their responsiveness, renewed the request for direct U.S. access to Tayyib.\nSent 15: The United States never obtained this access.\nSent 16: An NSC staff-led working group on terrorist finances asked the CIA in November 1998 to push again for access to Tayyib and to see \"if it is possible to elaborate further on the ties between Usama bin Ladin and prominent individuals in Saudi Arabia, including especially the Bin Ladin family.\"Sent 17: One result was two NSC-led interagency trips to Persian Gulf states in 1999 and 2000.\nSent 18: During these trips the NSC, Treasury, and intelligence representatives spoke with Saudi officials, and later interviewed members of the Bin Ladin family, about Usama's inheritance. \nQuestion: What action briefly seemed like it might convince the Taliban to give up Bin Laden?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The opening shot of the movie shows Kunti praying for Lord Krishna 's protection for the Pandavas .\nSent 2: Lord Krishna consoles Kunti and promises to ever protect the Pandavas and guide them through troubles and problems that may occur in life .\nSent 3: The sons of Pandu and Dhritarashtra progeny break into an argument .\nSent 4: When Duryodhana insults the Pandavas as `` dependents '' , Bheema counters by saying that , the Kauravas are the progeny of a widow .\nSent 5: Duryodhana asks Veda Vyasa for an explanation .\nSent 6: He is then told that , since his mother , Gandhari had an astrological defect , she is first married of to a goat and then married to his father .\nSent 7: Duryodhana gains animosity towards the kingdom of Gandhara where the king , the father of his mother Gandhari , rules .\nSent 8: He attacks Gandhara and lays waste of the whole kingdom .\nSent 9: He them imprisons the royal family in his prison .\nSent 10: He gives them only one rice grain per prisoner .\nSent 11: The king of Gandhara then stops everyone from grabbing the little food that is provided .\nSent 12: He says that instead of everyone dying , they could keep at least one of their princes alive .\nSent 13: He chooses Sakuni to be alive .\nSent 14: Sakuni takes an oath that he will do everything he can to destroy the entire Kaurava clan .\nSent 15: He makes magic dice from his father 's spinal cord .\nSent 16: The magic dice show exactly the number that he would want .\nSent 17: Duryodhana takes pity on the lone prisoner , Sakuni after the rest of the Gandhara royal family dies in prison out of starvation .\nSent 18: Sakuni joins the evil of coterie of Duryodhana , Karna and Dushyasana . \nQuestion: which explanation do Veda Vyasa gives to Duryodhana.", "pos": "Paragraph- Sent 1: The opening shot of the movie shows Kunti praying for Lord Krishna 's protection for the Pandavas .\nSent 2: Lord Krishna consoles Kunti and promises to ever protect the Pandavas and guide them through troubles and problems that may occur in life .\nSent 3: The sons of Pandu and Dhritarashtra progeny break into an argument .\nSent 4: When Duryodhana insults the Pandavas as `` dependents '' , Bheema counters by saying that , the Kauravas are the progeny of a widow .\nSent 5: Duryodhana asks Veda Vyasa for an explanation .\nSent 6: He is then told that , since his mother , Gandhari had an astrological defect , she is first married of to a goat and then married to his father .\nSent 7: Duryodhana gains animosity towards the kingdom of Gandhara where the king , the father of his mother Gandhari , rules .\nSent 8: He attacks Gandhara and lays waste of the whole kingdom .\nSent 9: He them imprisons the royal family in his prison .\nSent 10: He gives them only one rice grain per prisoner .\nSent 11: The king of Gandhara then stops everyone from grabbing the little food that is provided .\nSent 12: He says that instead of everyone dying , they could keep at least one of their princes alive .\nSent 13: He chooses Sakuni to be alive .\nSent 14: Sakuni takes an oath that he will do everything he can to destroy the entire Kaurava clan .\nSent 15: He makes magic dice from his father 's spinal cord .\nSent 16: The magic dice show exactly the number that he would want .\nSent 17: Duryodhana takes pity on the lone prisoner , Sakuni after the rest of the Gandhara royal family dies in prison out of starvation .\nSent 18: Sakuni joins the evil of coterie of Duryodhana , Karna and Dushyasana . \nQuestion: What kind of defect does Duryodhana's mother have?.", "neg": "Paragraph- Sent 1: The opening shot of the movie shows Kunti praying for Lord Krishna 's protection for the Pandavas .\nSent 2: Lord Krishna consoles Kunti and promises to ever protect the Pandavas and guide them through troubles and problems that may occur in life .\nSent 3: The sons of Pandu and Dhritarashtra progeny break into an argument .\nSent 4: When Duryodhana insults the Pandavas as `` dependents '' , Bheema counters by saying that , the Kauravas are the progeny of a widow .\nSent 5: Duryodhana asks Veda Vyasa for an explanation .\nSent 6: He is then told that , since his mother , Gandhari had an astrological defect , she is first married of to a goat and then married to his father .\nSent 7: Duryodhana gains animosity towards the kingdom of Gandhara where the king , the father of his mother Gandhari , rules .\nSent 8: He attacks Gandhara and lays waste of the whole kingdom .\nSent 9: He them imprisons the royal family in his prison .\nSent 10: He gives them only one rice grain per prisoner .\nSent 11: The king of Gandhara then stops everyone from grabbing the little food that is provided .\nSent 12: He says that instead of everyone dying , they could keep at least one of their princes alive .\nSent 13: He chooses Sakuni to be alive .\nSent 14: Sakuni takes an oath that he will do everything he can to destroy the entire Kaurava clan .\nSent 15: He makes magic dice from his father 's spinal cord .\nSent 16: The magic dice show exactly the number that he would want .\nSent 17: Duryodhana takes pity on the lone prisoner , Sakuni after the rest of the Gandhara royal family dies in prison out of starvation .\nSent 18: Sakuni joins the evil of coterie of Duryodhana , Karna and Dushyasana . \nQuestion: which prince do the king of Gandhara choses to keep and not die.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Mr. Neville ( ( ( Anthony Higgins , a young and arrogant artist and something of a Byronic hero , is contracted to produce a series of 12 landscape drawings of an estate by Mrs. Virginia Herbert for her absent and estranged husband .\nSent 2: Part of the contract is that Mrs. Herbert agrees `` to meet Mr. Neville in private and to comply with his requests concerning his pleasure with me . ''\nSent 3: Several sexual encounters between them follow , each of them acted in such a way as to emphasise reluctance or distress on the part of Mrs Herbert and sexual aggression or insensitivity on the part of Mr Neville .\nSent 4: Meanwhile , whilst living on the estate , Mr. Neville gains quite a reputation with its dwellers , especially with Mrs. Herbert 's son-in-law , Mr. Talmann .\nSent 5: Mrs. Herbert , wearied of meeting Mr. Neville for his pleasure , tries to terminate the contract before all of the drawings are completed and orders Mr. Neville to stop .\nSent 6: But he refuses to void the contract and continues as before .\nSent 7: Then Mrs. Herbert 's married , but as yet childless , daughter , Mrs. Talmann , who has apparently become attracted to Mr. Neville , seems to blackmail him into making a second contract in which he agrees to comply with what is described as her pleasure , rather than his a reversal of the position in regard to her mother .\nSent 8: A number of curious objects appear in Neville 's drawings , which point ultimately to the murder of Mr. Herbert , whose body is discovered in the moat of the house .\nSent 9: Mr. Neville completes his twelve drawings and leaves the house . \nQuestion: According to the contract, how many drawings will Neville create?.", "pos": "Paragraph- Sent 1: Mr. Neville ( ( ( Anthony Higgins , a young and arrogant artist and something of a Byronic hero , is contracted to produce a series of 12 landscape drawings of an estate by Mrs. Virginia Herbert for her absent and estranged husband .\nSent 2: Part of the contract is that Mrs. Herbert agrees `` to meet Mr. Neville in private and to comply with his requests concerning his pleasure with me . ''\nSent 3: Several sexual encounters between them follow , each of them acted in such a way as to emphasise reluctance or distress on the part of Mrs Herbert and sexual aggression or insensitivity on the part of Mr Neville .\nSent 4: Meanwhile , whilst living on the estate , Mr. Neville gains quite a reputation with its dwellers , especially with Mrs. Herbert 's son-in-law , Mr. Talmann .\nSent 5: Mrs. Herbert , wearied of meeting Mr. Neville for his pleasure , tries to terminate the contract before all of the drawings are completed and orders Mr. Neville to stop .\nSent 6: But he refuses to void the contract and continues as before .\nSent 7: Then Mrs. Herbert 's married , but as yet childless , daughter , Mrs. Talmann , who has apparently become attracted to Mr. Neville , seems to blackmail him into making a second contract in which he agrees to comply with what is described as her pleasure , rather than his a reversal of the position in regard to her mother .\nSent 8: A number of curious objects appear in Neville 's drawings , which point ultimately to the murder of Mr. Herbert , whose body is discovered in the moat of the house .\nSent 9: Mr. Neville completes his twelve drawings and leaves the house . \nQuestion: What were the two parts of the contract that MR. Neville had drew up for MRS. Virginia Herbert?.", "neg": "Paragraph- Sent 1: Mr. Neville ( ( ( Anthony Higgins , a young and arrogant artist and something of a Byronic hero , is contracted to produce a series of 12 landscape drawings of an estate by Mrs. Virginia Herbert for her absent and estranged husband .\nSent 2: Part of the contract is that Mrs. Herbert agrees `` to meet Mr. Neville in private and to comply with his requests concerning his pleasure with me . ''\nSent 3: Several sexual encounters between them follow , each of them acted in such a way as to emphasise reluctance or distress on the part of Mrs Herbert and sexual aggression or insensitivity on the part of Mr Neville .\nSent 4: Meanwhile , whilst living on the estate , Mr. Neville gains quite a reputation with its dwellers , especially with Mrs. Herbert 's son-in-law , Mr. Talmann .\nSent 5: Mrs. Herbert , wearied of meeting Mr. Neville for his pleasure , tries to terminate the contract before all of the drawings are completed and orders Mr. Neville to stop .\nSent 6: But he refuses to void the contract and continues as before .\nSent 7: Then Mrs. Herbert 's married , but as yet childless , daughter , Mrs. Talmann , who has apparently become attracted to Mr. Neville , seems to blackmail him into making a second contract in which he agrees to comply with what is described as her pleasure , rather than his a reversal of the position in regard to her mother .\nSent 8: A number of curious objects appear in Neville 's drawings , which point ultimately to the murder of Mr. Herbert , whose body is discovered in the moat of the house .\nSent 9: Mr. Neville completes his twelve drawings and leaves the house . \nQuestion: How do we know that Mrs. Herbert is apprehension about Mr. Neville?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: LONDON, England (CNN) -- The most eagerly anticipated animated film this year hits big screens this weekend, as \"The Simpsons Movie\" opens worldwide.\nSent 2: The Screening Room spoke to creator Matt Groening and writer Al Jean in London about everyone's favorite two-dimensional yellow family.\nSent 3: Simpsons supremo Matt Groening with his creations at the film's premiere in Springfield, Vermont Matt Groening told the Screening Room that fans had driven the demand for the movie.\nSent 4: \"We've had fans clamoring for a movie for the past 18 years,\" he said.\nSent 5: The film has taken four years to come to fruition, as writer Al Jean explained.\nSent 6: \"What really held us up for a long time was to have enough people to do the show and the movie,\" he said.\nSent 7: \"We talked for a while about doing the movie after the show is done, but the show is never done!\nSent 8: So it really started in earnest in 2003, when we started working on this story that became the movie.\"Sent 9: Technology has also played its part.\nSent 10: Jean continued, \"The technology to do this film really wasn't even around five years ago.\nSent 11: For example, there was this joke I once pitched and David Silverman, the director, started drawing and as I was pitching it, it went into the film and it was cut a day later.\nSent 12: To go from pitch to cut in two days is pretty impressive.\"Sent 13: Its creators hope that \"The Simpsons Movie\" will both satisfy long-term fans and bring Homer and Marge's family to a new audience.\nSent 14: Groening told the Screening Room, \"This movie is designed to both honor the people who have loved the show all this time, so there's lots of little details for them in the movie, little characters and stuff who they know and love, but we also want people who don't know the family to not be completely confused.\nSent 15: It is a complete movie experience, but again, we have a lot of little details that only the really, true die-hard fans are going to get.\"Sent 16: And fans can expect to be entertained by plenty of cartoon mishaps.\nSent 17: Groening said, \"When you see somebody fall off the roof in a live-action film, it's funny -- we all love it.\nSent 18: But it's not as funny as when Homer falls off the roof. \nQuestion: In what year did \"The Simpsons Movie\" come to fruition?.", "pos": "Paragraph- Sent 1: LONDON, England (CNN) -- The most eagerly anticipated animated film this year hits big screens this weekend, as \"The Simpsons Movie\" opens worldwide.\nSent 2: The Screening Room spoke to creator Matt Groening and writer Al Jean in London about everyone's favorite two-dimensional yellow family.\nSent 3: Simpsons supremo Matt Groening with his creations at the film's premiere in Springfield, Vermont Matt Groening told the Screening Room that fans had driven the demand for the movie.\nSent 4: \"We've had fans clamoring for a movie for the past 18 years,\" he said.\nSent 5: The film has taken four years to come to fruition, as writer Al Jean explained.\nSent 6: \"What really held us up for a long time was to have enough people to do the show and the movie,\" he said.\nSent 7: \"We talked for a while about doing the movie after the show is done, but the show is never done!\nSent 8: So it really started in earnest in 2003, when we started working on this story that became the movie.\"Sent 9: Technology has also played its part.\nSent 10: Jean continued, \"The technology to do this film really wasn't even around five years ago.\nSent 11: For example, there was this joke I once pitched and David Silverman, the director, started drawing and as I was pitching it, it went into the film and it was cut a day later.\nSent 12: To go from pitch to cut in two days is pretty impressive.\"Sent 13: Its creators hope that \"The Simpsons Movie\" will both satisfy long-term fans and bring Homer and Marge's family to a new audience.\nSent 14: Groening told the Screening Room, \"This movie is designed to both honor the people who have loved the show all this time, so there's lots of little details for them in the movie, little characters and stuff who they know and love, but we also want people who don't know the family to not be completely confused.\nSent 15: It is a complete movie experience, but again, we have a lot of little details that only the really, true die-hard fans are going to get.\"Sent 16: And fans can expect to be entertained by plenty of cartoon mishaps.\nSent 17: Groening said, \"When you see somebody fall off the roof in a live-action film, it's funny -- we all love it.\nSent 18: But it's not as funny as when Homer falls off the roof. \nQuestion: What was the name of the \"The Simpsons Movie\" writer?.", "neg": "Paragraph- Sent 1: LONDON, England (CNN) -- The most eagerly anticipated animated film this year hits big screens this weekend, as \"The Simpsons Movie\" opens worldwide.\nSent 2: The Screening Room spoke to creator Matt Groening and writer Al Jean in London about everyone's favorite two-dimensional yellow family.\nSent 3: Simpsons supremo Matt Groening with his creations at the film's premiere in Springfield, Vermont Matt Groening told the Screening Room that fans had driven the demand for the movie.\nSent 4: \"We've had fans clamoring for a movie for the past 18 years,\" he said.\nSent 5: The film has taken four years to come to fruition, as writer Al Jean explained.\nSent 6: \"What really held us up for a long time was to have enough people to do the show and the movie,\" he said.\nSent 7: \"We talked for a while about doing the movie after the show is done, but the show is never done!\nSent 8: So it really started in earnest in 2003, when we started working on this story that became the movie.\"Sent 9: Technology has also played its part.\nSent 10: Jean continued, \"The technology to do this film really wasn't even around five years ago.\nSent 11: For example, there was this joke I once pitched and David Silverman, the director, started drawing and as I was pitching it, it went into the film and it was cut a day later.\nSent 12: To go from pitch to cut in two days is pretty impressive.\"Sent 13: Its creators hope that \"The Simpsons Movie\" will both satisfy long-term fans and bring Homer and Marge's family to a new audience.\nSent 14: Groening told the Screening Room, \"This movie is designed to both honor the people who have loved the show all this time, so there's lots of little details for them in the movie, little characters and stuff who they know and love, but we also want people who don't know the family to not be completely confused.\nSent 15: It is a complete movie experience, but again, we have a lot of little details that only the really, true die-hard fans are going to get.\"Sent 16: And fans can expect to be entertained by plenty of cartoon mishaps.\nSent 17: Groening said, \"When you see somebody fall off the roof in a live-action film, it's funny -- we all love it.\nSent 18: But it's not as funny as when Homer falls off the roof. \nQuestion: Who is the creator and writer of the most eagerly anticipated animated film this year?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: Did Alexander posses self control in \"pleasures of the body\" and have great charisma?.", "pos": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: How did Alexander's charisma help him?.", "neg": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: Who were influenced/formed Alexanders personality traits and what were they?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Ludo Decker and Anna Gotzlowski have been living together for two years .\nSent 2: Everyday routine has set in , with Ludo neglecting his household responsibilities much to Anna 's dislike , while he is in turn annoyed by her constant complaining .\nSent 3: When Ludo runs into his former lover Marie in the disco , and Anna 's old boyfriend Ralf comes to stay in their flat for a few days , the young couple faces serious jealousy and doubt in their relationship .\nSent 4: Anna secretly reads Ludo 's phone messages , while he in turn stumbles upon `` The List '' , an account of Anna 's former lovers -- including Ralf , who scores better than Ludo does .\nSent 5: After a number of provocations , Ludo beats Ralf in a restaurant , and angrily leaves Anna .\nSent 6: Even though the two still strongly care for each other , they end up sleeping with their respective ex-lovers .\nSent 7: Ralf confesses that he never stopped loving Anna , but she rejects him and tells Ludo what happened .\nSent 8: Even though Ludo has cheated on her as well , he angrily argues that she herself told him that , unlike men , women do not actually sleep with someone without feelings being involved .\nSent 9: Anna begs him to come home , but he only says that he has no home any more , and leaves .\nSent 10: Meanwhile , Ludo 's best friend Moritz desperately tries to get more successful with women , and ends up in a number of absurd situations .\nSent 11: In the end , he meets a young and beautiful sex-addict named Lana .\nSent 12: After a few weeks , Anna receives a letter from Ludo , who has traveled back to the place where they spent their first and only vacation together . \nQuestion: In an effort to escape what and where did Ludo go??.", "pos": "Paragraph- Sent 1: Ludo Decker and Anna Gotzlowski have been living together for two years .\nSent 2: Everyday routine has set in , with Ludo neglecting his household responsibilities much to Anna 's dislike , while he is in turn annoyed by her constant complaining .\nSent 3: When Ludo runs into his former lover Marie in the disco , and Anna 's old boyfriend Ralf comes to stay in their flat for a few days , the young couple faces serious jealousy and doubt in their relationship .\nSent 4: Anna secretly reads Ludo 's phone messages , while he in turn stumbles upon `` The List '' , an account of Anna 's former lovers -- including Ralf , who scores better than Ludo does .\nSent 5: After a number of provocations , Ludo beats Ralf in a restaurant , and angrily leaves Anna .\nSent 6: Even though the two still strongly care for each other , they end up sleeping with their respective ex-lovers .\nSent 7: Ralf confesses that he never stopped loving Anna , but she rejects him and tells Ludo what happened .\nSent 8: Even though Ludo has cheated on her as well , he angrily argues that she herself told him that , unlike men , women do not actually sleep with someone without feelings being involved .\nSent 9: Anna begs him to come home , but he only says that he has no home any more , and leaves .\nSent 10: Meanwhile , Ludo 's best friend Moritz desperately tries to get more successful with women , and ends up in a number of absurd situations .\nSent 11: In the end , he meets a young and beautiful sex-addict named Lana .\nSent 12: After a few weeks , Anna receives a letter from Ludo , who has traveled back to the place where they spent their first and only vacation together . \nQuestion: How long had Ludo and Anna been living together before Ralf came to stay with them for a few days?.", "neg": "Paragraph- Sent 1: Ludo Decker and Anna Gotzlowski have been living together for two years .\nSent 2: Everyday routine has set in , with Ludo neglecting his household responsibilities much to Anna 's dislike , while he is in turn annoyed by her constant complaining .\nSent 3: When Ludo runs into his former lover Marie in the disco , and Anna 's old boyfriend Ralf comes to stay in their flat for a few days , the young couple faces serious jealousy and doubt in their relationship .\nSent 4: Anna secretly reads Ludo 's phone messages , while he in turn stumbles upon `` The List '' , an account of Anna 's former lovers -- including Ralf , who scores better than Ludo does .\nSent 5: After a number of provocations , Ludo beats Ralf in a restaurant , and angrily leaves Anna .\nSent 6: Even though the two still strongly care for each other , they end up sleeping with their respective ex-lovers .\nSent 7: Ralf confesses that he never stopped loving Anna , but she rejects him and tells Ludo what happened .\nSent 8: Even though Ludo has cheated on her as well , he angrily argues that she herself told him that , unlike men , women do not actually sleep with someone without feelings being involved .\nSent 9: Anna begs him to come home , but he only says that he has no home any more , and leaves .\nSent 10: Meanwhile , Ludo 's best friend Moritz desperately tries to get more successful with women , and ends up in a number of absurd situations .\nSent 11: In the end , he meets a young and beautiful sex-addict named Lana .\nSent 12: After a few weeks , Anna receives a letter from Ludo , who has traveled back to the place where they spent their first and only vacation together . \nQuestion: With whom Ludo feels angry ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Backers of Legal Aid services for the poor are pushing a measure that would increase court filing fees in Kentucky to raise money for the program, which faces steep funding cuts.\nSent 2: The proposed bill, sponsored by Rep. Charles Geveden, D-Wickliffe, would double the portion of the fee that goes to Legal Aid -- in district court to $10 from $5 and in circuit court to $20 from $10.\nSent 3: Kentucky's current fee for filing a case in district court is $50.50, and in circuit court $108.\nSent 4: The increase still would leave Kentucky's filing fee costs below those of surrounding states and would raise about $1.3 million a year -- almost enough to replace what Legal Aid is losing from federal and other sources, said Jamie Hamon, executive director of the Access to Justice Foundation, a state poverty law resource center in Lexington.\nSent 5: Geveden said his measure appears to be the only potential source of money for the program, which is being forced to lay off workers and close offices around the state.\nSent 6: Geveden said he's concerned because federal funding hasn't increased in recent years, and states with increased poverty are taking a greater share of the money.\nSent 7: ''If you don't come up with the money somewhere, legal services to people in need will diminish or go away,'' he said.\nSent 8: Hamon said the proposed bill has attracted a number of co-sponsors, and Legal Aid backers are hoping to get it passed in the upcoming legislative session.\nSent 9: Hamon said she knows fee increases aren't popular with lawmakers but hopes they realize the crisis Legal Aid is facing.\nSent 10: ''A lot of poor people are not going to get served,'' she said.\nSent 11: The measure has the endorsement of the Kentucky Bar Association.\nSent 12: The association's board of governors voted unanimously last month to back the bill, said KBA President Stephen Catron, a Bowling Green lawyer.\nSent 13: Legal Aid ''has been a godsend to a great number of people in this state,'' Catron said.\nSent 14: ''We simply must find a way to provide those services to the public.''Sent 15: Larry York, executive director of Appalachian Regional Defense Fund, which provides Legal Aid services in 37 Eastern Kentucky counties and is a KBA board member, said he hopes the measure is approved.\nSent 16: ''It would really offset the current cuts,'' he said. \nQuestion: Who sponsored the bill to increase court filing fees in Kentucky?.", "pos": "Paragraph- Sent 1: Backers of Legal Aid services for the poor are pushing a measure that would increase court filing fees in Kentucky to raise money for the program, which faces steep funding cuts.\nSent 2: The proposed bill, sponsored by Rep. Charles Geveden, D-Wickliffe, would double the portion of the fee that goes to Legal Aid -- in district court to $10 from $5 and in circuit court to $20 from $10.\nSent 3: Kentucky's current fee for filing a case in district court is $50.50, and in circuit court $108.\nSent 4: The increase still would leave Kentucky's filing fee costs below those of surrounding states and would raise about $1.3 million a year -- almost enough to replace what Legal Aid is losing from federal and other sources, said Jamie Hamon, executive director of the Access to Justice Foundation, a state poverty law resource center in Lexington.\nSent 5: Geveden said his measure appears to be the only potential source of money for the program, which is being forced to lay off workers and close offices around the state.\nSent 6: Geveden said he's concerned because federal funding hasn't increased in recent years, and states with increased poverty are taking a greater share of the money.\nSent 7: ''If you don't come up with the money somewhere, legal services to people in need will diminish or go away,'' he said.\nSent 8: Hamon said the proposed bill has attracted a number of co-sponsors, and Legal Aid backers are hoping to get it passed in the upcoming legislative session.\nSent 9: Hamon said she knows fee increases aren't popular with lawmakers but hopes they realize the crisis Legal Aid is facing.\nSent 10: ''A lot of poor people are not going to get served,'' she said.\nSent 11: The measure has the endorsement of the Kentucky Bar Association.\nSent 12: The association's board of governors voted unanimously last month to back the bill, said KBA President Stephen Catron, a Bowling Green lawyer.\nSent 13: Legal Aid ''has been a godsend to a great number of people in this state,'' Catron said.\nSent 14: ''We simply must find a way to provide those services to the public.''Sent 15: Larry York, executive director of Appalachian Regional Defense Fund, which provides Legal Aid services in 37 Eastern Kentucky counties and is a KBA board member, said he hopes the measure is approved.\nSent 16: ''It would really offset the current cuts,'' he said. \nQuestion: Under the new measure, how much would the portion that goes to legal aid increase?.", "neg": "Paragraph- Sent 1: Backers of Legal Aid services for the poor are pushing a measure that would increase court filing fees in Kentucky to raise money for the program, which faces steep funding cuts.\nSent 2: The proposed bill, sponsored by Rep. Charles Geveden, D-Wickliffe, would double the portion of the fee that goes to Legal Aid -- in district court to $10 from $5 and in circuit court to $20 from $10.\nSent 3: Kentucky's current fee for filing a case in district court is $50.50, and in circuit court $108.\nSent 4: The increase still would leave Kentucky's filing fee costs below those of surrounding states and would raise about $1.3 million a year -- almost enough to replace what Legal Aid is losing from federal and other sources, said Jamie Hamon, executive director of the Access to Justice Foundation, a state poverty law resource center in Lexington.\nSent 5: Geveden said his measure appears to be the only potential source of money for the program, which is being forced to lay off workers and close offices around the state.\nSent 6: Geveden said he's concerned because federal funding hasn't increased in recent years, and states with increased poverty are taking a greater share of the money.\nSent 7: ''If you don't come up with the money somewhere, legal services to people in need will diminish or go away,'' he said.\nSent 8: Hamon said the proposed bill has attracted a number of co-sponsors, and Legal Aid backers are hoping to get it passed in the upcoming legislative session.\nSent 9: Hamon said she knows fee increases aren't popular with lawmakers but hopes they realize the crisis Legal Aid is facing.\nSent 10: ''A lot of poor people are not going to get served,'' she said.\nSent 11: The measure has the endorsement of the Kentucky Bar Association.\nSent 12: The association's board of governors voted unanimously last month to back the bill, said KBA President Stephen Catron, a Bowling Green lawyer.\nSent 13: Legal Aid ''has been a godsend to a great number of people in this state,'' Catron said.\nSent 14: ''We simply must find a way to provide those services to the public.''Sent 15: Larry York, executive director of Appalachian Regional Defense Fund, which provides Legal Aid services in 37 Eastern Kentucky counties and is a KBA board member, said he hopes the measure is approved.\nSent 16: ''It would really offset the current cuts,'' he said. \nQuestion: What did KBA President Stephen Catron say legal aid has been to a lot of people in the state?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Ghost Inside tells the story of a young mother , Lin Xiaoyue , who flees an abusive husband , taking their young daughter with her .\nSent 2: She rents an apartment in a new apartment block but soon regrets the move as a neighbor tells her the apartment is haunted by the spirit of a young mother who threw her daughter out of the window before jumping to her death herself .\nSent 3: A series of strange occurrences convince Lin there really is a ghost before the spirit finally reveals herself to Lin .\nSent 4: The ghost tells Lin she too will one day committed murder\\/suicide in the same fashion .\nSent 5: Lin finds some solace in the company of a male neighbor who helps fend off Lin 's husband when he finally manages to track Lin and his daughter down .\nSent 6: But something about this neighbor and several other inhabitants of the building does n't seem right .\nSent 7: When Lin 's husband shows up at the apartment late one night with two goons intent on taking his daughter back by force , Lin finds herself standing on her balcony , under encouragement from the ghost , considering whether or not to throw her daughter and herself off to stop her abusive husband from parting her from her daughter .\nSent 8: The police arrive and Lin is committed to a psychiatric institute . \nQuestion: The ghost that reveals herself to Lin is the spirit of what?.", "pos": "Paragraph- Sent 1: The Ghost Inside tells the story of a young mother , Lin Xiaoyue , who flees an abusive husband , taking their young daughter with her .\nSent 2: She rents an apartment in a new apartment block but soon regrets the move as a neighbor tells her the apartment is haunted by the spirit of a young mother who threw her daughter out of the window before jumping to her death herself .\nSent 3: A series of strange occurrences convince Lin there really is a ghost before the spirit finally reveals herself to Lin .\nSent 4: The ghost tells Lin she too will one day committed murder\\/suicide in the same fashion .\nSent 5: Lin finds some solace in the company of a male neighbor who helps fend off Lin 's husband when he finally manages to track Lin and his daughter down .\nSent 6: But something about this neighbor and several other inhabitants of the building does n't seem right .\nSent 7: When Lin 's husband shows up at the apartment late one night with two goons intent on taking his daughter back by force , Lin finds herself standing on her balcony , under encouragement from the ghost , considering whether or not to throw her daughter and herself off to stop her abusive husband from parting her from her daughter .\nSent 8: The police arrive and Lin is committed to a psychiatric institute . \nQuestion: Who told Lin Xiaoyue that her apartment is haunted and what convinced her that this was true?.", "neg": "Paragraph- Sent 1: The Ghost Inside tells the story of a young mother , Lin Xiaoyue , who flees an abusive husband , taking their young daughter with her .\nSent 2: She rents an apartment in a new apartment block but soon regrets the move as a neighbor tells her the apartment is haunted by the spirit of a young mother who threw her daughter out of the window before jumping to her death herself .\nSent 3: A series of strange occurrences convince Lin there really is a ghost before the spirit finally reveals herself to Lin .\nSent 4: The ghost tells Lin she too will one day committed murder\\/suicide in the same fashion .\nSent 5: Lin finds some solace in the company of a male neighbor who helps fend off Lin 's husband when he finally manages to track Lin and his daughter down .\nSent 6: But something about this neighbor and several other inhabitants of the building does n't seem right .\nSent 7: When Lin 's husband shows up at the apartment late one night with two goons intent on taking his daughter back by force , Lin finds herself standing on her balcony , under encouragement from the ghost , considering whether or not to throw her daughter and herself off to stop her abusive husband from parting her from her daughter .\nSent 8: The police arrive and Lin is committed to a psychiatric institute . \nQuestion: What is the name of the young mother who fled from her husband and why was she committed to a psychiatric institute?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Antonio Badalamenti , a Sicilian who has been settled for many years in Northern Italy and is employed in a car factory in Milan , takes a vacation with his family , leaving behind the modern conveniences of his home in northern Italy , to visit his ancestral home in Sicily and introduce his blond , northern Italian wife , Marta , to his mother , father and other relatives back home .\nSent 2: While his wife suffers in the comparatively rustic conditions of her husband 's hometown and has trouble adapting to the culture of Sicily , Antonio becomes reacquainted with his childhood friends .\nSent 3: He also pays a visit to the local don , Don Vincenzo , who is a crime boss .\nSent 4: The don smooths over some problems Antonio had with a deal to buy some property on the island , and in return , Antonio is tasked with carrying out a hit for the mob .\nSent 5: As an outsider with no strings attached and a crack shot , Antonio is seen as a perfect candidate .\nSent 6: While his wife is sleeping one night , Antonio leaves for what is purportedly a hunting trip with his friends .\nSent 7: In reality , he is put inside a wooden crate and smuggled aboard an airplane into the United States , where he goes to New York City to carry out his task .\nSent 8: The job done , he is returned to Sicily in the same manner and arrives back at home as if he 's just finished the hunting trip . \nQuestion: Why does Antonio go to New York City?.", "pos": "Paragraph- Sent 1: Antonio Badalamenti , a Sicilian who has been settled for many years in Northern Italy and is employed in a car factory in Milan , takes a vacation with his family , leaving behind the modern conveniences of his home in northern Italy , to visit his ancestral home in Sicily and introduce his blond , northern Italian wife , Marta , to his mother , father and other relatives back home .\nSent 2: While his wife suffers in the comparatively rustic conditions of her husband 's hometown and has trouble adapting to the culture of Sicily , Antonio becomes reacquainted with his childhood friends .\nSent 3: He also pays a visit to the local don , Don Vincenzo , who is a crime boss .\nSent 4: The don smooths over some problems Antonio had with a deal to buy some property on the island , and in return , Antonio is tasked with carrying out a hit for the mob .\nSent 5: As an outsider with no strings attached and a crack shot , Antonio is seen as a perfect candidate .\nSent 6: While his wife is sleeping one night , Antonio leaves for what is purportedly a hunting trip with his friends .\nSent 7: In reality , he is put inside a wooden crate and smuggled aboard an airplane into the United States , where he goes to New York City to carry out his task .\nSent 8: The job done , he is returned to Sicily in the same manner and arrives back at home as if he 's just finished the hunting trip . \nQuestion: Why does Antonio go to New York?.", "neg": "Paragraph- Sent 1: Antonio Badalamenti , a Sicilian who has been settled for many years in Northern Italy and is employed in a car factory in Milan , takes a vacation with his family , leaving behind the modern conveniences of his home in northern Italy , to visit his ancestral home in Sicily and introduce his blond , northern Italian wife , Marta , to his mother , father and other relatives back home .\nSent 2: While his wife suffers in the comparatively rustic conditions of her husband 's hometown and has trouble adapting to the culture of Sicily , Antonio becomes reacquainted with his childhood friends .\nSent 3: He also pays a visit to the local don , Don Vincenzo , who is a crime boss .\nSent 4: The don smooths over some problems Antonio had with a deal to buy some property on the island , and in return , Antonio is tasked with carrying out a hit for the mob .\nSent 5: As an outsider with no strings attached and a crack shot , Antonio is seen as a perfect candidate .\nSent 6: While his wife is sleeping one night , Antonio leaves for what is purportedly a hunting trip with his friends .\nSent 7: In reality , he is put inside a wooden crate and smuggled aboard an airplane into the United States , where he goes to New York City to carry out his task .\nSent 8: The job done , he is returned to Sicily in the same manner and arrives back at home as if he 's just finished the hunting trip . \nQuestion: Who pays a visit to Don Vincenzo?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: WHAT YEAR WAS ZIAD JARRAH BORN?.", "pos": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: WHERE DID JARRAH ASPIRE HIGHER EDUCATION?.", "neg": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: What was Jarrah's living situation when he began to show signs of radicalization?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.\nSent 2: Schools were scarce between World War I and World War II.\nSent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.\nSent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.\nSent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.\nSent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.\nSent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.\nSent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957. \nQuestion: what is the oldest university in albania?.", "pos": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: What Regime took control of Albania after WWII and prior to 1992?.", "neg": "Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.\nSent 2: Schools were scarce between World War I and World War II.\nSent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.\nSent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.\nSent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.\nSent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.\nSent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.\nSent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957. \nQuestion: What year was Albania's illiteracy rate 85%?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: At 8:38, Ong told Gonzalez that the plane was flying erratically again.\nSent 2: Around this time Sweeney told Woodward that the hijackers were Middle Easterners, naming three of their seat numbers.\nSent 3: One spoke very little English and one spoke excellent English.\nSent 4: The hijackers had gained entry to the cockpit, and she did not know how.\nSent 5: The aircraft was in a rapid descent.\nSent 6: At 8:41, Sweeney told Woodward that passengers in coach were under the impression that there was a routine medical emergency in first class.\nSent 7: Other flight attendants were busy at duties such as getting medical supplies while Ong and Sweeney were reporting the events.\nSent 8: At 8:41, in American's operations center, a colleague told Marquis that the air traffic controllers declared Flight 11 a hijacking and \"think he's [American 11] headed toward Kennedy [airport in New York City].\nSent 9: They're moving everybody out of the way.\nSent 10: They seem to have him on a primary radar.\nSent 11: They seem to think that he is descending.\"Sent 12: At 8:44, Gonzalez reported losing phone contact with Ong.\nSent 13: About this same time Sweeney reported to Woodward, \"Something is wrong.\nSent 14: We are in a rapid descent .\nSent 15: we are all over the place.\"Sent 16: Woodward asked Sweeney to look out the window to see if she could determine where they were. \nQuestion: What did Sweeney tell Woodward s/he was alarmed about around 8:44?.", "pos": "Paragraph- Sent 1: Military Notification and Response.\nSent 2: Boston Center did not follow the protocol in seeking military assistance through the prescribed chain of command.\nSent 3: In addition to notifications within the FAA, Boston Center took the initiative, at 8:34, to contact the military through the FAA's Cape Cod facility.\nSent 4: The center also tried to contact a former alert site in Atlantic City, unaware it had been phased out.\nSent 5: At 8:37:52, Boston Center reached NEADS.\nSent 6: This was the first notification received by the military-at any level-that American 11 had been hijacked: FAA: Hi.\nSent 7: Boston Center TMU [Traffic Management Unit], we have a problem here.\nSent 8: We have a hijacked aircraft headed towards New York, and we need you guys to, we need someone to scramble some F-16s or something up there, help us out.\nSent 9: NEADS: Is this real-world or exercise?\nSent 10: FAA: No, this is not an exercise, not a test.\nSent 11: NEADS ordered to battle stations the two F-15 alert aircraft at Otis Air Force Base in Falmouth, Massachusetts, 153 miles away from New York City.\nSent 12: The air defense of America began with this call.\nSent 13: At NEADS, the report of the hijacking was relayed immediately to Battle Commander Colonel Robert Marr.\nSent 14: After ordering the Otis fighters to battle stations, Colonel Marr phoned Major General Larry Arnold, commanding general of the First Air Force and NORAD's Continental Region.\nSent 15: Marr sought authorization to scramble the Otis fighters.\nSent 16: General Arnold later recalled instructing Marr to \"go ahead and scramble them, and we'll get authorities later.\"Sent 17: General Arnold then called NORAD headquarters to report.\nSent 18: F-15 fighters were scrambled at 8:46 from Otis Air Force Base. \nQuestion: Which agency did NEEDS contact to authorize fighter?.", "neg": "Paragraph- Sent 1: At 8:38, Ong told Gonzalez that the plane was flying erratically again.\nSent 2: Around this time Sweeney told Woodward that the hijackers were Middle Easterners, naming three of their seat numbers.\nSent 3: One spoke very little English and one spoke excellent English.\nSent 4: The hijackers had gained entry to the cockpit, and she did not know how.\nSent 5: The aircraft was in a rapid descent.\nSent 6: At 8:41, Sweeney told Woodward that passengers in coach were under the impression that there was a routine medical emergency in first class.\nSent 7: Other flight attendants were busy at duties such as getting medical supplies while Ong and Sweeney were reporting the events.\nSent 8: At 8:41, in American's operations center, a colleague told Marquis that the air traffic controllers declared Flight 11 a hijacking and \"think he's [American 11] headed toward Kennedy [airport in New York City].\nSent 9: They're moving everybody out of the way.\nSent 10: They seem to have him on a primary radar.\nSent 11: They seem to think that he is descending.\"Sent 12: At 8:44, Gonzalez reported losing phone contact with Ong.\nSent 13: About this same time Sweeney reported to Woodward, \"Something is wrong.\nSent 14: We are in a rapid descent .\nSent 15: we are all over the place.\"Sent 16: Woodward asked Sweeney to look out the window to see if she could determine where they were. \nQuestion: At what time did the hijackers gain entry to the cockpit?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.\nSent 2: The crash occurred about 6:45 p.m.\nSent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.\nSent 4: The five injured crew members were taken to an area hospital, Nicholson said.\nSent 5: The extent of their injuries was not immediately known.\nSent 6: The cause of the accident is under investigation, she said.\nSent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.\nSent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.\nSent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.\nSent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.\nSent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.\nSent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.\nSent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.\nSent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development. \nQuestion: After the Osprey resumed flights in 2002 how long did it take for the Air Force to begin using the aircraft?.", "pos": "Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.\nSent 2: The crash occurred about 6:45 p.m.\nSent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.\nSent 4: The five injured crew members were taken to an area hospital, Nicholson said.\nSent 5: The extent of their injuries was not immediately known.\nSent 6: The cause of the accident is under investigation, she said.\nSent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.\nSent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.\nSent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.\nSent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.\nSent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.\nSent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.\nSent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.\nSent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development. \nQuestion: Did the Marines or the Air Force use the Osprey first?.", "neg": "Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.\nSent 2: The crash occurred about 6:45 p.m.\nSent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.\nSent 4: The five injured crew members were taken to an area hospital, Nicholson said.\nSent 5: The extent of their injuries was not immediately known.\nSent 6: The cause of the accident is under investigation, she said.\nSent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.\nSent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.\nSent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.\nSent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.\nSent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.\nSent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.\nSent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.\nSent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development. \nQuestion: How many crew members were injured in the crash of an Osprey aircraft on Wednesday?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Early life Bandura was born in Mundare, in Alberta, a small town of roughly four hundred inhabitants, as the youngest child, and only son, in a family of six.\nSent 2: The limitations of education in a remote town such as this caused Bandura to become independent and self-motivated in terms of learning, and these primarily developed traits proved very helpful in his lengthy career.\nSent 3: Bandura is of Ukrainian and Polish descent.\nSent 4: Bandura's parents were a key influence in encouraging him to seek ventures out of the small hamlet they resided in.\nSent 5: The summer after finishing high school, Bandura worked in the Yukon to protect the Alaska Highway against sinking.\nSent 6: Bandura later credited his work in the northern tundra as the origin of his interest in human psychopathology.\nSent 7: It was in this experience in the Yukon, where he was exposed to a subculture of drinking and gambling, which helped broaden his perspective and scope of views on life.\nSent 8: Bandura arrived in the US in 1949 and was naturalized in 1956.\nSent 9: He married Virginia Varns (1921-2011) in 1952, and they raised two daughters, Carol and Mary. \nQuestion: What two Canadian territories is Bandura said to have resided in?.", "pos": "Paragraph- Sent 1: Ramzi Binalshibh was born on May 1,1972, in Ghayl Bawazir, Yemen.\nSent 2: There does not seem to be anything remarkable about his family or early background.\nSent 3: A friend who knew Binalshibh in Yemen remembers him as \"religious, but not too religious.\"Sent 4: From 1987 to 1995, Binalshibh worked as a clerk for the International Bank of Yemen.\nSent 5: He first attempted to leave Yemen in 1995, when he applied for a U.S. visa.\nSent 6: After his application was rejected, he went to Germany and applied for asylum under the name Ramzi Omar, claiming to be a Sudanese citizen seeking asylum.\nSent 7: While his asylum petition was pending, Binalshibh lived in Hamburg and associated with individuals from several mosques there.\nSent 8: In 1997, after his asylum application was denied, Binalshibh went home to Yemen but returned to Germany shortly thereafter under his true name, this time registering as a student in Hamburg.\nSent 9: Binalshibh continually had academic problems, failing tests and cutting classes; he was expelled from one school in September 1998.\nSent 10: According to Binalshibh, he and Atta first met at a mosque in Hamburg in 1995.\nSent 11: The two men became close friends and became identified with their shared extremist outlook.\nSent 12: Like Atta, by the late 1990s Binalshibh was decrying what he perceived to be a \"Jewish world conspiracy.\"Sent 13: He proclaimed that the highest duty of every Muslim was to pursue jihad, and that the highest honor was to die during the jihad.\nSent 14: Despite his rhetoric, however, Binalshibh presented a more amiable figure than the austere Atta, and was known within the community as being sociable, extroverted, polite, and adventuresome.\nSent 15: In 1998, Binalshibh and Atta began sharing an apartment in the Harburg section of Hamburg, together with a young student from the United Arab Emirates named Marwan al Shehhi. \nQuestion: How old was Binalshib when he applied for a U.S. visa?.", "neg": "Paragraph- Sent 1: Early life Bandura was born in Mundare, in Alberta, a small town of roughly four hundred inhabitants, as the youngest child, and only son, in a family of six.\nSent 2: The limitations of education in a remote town such as this caused Bandura to become independent and self-motivated in terms of learning, and these primarily developed traits proved very helpful in his lengthy career.\nSent 3: Bandura is of Ukrainian and Polish descent.\nSent 4: Bandura's parents were a key influence in encouraging him to seek ventures out of the small hamlet they resided in.\nSent 5: The summer after finishing high school, Bandura worked in the Yukon to protect the Alaska Highway against sinking.\nSent 6: Bandura later credited his work in the northern tundra as the origin of his interest in human psychopathology.\nSent 7: It was in this experience in the Yukon, where he was exposed to a subculture of drinking and gambling, which helped broaden his perspective and scope of views on life.\nSent 8: Bandura arrived in the US in 1949 and was naturalized in 1956.\nSent 9: He married Virginia Varns (1921-2011) in 1952, and they raised two daughters, Carol and Mary. \nQuestion: In what country were Bandura's daughter's raised?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: State-mandated course enables nearly 70 percent of divorcing couples to untie the knot without a lawyer.\nSent 2: A majority of Vermonters who divorce do so without hiring an attorney.\nSent 3: Instead, they take a class on how to represent themselves.\nSent 4: The court-mandated session is for people who have filed for divorce and opted not to hire a lawyer.\nSent 5: Nearly 70 percent of Vermonters are divorced without an attorney, according to statistics from the Court Administrator's Office.\nSent 6: Some are put off by the cost of a hiring a divorce lawyer, which starts at about $1,500.\nSent 7: Others just want to be in control of the process.\nSent 8: \"There's not a lot of low-cost counsel available.\nSent 9: If you've got limited resources and you think you can do it, and the court does help, then maybe this is the one thing that you forego in order to pay for something else,\" said Sally Fox, a former state representative who helped write the legislation to establish Family Courts and who used to be the state director of Family Court operations.\nSent 10: There are also risks to going it alone.\nSent 11: Many of the decisions that are made in front of a judge cannot be reversed later.\nSent 12: The state established a Family Court system in 1990.\nSent 13: A separate court system would bring divorce and child custody cases onto the same docket as juvenile cases.\nSent 14: The goal was to more quickly resolve cases that had to do with children, Fox said.\nSent 15: \"Because it's a place where the needs of children will be paramount, we want it to be a place where you can get these cases resolved quickly,\" Fox said.\nSent 16: Family Court was set up as a user-friendly place and continues to add programs to streamline the process.\nSent 17: Although the court wasn't necessarily established to allow the majority of Vermonters to represent themselves in a divorce, that has been the effect.\nSent 18: Tom Garrett, executive director of Legal Services Law Line of Vermont, said he worries most about people who have reading problems, disabilities or who are so traumatized by the divorce itself that they lack judgment in making decisions. \nQuestion: The system was designed to expedite cases involving what?.", "pos": "Paragraph- Sent 1: State-mandated course enables nearly 70 percent of divorcing couples to untie the knot without a lawyer.\nSent 2: A majority of Vermonters who divorce do so without hiring an attorney.\nSent 3: Instead, they take a class on how to represent themselves.\nSent 4: The court-mandated session is for people who have filed for divorce and opted not to hire a lawyer.\nSent 5: Nearly 70 percent of Vermonters are divorced without an attorney, according to statistics from the Court Administrator's Office.\nSent 6: Some are put off by the cost of a hiring a divorce lawyer, which starts at about $1,500.\nSent 7: Others just want to be in control of the process.\nSent 8: \"There's not a lot of low-cost counsel available.\nSent 9: If you've got limited resources and you think you can do it, and the court does help, then maybe this is the one thing that you forego in order to pay for something else,\" said Sally Fox, a former state representative who helped write the legislation to establish Family Courts and who used to be the state director of Family Court operations.\nSent 10: There are also risks to going it alone.\nSent 11: Many of the decisions that are made in front of a judge cannot be reversed later.\nSent 12: The state established a Family Court system in 1990.\nSent 13: A separate court system would bring divorce and child custody cases onto the same docket as juvenile cases.\nSent 14: The goal was to more quickly resolve cases that had to do with children, Fox said.\nSent 15: \"Because it's a place where the needs of children will be paramount, we want it to be a place where you can get these cases resolved quickly,\" Fox said.\nSent 16: Family Court was set up as a user-friendly place and continues to add programs to streamline the process.\nSent 17: Although the court wasn't necessarily established to allow the majority of Vermonters to represent themselves in a divorce, that has been the effect.\nSent 18: Tom Garrett, executive director of Legal Services Law Line of Vermont, said he worries most about people who have reading problems, disabilities or who are so traumatized by the divorce itself that they lack judgment in making decisions. \nQuestion: What year was a court system established that had the goal of more quickly resolving cases that had to do with children?.", "neg": "Paragraph- Sent 1: State-mandated course enables nearly 70 percent of divorcing couples to untie the knot without a lawyer.\nSent 2: A majority of Vermonters who divorce do so without hiring an attorney.\nSent 3: Instead, they take a class on how to represent themselves.\nSent 4: The court-mandated session is for people who have filed for divorce and opted not to hire a lawyer.\nSent 5: Nearly 70 percent of Vermonters are divorced without an attorney, according to statistics from the Court Administrator's Office.\nSent 6: Some are put off by the cost of a hiring a divorce lawyer, which starts at about $1,500.\nSent 7: Others just want to be in control of the process.\nSent 8: \"There's not a lot of low-cost counsel available.\nSent 9: If you've got limited resources and you think you can do it, and the court does help, then maybe this is the one thing that you forego in order to pay for something else,\" said Sally Fox, a former state representative who helped write the legislation to establish Family Courts and who used to be the state director of Family Court operations.\nSent 10: There are also risks to going it alone.\nSent 11: Many of the decisions that are made in front of a judge cannot be reversed later.\nSent 12: The state established a Family Court system in 1990.\nSent 13: A separate court system would bring divorce and child custody cases onto the same docket as juvenile cases.\nSent 14: The goal was to more quickly resolve cases that had to do with children, Fox said.\nSent 15: \"Because it's a place where the needs of children will be paramount, we want it to be a place where you can get these cases resolved quickly,\" Fox said.\nSent 16: Family Court was set up as a user-friendly place and continues to add programs to streamline the process.\nSent 17: Although the court wasn't necessarily established to allow the majority of Vermonters to represent themselves in a divorce, that has been the effect.\nSent 18: Tom Garrett, executive director of Legal Services Law Line of Vermont, said he worries most about people who have reading problems, disabilities or who are so traumatized by the divorce itself that they lack judgment in making decisions. \nQuestion: How do a majority of Vermonters learn about divorce law?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The bar was manned by an expensive humanoid robot.\nSent 2: It turned toward Sarah's wave and acknowledged her with a nod, moments later setting a fluted glass of sparkling liquid in front of her.\nSent 3: I marveled at the robot's smoothness and coordination.\nSent 4: Clearly, it was a high-end model.\nSent 5: Sarah transferred the glass to my free hand and pulled me away from the bar for more introductions, with Alexis trailing after us.\nSent 6: I spent the evening listening, mostly.\nSent 7: Listening and stuffing my face with all the bits of fine food provided.\nSent 8: No one minded; Sarah's inner circle was content to fill our circle of couches with plenty of chatter.\nSent 9: Ray, a plump man who was grey where he wasn't bald.\nSent 10: Zheng, short and dark and lean, with a very intense gaze.\nSent 11: He made me a little uncomfortable.\nSent 12: Kishori, petite, her hair strung out in a series of braids that reached nearly to her waist.\nSent 13: I categorized them based on their appearances, hoping I'd be able to pick them out of the crowd again later.\nSent 14: Most of their chatter was meaningless to me—stories of day-to-day activities, how so-and-so had been seen in so-and-so's table at lunch and my wasn't that a surprise, and why hadn't the chef concocted this delectable a selection of appetizers for the dance the other night, but of course those rolled meat pastries reminded one of the pastries back on Earth, didn't they, and this was somehow an interesting fact.\nSent 15: After the first half-hour, I stopped expending effort to keep names and stories and gossip straight.\nSent 16: I wasn't learning anything useful.\nSent 17: I could have started asking questions, but I wanted to get my bearings first.\nSent 18: Tonight was for observation.\nSent 19: I didn't bother trying to seek out a different group of potentially more interesting people, though.\nSent 20: They all looked the same: clusters of social butterflies surrounded by the less apt, the hangers-on, the circle with whom the gossip was shared. \nQuestion: What did I do during the evening?.", "pos": "Paragraph- Sent 1: The bar was manned by an expensive humanoid robot.\nSent 2: It turned toward Sarah's wave and acknowledged her with a nod, moments later setting a fluted glass of sparkling liquid in front of her.\nSent 3: I marveled at the robot's smoothness and coordination.\nSent 4: Clearly, it was a high-end model.\nSent 5: Sarah transferred the glass to my free hand and pulled me away from the bar for more introductions, with Alexis trailing after us.\nSent 6: I spent the evening listening, mostly.\nSent 7: Listening and stuffing my face with all the bits of fine food provided.\nSent 8: No one minded; Sarah's inner circle was content to fill our circle of couches with plenty of chatter.\nSent 9: Ray, a plump man who was grey where he wasn't bald.\nSent 10: Zheng, short and dark and lean, with a very intense gaze.\nSent 11: He made me a little uncomfortable.\nSent 12: Kishori, petite, her hair strung out in a series of braids that reached nearly to her waist.\nSent 13: I categorized them based on their appearances, hoping I'd be able to pick them out of the crowd again later.\nSent 14: Most of their chatter was meaningless to me—stories of day-to-day activities, how so-and-so had been seen in so-and-so's table at lunch and my wasn't that a surprise, and why hadn't the chef concocted this delectable a selection of appetizers for the dance the other night, but of course those rolled meat pastries reminded one of the pastries back on Earth, didn't they, and this was somehow an interesting fact.\nSent 15: After the first half-hour, I stopped expending effort to keep names and stories and gossip straight.\nSent 16: I wasn't learning anything useful.\nSent 17: I could have started asking questions, but I wanted to get my bearings first.\nSent 18: Tonight was for observation.\nSent 19: I didn't bother trying to seek out a different group of potentially more interesting people, though.\nSent 20: They all looked the same: clusters of social butterflies surrounded by the less apt, the hangers-on, the circle with whom the gossip was shared. \nQuestion: what reminded the narrator of earth?.", "neg": "Paragraph- Sent 1: The bar was manned by an expensive humanoid robot.\nSent 2: It turned toward Sarah's wave and acknowledged her with a nod, moments later setting a fluted glass of sparkling liquid in front of her.\nSent 3: I marveled at the robot's smoothness and coordination.\nSent 4: Clearly, it was a high-end model.\nSent 5: Sarah transferred the glass to my free hand and pulled me away from the bar for more introductions, with Alexis trailing after us.\nSent 6: I spent the evening listening, mostly.\nSent 7: Listening and stuffing my face with all the bits of fine food provided.\nSent 8: No one minded; Sarah's inner circle was content to fill our circle of couches with plenty of chatter.\nSent 9: Ray, a plump man who was grey where he wasn't bald.\nSent 10: Zheng, short and dark and lean, with a very intense gaze.\nSent 11: He made me a little uncomfortable.\nSent 12: Kishori, petite, her hair strung out in a series of braids that reached nearly to her waist.\nSent 13: I categorized them based on their appearances, hoping I'd be able to pick them out of the crowd again later.\nSent 14: Most of their chatter was meaningless to me—stories of day-to-day activities, how so-and-so had been seen in so-and-so's table at lunch and my wasn't that a surprise, and why hadn't the chef concocted this delectable a selection of appetizers for the dance the other night, but of course those rolled meat pastries reminded one of the pastries back on Earth, didn't they, and this was somehow an interesting fact.\nSent 15: After the first half-hour, I stopped expending effort to keep names and stories and gossip straight.\nSent 16: I wasn't learning anything useful.\nSent 17: I could have started asking questions, but I wanted to get my bearings first.\nSent 18: Tonight was for observation.\nSent 19: I didn't bother trying to seek out a different group of potentially more interesting people, though.\nSent 20: They all looked the same: clusters of social butterflies surrounded by the less apt, the hangers-on, the circle with whom the gossip was shared. \nQuestion: Who did Sarah introduce me to?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Who brings Reb Randall to the barbecue?.", "pos": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: What is the name of Robin Randall' brother?.", "neg": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Who would have won the shootout between Jason and the stranger?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: Who is now buried in the grave Mary dug?.", "pos": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: What is the name of the man whom Mary buried?.", "neg": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: Where had Mary been prior to hitting the bump in the road?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Charlie Y. Reader is a 35-year-old theatrical agent in New York , living a seemingly idyllic life as a bachelor .\nSent 2: Numerous women ( among them Poppy , Helen , and Jessica come and go , cleaning and cooking for him .\nSent 3: Charlie 's best friend since kindergarten , Joe McCall , who has a wife named Ethel and children in Indianapolis , comes to New York for a stay at Charlie 's apartment , claiming that the excitement is gone from his 11-year marriage and that he wants to leave his wife .\nSent 4: Joe envies and is amazed by Charlie 's parade of girlfriends , while Charlie professes admiration for Joe 's married life and family .\nSent 5: At an audition , Charlie meets singer-actress Julie Gillis .\nSent 6: She has her life planned to a tight schedule , determined to marry and retire from performing to a life of child-rearing by 22 .\nSent 7: Although at first she wards off Charlie 's advances , she comes to see him as the ideal man for her plans .\nSent 8: Julie demands that Charlie stop seeing other women .\nSent 9: Charlie balks , but he begins to fall in love with her .\nSent 10: Joe starts keeping company with Sylvia Crewes , a sophisticated classical musician and a typically neglected lover of Charlie 's .\nSent 11: Sylvia is approaching 33 and desires marriage as much as the younger Julie does .\nSent 12: One day , annoyed by Julie and possibly jealous of Joe 's attentions , Charlie blurts out a proposal of marriage to Sylvia .\nSent 13: She is thrilled , only to discover the morning after their engagement party that he has proposed to Julie as well .\nSent 14: Joe confesses his love to Sylvia and asks her to marry him . \nQuestion: Who proposes to the classical musician?.", "pos": "Paragraph- Sent 1: Charlie Y. Reader is a 35-year-old theatrical agent in New York , living a seemingly idyllic life as a bachelor .\nSent 2: Numerous women ( among them Poppy , Helen , and Jessica come and go , cleaning and cooking for him .\nSent 3: Charlie 's best friend since kindergarten , Joe McCall , who has a wife named Ethel and children in Indianapolis , comes to New York for a stay at Charlie 's apartment , claiming that the excitement is gone from his 11-year marriage and that he wants to leave his wife .\nSent 4: Joe envies and is amazed by Charlie 's parade of girlfriends , while Charlie professes admiration for Joe 's married life and family .\nSent 5: At an audition , Charlie meets singer-actress Julie Gillis .\nSent 6: She has her life planned to a tight schedule , determined to marry and retire from performing to a life of child-rearing by 22 .\nSent 7: Although at first she wards off Charlie 's advances , she comes to see him as the ideal man for her plans .\nSent 8: Julie demands that Charlie stop seeing other women .\nSent 9: Charlie balks , but he begins to fall in love with her .\nSent 10: Joe starts keeping company with Sylvia Crewes , a sophisticated classical musician and a typically neglected lover of Charlie 's .\nSent 11: Sylvia is approaching 33 and desires marriage as much as the younger Julie does .\nSent 12: One day , annoyed by Julie and possibly jealous of Joe 's attentions , Charlie blurts out a proposal of marriage to Sylvia .\nSent 13: She is thrilled , only to discover the morning after their engagement party that he has proposed to Julie as well .\nSent 14: Joe confesses his love to Sylvia and asks her to marry him . \nQuestion: Who proposes marriage to Sylvia?.", "neg": "Paragraph- Sent 1: Charlie Y. Reader is a 35-year-old theatrical agent in New York , living a seemingly idyllic life as a bachelor .\nSent 2: Numerous women ( among them Poppy , Helen , and Jessica come and go , cleaning and cooking for him .\nSent 3: Charlie 's best friend since kindergarten , Joe McCall , who has a wife named Ethel and children in Indianapolis , comes to New York for a stay at Charlie 's apartment , claiming that the excitement is gone from his 11-year marriage and that he wants to leave his wife .\nSent 4: Joe envies and is amazed by Charlie 's parade of girlfriends , while Charlie professes admiration for Joe 's married life and family .\nSent 5: At an audition , Charlie meets singer-actress Julie Gillis .\nSent 6: She has her life planned to a tight schedule , determined to marry and retire from performing to a life of child-rearing by 22 .\nSent 7: Although at first she wards off Charlie 's advances , she comes to see him as the ideal man for her plans .\nSent 8: Julie demands that Charlie stop seeing other women .\nSent 9: Charlie balks , but he begins to fall in love with her .\nSent 10: Joe starts keeping company with Sylvia Crewes , a sophisticated classical musician and a typically neglected lover of Charlie 's .\nSent 11: Sylvia is approaching 33 and desires marriage as much as the younger Julie does .\nSent 12: One day , annoyed by Julie and possibly jealous of Joe 's attentions , Charlie blurts out a proposal of marriage to Sylvia .\nSent 13: She is thrilled , only to discover the morning after their engagement party that he has proposed to Julie as well .\nSent 14: Joe confesses his love to Sylvia and asks her to marry him . \nQuestion: Who cooks for Charlie?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film opens with Sunita , a medical student , and her friends working on a project about the human brain .\nSent 2: She wants to investigate the curious case of Sanjay Singhania , a notable city businessman , who is reported to have anterograde amnesia .\nSent 3: Her professor denies access to Sanjay 's records as it is currently under criminal investigation .\nSent 4: Sunita , nonetheless , decides to investigate the matter herself .\nSent 5: Sanjay is introduced as he brutally murders a man .\nSent 6: He takes a Polaroid picture of the man , and writes on it `` done '' .\nSent 7: It is revealed that Sanjay has anterograde amnesia where he loses his memory every 15 minutes .\nSent 8: Sanjay uses a system of photographs , notes , and tattoos on his body to recover his memory after each cycle .\nSent 9: It is revealed that Sanjay is ultimately out to avenge the death of his sweetheart Kalpana , and that he is systematically killing the people who were responsible for it .\nSent 10: His main target is `` Ghajini '' , a notable social personality in the city .\nSent 11: Police Inspector Arjun Yadav , on the case of the serial murders , tracks Sanjay down to his flat and attacks and disables him .\nSent 12: Yadav finds two diaries where Sanjay has chronicled the events of 2005 and 2006 .\nSent 13: The film flashes back to 2005 as Yadav reads the diary .\nSent 14: Sanjay Singhania is shown as the owner of the Air Voice mobile telephone company .\nSent 15: In the course of his business , Sanjay sends his men to meet Kalpana , a struggling model , about putting up a billboard above her apartment .\nSent 16: The owner of Kalpana 's advertising firm misinterprets this as a romantic advance , and in view of a possible lucrative Air Voice ad campaign and other benefits , encourages Kalpana to accept the overture . \nQuestion: Sanjay is trying to avenge the death of his sweetheart and his main target is who?.", "pos": "Paragraph- Sent 1: The film opens with Sunita , a medical student , and her friends working on a project about the human brain .\nSent 2: She wants to investigate the curious case of Sanjay Singhania , a notable city businessman , who is reported to have anterograde amnesia .\nSent 3: Her professor denies access to Sanjay 's records as it is currently under criminal investigation .\nSent 4: Sunita , nonetheless , decides to investigate the matter herself .\nSent 5: Sanjay is introduced as he brutally murders a man .\nSent 6: He takes a Polaroid picture of the man , and writes on it `` done '' .\nSent 7: It is revealed that Sanjay has anterograde amnesia where he loses his memory every 15 minutes .\nSent 8: Sanjay uses a system of photographs , notes , and tattoos on his body to recover his memory after each cycle .\nSent 9: It is revealed that Sanjay is ultimately out to avenge the death of his sweetheart Kalpana , and that he is systematically killing the people who were responsible for it .\nSent 10: His main target is `` Ghajini '' , a notable social personality in the city .\nSent 11: Police Inspector Arjun Yadav , on the case of the serial murders , tracks Sanjay down to his flat and attacks and disables him .\nSent 12: Yadav finds two diaries where Sanjay has chronicled the events of 2005 and 2006 .\nSent 13: The film flashes back to 2005 as Yadav reads the diary .\nSent 14: Sanjay Singhania is shown as the owner of the Air Voice mobile telephone company .\nSent 15: In the course of his business , Sanjay sends his men to meet Kalpana , a struggling model , about putting up a billboard above her apartment .\nSent 16: The owner of Kalpana 's advertising firm misinterprets this as a romantic advance , and in view of a possible lucrative Air Voice ad campaign and other benefits , encourages Kalpana to accept the overture . \nQuestion: Why did Sanjay killed in  social personality in the city?.", "neg": "Paragraph- Sent 1: The film opens with Sunita , a medical student , and her friends working on a project about the human brain .\nSent 2: She wants to investigate the curious case of Sanjay Singhania , a notable city businessman , who is reported to have anterograde amnesia .\nSent 3: Her professor denies access to Sanjay 's records as it is currently under criminal investigation .\nSent 4: Sunita , nonetheless , decides to investigate the matter herself .\nSent 5: Sanjay is introduced as he brutally murders a man .\nSent 6: He takes a Polaroid picture of the man , and writes on it `` done '' .\nSent 7: It is revealed that Sanjay has anterograde amnesia where he loses his memory every 15 minutes .\nSent 8: Sanjay uses a system of photographs , notes , and tattoos on his body to recover his memory after each cycle .\nSent 9: It is revealed that Sanjay is ultimately out to avenge the death of his sweetheart Kalpana , and that he is systematically killing the people who were responsible for it .\nSent 10: His main target is `` Ghajini '' , a notable social personality in the city .\nSent 11: Police Inspector Arjun Yadav , on the case of the serial murders , tracks Sanjay down to his flat and attacks and disables him .\nSent 12: Yadav finds two diaries where Sanjay has chronicled the events of 2005 and 2006 .\nSent 13: The film flashes back to 2005 as Yadav reads the diary .\nSent 14: Sanjay Singhania is shown as the owner of the Air Voice mobile telephone company .\nSent 15: In the course of his business , Sanjay sends his men to meet Kalpana , a struggling model , about putting up a billboard above her apartment .\nSent 16: The owner of Kalpana 's advertising firm misinterprets this as a romantic advance , and in view of a possible lucrative Air Voice ad campaign and other benefits , encourages Kalpana to accept the overture . \nQuestion: Why does Sunita's professor deny access to Sanjay's records.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The highest point of a wave is the crest.\nSent 2: The lowest point is the trough.\nSent 3: The vertical distance between a crest and a trough is the height of the wave.\nSent 4: Wave height is also called amplitude.\nSent 5: The horizontal distance between two crests is the wavelength.\nSent 6: Both amplitude and wavelength are measures of wave size.\nSent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.\nSent 8: The greater each of these factors is, the bigger a wave will be.\nSent 9: Some of the biggest waves occur with hurricanes.\nSent 10: A hurricane is a storm that forms over the ocean.\nSent 11: Its winds may blow more than 150 miles per hour!\nSent 12: The winds also travel over long distances and may last for many days. \nQuestion: Why do hurricanes sometimes create very large ocean waves?.", "pos": "Paragraph- Sent 1: Not all waves are caused by winds.\nSent 2: A shock to the ocean can also send waves through water.\nSent 3: A tsunami is a wave, or set of waves, that is usually caused by an earthquake.\nSent 4: As we have seen in recent years, the waves can be enormous and extremely destructive.\nSent 5: Tsunamis can travel at speeds of 800 kilometers per hour (500 miles per hour).\nSent 6: Usually tsunami waves travel through the ocean unnoticed.\nSent 7: Tsunami waves have very small wave heights.\nSent 8: In contrast, they have very long wavelengths.\nSent 9: If you were at sea, you would not notice it pass under your ship.\nSent 10: But when they reach the shore they become enormous.\nSent 11: Tsunami waves can flood entire regions.\nSent 12: They destroy property and cause many deaths. \nQuestion: What makes tsunamis dangerous?.", "neg": "Paragraph- Sent 1: The highest point of a wave is the crest.\nSent 2: The lowest point is the trough.\nSent 3: The vertical distance between a crest and a trough is the height of the wave.\nSent 4: Wave height is also called amplitude.\nSent 5: The horizontal distance between two crests is the wavelength.\nSent 6: Both amplitude and wavelength are measures of wave size.\nSent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.\nSent 8: The greater each of these factors is, the bigger a wave will be.\nSent 9: Some of the biggest waves occur with hurricanes.\nSent 10: A hurricane is a storm that forms over the ocean.\nSent 11: Its winds may blow more than 150 miles per hour!\nSent 12: The winds also travel over long distances and may last for many days. \nQuestion: What is said about hurricanes in the paragraph?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The dermis is the inner layer of skin.\nSent 2: The dermis has blood vessels and nerve endings.\nSent 3: The nerve endings explain why your skin is sensitive.\nSent 4: You can sense pain, pressure, and temperature.\nSent 5: You cut your finger and it starts to bleed.\nSent 6: What has happened?\nSent 7: If your skin bleeds, it means you have cut the dermis layer and damaged blood vessels.\nSent 8: The cut really hurts.\nSent 9: It hurts because of the nerve endings in this skin layer.\nSent 10: The dermis also contains hair follicles and two types of glands.\nSent 11: Hair follicles are structures where hairs originate.\nSent 12: Each hair grows out of a follicle.\nSent 13: Hair passes up through the epidermis.\nSent 14: It then extends above the skin surface.\nSent 15: Oil glands produce an oily substance.\nSent 16: The oil is secreted into hair follicles. \nQuestion: What is the last structure the hair passes through before extending above the skin surface?.", "pos": "Paragraph- Sent 1: The dermis is the inner layer of skin.\nSent 2: The dermis has blood vessels and nerve endings.\nSent 3: The nerve endings explain why your skin is sensitive.\nSent 4: You can sense pain, pressure, and temperature.\nSent 5: You cut your finger and it starts to bleed.\nSent 6: What has happened?\nSent 7: If your skin bleeds, it means you have cut the dermis layer and damaged blood vessels.\nSent 8: The cut really hurts.\nSent 9: It hurts because of the nerve endings in this skin layer.\nSent 10: The dermis also contains hair follicles and two types of glands.\nSent 11: Hair follicles are structures where hairs originate.\nSent 12: Each hair grows out of a follicle.\nSent 13: Hair passes up through the epidermis.\nSent 14: It then extends above the skin surface.\nSent 15: Oil glands produce an oily substance.\nSent 16: The oil is secreted into hair follicles. \nQuestion: What extends above the skin surface?.", "neg": "Paragraph- Sent 1: The dermis is the inner layer of skin.\nSent 2: The dermis has blood vessels and nerve endings.\nSent 3: The nerve endings explain why your skin is sensitive.\nSent 4: You can sense pain, pressure, and temperature.\nSent 5: You cut your finger and it starts to bleed.\nSent 6: What has happened?\nSent 7: If your skin bleeds, it means you have cut the dermis layer and damaged blood vessels.\nSent 8: The cut really hurts.\nSent 9: It hurts because of the nerve endings in this skin layer.\nSent 10: The dermis also contains hair follicles and two types of glands.\nSent 11: Hair follicles are structures where hairs originate.\nSent 12: Each hair grows out of a follicle.\nSent 13: Hair passes up through the epidermis.\nSent 14: It then extends above the skin surface.\nSent 15: Oil glands produce an oily substance.\nSent 16: The oil is secreted into hair follicles. \nQuestion: Why do I feel pressure when someone pokes me?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: Who attempts to warn the neighbors about the criminals?.", "pos": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: Why were Debbie, Curtis and Steven so upset with Joyce and Timmy?.", "neg": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: How old were the three children when they first began to kill?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The recent death of the \"snake-handling\" pastor of a small Pentecostal church in Kentucky has raised an age-old conflict between church and state.\nSent 2: Jamie Coots, the pastor of the Full Gospel Tabernacle in Jesus Name in Middlesboro, Kentucky, died after being bitten on his right hand by a rattlesnake during a weekend church service where he was handling rattlesnakes willingly, it seems.\nSent 3: It has been reported that the late pastor's son Cody Coots has continued the snake-handling tradition even after his father's death.\nSent 4: People handle snakes at church for the same reason that people do lots of things: the Bible tells them so.\nSent 5: \"And these signs shall follow them that believe; In my name shall they cast out devils; they shall speak with new tongues; They shall take up serpents; and if they drink any deadly thing, it shall not hurt them; they shall lay hands on the sick, and they shall recover.\"Sent 6: Mark 16:17-18 This biblical passage is the genesis of serpent-handling for churches of the Holiness movement and the Pentecostal Church of God.\nSent 7: For the faithful, those two verses are the authority for dancing with or passing around poisonous snakes during church services.\nSent 8: Moreover, if bitten, they are likely to refuse medical treatment and rely upon God to heal them.\nSent 9: There's just one problem with this Biblical authority.\nSent 10: Another authority, known as the Commonwealth of Kentucky.\nSent 11: In Kentucky, the practice is illegal.\nSent 12: Well, barely.\nSent 13: Under the applicable section KRS §437.060, any person who displays, handles or uses a snake in connection with any religious gathering shall be fined $50 to 100.\nSent 14: Hardly a capital offense.\nSent 15: The Kentucky legislature has sent a message: poisonous snake-handling is marginally illegal -- but not as illegal as drugs or other crimes.\nSent 16: The legislature's assigned penalty appears to fall somewhere between a speeding ticket and an overdue library book. \nQuestion: In Kentucky, one handling a snake in a religious ceremony can be fined what amount?.", "pos": "Paragraph- Sent 1: The recent death of the \"snake-handling\" pastor of a small Pentecostal church in Kentucky has raised an age-old conflict between church and state.\nSent 2: Jamie Coots, the pastor of the Full Gospel Tabernacle in Jesus Name in Middlesboro, Kentucky, died after being bitten on his right hand by a rattlesnake during a weekend church service where he was handling rattlesnakes willingly, it seems.\nSent 3: It has been reported that the late pastor's son Cody Coots has continued the snake-handling tradition even after his father's death.\nSent 4: People handle snakes at church for the same reason that people do lots of things: the Bible tells them so.\nSent 5: \"And these signs shall follow them that believe; In my name shall they cast out devils; they shall speak with new tongues; They shall take up serpents; and if they drink any deadly thing, it shall not hurt them; they shall lay hands on the sick, and they shall recover.\"Sent 6: Mark 16:17-18 This biblical passage is the genesis of serpent-handling for churches of the Holiness movement and the Pentecostal Church of God.\nSent 7: For the faithful, those two verses are the authority for dancing with or passing around poisonous snakes during church services.\nSent 8: Moreover, if bitten, they are likely to refuse medical treatment and rely upon God to heal them.\nSent 9: There's just one problem with this Biblical authority.\nSent 10: Another authority, known as the Commonwealth of Kentucky.\nSent 11: In Kentucky, the practice is illegal.\nSent 12: Well, barely.\nSent 13: Under the applicable section KRS §437.060, any person who displays, handles or uses a snake in connection with any religious gathering shall be fined $50 to 100.\nSent 14: Hardly a capital offense.\nSent 15: The Kentucky legislature has sent a message: poisonous snake-handling is marginally illegal -- but not as illegal as drugs or other crimes.\nSent 16: The legislature's assigned penalty appears to fall somewhere between a speeding ticket and an overdue library book. \nQuestion: Under section KRS §437.060, what state makes it illegal to handle poisonous snakes in religious gatherings.", "neg": "Paragraph- Sent 1: The recent death of the \"snake-handling\" pastor of a small Pentecostal church in Kentucky has raised an age-old conflict between church and state.\nSent 2: Jamie Coots, the pastor of the Full Gospel Tabernacle in Jesus Name in Middlesboro, Kentucky, died after being bitten on his right hand by a rattlesnake during a weekend church service where he was handling rattlesnakes willingly, it seems.\nSent 3: It has been reported that the late pastor's son Cody Coots has continued the snake-handling tradition even after his father's death.\nSent 4: People handle snakes at church for the same reason that people do lots of things: the Bible tells them so.\nSent 5: \"And these signs shall follow them that believe; In my name shall they cast out devils; they shall speak with new tongues; They shall take up serpents; and if they drink any deadly thing, it shall not hurt them; they shall lay hands on the sick, and they shall recover.\"Sent 6: Mark 16:17-18 This biblical passage is the genesis of serpent-handling for churches of the Holiness movement and the Pentecostal Church of God.\nSent 7: For the faithful, those two verses are the authority for dancing with or passing around poisonous snakes during church services.\nSent 8: Moreover, if bitten, they are likely to refuse medical treatment and rely upon God to heal them.\nSent 9: There's just one problem with this Biblical authority.\nSent 10: Another authority, known as the Commonwealth of Kentucky.\nSent 11: In Kentucky, the practice is illegal.\nSent 12: Well, barely.\nSent 13: Under the applicable section KRS §437.060, any person who displays, handles or uses a snake in connection with any religious gathering shall be fined $50 to 100.\nSent 14: Hardly a capital offense.\nSent 15: The Kentucky legislature has sent a message: poisonous snake-handling is marginally illegal -- but not as illegal as drugs or other crimes.\nSent 16: The legislature's assigned penalty appears to fall somewhere between a speeding ticket and an overdue library book. \nQuestion: What Pentecostal pastor recently died from \"snake handling\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Hamilton argued that the natural faculties of blacks were as good as those of free whites, and he warned that the British would arm the slaves if the patriots did not.\nSent 2: In his 21st-century biography, Chernow cites this incident as evidence that Hamilton and Laurens saw the Revolution and the struggle against slavery as inseparable.\nSent 3: Hamilton attacked his political opponents as demanding freedom for themselves and refusing to allow it to blacks.\nSent 4: In January 1785, Hamilton attended the second meeting of the New York Manumission Society (NYMS).\nSent 5: John Jay was president and Hamilton was the first secretary and later became president.\nSent 6: Chernow notes how the membership soon included many of Hamilton's friends and associates.\nSent 7: Hamilton was a member of the committee of the society that petitioned the legislature to end the slave trade, and that succeeded in passing legislation banning the export of slaves from New York.\nSent 8: In the same period, Hamilton felt bound by the rule of law of the time and his law practice facilitated the return of a fugitive slave to Henry Laurens of South Carolina.\nSent 9: He opposed the compromise at the 1787 Constitutional Convention by which the federal government could not abolish the slave trade for 20 years, and was disappointed when he lost that argument.\nSent 10: Hamilton never supported forced emigration for freed slaves.\nSent 11: Horton has argued from this that he would be comfortable with a multiracial society, and that this distinguished him from his contemporaries.\nSent 12: In international affairs, he supported Toussaint L'Ouverture's black government in Haiti after the revolt that overthrew French control, as he had supported aid to the slaveowners in 1791--both measures hurt France.\nSent 13: Scant evidence has been interpreted by a few to indicate Hamilton may have owned household slaves, as did many wealthy New Yorkers (the evidence for this is indirect; McDonald interprets it as referring to paid employees). \nQuestion: Which organization did Hamilton join in 1785 where he later became the president?.", "pos": "Paragraph- Sent 1: Hamilton argued that the natural faculties of blacks were as good as those of free whites, and he warned that the British would arm the slaves if the patriots did not.\nSent 2: In his 21st-century biography, Chernow cites this incident as evidence that Hamilton and Laurens saw the Revolution and the struggle against slavery as inseparable.\nSent 3: Hamilton attacked his political opponents as demanding freedom for themselves and refusing to allow it to blacks.\nSent 4: In January 1785, Hamilton attended the second meeting of the New York Manumission Society (NYMS).\nSent 5: John Jay was president and Hamilton was the first secretary and later became president.\nSent 6: Chernow notes how the membership soon included many of Hamilton's friends and associates.\nSent 7: Hamilton was a member of the committee of the society that petitioned the legislature to end the slave trade, and that succeeded in passing legislation banning the export of slaves from New York.\nSent 8: In the same period, Hamilton felt bound by the rule of law of the time and his law practice facilitated the return of a fugitive slave to Henry Laurens of South Carolina.\nSent 9: He opposed the compromise at the 1787 Constitutional Convention by which the federal government could not abolish the slave trade for 20 years, and was disappointed when he lost that argument.\nSent 10: Hamilton never supported forced emigration for freed slaves.\nSent 11: Horton has argued from this that he would be comfortable with a multiracial society, and that this distinguished him from his contemporaries.\nSent 12: In international affairs, he supported Toussaint L'Ouverture's black government in Haiti after the revolt that overthrew French control, as he had supported aid to the slaveowners in 1791--both measures hurt France.\nSent 13: Scant evidence has been interpreted by a few to indicate Hamilton may have owned household slaves, as did many wealthy New Yorkers (the evidence for this is indirect; McDonald interprets it as referring to paid employees). \nQuestion: Hamilton was the first president of what New York, abolitionist organization?.", "neg": "Paragraph- Sent 1: Hamilton argued that the natural faculties of blacks were as good as those of free whites, and he warned that the British would arm the slaves if the patriots did not.\nSent 2: In his 21st-century biography, Chernow cites this incident as evidence that Hamilton and Laurens saw the Revolution and the struggle against slavery as inseparable.\nSent 3: Hamilton attacked his political opponents as demanding freedom for themselves and refusing to allow it to blacks.\nSent 4: In January 1785, Hamilton attended the second meeting of the New York Manumission Society (NYMS).\nSent 5: John Jay was president and Hamilton was the first secretary and later became president.\nSent 6: Chernow notes how the membership soon included many of Hamilton's friends and associates.\nSent 7: Hamilton was a member of the committee of the society that petitioned the legislature to end the slave trade, and that succeeded in passing legislation banning the export of slaves from New York.\nSent 8: In the same period, Hamilton felt bound by the rule of law of the time and his law practice facilitated the return of a fugitive slave to Henry Laurens of South Carolina.\nSent 9: He opposed the compromise at the 1787 Constitutional Convention by which the federal government could not abolish the slave trade for 20 years, and was disappointed when he lost that argument.\nSent 10: Hamilton never supported forced emigration for freed slaves.\nSent 11: Horton has argued from this that he would be comfortable with a multiracial society, and that this distinguished him from his contemporaries.\nSent 12: In international affairs, he supported Toussaint L'Ouverture's black government in Haiti after the revolt that overthrew French control, as he had supported aid to the slaveowners in 1791--both measures hurt France.\nSent 13: Scant evidence has been interpreted by a few to indicate Hamilton may have owned household slaves, as did many wealthy New Yorkers (the evidence for this is indirect; McDonald interprets it as referring to paid employees). \nQuestion: How long after the 1787 Constitutional Convention did he provide aid to slaveowners in Haiti?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: According to the tower, what type of engine cannot pull a milk train?.", "pos": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: What happens a few hours later? What does Tillie try to do?.", "neg": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: Who all were asked by Rollo to pull the train?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: The death of Sujata also effected whom?.", "pos": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: because of what Sata went to Africa?.", "neg": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: who is the major charactor for shanker encounters?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: Who were impressed by the  Percy Price's while he plays saxophone ?.", "pos": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: Who was the musician the kids would listen to practicing while they were growing up?.", "neg": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: Where does Kevin's best friend work?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: ATLANTA, Georgia (CNN) -- On a plot of soil, nestled against the backdrop of skyscrapers in downtown Atlanta, Georgia, a group of residents are turning a lack of access to fresh produce into a revival of old traditions and self-empowerment.\nSent 2: Urban farming is a way for African-Americans to connect with the earth, says Cashawn Myers of HABESHA.\nSent 3: HABESHA Gardens is one of many urban gardens sprouting up around the country.\nSent 4: Fruits and vegetables are thriving in this community garden located in an economically depressed area of the city known as Mechanicsville.\nSent 5: But the garden serves an even greater purpose.\nSent 6: The harvest helps feed some of the neediest members of the neighborhood.\nSent 7: \"It's a reawakening going on.\nSent 8: It's almost like it's a renaissance,\" says Cashawn Myers, director of HABESHA Inc. \"There's a Ghanaian proverb that says Sankofa.\nSent 9: Sankofa means return to your past so you can move forward.\nSent 10: Even if you look at coming over here during our enslavement, we were brought here to cultivate the land because that's something we did on the continent.\nSent 11: So really, that's what many of the people are doing now,\" he said.\nSent 12: Myers believes urban farming is a way for many African-Americans to reconnect with their past.\nSent 13: iReport.com: Show us your urban farm \"They are going through a process of Sankofa and going to what they traditionally did, which is connect to the Earth so they can move forward and grow,\" he says.\nSent 14: But HABESHA Gardens isn't unique.\nSent 15: Former pro basketball player Will Allen, who is considered to be one of the nation's leading urban farmers and founder of Growing Power Inc., estimates that there are hundreds of thousands of urban gardens in inner cities across America.\nSent 16: Urban farms help feed people, sustain neighorhoods » \"It's beyond a movement at this point.\nSent 17: Its more like a revolution,\" says Allen. \nQuestion: What are urban farms used for?.", "pos": "Paragraph- Sent 1: ATLANTA, Georgia (CNN) -- On a plot of soil, nestled against the backdrop of skyscrapers in downtown Atlanta, Georgia, a group of residents are turning a lack of access to fresh produce into a revival of old traditions and self-empowerment.\nSent 2: Urban farming is a way for African-Americans to connect with the earth, says Cashawn Myers of HABESHA.\nSent 3: HABESHA Gardens is one of many urban gardens sprouting up around the country.\nSent 4: Fruits and vegetables are thriving in this community garden located in an economically depressed area of the city known as Mechanicsville.\nSent 5: But the garden serves an even greater purpose.\nSent 6: The harvest helps feed some of the neediest members of the neighborhood.\nSent 7: \"It's a reawakening going on.\nSent 8: It's almost like it's a renaissance,\" says Cashawn Myers, director of HABESHA Inc. \"There's a Ghanaian proverb that says Sankofa.\nSent 9: Sankofa means return to your past so you can move forward.\nSent 10: Even if you look at coming over here during our enslavement, we were brought here to cultivate the land because that's something we did on the continent.\nSent 11: So really, that's what many of the people are doing now,\" he said.\nSent 12: Myers believes urban farming is a way for many African-Americans to reconnect with their past.\nSent 13: iReport.com: Show us your urban farm \"They are going through a process of Sankofa and going to what they traditionally did, which is connect to the Earth so they can move forward and grow,\" he says.\nSent 14: But HABESHA Gardens isn't unique.\nSent 15: Former pro basketball player Will Allen, who is considered to be one of the nation's leading urban farmers and founder of Growing Power Inc., estimates that there are hundreds of thousands of urban gardens in inner cities across America.\nSent 16: Urban farms help feed people, sustain neighorhoods » \"It's beyond a movement at this point.\nSent 17: Its more like a revolution,\" says Allen. \nQuestion: How is a group of residents are turning a lack of access to fresh produce into a revival of old traditions and self-empowerment.", "neg": "Paragraph- Sent 1: ATLANTA, Georgia (CNN) -- On a plot of soil, nestled against the backdrop of skyscrapers in downtown Atlanta, Georgia, a group of residents are turning a lack of access to fresh produce into a revival of old traditions and self-empowerment.\nSent 2: Urban farming is a way for African-Americans to connect with the earth, says Cashawn Myers of HABESHA.\nSent 3: HABESHA Gardens is one of many urban gardens sprouting up around the country.\nSent 4: Fruits and vegetables are thriving in this community garden located in an economically depressed area of the city known as Mechanicsville.\nSent 5: But the garden serves an even greater purpose.\nSent 6: The harvest helps feed some of the neediest members of the neighborhood.\nSent 7: \"It's a reawakening going on.\nSent 8: It's almost like it's a renaissance,\" says Cashawn Myers, director of HABESHA Inc. \"There's a Ghanaian proverb that says Sankofa.\nSent 9: Sankofa means return to your past so you can move forward.\nSent 10: Even if you look at coming over here during our enslavement, we were brought here to cultivate the land because that's something we did on the continent.\nSent 11: So really, that's what many of the people are doing now,\" he said.\nSent 12: Myers believes urban farming is a way for many African-Americans to reconnect with their past.\nSent 13: iReport.com: Show us your urban farm \"They are going through a process of Sankofa and going to what they traditionally did, which is connect to the Earth so they can move forward and grow,\" he says.\nSent 14: But HABESHA Gardens isn't unique.\nSent 15: Former pro basketball player Will Allen, who is considered to be one of the nation's leading urban farmers and founder of Growing Power Inc., estimates that there are hundreds of thousands of urban gardens in inner cities across America.\nSent 16: Urban farms help feed people, sustain neighorhoods » \"It's beyond a movement at this point.\nSent 17: Its more like a revolution,\" says Allen. \nQuestion: What actions are a group of residents performing in an effort to connect African Americans with the earth?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Literary career During the war Camus joined the French Resistance cell Combat, which published an underground newspaper of the same name.\nSent 2: This group worked against the Nazis, and in it Camus assumed the nom de guerre Beauchard.\nSent 3: Camus became the paper's editor in 1943.\nSent 4: He first met Sartre at the dress rehearsal of Sartre's play, The Flies, in June 1943.\nSent 5: When the Allies liberated Paris in August 1944, Camus witnessed and reported the last of the fighting.\nSent 6: Soon after the event on 6 August 1945, he was one of the few French editors to publicly express opposition and disgust to the United States' dropping the atomic bomb in Hiroshima.\nSent 7: He resigned from Combat in 1947 when it became a commercial paper.\nSent 8: After the war, Camus began frequenting the Cafe de Flore on the Boulevard Saint-Germain in Paris with Sartre and others.\nSent 9: He also toured the United States to lecture about French thought.\nSent 10: Although he leaned left, politically, his strong criticisms of Communist doctrine did not win him any friends in the Communist parties and eventually alienated Sartre.\nSent 11: In 1949, his tuberculosis returned, whereupon he lived in seclusion for two years.\nSent 12: In 1951, he published The Rebel, a philosophical analysis of rebellion and revolution which expressed his rejection of communism.\nSent 13: Upsetting many of his colleagues and contemporaries in France, the book brought about the final split with Sartre.\nSent 14: The dour reception depressed Camus; he began to translate plays.\nSent 15: Camus's first significant contribution to philosophy was his idea of the absurd.\nSent 16: He saw it as the result of our desire for clarity and meaning within a world and condition that offers neither, which he expressed in The Myth of Sisyphus and incorporated into many of his other works, such as The Stranger and The Plague.\nSent 17: Despite his split from his \"study partner\", Sartre, Camus was still categorized as an Existentialist.\nSent 18: He specifically rejected that label in his essay \"Enigma\" and elsewhere. \nQuestion: What did the book The Rebel bring about?.", "pos": "Paragraph- Sent 1: Literary career During the war Camus joined the French Resistance cell Combat, which published an underground newspaper of the same name.\nSent 2: This group worked against the Nazis, and in it Camus assumed the nom de guerre Beauchard.\nSent 3: Camus became the paper's editor in 1943.\nSent 4: He first met Sartre at the dress rehearsal of Sartre's play, The Flies, in June 1943.\nSent 5: When the Allies liberated Paris in August 1944, Camus witnessed and reported the last of the fighting.\nSent 6: Soon after the event on 6 August 1945, he was one of the few French editors to publicly express opposition and disgust to the United States' dropping the atomic bomb in Hiroshima.\nSent 7: He resigned from Combat in 1947 when it became a commercial paper.\nSent 8: After the war, Camus began frequenting the Cafe de Flore on the Boulevard Saint-Germain in Paris with Sartre and others.\nSent 9: He also toured the United States to lecture about French thought.\nSent 10: Although he leaned left, politically, his strong criticisms of Communist doctrine did not win him any friends in the Communist parties and eventually alienated Sartre.\nSent 11: In 1949, his tuberculosis returned, whereupon he lived in seclusion for two years.\nSent 12: In 1951, he published The Rebel, a philosophical analysis of rebellion and revolution which expressed his rejection of communism.\nSent 13: Upsetting many of his colleagues and contemporaries in France, the book brought about the final split with Sartre.\nSent 14: The dour reception depressed Camus; he began to translate plays.\nSent 15: Camus's first significant contribution to philosophy was his idea of the absurd.\nSent 16: He saw it as the result of our desire for clarity and meaning within a world and condition that offers neither, which he expressed in The Myth of Sisyphus and incorporated into many of his other works, such as The Stranger and The Plague.\nSent 17: Despite his split from his \"study partner\", Sartre, Camus was still categorized as an Existentialist.\nSent 18: He specifically rejected that label in his essay \"Enigma\" and elsewhere. \nQuestion: What brought about he final split with Sartre?.", "neg": "Paragraph- Sent 1: Literary career During the war Camus joined the French Resistance cell Combat, which published an underground newspaper of the same name.\nSent 2: This group worked against the Nazis, and in it Camus assumed the nom de guerre Beauchard.\nSent 3: Camus became the paper's editor in 1943.\nSent 4: He first met Sartre at the dress rehearsal of Sartre's play, The Flies, in June 1943.\nSent 5: When the Allies liberated Paris in August 1944, Camus witnessed and reported the last of the fighting.\nSent 6: Soon after the event on 6 August 1945, he was one of the few French editors to publicly express opposition and disgust to the United States' dropping the atomic bomb in Hiroshima.\nSent 7: He resigned from Combat in 1947 when it became a commercial paper.\nSent 8: After the war, Camus began frequenting the Cafe de Flore on the Boulevard Saint-Germain in Paris with Sartre and others.\nSent 9: He also toured the United States to lecture about French thought.\nSent 10: Although he leaned left, politically, his strong criticisms of Communist doctrine did not win him any friends in the Communist parties and eventually alienated Sartre.\nSent 11: In 1949, his tuberculosis returned, whereupon he lived in seclusion for two years.\nSent 12: In 1951, he published The Rebel, a philosophical analysis of rebellion and revolution which expressed his rejection of communism.\nSent 13: Upsetting many of his colleagues and contemporaries in France, the book brought about the final split with Sartre.\nSent 14: The dour reception depressed Camus; he began to translate plays.\nSent 15: Camus's first significant contribution to philosophy was his idea of the absurd.\nSent 16: He saw it as the result of our desire for clarity and meaning within a world and condition that offers neither, which he expressed in The Myth of Sisyphus and incorporated into many of his other works, such as The Stranger and The Plague.\nSent 17: Despite his split from his \"study partner\", Sartre, Camus was still categorized as an Existentialist.\nSent 18: He specifically rejected that label in his essay \"Enigma\" and elsewhere. \nQuestion: Camus joined which group and who did they combat?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.\nSent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.\nSent 3: The results were unsatisfactory.\nSent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.\nSent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.\nSent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.\nSent 7: We believe this proposal to be consistent with it.\nSent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.\nSent 9: The operation itself would be planned in common.\nSent 10: The CIA has a reputation for agility in operations.\nSent 11: The military has a reputation for being methodical and cumbersome.\nSent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.\nSent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.\nSent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.\nSent 15: To quote a CIA official now serving in the field:\"One fight, one team.\"Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.\nSent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.\nSent 18: The specifics of the intelligence appropriation would remain classified, as they are today. \nQuestion: Who should concentrate on one entity instead of two separate capabilities?.", "pos": "Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.\nSent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.\nSent 3: The results were unsatisfactory.\nSent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.\nSent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.\nSent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.\nSent 7: We believe this proposal to be consistent with it.\nSent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.\nSent 9: The operation itself would be planned in common.\nSent 10: The CIA has a reputation for agility in operations.\nSent 11: The military has a reputation for being methodical and cumbersome.\nSent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.\nSent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.\nSent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.\nSent 15: To quote a CIA official now serving in the field:\"One fight, one team.\"Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.\nSent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.\nSent 18: The specifics of the intelligence appropriation would remain classified, as they are today. \nQuestion: What should the United States do instead of concentrating on two entities to carry out secret military operations?.", "neg": "Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.\nSent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.\nSent 3: The results were unsatisfactory.\nSent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.\nSent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.\nSent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.\nSent 7: We believe this proposal to be consistent with it.\nSent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.\nSent 9: The operation itself would be planned in common.\nSent 10: The CIA has a reputation for agility in operations.\nSent 11: The military has a reputation for being methodical and cumbersome.\nSent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.\nSent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.\nSent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.\nSent 15: To quote a CIA official now serving in the field:\"One fight, one team.\"Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.\nSent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.\nSent 18: The specifics of the intelligence appropriation would remain classified, as they are today. \nQuestion: Before 9/11, who relied on proxies instead of developing a robust capabilities?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Your webpage list a number of alleged inaccuracies in Moore's movies.\nSent 2: It is true that Moore's film is sometimes unintentionally deceptive, but to call it fraudulent is hyperbole to the extreme.\nSent 3: It is no more so than any other successful documentary of the last decades.\nSent 4: Let's look at some specific criticisms: 1) The bank scene, listed on your website on a separate page.\nSent 5: Critics have stated that this scene was \"staged\", but in the bank interview, the official tells Moore that the bank has its own vault storing about 500 weapons at any given time.\nSent 6: It is also a licensed firearms dealer which can perform its own background checks.\nSent 7: In an interview with the Wall Street Journal, linked from your site, an employee claims that the gun would have been \"normally\" picked up at another dealer.\nSent 8: It is not explained what \"normally\" is supposed to mean, but that claim flatly contradicts the statement of the bank official in the film.\nSent 9: This sounds more like a later correction for public relations purposes, but of course nobody questions the bank claims when they can be used against Moore.\nSent 10: The only thing that Moore compressed is the timeframe.\nSent 11: According to the same WSJ interview, \"Typically, you're looking at a week to 10 days waiting period.\"Sent 12: This is plausible -- but entirely irrelevant for the movie, which already makes it quite clear that a background check is being performed.\nSent 13: Moore's detractors have sometimes extended those 7-10 days to several weeks, contradicting the bank's own estimate.\nSent 14: There is nothing inaccurate whatsoever about the bank scene.\nSent 15: The bank does exactly what it advertises: It hands out guns from its vault to those who open an account.\nSent 16: The silly criticisms of the scene obscure the real obscenity of the situation: a bank handing out guns to its customers, higlighting the utter laxness of how Americans deal with deadly weapons and a love of firearms that borders on the religious. \nQuestion: Although it's true that Moore's documentary is sometimes unintentionally deceptive, but what is the most extreme thing that people have called it?.", "pos": "Paragraph- Sent 1: Moore portrays the NRA as an unethical, dishonest organization; he sees the paranoia and fear in the United States as a primary cause of violence, and he does not see gun ownership itself as a problem.\nSent 2: His documentary is full of subtle humor, jaw-dropping dialogue and dark contrasts.\nSent 3: All in all, it is an accurate portrayal of America's gun and violence culture.\nSent 4: It also raises questions about America's foreign policy of recent decades, questions which have been all but ignored by Moore's critics.\nSent 5: On your webpage, you state that \"Moore's resolution is questionable.\nSent 6: After all, early in the movie he discards the possibility that playing violent video games and watching violent flicks can cause violence -- because Canadians like, and Japanese positively love, those.\nSent 7: If violent movies and violent videogames cannot cause violence -- then how can newscasts about violence do so?\"Sent 8: This is a faulty generalization.\nSent 9: If, as Moore implies (although never states as fact), video games and violent movies are relatively harmless, it does not logically follow that all types of media presentation are harmless.\nSent 10: There is a huge difference, for example, between playing a game like \"Quake\" and listening to a radio broadcast that tells you that your family will be killed unless you take action to kill others now.\nSent 11: The latter is the kind of media propaganda that was used to unleash a genocide in Rwanda in 1994, which killed 800,000 people.\nSent 12: Similarly, the main motivation for the crusades (beyond the promise of wealth) was that Christians were supposedly being slaughtered and had to be saved.\nSent 13: Obviously, media propaganda can incite people to kill.\nSent 14: Interactive fiction like video games, on the other hand, presents violence in a narrative context, which may very well desensitize participants to said violence, but no causative link has ever been proven.\nSent 15: Moore's hypothesis (which apparently comes at least in part from the book \"Culture of Fear\" by Barry Glassner, also advertised on Moore's website) is that the constant bombardment with messages of fear can incite paranoia, which itself can lead to violent acts.\nSent 16: This is consistent with the kind of media-incited violence described above, and in no relationship whatsoever to the theory of video game or music incited violence.\nSent 17: It is no surprise, however, that US (and European) media do not question their own propaganda of fear. \nQuestion: Moore's documentary is an accurate portrayal of what?.", "neg": "Paragraph- Sent 1: Your webpage list a number of alleged inaccuracies in Moore's movies.\nSent 2: It is true that Moore's film is sometimes unintentionally deceptive, but to call it fraudulent is hyperbole to the extreme.\nSent 3: It is no more so than any other successful documentary of the last decades.\nSent 4: Let's look at some specific criticisms: 1) The bank scene, listed on your website on a separate page.\nSent 5: Critics have stated that this scene was \"staged\", but in the bank interview, the official tells Moore that the bank has its own vault storing about 500 weapons at any given time.\nSent 6: It is also a licensed firearms dealer which can perform its own background checks.\nSent 7: In an interview with the Wall Street Journal, linked from your site, an employee claims that the gun would have been \"normally\" picked up at another dealer.\nSent 8: It is not explained what \"normally\" is supposed to mean, but that claim flatly contradicts the statement of the bank official in the film.\nSent 9: This sounds more like a later correction for public relations purposes, but of course nobody questions the bank claims when they can be used against Moore.\nSent 10: The only thing that Moore compressed is the timeframe.\nSent 11: According to the same WSJ interview, \"Typically, you're looking at a week to 10 days waiting period.\"Sent 12: This is plausible -- but entirely irrelevant for the movie, which already makes it quite clear that a background check is being performed.\nSent 13: Moore's detractors have sometimes extended those 7-10 days to several weeks, contradicting the bank's own estimate.\nSent 14: There is nothing inaccurate whatsoever about the bank scene.\nSent 15: The bank does exactly what it advertises: It hands out guns from its vault to those who open an account.\nSent 16: The silly criticisms of the scene obscure the real obscenity of the situation: a bank handing out guns to its customers, higlighting the utter laxness of how Americans deal with deadly weapons and a love of firearms that borders on the religious. \nQuestion: Is the band a licensed firearms dealer which can perform its own background checks, before handing out guns from it's vaults?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: What might you feel if you walk across a carpet and then touch something metal?.", "pos": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: What can happen when you walk across a carpeted floor and touch metal?.", "neg": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: How must electric charge be delivered for most devices if it is to be useful?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A government-sponsored coup last year made Bruce Iwasaki and Neal Dudovitz the kings of Los Angeles County's federally funded legal aid community.\nSent 2: The two men emerged atop a changed landscape that resulted from a decade of begging for a share of shrinking public dollars doled out by an unsympathetic GOP-controlled Congress.\nSent 3: That era was capped in 1998, when the Legal Services Corp. forced 275 legal aid providers nationwide to combine into 179.\nSent 4: To comply with the orders from their main funding source, a new species of poverty lawyer emerged - a tech-savvy and button-down breed who swapped neighborhood walkin offices for toll-free phone lines, self-help kiosks and Internet access to legal advice.\nSent 5: While some organizations made the dramatic change look effortless, for others, it did not come easy.\nSent 6: And few programs provide more dramatic illustrations of the promise and pitfalls of government-funded legal services than Los Angeles County's two largest providers of federally funded services - Legal Aid Foundation of Los Angeles and Pacoima-based Neighborhood Legal Services of Los Angeles County.\nSent 7: From his offices in Koreatown, Iwasaki, a soft-spoken former O'Melveny & Myers attorney, quietly engineered a merger between a much smaller Legal Aid Society of Long Beach and his program, the Legal Aid Foundation of Los Angeles.\nSent 8: The merger was completed peacefully within a year of the federal order.\nSent 9: Today, the programs operate seamlessly, offering new innovations - including toll-free multilingual phone advisers, expanded hours for domestic-violence clinics, and renewed immigration and consumer aid - built on the foundations of the old program.\nSent 10: The organization is Los Angeles' largest government-funded group, with a budget of $11 million leveraged into $40 million in legal services to the poor. \nQuestion: What was the result of the change in funding?.", "pos": "Paragraph- Sent 1: California lags far behind comparable states in funding legal services for the poor, a situation so dire that only 28 percent of the civil legal needs of the state's poor and lowerincome residents are being addressed.\nSent 2: That figures translates into 2 million people without the ability to access the justice system, according to a new study by the California Commission on Access to Justice, which also found that despite increased spending, the gap between need and services remains substantial.\nSent 3: \"As a practical matter, in most cases there can be no access to justice without access to legal assistance,\" said Jack Londen, past commission chair and a partner with Morrison & Foerster in San Francisco.\nSent 4: \"Whether we like it or not, sometimes landlords illegally evict tenants, children with disabilities are denied proper care, veterans don't get services guaranteed to them, and elderly people need legal assistance to escape the abuse of a caregiver.\"Sent 5: California has the highest number of people in poverty in the nation - 6.4 million, including nearly one in five children.\nSent 6: Half the nation's increase in poverty in the 1990s, when the number of poor jumped 30 percent, occurred in California, and nearly 25 percent of the nation's poverty increase occurred in Los Angeles County alone.\nSent 7: Even those with jobs are suffering: 26 percent of California workers earn poverty level wages.\nSent 8: The commission's report, \"The Path to Equal Justice: A Five-Year Status Report on Access to Justice in California,\" examined how the legal needs of the state's poor have changed in the last five years as well as both the shortcomings of the justice system and the improvements during that period.\nSent 9: Despite increases in state funding to meet the legal needs of the poor, low interest rates (which have reduced the IOLTA fund), high unemployment and the present economic downturn have threatened any gains. \nQuestion: Who made the following remark: \"Whether we like it or not, sometimes landlords illegally evict tenants, children with disabilities are denied proper care, veterans don't get services guaranteed to them, and elderly people need legal assistance to escape the abuse of a caregiver.\".", "neg": "Paragraph- Sent 1: A government-sponsored coup last year made Bruce Iwasaki and Neal Dudovitz the kings of Los Angeles County's federally funded legal aid community.\nSent 2: The two men emerged atop a changed landscape that resulted from a decade of begging for a share of shrinking public dollars doled out by an unsympathetic GOP-controlled Congress.\nSent 3: That era was capped in 1998, when the Legal Services Corp. forced 275 legal aid providers nationwide to combine into 179.\nSent 4: To comply with the orders from their main funding source, a new species of poverty lawyer emerged - a tech-savvy and button-down breed who swapped neighborhood walkin offices for toll-free phone lines, self-help kiosks and Internet access to legal advice.\nSent 5: While some organizations made the dramatic change look effortless, for others, it did not come easy.\nSent 6: And few programs provide more dramatic illustrations of the promise and pitfalls of government-funded legal services than Los Angeles County's two largest providers of federally funded services - Legal Aid Foundation of Los Angeles and Pacoima-based Neighborhood Legal Services of Los Angeles County.\nSent 7: From his offices in Koreatown, Iwasaki, a soft-spoken former O'Melveny & Myers attorney, quietly engineered a merger between a much smaller Legal Aid Society of Long Beach and his program, the Legal Aid Foundation of Los Angeles.\nSent 8: The merger was completed peacefully within a year of the federal order.\nSent 9: Today, the programs operate seamlessly, offering new innovations - including toll-free multilingual phone advisers, expanded hours for domestic-violence clinics, and renewed immigration and consumer aid - built on the foundations of the old program.\nSent 10: The organization is Los Angeles' largest government-funded group, with a budget of $11 million leveraged into $40 million in legal services to the poor. \nQuestion: Which organization is Los Angele's largest government-funded group?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The farm workers said they knew they had breathed poison moments after a crop-duster buzzed nearby, spraying a field of sweet corn with pesticides to kill mites and worms.\nSent 2: Most of the 20 migrant farm workers, in an adjacent lettuce field in Olathe, said they felt sick immediately: They gasped for breath, had pounding headaches, irritated eyes and swollen, numb tongues.\nSent 3: Some vomited as a cloud of white chemicals settled on fields around them.\nSent 4: The farm workers in the western Colorado community said they left the lettuce field when sprayed, but a foreman ordered them to continue working, saying the crop-duster had released a harmless solution of soap and water.\nSent 5: A new study by Colorado Legal Services, the first of its kind in the Rocky Mountain region, says such migrant workers at farms statewide are regularly exposed to hazardous pesticides in violation of federal laws.\nSent 6: The company that hired the workers for the Olathe farm and the farmer whose land they were working have denied any role in making the workers sick.\nSent 7: The lettuce workers, talking about their incident last week, said their experience illustrates the problems.\nSent 8: 'We were cutting lettuce, and we saw the plane coming.\nSent 9: It was spraying, and the wind was blowing, so it blew toward us,' said Blanca Chavez, 44, who sought shelter in a portable toilet.\nSent 10: 'We ingested it.\nSent 11: It was like a fog.'Sent 12: Another farm worker, 22-year-old Marcelina Lopez, was five months pregnant during the reported Olathe spraying incident on June 29.\nSent 13: She developed stomach cramps and a rash on her belly and arms, Lopez said as she and six others on the lettuce crew discussed the incident last week.\nSent 14: Lopez saw a doctor three days after the spraying, but that heightened her concern.\nSent 15: 'The doctor couldn't tell if the baby was affected,' her husband said in Spanish.\nSent 16: 'We worry a lot because we don't know if the baby will be affected.'Sent 17: Jim Dorsey, an officer of Cactus Produce - the Scottsdale, Ariz., farm-labor contractor that employs the crew - said company policy requires that incidents of pesticide exposure be reported immediately.\nSent 18: He said crew supervisors did not report what workers described. \nQuestion: How was the pesticide released in this incident in Western Colorado?.", "pos": "Paragraph- Sent 1: The farm workers said they knew they had breathed poison moments after a crop-duster buzzed nearby, spraying a field of sweet corn with pesticides to kill mites and worms.\nSent 2: Most of the 20 migrant farm workers, in an adjacent lettuce field in Olathe, said they felt sick immediately: They gasped for breath, had pounding headaches, irritated eyes and swollen, numb tongues.\nSent 3: Some vomited as a cloud of white chemicals settled on fields around them.\nSent 4: The farm workers in the western Colorado community said they left the lettuce field when sprayed, but a foreman ordered them to continue working, saying the crop-duster had released a harmless solution of soap and water.\nSent 5: A new study by Colorado Legal Services, the first of its kind in the Rocky Mountain region, says such migrant workers at farms statewide are regularly exposed to hazardous pesticides in violation of federal laws.\nSent 6: The company that hired the workers for the Olathe farm and the farmer whose land they were working have denied any role in making the workers sick.\nSent 7: The lettuce workers, talking about their incident last week, said their experience illustrates the problems.\nSent 8: 'We were cutting lettuce, and we saw the plane coming.\nSent 9: It was spraying, and the wind was blowing, so it blew toward us,' said Blanca Chavez, 44, who sought shelter in a portable toilet.\nSent 10: 'We ingested it.\nSent 11: It was like a fog.'Sent 12: Another farm worker, 22-year-old Marcelina Lopez, was five months pregnant during the reported Olathe spraying incident on June 29.\nSent 13: She developed stomach cramps and a rash on her belly and arms, Lopez said as she and six others on the lettuce crew discussed the incident last week.\nSent 14: Lopez saw a doctor three days after the spraying, but that heightened her concern.\nSent 15: 'The doctor couldn't tell if the baby was affected,' her husband said in Spanish.\nSent 16: 'We worry a lot because we don't know if the baby will be affected.'Sent 17: Jim Dorsey, an officer of Cactus Produce - the Scottsdale, Ariz., farm-labor contractor that employs the crew - said company policy requires that incidents of pesticide exposure be reported immediately.\nSent 18: He said crew supervisors did not report what workers described. \nQuestion: Why did a group of migrant workers suddenly begin to have pounding headaches, irritated eyes and swollen, numb tongues?.", "neg": "Paragraph- Sent 1: The farm workers said they knew they had breathed poison moments after a crop-duster buzzed nearby, spraying a field of sweet corn with pesticides to kill mites and worms.\nSent 2: Most of the 20 migrant farm workers, in an adjacent lettuce field in Olathe, said they felt sick immediately: They gasped for breath, had pounding headaches, irritated eyes and swollen, numb tongues.\nSent 3: Some vomited as a cloud of white chemicals settled on fields around them.\nSent 4: The farm workers in the western Colorado community said they left the lettuce field when sprayed, but a foreman ordered them to continue working, saying the crop-duster had released a harmless solution of soap and water.\nSent 5: A new study by Colorado Legal Services, the first of its kind in the Rocky Mountain region, says such migrant workers at farms statewide are regularly exposed to hazardous pesticides in violation of federal laws.\nSent 6: The company that hired the workers for the Olathe farm and the farmer whose land they were working have denied any role in making the workers sick.\nSent 7: The lettuce workers, talking about their incident last week, said their experience illustrates the problems.\nSent 8: 'We were cutting lettuce, and we saw the plane coming.\nSent 9: It was spraying, and the wind was blowing, so it blew toward us,' said Blanca Chavez, 44, who sought shelter in a portable toilet.\nSent 10: 'We ingested it.\nSent 11: It was like a fog.'Sent 12: Another farm worker, 22-year-old Marcelina Lopez, was five months pregnant during the reported Olathe spraying incident on June 29.\nSent 13: She developed stomach cramps and a rash on her belly and arms, Lopez said as she and six others on the lettuce crew discussed the incident last week.\nSent 14: Lopez saw a doctor three days after the spraying, but that heightened her concern.\nSent 15: 'The doctor couldn't tell if the baby was affected,' her husband said in Spanish.\nSent 16: 'We worry a lot because we don't know if the baby will be affected.'Sent 17: Jim Dorsey, an officer of Cactus Produce - the Scottsdale, Ariz., farm-labor contractor that employs the crew - said company policy requires that incidents of pesticide exposure be reported immediately.\nSent 18: He said crew supervisors did not report what workers described. \nQuestion: Who said that crew supervisors did not report what workers described?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: F. Dianne Taylor is executive director of Legal Services of Eastern Missouri.\nSent 2: We're all familiar with the Miranda warning, or at least how it sounds in the movies.\nSent 3: It includes the statement: \"You have the right to speak to an attorney and to have an attorney present during any questioning.\nSent 4: If you cannot afford a lawyer, one will be provided for you at government expense.\"Sent 5: The Miranda warning, though, applies only to criminal cases.\nSent 6: What about the less theatrical, but equally troubling, civil problems that can afflict people in any walk of life?\nSent 7: U.S. Supreme Court Justice Ruth Bader Ginsburg has estimated that four out of every five low-income people in America who need legal representation don't receive it.\nSent 8: That is a sobering observation, to realize that 80 percent of those who need legal help are denied such guidance and counsel.\nSent 9: Who are these people?\nSent 10: They may be victims of domestic abuse.\nSent 11: Perhaps they are elderly people who are swindled out of their life savings or beaten by a neighbor or acquaintance.\nSent 12: Maybe they are homeless children who can't attend school because they aren't officially residents of a district.\nSent 13: They are our neighbors, our friends, our colleagues.\nSent 14: Facing eviction or physical assault or bankruptcy without legal assistance can be every bit as frightening as standing trial on a criminal charge.\nSent 15: Issues in civil cases include family matters, housing and employment cases, consumer protection, public benefits and income maintenance.\nSent 16: In the year 2000 alone, Legal Services of Eastern Missouri fielded some 30,000 calls for assistance from low-income people in the 21 counties our not-for-profit organization represents.\nSent 17: By contrast, approximately 6,500 cases were closed by the organization last year.\nSent 18: More than 312,000 people in the eastern Missouri counties stretching from the Iowa border to Jefferson County qualify for legal aid, an increase of more than 10 percent from 1990. \nQuestion: Are people with civil cases entitled to a lawyer, even if they can afford one?.", "pos": "Paragraph- Sent 1: F. Dianne Taylor is executive director of Legal Services of Eastern Missouri.\nSent 2: We're all familiar with the Miranda warning, or at least how it sounds in the movies.\nSent 3: It includes the statement: \"You have the right to speak to an attorney and to have an attorney present during any questioning.\nSent 4: If you cannot afford a lawyer, one will be provided for you at government expense.\"Sent 5: The Miranda warning, though, applies only to criminal cases.\nSent 6: What about the less theatrical, but equally troubling, civil problems that can afflict people in any walk of life?\nSent 7: U.S. Supreme Court Justice Ruth Bader Ginsburg has estimated that four out of every five low-income people in America who need legal representation don't receive it.\nSent 8: That is a sobering observation, to realize that 80 percent of those who need legal help are denied such guidance and counsel.\nSent 9: Who are these people?\nSent 10: They may be victims of domestic abuse.\nSent 11: Perhaps they are elderly people who are swindled out of their life savings or beaten by a neighbor or acquaintance.\nSent 12: Maybe they are homeless children who can't attend school because they aren't officially residents of a district.\nSent 13: They are our neighbors, our friends, our colleagues.\nSent 14: Facing eviction or physical assault or bankruptcy without legal assistance can be every bit as frightening as standing trial on a criminal charge.\nSent 15: Issues in civil cases include family matters, housing and employment cases, consumer protection, public benefits and income maintenance.\nSent 16: In the year 2000 alone, Legal Services of Eastern Missouri fielded some 30,000 calls for assistance from low-income people in the 21 counties our not-for-profit organization represents.\nSent 17: By contrast, approximately 6,500 cases were closed by the organization last year.\nSent 18: More than 312,000 people in the eastern Missouri counties stretching from the Iowa border to Jefferson County qualify for legal aid, an increase of more than 10 percent from 1990. \nQuestion: What statement does the Miranda warning include?.", "neg": "Paragraph- Sent 1: F. Dianne Taylor is executive director of Legal Services of Eastern Missouri.\nSent 2: We're all familiar with the Miranda warning, or at least how it sounds in the movies.\nSent 3: It includes the statement: \"You have the right to speak to an attorney and to have an attorney present during any questioning.\nSent 4: If you cannot afford a lawyer, one will be provided for you at government expense.\"Sent 5: The Miranda warning, though, applies only to criminal cases.\nSent 6: What about the less theatrical, but equally troubling, civil problems that can afflict people in any walk of life?\nSent 7: U.S. Supreme Court Justice Ruth Bader Ginsburg has estimated that four out of every five low-income people in America who need legal representation don't receive it.\nSent 8: That is a sobering observation, to realize that 80 percent of those who need legal help are denied such guidance and counsel.\nSent 9: Who are these people?\nSent 10: They may be victims of domestic abuse.\nSent 11: Perhaps they are elderly people who are swindled out of their life savings or beaten by a neighbor or acquaintance.\nSent 12: Maybe they are homeless children who can't attend school because they aren't officially residents of a district.\nSent 13: They are our neighbors, our friends, our colleagues.\nSent 14: Facing eviction or physical assault or bankruptcy without legal assistance can be every bit as frightening as standing trial on a criminal charge.\nSent 15: Issues in civil cases include family matters, housing and employment cases, consumer protection, public benefits and income maintenance.\nSent 16: In the year 2000 alone, Legal Services of Eastern Missouri fielded some 30,000 calls for assistance from low-income people in the 21 counties our not-for-profit organization represents.\nSent 17: By contrast, approximately 6,500 cases were closed by the organization last year.\nSent 18: More than 312,000 people in the eastern Missouri counties stretching from the Iowa border to Jefferson County qualify for legal aid, an increase of more than 10 percent from 1990. \nQuestion: Which organization closed 6,500 cases last year?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.\nSent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.\nSent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.\nSent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.\nSent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.\nSent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.\nSent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.\nSent 8: All five men cleared the checkpoint and made their way to the gate for American 11.\nSent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).\nSent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.\nSent 11: They boarded American 11 between 7:31 and 7:40.\nSent 12: The aircraft pushed back from the gate at 7:40.\nSent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).\nSent 14: Their aircraft pushed back from the gate just before 8:00.\nSent 15: Washington Dulles: American 77.\nSent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.\nSent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.\nSent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi. \nQuestion: What three devices were in place to detect the presence of weapons in commercial security checkpoints at that time?.", "pos": "Paragraph- Sent 1: About 20 minutes later, at 7:35, another passenger for Flight 77, Hani Hanjour, placed two carry-on bags on the X-ray belt in the Main Terminal's west checkpoint, and proceeded, without alarm, through the metal detector.\nSent 2: A short time later, Nawaf and Salem al Hazmi entered the same checkpoint.\nSent 3: Salem al Hazmi cleared the metal detector and was permitted through; Nawaf al Hazmi set off the alarms for both the first and second metal detectors and was then hand-wanded before being passed.\nSent 4: In addition, his over-the-shoulder carry-on bag was swiped by an explosive trace detector and then passed.\nSent 5: The video footage indicates that he was carrying an unidentified item in his back pocket, clipped to its rim.\nSent 6: When the local civil aviation security office of the Federal Aviation Administration (FAA) later investigated these security screening operations, the screeners recalled nothing out of the ordinary.\nSent 7: They could not recall that any of the passengers they screened were CAPPS selectees.\nSent 8: We asked a screening expert to review the videotape of the hand-wanding, and he found the quality of the screener's work to have been \"marginal at best.\"Sent 9: The screener should have \"resolved\" what set off the alarm; and in the case of both Moqed and Hazmi, it was clear that he did not.\nSent 10: At 7:50, Majed Moqed and Khalid al Mihdhar boarded the flight and were seated in 12A and 12B in coach.\nSent 11: Hani Hanjour, assigned to seat 1B (first class), soon followed.\nSent 12: The Hazmi brothers, sitting in 5E and 5F, joined Hanjour in the first-class cabin.\nSent 13: Newark: United 93.\nSent 14: Between 7:03 and 7:39, Saeed al Ghamdi, Ahmed al Nami, Ahmad al Haznawi, and Ziad Jarrah checked in at the United Airlines ticket counter for Flight 93, going to Los Angeles.\nSent 15: Two checked bags; two did not.\nSent 16: Haznawi was selected by CAPPS.\nSent 17: His checked bag was screened for explosives and then loaded on the plane.\nSent 18: The four men passed through the security checkpoint, owned by United Airlines and operated under contract by Argenbright Security. \nQuestion: Hani Hanjour made it through airport security and later one more makes it through but which one set off the metal detector?.", "neg": "Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.\nSent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.\nSent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.\nSent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.\nSent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.\nSent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.\nSent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.\nSent 8: All five men cleared the checkpoint and made their way to the gate for American 11.\nSent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).\nSent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.\nSent 11: They boarded American 11 between 7:31 and 7:40.\nSent 12: The aircraft pushed back from the gate at 7:40.\nSent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).\nSent 14: Their aircraft pushed back from the gate just before 8:00.\nSent 15: Washington Dulles: American 77.\nSent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.\nSent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.\nSent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi. \nQuestion: What time did American 11 push back from the gate ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A West Tennessee nonprofit organization will use a $300,000 federal grant to hire an attorney and a Spanish-speaking paralegal to help provide legal assistance to domestic violence victims.\nSent 2: The U.S. Department of Justice two-year grant will begin Oct. 1, which is the start of domestic violence awareness month.\nSent 3: U.S. Rep. John Tanner announced Monday that the grant was awarded to West Tennessee Legal Services of Jackson.\nSent 4: The organization provides legal assistance and advocacy in 17 counties.\nSent 5: \"This award will offer assistance as we look for whatever ways possible to stop domestic violence and help the women, men and children who are victims of abuse,\" Tanner said in a news statement.\nSent 6: The organization doesn't have a staff member who speaks Spanish and the need is increasing with growing Hispanic populations, said the organization's executive director Steven Xanthopoulos.\nSent 7: He estimated the money will help handle at least another 180 cases next year.\nSent 8: The group closes about 2,500 cases a year.\nSent 9: The money was timed well because the legal group had recently lost about $120,000 in grant money due to a decrease in the poverty population in West Tennessee in Census 2000, Xanthopoulos said.\nSent 10: \"The drop in poverty is a good thing, but there is still a great need out there,\" he said.\nSent 11: \"So this was a very good thing.\"Sent 12: Having legal representation at divorce and child custody hearings is important in helping victims leave abusive and sometimes dangerous situations, said Margaret Cole, executive director of Wo/Men's Resource and Rape Assistance Program in Jackson.\nSent 13: Her organization and Northwest Safeline are partners in the grant.\nSent 14: Northwest Safeline, based in Dyersburg, is a family violence intervention project that serves Dyer, Obion, Lake and Crockett counties. \nQuestion: What organization is partnered with Northwest Safeline for a grant?.", "pos": "Paragraph- Sent 1: Backers of Legal Aid services for the poor are pushing a measure that would increase court filing fees in Kentucky to raise money for the program, which faces steep funding cuts.\nSent 2: The proposed bill, sponsored by Rep. Charles Geveden, D-Wickliffe, would double the portion of the fee that goes to Legal Aid -- in district court to $10 from $5 and in circuit court to $20 from $10.\nSent 3: Kentucky's current fee for filing a case in district court is $50.50, and in circuit court $108.\nSent 4: The increase still would leave Kentucky's filing fee costs below those of surrounding states and would raise about $1.3 million a year -- almost enough to replace what Legal Aid is losing from federal and other sources, said Jamie Hamon, executive director of the Access to Justice Foundation, a state poverty law resource center in Lexington.\nSent 5: Geveden said his measure appears to be the only potential source of money for the program, which is being forced to lay off workers and close offices around the state.\nSent 6: Geveden said he's concerned because federal funding hasn't increased in recent years, and states with increased poverty are taking a greater share of the money.\nSent 7: ''If you don't come up with the money somewhere, legal services to people in need will diminish or go away,'' he said.\nSent 8: Hamon said the proposed bill has attracted a number of co-sponsors, and Legal Aid backers are hoping to get it passed in the upcoming legislative session.\nSent 9: Hamon said she knows fee increases aren't popular with lawmakers but hopes they realize the crisis Legal Aid is facing.\nSent 10: ''A lot of poor people are not going to get served,'' she said.\nSent 11: The measure has the endorsement of the Kentucky Bar Association.\nSent 12: The association's board of governors voted unanimously last month to back the bill, said KBA President Stephen Catron, a Bowling Green lawyer.\nSent 13: Legal Aid ''has been a godsend to a great number of people in this state,'' Catron said.\nSent 14: ''We simply must find a way to provide those services to the public.''Sent 15: Larry York, executive director of Appalachian Regional Defense Fund, which provides Legal Aid services in 37 Eastern Kentucky counties and is a KBA board member, said he hopes the measure is approved.\nSent 16: ''It would really offset the current cuts,'' he said. \nQuestion: What did KBA President Stephen Catron say legal aid has been to a lot of people in the state?.", "neg": "Paragraph- Sent 1: A West Tennessee nonprofit organization will use a $300,000 federal grant to hire an attorney and a Spanish-speaking paralegal to help provide legal assistance to domestic violence victims.\nSent 2: The U.S. Department of Justice two-year grant will begin Oct. 1, which is the start of domestic violence awareness month.\nSent 3: U.S. Rep. John Tanner announced Monday that the grant was awarded to West Tennessee Legal Services of Jackson.\nSent 4: The organization provides legal assistance and advocacy in 17 counties.\nSent 5: \"This award will offer assistance as we look for whatever ways possible to stop domestic violence and help the women, men and children who are victims of abuse,\" Tanner said in a news statement.\nSent 6: The organization doesn't have a staff member who speaks Spanish and the need is increasing with growing Hispanic populations, said the organization's executive director Steven Xanthopoulos.\nSent 7: He estimated the money will help handle at least another 180 cases next year.\nSent 8: The group closes about 2,500 cases a year.\nSent 9: The money was timed well because the legal group had recently lost about $120,000 in grant money due to a decrease in the poverty population in West Tennessee in Census 2000, Xanthopoulos said.\nSent 10: \"The drop in poverty is a good thing, but there is still a great need out there,\" he said.\nSent 11: \"So this was a very good thing.\"Sent 12: Having legal representation at divorce and child custody hearings is important in helping victims leave abusive and sometimes dangerous situations, said Margaret Cole, executive director of Wo/Men's Resource and Rape Assistance Program in Jackson.\nSent 13: Her organization and Northwest Safeline are partners in the grant.\nSent 14: Northwest Safeline, based in Dyersburg, is a family violence intervention project that serves Dyer, Obion, Lake and Crockett counties. \nQuestion: What organization provides legal assistance and advocacy in 17 counties?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: What did Max say would happen if anyone says Madman Marz name above a whisper?.", "pos": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: Who name, spoken too loudly, will awaken and attack?.", "neg": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: When does Max go to the rec room?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: Who helps Richie and his best friend by letting them practice in a mortuary?.", "pos": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: Who is Percy's boss?.", "neg": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: How does Richie find Harold after their jam session?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: For more than half a century, the Passaic County Legal Aid Society has fought on behalf of the county's poor, in disputes ranging from housing to child custody to public assistance.\nSent 2: But for the last several years it has often done that job poorly, according to state and federal officials.\nSent 3: And barring a long-shot legal victory, as of Jan. 1 the autonomous county office will be replaced by a new agency whose administrators will report to a director based in Jersey City.\nSent 4: Federal legal aid officials drew up the new service area uniting Bergen, Hudson, and Passaic counties in June, insisting the change will trim administrative costs without compromising services.\nSent 5: The Passaic County office and its supporters see it differently.\nSent 6: They say top decision-makers will be too far from the individuals and non-profit agencies that rely on the office for help.\nSent 7: And in a federal lawsuit, the agency's leadership argues that a merger would jeopardize its educational programs and minority hiring efforts, and that its imposition amounts to bureaucratic bullying by state and federal officials.\nSent 8: Those same officials have repeatedly accused the Passaic County office of mismanagement.\nSent 9: Reviews since 1995 have found evidence of shoddy accounting, poor morale, excessive staff turnover, and double counting of cases - and alleged that the office made limited efforts to rectify the problems.\nSent 10: At times in recent years, the office has received its state and federal funding on a month-to-month basis, which one federal official called \"one step short of defunding.\"Sent 11: Leaders of the county agency, which employs 14 attorneys, five paralegals, and nine support staff at offices in Paterson and Wanaque, say officials have \"greatly exaggerated\" the office's problems, which they call mostly bureaucratic.\nSent 12: \"Just let them argue that their [merger] plan makes sense,\" Maxim Thorne, the office's deputy director, said of the higher-level legal aid officials.\nSent 13: \"They could never replicate our services or equal the accumulated value of this office.\"Sent 14: Over the summer, the office reapplied for a federal grant to serve Passaic County in the coming year.\nSent 15: But Legal Services Corp. in Washington rejected the application, saying it failed to address the service needs of the entire tri-county area - a requirement under the new rules.\nSent 16: By mid-December, the federal body is expected to award Passaic County's federal funding - about $385,000 this year - to Northeast New Jersey Legal Services, the tri-county agency.\nSent 17: State funds of about $1.6 million could follow, although Thorne noted the state appropriated $927,000 of that amount through June 2003.\nSent 18: The state Treasury Department's legal services representative did not return repeated calls for comment. \nQuestion: Does the Passaic County Legal Aid Society do a good job?.", "pos": "Paragraph- Sent 1: For more than half a century, the Passaic County Legal Aid Society has fought on behalf of the county's poor, in disputes ranging from housing to child custody to public assistance.\nSent 2: But for the last several years it has often done that job poorly, according to state and federal officials.\nSent 3: And barring a long-shot legal victory, as of Jan. 1 the autonomous county office will be replaced by a new agency whose administrators will report to a director based in Jersey City.\nSent 4: Federal legal aid officials drew up the new service area uniting Bergen, Hudson, and Passaic counties in June, insisting the change will trim administrative costs without compromising services.\nSent 5: The Passaic County office and its supporters see it differently.\nSent 6: They say top decision-makers will be too far from the individuals and non-profit agencies that rely on the office for help.\nSent 7: And in a federal lawsuit, the agency's leadership argues that a merger would jeopardize its educational programs and minority hiring efforts, and that its imposition amounts to bureaucratic bullying by state and federal officials.\nSent 8: Those same officials have repeatedly accused the Passaic County office of mismanagement.\nSent 9: Reviews since 1995 have found evidence of shoddy accounting, poor morale, excessive staff turnover, and double counting of cases - and alleged that the office made limited efforts to rectify the problems.\nSent 10: At times in recent years, the office has received its state and federal funding on a month-to-month basis, which one federal official called \"one step short of defunding.\"Sent 11: Leaders of the county agency, which employs 14 attorneys, five paralegals, and nine support staff at offices in Paterson and Wanaque, say officials have \"greatly exaggerated\" the office's problems, which they call mostly bureaucratic.\nSent 12: \"Just let them argue that their [merger] plan makes sense,\" Maxim Thorne, the office's deputy director, said of the higher-level legal aid officials.\nSent 13: \"They could never replicate our services or equal the accumulated value of this office.\"Sent 14: Over the summer, the office reapplied for a federal grant to serve Passaic County in the coming year.\nSent 15: But Legal Services Corp. in Washington rejected the application, saying it failed to address the service needs of the entire tri-county area - a requirement under the new rules.\nSent 16: By mid-December, the federal body is expected to award Passaic County's federal funding - about $385,000 this year - to Northeast New Jersey Legal Services, the tri-county agency.\nSent 17: State funds of about $1.6 million could follow, although Thorne noted the state appropriated $927,000 of that amount through June 2003.\nSent 18: The state Treasury Department's legal services representative did not return repeated calls for comment. \nQuestion: Why is there need for an alternative to the Passaic County Legal Aid Society?.", "neg": "Paragraph- Sent 1: One of the most dramatic changes in priorities proposed by the City Council would shift $25.6 million from funding for court-appointed lawyers to the Legal Aid Society.\nSent 2: In a document released yesterday to justify its reordered priorities, the Council contended that Legal Aid can achieve greater economies of scale than lawyers appointed pursuant to Article 18-B of the County Law.\nSent 3: The Council document also noted that \"inexplicably\" 18-B lawyers are handling 50 percent of the indigent criminal cases in New York City, even though their mandate is to handle only multi-defendant cases where the Legal Aid Society had a conflict.\nSent 4: In past years, the City Council had consistently added $5.6 million to the $54.7 million proposed for the Legal Aid Society by former Mayor Giuliani, bringing the total to just a shade over $60 million.\nSent 5: But this year for the first time, the Council is proposing shifting more than $20 million in funds earmarked by the Mayor for 18-B lawyers to the Legal Aid Society, which would increase its total funding to $80.4 million.\nSent 6: That would reflect a jump in its current finding of about one-third.\nSent 7: Meantime, the City Council proposed slashing the Mayor's allocation of $62.8 million for 18-B lawyers by 66 percent, to $21.4 million. \nQuestion: Mayor Giuliani is the former mayor of which city?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On a busy Friday morning in Manhattan, nine pedestrians suffered bullet or fragment wounds after police unleashed a hail of gunfire at a man wielding a .45 caliber pistol who had just killed a former co-worker.\nSent 2: The officers unloaded 16 rounds in the shadow of the Empire State Building at a disgruntled former apparel designer, killing him after he engaged in a gunbattle with police, authorities said.\nSent 3: Three passersby sustained direct gunshot wounds, while the remaining six were hit by fragments, according to New York Police Commissioner Ray Kelly.\nSent 4: All injuries were caused by police, he said Saturday.\nSent 5: One officer shot nine rounds and another shot seven.\nSent 6: Police identified the gunman as Jeffrey Johnson, 58, who was apparently laid off from his job as a designer of women's accessories at Hazan Import Co. last year.\nSent 7: Johnson, who served in the U.S. Coast Guard in the mid-1970s, had two rounds left in his pistol.\nSent 8: It holds eight, Kelly said.\nSent 9: Police identified the slain co-worker as Steven Ercolino, 41, who had apparently filed a prior complaint against his assailant, claiming that he thought Johnson would eventually try to kill him.\nSent 10: Both men had filed harassment complaints against each other in April 2011, Kelly added.\nSent 11: Ercolino was listed as a vice president of sales at Hazan Import Corp., according to his LinkedIn profile.\nSent 12: \"It's not something that should happen to a loving person like that,\" said his brother, Paul.\nSent 13: \"He's going to be so missed by everybody.\nSent 14: He was a light of so many lives.\". \nQuestion: Who confirmed that all bystander's injuries were caused by the police?.", "pos": "Paragraph- Sent 1: On a busy Friday morning in Manhattan, nine pedestrians suffered bullet or fragment wounds after police unleashed a hail of gunfire at a man wielding a .45 caliber pistol who had just killed a former co-worker.\nSent 2: The officers unloaded 16 rounds in the shadow of the Empire State Building at a disgruntled former apparel designer, killing him after he engaged in a gunbattle with police, authorities said.\nSent 3: Three passersby sustained direct gunshot wounds, while the remaining six were hit by fragments, according to New York Police Commissioner Ray Kelly.\nSent 4: All injuries were caused by police, he said Saturday.\nSent 5: One officer shot nine rounds and another shot seven.\nSent 6: Police identified the gunman as Jeffrey Johnson, 58, who was apparently laid off from his job as a designer of women's accessories at Hazan Import Co. last year.\nSent 7: Johnson, who served in the U.S. Coast Guard in the mid-1970s, had two rounds left in his pistol.\nSent 8: It holds eight, Kelly said.\nSent 9: Police identified the slain co-worker as Steven Ercolino, 41, who had apparently filed a prior complaint against his assailant, claiming that he thought Johnson would eventually try to kill him.\nSent 10: Both men had filed harassment complaints against each other in April 2011, Kelly added.\nSent 11: Ercolino was listed as a vice president of sales at Hazan Import Corp., according to his LinkedIn profile.\nSent 12: \"It's not something that should happen to a loving person like that,\" said his brother, Paul.\nSent 13: \"He's going to be so missed by everybody.\nSent 14: He was a light of so many lives.\". \nQuestion: how many people were injured.", "neg": "Paragraph- Sent 1: On a busy Friday morning in Manhattan, nine pedestrians suffered bullet or fragment wounds after police unleashed a hail of gunfire at a man wielding a .45 caliber pistol who had just killed a former co-worker.\nSent 2: The officers unloaded 16 rounds in the shadow of the Empire State Building at a disgruntled former apparel designer, killing him after he engaged in a gunbattle with police, authorities said.\nSent 3: Three passersby sustained direct gunshot wounds, while the remaining six were hit by fragments, according to New York Police Commissioner Ray Kelly.\nSent 4: All injuries were caused by police, he said Saturday.\nSent 5: One officer shot nine rounds and another shot seven.\nSent 6: Police identified the gunman as Jeffrey Johnson, 58, who was apparently laid off from his job as a designer of women's accessories at Hazan Import Co. last year.\nSent 7: Johnson, who served in the U.S. Coast Guard in the mid-1970s, had two rounds left in his pistol.\nSent 8: It holds eight, Kelly said.\nSent 9: Police identified the slain co-worker as Steven Ercolino, 41, who had apparently filed a prior complaint against his assailant, claiming that he thought Johnson would eventually try to kill him.\nSent 10: Both men had filed harassment complaints against each other in April 2011, Kelly added.\nSent 11: Ercolino was listed as a vice president of sales at Hazan Import Corp., according to his LinkedIn profile.\nSent 12: \"It's not something that should happen to a loving person like that,\" said his brother, Paul.\nSent 13: \"He's going to be so missed by everybody.\nSent 14: He was a light of so many lives.\". \nQuestion: Who was interviewed about Ercolino's death?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: At 9:48, a representative from the White House shelter asked if there were any indications of another hijacked aircraft.\nSent 2: The deputy director for operations mentioned the Delta flight and concluded that \"that would be the fourth possible hijack.\"Sent 3: At 9:49, the commander of NORAD directed all air sovereignty aircraft to battle stations, fully armed.\nSent 4: At 9:59, an Air Force lieutenant colonel working in the White House Military Office joined the conference and stated he had just talked to Deputy National Security Advisor Stephen Hadley.\nSent 5: The White House requested (1) the implementation of continuity of government measures, (2) fighter escorts for Air Force One, and (3) a fighter combat air patrol over Washington, D.C.\nSent 6: By 10:03, when United 93 crashed in Pennsylvania, there had been no mention of its hijacking and the FAA had not yet been added to the teleconference.\nSent 7: The President and the Vice President The President was seated in a classroom when, at 9:05, Andrew Card whispered to him: \"A second plane hit the second tower.\nSent 8: America is under attack.\"Sent 9: The President told us his instinct was to project calm, not to have the country see an excited reaction at a moment of crisis.\nSent 10: The press was standing behind the children; he saw their phones and pagers start to ring.\nSent 11: The President felt he should project strength and calm until he could better understand what was happening.\nSent 12: The President remained in the classroom for another five to seven minutes, while the children continued reading.\nSent 13: He then returned to a holding room shortly before 9:15, where he was briefed by staff and saw television coverage.\nSent 14: He next spoke to Vice President Cheney, Dr. Rice, New York Governor George Pataki, and FBI Director Robert Mueller.\nSent 15: He decided to make a brief statement from the school before leaving for the airport.\nSent 16: The Secret Service told us they were anxious to move the President to a safer location, but did not think it imperative for him to run out the door.\nSent 17: Between 9:15 and 9:30, the staff was busy arranging a return to Washington, while the President consulted his senior advisers about his remarks.\nSent 18: No one in the traveling party had any information during this time that other aircraft were hijacked or missing.\nSent 19: Staff was in contact with the White House Situation Room, but as far as we could determine, no one with the President was in contact with the Pentagon. \nQuestion: What emotion did The President project when he heard about the attack?.", "pos": "Paragraph- Sent 1: At 9:48, a representative from the White House shelter asked if there were any indications of another hijacked aircraft.\nSent 2: The deputy director for operations mentioned the Delta flight and concluded that \"that would be the fourth possible hijack.\"Sent 3: At 9:49, the commander of NORAD directed all air sovereignty aircraft to battle stations, fully armed.\nSent 4: At 9:59, an Air Force lieutenant colonel working in the White House Military Office joined the conference and stated he had just talked to Deputy National Security Advisor Stephen Hadley.\nSent 5: The White House requested (1) the implementation of continuity of government measures, (2) fighter escorts for Air Force One, and (3) a fighter combat air patrol over Washington, D.C.\nSent 6: By 10:03, when United 93 crashed in Pennsylvania, there had been no mention of its hijacking and the FAA had not yet been added to the teleconference.\nSent 7: The President and the Vice President The President was seated in a classroom when, at 9:05, Andrew Card whispered to him: \"A second plane hit the second tower.\nSent 8: America is under attack.\"Sent 9: The President told us his instinct was to project calm, not to have the country see an excited reaction at a moment of crisis.\nSent 10: The press was standing behind the children; he saw their phones and pagers start to ring.\nSent 11: The President felt he should project strength and calm until he could better understand what was happening.\nSent 12: The President remained in the classroom for another five to seven minutes, while the children continued reading.\nSent 13: He then returned to a holding room shortly before 9:15, where he was briefed by staff and saw television coverage.\nSent 14: He next spoke to Vice President Cheney, Dr. Rice, New York Governor George Pataki, and FBI Director Robert Mueller.\nSent 15: He decided to make a brief statement from the school before leaving for the airport.\nSent 16: The Secret Service told us they were anxious to move the President to a safer location, but did not think it imperative for him to run out the door.\nSent 17: Between 9:15 and 9:30, the staff was busy arranging a return to Washington, while the President consulted his senior advisers about his remarks.\nSent 18: No one in the traveling party had any information during this time that other aircraft were hijacked or missing.\nSent 19: Staff was in contact with the White House Situation Room, but as far as we could determine, no one with the President was in contact with the Pentagon. \nQuestion: What were some of the President's first thoughts upon hearing of the attacks?.", "neg": "Paragraph- Sent 1: At 9:48, a representative from the White House shelter asked if there were any indications of another hijacked aircraft.\nSent 2: The deputy director for operations mentioned the Delta flight and concluded that \"that would be the fourth possible hijack.\"Sent 3: At 9:49, the commander of NORAD directed all air sovereignty aircraft to battle stations, fully armed.\nSent 4: At 9:59, an Air Force lieutenant colonel working in the White House Military Office joined the conference and stated he had just talked to Deputy National Security Advisor Stephen Hadley.\nSent 5: The White House requested (1) the implementation of continuity of government measures, (2) fighter escorts for Air Force One, and (3) a fighter combat air patrol over Washington, D.C.\nSent 6: By 10:03, when United 93 crashed in Pennsylvania, there had been no mention of its hijacking and the FAA had not yet been added to the teleconference.\nSent 7: The President and the Vice President The President was seated in a classroom when, at 9:05, Andrew Card whispered to him: \"A second plane hit the second tower.\nSent 8: America is under attack.\"Sent 9: The President told us his instinct was to project calm, not to have the country see an excited reaction at a moment of crisis.\nSent 10: The press was standing behind the children; he saw their phones and pagers start to ring.\nSent 11: The President felt he should project strength and calm until he could better understand what was happening.\nSent 12: The President remained in the classroom for another five to seven minutes, while the children continued reading.\nSent 13: He then returned to a holding room shortly before 9:15, where he was briefed by staff and saw television coverage.\nSent 14: He next spoke to Vice President Cheney, Dr. Rice, New York Governor George Pataki, and FBI Director Robert Mueller.\nSent 15: He decided to make a brief statement from the school before leaving for the airport.\nSent 16: The Secret Service told us they were anxious to move the President to a safer location, but did not think it imperative for him to run out the door.\nSent 17: Between 9:15 and 9:30, the staff was busy arranging a return to Washington, while the President consulted his senior advisers about his remarks.\nSent 18: No one in the traveling party had any information during this time that other aircraft were hijacked or missing.\nSent 19: Staff was in contact with the White House Situation Room, but as far as we could determine, no one with the President was in contact with the Pentagon. \nQuestion: how long from the time that air sovereignty aircraft were directed to battle stations did flight united 93 crash in Pennsylvania.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Why does Callimaco pretend to be the one being kidnapped?.", "pos": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Why did Callimaco dress up as a stranger?.", "neg": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Whose wife longs to have a child?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Soon after the conclusion of peace, important changes were made in legislation concerning industry and commerce, and the new freedom thus afforded produced a large number of limited liability companies.\nSent 2: Plans were formed for building a great network of railways, partly for the purpose of developing the natural resources of the country, and partly for the purpose of increasing its power for defense and attack.\nSent 3: The existence of serfdom was tackled boldly, taking advantage of a petition presented by the Polish landed proprietors of the Lithuanian provinces and, hoping that their relations with the serfs might be regulated in a more satisfactory way (meaning in a way more satisfactory for the proprietors), he authorized the formation of committees \"for ameliorating the condition of the peasants,\" and laid down the principles on which the amelioration was to be effected.\nSent 4: This step had been followed by one even more significant.\nSent 5: Without consulting his ordinary advisers, Alexander ordered the Minister of the Interior to send a circular to the provincial governors of European Russia (serfdom was rare in other parts), containing a copy of the instructions forwarded to the Governor-General of Lithuania, praising the supposed generous, patriotic intentions of the Lithuanian landed proprietors, and suggesting that perhaps the landed proprietors of other provinces might express a similar desire.\nSent 6: The hint was taken: in all provinces where serfdom existed, emancipation committees were formed.\nSent 7: The emancipation was not merely a humanitarian question capable of being solved instantaneously by imperial ukase.\nSent 8: It contained very complicated problems, deeply affecting the economic, social and political future of the nation.\nSent 9: Alexander had to choose between the different measures recommended to him and decide if the serfs would become agricultural laborers dependent economically and administratively on the landlords or if the serfs would be transformed into a class of independent communal proprietors.\nSent 10: The emperor gave his support to the latter project, and the Russian peasantry became one of the last groups of peasants in Europe to shake off serfdom.\nSent 11: The architects of the emancipation manifesto were Alexander's brother Konstantin, Yakov Rostovtsev, and Nikolay Milyutin.\nSent 12: On 3 March 1861, 6 years after his accession, the emancipation law was signed and published. \nQuestion: What significant event followed after a petition by Polish landed proprietors was presented to Tsar Alexander?.", "pos": "Paragraph- Sent 1: Soon after the conclusion of peace, important changes were made in legislation concerning industry and commerce, and the new freedom thus afforded produced a large number of limited liability companies.\nSent 2: Plans were formed for building a great network of railways, partly for the purpose of developing the natural resources of the country, and partly for the purpose of increasing its power for defense and attack.\nSent 3: The existence of serfdom was tackled boldly, taking advantage of a petition presented by the Polish landed proprietors of the Lithuanian provinces and, hoping that their relations with the serfs might be regulated in a more satisfactory way (meaning in a way more satisfactory for the proprietors), he authorized the formation of committees \"for ameliorating the condition of the peasants,\" and laid down the principles on which the amelioration was to be effected.\nSent 4: This step had been followed by one even more significant.\nSent 5: Without consulting his ordinary advisers, Alexander ordered the Minister of the Interior to send a circular to the provincial governors of European Russia (serfdom was rare in other parts), containing a copy of the instructions forwarded to the Governor-General of Lithuania, praising the supposed generous, patriotic intentions of the Lithuanian landed proprietors, and suggesting that perhaps the landed proprietors of other provinces might express a similar desire.\nSent 6: The hint was taken: in all provinces where serfdom existed, emancipation committees were formed.\nSent 7: The emancipation was not merely a humanitarian question capable of being solved instantaneously by imperial ukase.\nSent 8: It contained very complicated problems, deeply affecting the economic, social and political future of the nation.\nSent 9: Alexander had to choose between the different measures recommended to him and decide if the serfs would become agricultural laborers dependent economically and administratively on the landlords or if the serfs would be transformed into a class of independent communal proprietors.\nSent 10: The emperor gave his support to the latter project, and the Russian peasantry became one of the last groups of peasants in Europe to shake off serfdom.\nSent 11: The architects of the emancipation manifesto were Alexander's brother Konstantin, Yakov Rostovtsev, and Nikolay Milyutin.\nSent 12: On 3 March 1861, 6 years after his accession, the emancipation law was signed and published. \nQuestion: What contained a very complicated problems that affected the economic, social, and political future of Russia?.", "neg": "Paragraph- Sent 1: Soon after the conclusion of peace, important changes were made in legislation concerning industry and commerce, and the new freedom thus afforded produced a large number of limited liability companies.\nSent 2: Plans were formed for building a great network of railways, partly for the purpose of developing the natural resources of the country, and partly for the purpose of increasing its power for defense and attack.\nSent 3: The existence of serfdom was tackled boldly, taking advantage of a petition presented by the Polish landed proprietors of the Lithuanian provinces and, hoping that their relations with the serfs might be regulated in a more satisfactory way (meaning in a way more satisfactory for the proprietors), he authorized the formation of committees \"for ameliorating the condition of the peasants,\" and laid down the principles on which the amelioration was to be effected.\nSent 4: This step had been followed by one even more significant.\nSent 5: Without consulting his ordinary advisers, Alexander ordered the Minister of the Interior to send a circular to the provincial governors of European Russia (serfdom was rare in other parts), containing a copy of the instructions forwarded to the Governor-General of Lithuania, praising the supposed generous, patriotic intentions of the Lithuanian landed proprietors, and suggesting that perhaps the landed proprietors of other provinces might express a similar desire.\nSent 6: The hint was taken: in all provinces where serfdom existed, emancipation committees were formed.\nSent 7: The emancipation was not merely a humanitarian question capable of being solved instantaneously by imperial ukase.\nSent 8: It contained very complicated problems, deeply affecting the economic, social and political future of the nation.\nSent 9: Alexander had to choose between the different measures recommended to him and decide if the serfs would become agricultural laborers dependent economically and administratively on the landlords or if the serfs would be transformed into a class of independent communal proprietors.\nSent 10: The emperor gave his support to the latter project, and the Russian peasantry became one of the last groups of peasants in Europe to shake off serfdom.\nSent 11: The architects of the emancipation manifesto were Alexander's brother Konstantin, Yakov Rostovtsev, and Nikolay Milyutin.\nSent 12: On 3 March 1861, 6 years after his accession, the emancipation law was signed and published. \nQuestion: Who were the architects of the emancipation manifesto?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Shrinking revenue is forcing Legal Aid of West Virginia to close six satellite offices and lay off 17 employees by January.\nSent 2: The agency provides free legal representation in civil cases to about 24,000 low-income people annually.\nSent 3: Legal Aid lawyers help victims of domestic violence, and they supervise the ombudsman program that sends advocates into all the state's nursing homes.\nSent 4: \"We are here for people who have no place to turn,\" Adrienne Worthy, executive director for the agency, said Tuesday.\nSent 5: \"Our phones ring off the hook now.\nSent 6: I do not look forward to saying, 'I'm sorry.\nSent 7: We can't help you.\"' The Legal Aid board agreed Saturday to close satellite offices in Fayetteville, Madison, Pineville, Welch, Winfield and Williamson.\nSent 8: Satellite facilities in Clay, Hamlin and Summersville and all 11 regional offices will remain open.\nSent 9: Decreases in two funding sources prompted the cuts, Worthy said.\nSent 10: Legal Aid gets funding from the federal Legal Services Corp. based on a formula that counts the number of poor people in a service area.\nSent 11: West Virginia lost 30,000 poor people, according to Census figures used by the Legal Services Corp. The population drop will reduce Legal Aid of West Virginia's budget by $400,000.\nSent 12: The agency also receives a percentage of money from the Interest On Lawyers' Trust Accounts.\nSent 13: Lawyers in private practice give a percentage of the interest on money in trust accounts to Legal Aid organizations in all 50 states.\nSent 14: Low interest rates could mean $300,000 less from that source, Worthy said.\nSent 15: Because of the funding cuts, 17 people will lose their jobs, including lawyers, paralegals, management and support staff, she said.\nSent 16: West Virginia has one Legal Aid lawyer for every 7,895 poor people in the state.\nSent 17: For people who can afford lawyers, there is one lawyer to every 368 people, she said.\nSent 18: Nate Bowles, president and chairman of Legal Aid's board, said the agency plans to continue taking on \"the cases that evidence the most desperate need.\". \nQuestion: Which agency provides free legal representation in civil cases to about 24,000 low-income people annually?.", "pos": "Paragraph- Sent 1: Shrinking revenue is forcing Legal Aid of West Virginia to close six satellite offices and lay off 17 employees by January.\nSent 2: The agency provides free legal representation in civil cases to about 24,000 low-income people annually.\nSent 3: Legal Aid lawyers help victims of domestic violence, and they supervise the ombudsman program that sends advocates into all the state's nursing homes.\nSent 4: \"We are here for people who have no place to turn,\" Adrienne Worthy, executive director for the agency, said Tuesday.\nSent 5: \"Our phones ring off the hook now.\nSent 6: I do not look forward to saying, 'I'm sorry.\nSent 7: We can't help you.\"' The Legal Aid board agreed Saturday to close satellite offices in Fayetteville, Madison, Pineville, Welch, Winfield and Williamson.\nSent 8: Satellite facilities in Clay, Hamlin and Summersville and all 11 regional offices will remain open.\nSent 9: Decreases in two funding sources prompted the cuts, Worthy said.\nSent 10: Legal Aid gets funding from the federal Legal Services Corp. based on a formula that counts the number of poor people in a service area.\nSent 11: West Virginia lost 30,000 poor people, according to Census figures used by the Legal Services Corp. The population drop will reduce Legal Aid of West Virginia's budget by $400,000.\nSent 12: The agency also receives a percentage of money from the Interest On Lawyers' Trust Accounts.\nSent 13: Lawyers in private practice give a percentage of the interest on money in trust accounts to Legal Aid organizations in all 50 states.\nSent 14: Low interest rates could mean $300,000 less from that source, Worthy said.\nSent 15: Because of the funding cuts, 17 people will lose their jobs, including lawyers, paralegals, management and support staff, she said.\nSent 16: West Virginia has one Legal Aid lawyer for every 7,895 poor people in the state.\nSent 17: For people who can afford lawyers, there is one lawyer to every 368 people, she said.\nSent 18: Nate Bowles, president and chairman of Legal Aid's board, said the agency plans to continue taking on \"the cases that evidence the most desperate need.\". \nQuestion: Who does Legal Aid of West Virginia shrinking revenue effect?.", "neg": "Paragraph- Sent 1: Shrinking revenue is forcing Legal Aid of West Virginia to close six satellite offices and lay off 17 employees by January.\nSent 2: The agency provides free legal representation in civil cases to about 24,000 low-income people annually.\nSent 3: Legal Aid lawyers help victims of domestic violence, and they supervise the ombudsman program that sends advocates into all the state's nursing homes.\nSent 4: \"We are here for people who have no place to turn,\" Adrienne Worthy, executive director for the agency, said Tuesday.\nSent 5: \"Our phones ring off the hook now.\nSent 6: I do not look forward to saying, 'I'm sorry.\nSent 7: We can't help you.\"' The Legal Aid board agreed Saturday to close satellite offices in Fayetteville, Madison, Pineville, Welch, Winfield and Williamson.\nSent 8: Satellite facilities in Clay, Hamlin and Summersville and all 11 regional offices will remain open.\nSent 9: Decreases in two funding sources prompted the cuts, Worthy said.\nSent 10: Legal Aid gets funding from the federal Legal Services Corp. based on a formula that counts the number of poor people in a service area.\nSent 11: West Virginia lost 30,000 poor people, according to Census figures used by the Legal Services Corp. The population drop will reduce Legal Aid of West Virginia's budget by $400,000.\nSent 12: The agency also receives a percentage of money from the Interest On Lawyers' Trust Accounts.\nSent 13: Lawyers in private practice give a percentage of the interest on money in trust accounts to Legal Aid organizations in all 50 states.\nSent 14: Low interest rates could mean $300,000 less from that source, Worthy said.\nSent 15: Because of the funding cuts, 17 people will lose their jobs, including lawyers, paralegals, management and support staff, she said.\nSent 16: West Virginia has one Legal Aid lawyer for every 7,895 poor people in the state.\nSent 17: For people who can afford lawyers, there is one lawyer to every 368 people, she said.\nSent 18: Nate Bowles, president and chairman of Legal Aid's board, said the agency plans to continue taking on \"the cases that evidence the most desperate need.\". \nQuestion: Who made this statement: \"For people who can afford lawyers, there is one lawyer to every 368 people\".", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: What a time of it Dawson's Landing was having!\nSent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.\nSent 3: The people took more pride in the duel than in all the other events put together, perhaps.\nSent 4: It was a glory to their town to have such a thing happen there.\nSent 5: In their eyes the principals had reached the summit of human honor.\nSent 6: Everybody paid homage to their names; their praises were in all mouths.\nSent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.\nSent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured. \nQuestion: Where was the Duel happening?.", "pos": "Paragraph- Sent 1: What a time of it Dawson's Landing was having!\nSent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.\nSent 3: The people took more pride in the duel than in all the other events put together, perhaps.\nSent 4: It was a glory to their town to have such a thing happen there.\nSent 5: In their eyes the principals had reached the summit of human honor.\nSent 6: Everybody paid homage to their names; their praises were in all mouths.\nSent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.\nSent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured. \nQuestion: Why did Dawson's Landing wake up?.", "neg": "Paragraph- Sent 1: What a time of it Dawson's Landing was having!\nSent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.\nSent 3: The people took more pride in the duel than in all the other events put together, perhaps.\nSent 4: It was a glory to their town to have such a thing happen there.\nSent 5: In their eyes the principals had reached the summit of human honor.\nSent 6: Everybody paid homage to their names; their praises were in all mouths.\nSent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.\nSent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured. \nQuestion: How long did it take for Pudd'nhead Wilson's chances to be elected mayor to change?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: He read the telegram again.\nSent 2: In desperation he went back to the long distance booth, but found the line still out of order, and a wire had come giving the details of the damage done by the storm.\nSent 3: It would be several days before communication could be established.\nSent 4: There was no help coming from headquarters, and from the wording of the telegram there seemed to be a reason for their not giving clear details.\nSent 5: He must get a copy of the paper.\nSent 6: Reluctantly he went to the printing office and made known his errand.\nSent 7: Mr. Driggs was delighted to give him the paper--he had it some place, though he very seldom opened any of his exchanges.\nSent 8: He evidently bore Mr. Steadman no ill-will for his plain talk two weeks ago.\nSent 9: With some difficulty he found it, with its wrapper still intact.\nSent 10: It was a loose wrapper, which slipped off and on easily.\nSent 11: Mr. Steadman remarked carelessly that there was an editorial in it to which his attention had been drawn, on hearing which Mr. Driggs turned his head and winked at an imaginary accomplice. \nQuestion: Where did Mr. Steadman go  to get the paper?.", "pos": "Paragraph- Sent 1: He read the telegram again.\nSent 2: In desperation he went back to the long distance booth, but found the line still out of order, and a wire had come giving the details of the damage done by the storm.\nSent 3: It would be several days before communication could be established.\nSent 4: There was no help coming from headquarters, and from the wording of the telegram there seemed to be a reason for their not giving clear details.\nSent 5: He must get a copy of the paper.\nSent 6: Reluctantly he went to the printing office and made known his errand.\nSent 7: Mr. Driggs was delighted to give him the paper--he had it some place, though he very seldom opened any of his exchanges.\nSent 8: He evidently bore Mr. Steadman no ill-will for his plain talk two weeks ago.\nSent 9: With some difficulty he found it, with its wrapper still intact.\nSent 10: It was a loose wrapper, which slipped off and on easily.\nSent 11: Mr. Steadman remarked carelessly that there was an editorial in it to which his attention had been drawn, on hearing which Mr. Driggs turned his head and winked at an imaginary accomplice. \nQuestion: Did it seem that Mr. Driggs responded negatively to Mr. Steadman's errand?.", "neg": "Paragraph- Sent 1: He read the telegram again.\nSent 2: In desperation he went back to the long distance booth, but found the line still out of order, and a wire had come giving the details of the damage done by the storm.\nSent 3: It would be several days before communication could be established.\nSent 4: There was no help coming from headquarters, and from the wording of the telegram there seemed to be a reason for their not giving clear details.\nSent 5: He must get a copy of the paper.\nSent 6: Reluctantly he went to the printing office and made known his errand.\nSent 7: Mr. Driggs was delighted to give him the paper--he had it some place, though he very seldom opened any of his exchanges.\nSent 8: He evidently bore Mr. Steadman no ill-will for his plain talk two weeks ago.\nSent 9: With some difficulty he found it, with its wrapper still intact.\nSent 10: It was a loose wrapper, which slipped off and on easily.\nSent 11: Mr. Steadman remarked carelessly that there was an editorial in it to which his attention had been drawn, on hearing which Mr. Driggs turned his head and winked at an imaginary accomplice. \nQuestion: What communication could not be sent?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: The former director of the California Department of Public health is a professor at which university?.", "pos": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: Who is Mark Horton?.", "neg": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: What major public health initiatives were first passed in California?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The old vaulted church was stripped down: there was no cloth on the altar, just a DJ’s toolkit and his beer.\nSent 2: Through the dark, I could see three bolts left in the wall from where they’d taken down the crucifix.\nSent 3: A confessional too beaten-up to have been sold was shaking in a way that suggested activity inside, and where the pews had been taken out, a couple hundred people were testifying to the DJ’s moving sermon.\nSent 4: Rachel stepped forward into the crowd while I took a moment to drink in the ceiling’s blue-lit, shadowed vault and the light-catching haze from who-knows-what rising between the DJ and the crowd.\nSent 5: There was a terrific echo, each beat reverberating inside of the next, and the old stained-glass windows rattled in their frames.\nSent 6: On the dance floor, people moved with their eyes closed and their hands in the air.\nSent 7: I danced with Rachel for a while, but then something by the bar seemed to be pulling her eyes.\nSent 8: She told me that she was heading for a drink and slipped out of the crowd.\nSent 9: When she hadn’t come back halfway through the next song, I glanced over at the bar.\nSent 10: It was just a little set-up where someone had stacked a few crates and brought something alcoholic to share, mostly beer.\nSent 11: Rachel was standing with a plastic cup, looking like she was having a conversation, but I couldn’t see anyone else there.\nSent 12: The next time the crowd split, I saw him.\nSent 13: He stood in front of a blue light, so I couldn’t see him clearly, but what I saw was memorable.\nSent 14: He wore a jacket of what might have been blue velvet, and his hair gleamed black against his white skin.\nSent 15: The blue haze seemed to stop just shy of his pallor, setting off his striking face without illuminating its details, and his wrists flashed white in the darkness.\nSent 16: He didn’t move, just stared and held his drink.\nSent 17: The next time I saw them, his mouth was moving.\nSent 18: She nodded and he took her arm.\nSent 19: I watched them through the crush of dancers as they squeezed along the wall, and the feeling came to me that something was very wrong.\nSent 20: Saturday morning, I woke up and saw that she still hadn’t come home. \nQuestion: What two images of color are used in this passage?.", "pos": "Paragraph- Sent 1: The old vaulted church was stripped down: there was no cloth on the altar, just a DJ’s toolkit and his beer.\nSent 2: Through the dark, I could see three bolts left in the wall from where they’d taken down the crucifix.\nSent 3: A confessional too beaten-up to have been sold was shaking in a way that suggested activity inside, and where the pews had been taken out, a couple hundred people were testifying to the DJ’s moving sermon.\nSent 4: Rachel stepped forward into the crowd while I took a moment to drink in the ceiling’s blue-lit, shadowed vault and the light-catching haze from who-knows-what rising between the DJ and the crowd.\nSent 5: There was a terrific echo, each beat reverberating inside of the next, and the old stained-glass windows rattled in their frames.\nSent 6: On the dance floor, people moved with their eyes closed and their hands in the air.\nSent 7: I danced with Rachel for a while, but then something by the bar seemed to be pulling her eyes.\nSent 8: She told me that she was heading for a drink and slipped out of the crowd.\nSent 9: When she hadn’t come back halfway through the next song, I glanced over at the bar.\nSent 10: It was just a little set-up where someone had stacked a few crates and brought something alcoholic to share, mostly beer.\nSent 11: Rachel was standing with a plastic cup, looking like she was having a conversation, but I couldn’t see anyone else there.\nSent 12: The next time the crowd split, I saw him.\nSent 13: He stood in front of a blue light, so I couldn’t see him clearly, but what I saw was memorable.\nSent 14: He wore a jacket of what might have been blue velvet, and his hair gleamed black against his white skin.\nSent 15: The blue haze seemed to stop just shy of his pallor, setting off his striking face without illuminating its details, and his wrists flashed white in the darkness.\nSent 16: He didn’t move, just stared and held his drink.\nSent 17: The next time I saw them, his mouth was moving.\nSent 18: She nodded and he took her arm.\nSent 19: I watched them through the crush of dancers as they squeezed along the wall, and the feeling came to me that something was very wrong.\nSent 20: Saturday morning, I woke up and saw that she still hadn’t come home. \nQuestion: How many times is the image of \"blue\" used?.", "neg": "Paragraph- Sent 1: The old vaulted church was stripped down: there was no cloth on the altar, just a DJ’s toolkit and his beer.\nSent 2: Through the dark, I could see three bolts left in the wall from where they’d taken down the crucifix.\nSent 3: A confessional too beaten-up to have been sold was shaking in a way that suggested activity inside, and where the pews had been taken out, a couple hundred people were testifying to the DJ’s moving sermon.\nSent 4: Rachel stepped forward into the crowd while I took a moment to drink in the ceiling’s blue-lit, shadowed vault and the light-catching haze from who-knows-what rising between the DJ and the crowd.\nSent 5: There was a terrific echo, each beat reverberating inside of the next, and the old stained-glass windows rattled in their frames.\nSent 6: On the dance floor, people moved with their eyes closed and their hands in the air.\nSent 7: I danced with Rachel for a while, but then something by the bar seemed to be pulling her eyes.\nSent 8: She told me that she was heading for a drink and slipped out of the crowd.\nSent 9: When she hadn’t come back halfway through the next song, I glanced over at the bar.\nSent 10: It was just a little set-up where someone had stacked a few crates and brought something alcoholic to share, mostly beer.\nSent 11: Rachel was standing with a plastic cup, looking like she was having a conversation, but I couldn’t see anyone else there.\nSent 12: The next time the crowd split, I saw him.\nSent 13: He stood in front of a blue light, so I couldn’t see him clearly, but what I saw was memorable.\nSent 14: He wore a jacket of what might have been blue velvet, and his hair gleamed black against his white skin.\nSent 15: The blue haze seemed to stop just shy of his pallor, setting off his striking face without illuminating its details, and his wrists flashed white in the darkness.\nSent 16: He didn’t move, just stared and held his drink.\nSent 17: The next time I saw them, his mouth was moving.\nSent 18: She nodded and he took her arm.\nSent 19: I watched them through the crush of dancers as they squeezed along the wall, and the feeling came to me that something was very wrong.\nSent 20: Saturday morning, I woke up and saw that she still hadn’t come home. \nQuestion: where was the crucifix.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Lark Johnson, executive director at the shelter, said some of the women would never have received legal help had it not been for the program.\nSent 2: \"In the past, they would have had to report their spouse's income and that would be included in determining whether they were eligible to get legal help, whether they had access to that money or not,\" she said.\nSent 3: \"They can get help now with no barriers for custody cases, protective orders and other things.\"Sent 4: Johnson said through the program her shelter, which served 187 women and children last year, has been able to form better relationships with those who work with domestic violence victims.\nSent 5: \"Judges and law enforcement officers are trained to help them understand what their options are to stabilize a violent home,\" Johnson said.\nSent 6: \"They are also trained to detect evidence of domestic violence in a home.\nSent 7: So they won't have to solely rely on the testimony of the victim.\"Sent 8: Educating court and law enforcement officers is a program priority, Crockett said, because in that emotional and painful situation \"sensitivity and education is absent\" among some who deal with victims.\nSent 9: For details about the Domestic Violence Legal Assistance Program, call 601-948-6752. \nQuestion: What program does the program provide?.", "pos": "Paragraph- Sent 1: Lark Johnson, executive director at the shelter, said some of the women would never have received legal help had it not been for the program.\nSent 2: \"In the past, they would have had to report their spouse's income and that would be included in determining whether they were eligible to get legal help, whether they had access to that money or not,\" she said.\nSent 3: \"They can get help now with no barriers for custody cases, protective orders and other things.\"Sent 4: Johnson said through the program her shelter, which served 187 women and children last year, has been able to form better relationships with those who work with domestic violence victims.\nSent 5: \"Judges and law enforcement officers are trained to help them understand what their options are to stabilize a violent home,\" Johnson said.\nSent 6: \"They are also trained to detect evidence of domestic violence in a home.\nSent 7: So they won't have to solely rely on the testimony of the victim.\"Sent 8: Educating court and law enforcement officers is a program priority, Crockett said, because in that emotional and painful situation \"sensitivity and education is absent\" among some who deal with victims.\nSent 9: For details about the Domestic Violence Legal Assistance Program, call 601-948-6752. \nQuestion: How has the shetler helped victims of domestic violence?.", "neg": "Paragraph- Sent 1: Lark Johnson, executive director at the shelter, said some of the women would never have received legal help had it not been for the program.\nSent 2: \"In the past, they would have had to report their spouse's income and that would be included in determining whether they were eligible to get legal help, whether they had access to that money or not,\" she said.\nSent 3: \"They can get help now with no barriers for custody cases, protective orders and other things.\"Sent 4: Johnson said through the program her shelter, which served 187 women and children last year, has been able to form better relationships with those who work with domestic violence victims.\nSent 5: \"Judges and law enforcement officers are trained to help them understand what their options are to stabilize a violent home,\" Johnson said.\nSent 6: \"They are also trained to detect evidence of domestic violence in a home.\nSent 7: So they won't have to solely rely on the testimony of the victim.\"Sent 8: Educating court and law enforcement officers is a program priority, Crockett said, because in that emotional and painful situation \"sensitivity and education is absent\" among some who deal with victims.\nSent 9: For details about the Domestic Violence Legal Assistance Program, call 601-948-6752. \nQuestion: What change took place that now allows women to get help in legal cases?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Here the omnibus came up, and I rode back to Manchester.\nSent 2: The whole conversation took up very little more time than it will take to read it; but I thought it worth recording, as characteristic of the people now suffering in Lancashire from no fault of their own.\nSent 3: I know the people well.\nSent 4: The greatest number of them would starve themselves to that degree that they would not be of much more physical use in this world, before they would condescend to beg.\nSent 5: But starving to death is hard work.\nSent 6: What will winter bring to them when severe weather begins to tell upon constitutions lowered in tone by a starvation diet--a diet so different to what they have been used to when in work?\nSent 7: What will the 1s.\nSent 8: 6d.\nSent 9: a-head weekly do for them in that hard time?\nSent 10: If something more than this is not done for them, when more food, clothing, and fire are necessary to everybody, calamities may arise which will cost England a hundred times more than a sufficient relief--a relief worthy of those who are suffering, and of the nation they belong to--would have cost.\nSent 11: In the meantime the cold wings of winter already begin to overshadow the land; and every day lost involves the lives, or the future usefulness, of thousands of our best population. \nQuestion: Which city's people would rather starve than beg?.", "pos": "Paragraph- Sent 1:   Here the omnibus came up, and I rode back to Manchester.\nSent 2: The whole conversation took up very little more time than it will take to read it; but I thought it worth recording, as characteristic of the people now suffering in Lancashire from no fault of their own.\nSent 3: I know the people well.\nSent 4: The greatest number of them would starve themselves to that degree that they would not be of much more physical use in this world, before they would condescend to beg.\nSent 5: But starving to death is hard work.\nSent 6: What will winter bring to them when severe weather begins to tell upon constitutions lowered in tone by a starvation diet--a diet so different to what they have been used to when in work?\nSent 7: What will the 1s.\nSent 8: 6d.\nSent 9: a-head weekly do for them in that hard time?\nSent 10: If something more than this is not done for them, when more food, clothing, and fire are necessary to everybody, calamities may arise which will cost England a hundred times more than a sufficient relief--a relief worthy of those who are suffering, and of the nation they belong to--would have cost.\nSent 11: In the meantime the cold wings of winter already begin to overshadow the land; and every day lost involves the lives, or the future usefulness, of thousands of our best population. \nQuestion: In what town would the majority starve before condescending to beg?.", "neg": "Paragraph- Sent 1:   Here the omnibus came up, and I rode back to Manchester.\nSent 2: The whole conversation took up very little more time than it will take to read it; but I thought it worth recording, as characteristic of the people now suffering in Lancashire from no fault of their own.\nSent 3: I know the people well.\nSent 4: The greatest number of them would starve themselves to that degree that they would not be of much more physical use in this world, before they would condescend to beg.\nSent 5: But starving to death is hard work.\nSent 6: What will winter bring to them when severe weather begins to tell upon constitutions lowered in tone by a starvation diet--a diet so different to what they have been used to when in work?\nSent 7: What will the 1s.\nSent 8: 6d.\nSent 9: a-head weekly do for them in that hard time?\nSent 10: If something more than this is not done for them, when more food, clothing, and fire are necessary to everybody, calamities may arise which will cost England a hundred times more than a sufficient relief--a relief worthy of those who are suffering, and of the nation they belong to--would have cost.\nSent 11: In the meantime the cold wings of winter already begin to overshadow the land; and every day lost involves the lives, or the future usefulness, of thousands of our best population. \nQuestion: What is expected to happen to the Lancashire people if they do not receive help before the winter arrives?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The opening shot of the movie shows Kunti praying for Lord Krishna 's protection for the Pandavas .\nSent 2: Lord Krishna consoles Kunti and promises to ever protect the Pandavas and guide them through troubles and problems that may occur in life .\nSent 3: The sons of Pandu and Dhritarashtra progeny break into an argument .\nSent 4: When Duryodhana insults the Pandavas as `` dependents '' , Bheema counters by saying that , the Kauravas are the progeny of a widow .\nSent 5: Duryodhana asks Veda Vyasa for an explanation .\nSent 6: He is then told that , since his mother , Gandhari had an astrological defect , she is first married of to a goat and then married to his father .\nSent 7: Duryodhana gains animosity towards the kingdom of Gandhara where the king , the father of his mother Gandhari , rules .\nSent 8: He attacks Gandhara and lays waste of the whole kingdom .\nSent 9: He them imprisons the royal family in his prison .\nSent 10: He gives them only one rice grain per prisoner .\nSent 11: The king of Gandhara then stops everyone from grabbing the little food that is provided .\nSent 12: He says that instead of everyone dying , they could keep at least one of their princes alive .\nSent 13: He chooses Sakuni to be alive .\nSent 14: Sakuni takes an oath that he will do everything he can to destroy the entire Kaurava clan .\nSent 15: He makes magic dice from his father 's spinal cord .\nSent 16: The magic dice show exactly the number that he would want .\nSent 17: Duryodhana takes pity on the lone prisoner , Sakuni after the rest of the Gandhara royal family dies in prison out of starvation .\nSent 18: Sakuni joins the evil of coterie of Duryodhana , Karna and Dushyasana . \nQuestion: what do Lord Krishna promises Kunti to ever protect.", "pos": "Paragraph- Sent 1: The opening shot of the movie shows Kunti praying for Lord Krishna 's protection for the Pandavas .\nSent 2: Lord Krishna consoles Kunti and promises to ever protect the Pandavas and guide them through troubles and problems that may occur in life .\nSent 3: The sons of Pandu and Dhritarashtra progeny break into an argument .\nSent 4: When Duryodhana insults the Pandavas as `` dependents '' , Bheema counters by saying that , the Kauravas are the progeny of a widow .\nSent 5: Duryodhana asks Veda Vyasa for an explanation .\nSent 6: He is then told that , since his mother , Gandhari had an astrological defect , she is first married of to a goat and then married to his father .\nSent 7: Duryodhana gains animosity towards the kingdom of Gandhara where the king , the father of his mother Gandhari , rules .\nSent 8: He attacks Gandhara and lays waste of the whole kingdom .\nSent 9: He them imprisons the royal family in his prison .\nSent 10: He gives them only one rice grain per prisoner .\nSent 11: The king of Gandhara then stops everyone from grabbing the little food that is provided .\nSent 12: He says that instead of everyone dying , they could keep at least one of their princes alive .\nSent 13: He chooses Sakuni to be alive .\nSent 14: Sakuni takes an oath that he will do everything he can to destroy the entire Kaurava clan .\nSent 15: He makes magic dice from his father 's spinal cord .\nSent 16: The magic dice show exactly the number that he would want .\nSent 17: Duryodhana takes pity on the lone prisoner , Sakuni after the rest of the Gandhara royal family dies in prison out of starvation .\nSent 18: Sakuni joins the evil of coterie of Duryodhana , Karna and Dushyasana . \nQuestion: Whose mother married a goat?.", "neg": "Paragraph- Sent 1: The opening shot of the movie shows Kunti praying for Lord Krishna 's protection for the Pandavas .\nSent 2: Lord Krishna consoles Kunti and promises to ever protect the Pandavas and guide them through troubles and problems that may occur in life .\nSent 3: The sons of Pandu and Dhritarashtra progeny break into an argument .\nSent 4: When Duryodhana insults the Pandavas as `` dependents '' , Bheema counters by saying that , the Kauravas are the progeny of a widow .\nSent 5: Duryodhana asks Veda Vyasa for an explanation .\nSent 6: He is then told that , since his mother , Gandhari had an astrological defect , she is first married of to a goat and then married to his father .\nSent 7: Duryodhana gains animosity towards the kingdom of Gandhara where the king , the father of his mother Gandhari , rules .\nSent 8: He attacks Gandhara and lays waste of the whole kingdom .\nSent 9: He them imprisons the royal family in his prison .\nSent 10: He gives them only one rice grain per prisoner .\nSent 11: The king of Gandhara then stops everyone from grabbing the little food that is provided .\nSent 12: He says that instead of everyone dying , they could keep at least one of their princes alive .\nSent 13: He chooses Sakuni to be alive .\nSent 14: Sakuni takes an oath that he will do everything he can to destroy the entire Kaurava clan .\nSent 15: He makes magic dice from his father 's spinal cord .\nSent 16: The magic dice show exactly the number that he would want .\nSent 17: Duryodhana takes pity on the lone prisoner , Sakuni after the rest of the Gandhara royal family dies in prison out of starvation .\nSent 18: Sakuni joins the evil of coterie of Duryodhana , Karna and Dushyasana . \nQuestion: Who lays waste to the kingdom, and what does he do after?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The center of an atom is held together by powerful forces.\nSent 2: This gives them a huge amount of stored energy.\nSent 3: This type of energy is called nuclear energy.\nSent 4: This energy can be released and used to do work.\nSent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.\nSent 6: This splitting apart is called nuclear fission.\nSent 7: Another type of nuclear energy happens in the Sun.\nSent 8: Here the atoms nuclei are not split apart.\nSent 9: Instead, the nuclei of the atoms are fused, or joined together.\nSent 10: This process is called nuclear fusion.\nSent 11: Some of the suns energy travels to Earth.\nSent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis. \nQuestion: What happens to atoms during nuclear fusion?.", "pos": "Paragraph- Sent 1: The center of an atom is held together by powerful forces.\nSent 2: This gives them a huge amount of stored energy.\nSent 3: This type of energy is called nuclear energy.\nSent 4: This energy can be released and used to do work.\nSent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.\nSent 6: This splitting apart is called nuclear fission.\nSent 7: Another type of nuclear energy happens in the Sun.\nSent 8: Here the atoms nuclei are not split apart.\nSent 9: Instead, the nuclei of the atoms are fused, or joined together.\nSent 10: This process is called nuclear fusion.\nSent 11: Some of the suns energy travels to Earth.\nSent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis. \nQuestion: What is the process called when the nuclei of the atoms are fused, or joined together.", "neg": "Paragraph- Sent 1: The center of an atom is held together by powerful forces.\nSent 2: This gives them a huge amount of stored energy.\nSent 3: This type of energy is called nuclear energy.\nSent 4: This energy can be released and used to do work.\nSent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.\nSent 6: This splitting apart is called nuclear fission.\nSent 7: Another type of nuclear energy happens in the Sun.\nSent 8: Here the atoms nuclei are not split apart.\nSent 9: Instead, the nuclei of the atoms are fused, or joined together.\nSent 10: This process is called nuclear fusion.\nSent 11: Some of the suns energy travels to Earth.\nSent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis. \nQuestion: What type of stored energy do atoms have?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The explosion, while killing one of the Cossacks and seriously wounding the driver and people on the sidewalk, had only damaged the bulletproof carriage, a gift from Napoleon III of France.\nSent 2: The emperor emerged shaken but unhurt.\nSent 3: Rysakov was captured almost immediately.\nSent 4: Police Chief Dvorzhitsky heard Rysakov shout out to someone else in the gathering crowd.\nSent 5: The surrounding guards and the Cossacks urged the emperor to leave the area at once rather than being shown the site of the explosion.\nSent 6: Nevertheless, a second young member of the Narodnaya Volya, Ignacy Hryniewiecki, standing by the canal fence, raised both arms and threw something at the emperor's feet.\nSent 7: He was alleged to have shouted, \"It is too early to thank God\".\nSent 8: Dvorzhitsky was later to write:. \nQuestion: Who is Rysakov?.", "pos": "Paragraph- Sent 1: The explosion, while killing one of the Cossacks and seriously wounding the driver and people on the sidewalk, had only damaged the bulletproof carriage, a gift from Napoleon III of France.\nSent 2: The emperor emerged shaken but unhurt.\nSent 3: Rysakov was captured almost immediately.\nSent 4: Police Chief Dvorzhitsky heard Rysakov shout out to someone else in the gathering crowd.\nSent 5: The surrounding guards and the Cossacks urged the emperor to leave the area at once rather than being shown the site of the explosion.\nSent 6: Nevertheless, a second young member of the Narodnaya Volya, Ignacy Hryniewiecki, standing by the canal fence, raised both arms and threw something at the emperor's feet.\nSent 7: He was alleged to have shouted, \"It is too early to thank God\".\nSent 8: Dvorzhitsky was later to write:. \nQuestion: Who was trying to attack the emperor?.", "neg": "Paragraph- Sent 1: The explosion, while killing one of the Cossacks and seriously wounding the driver and people on the sidewalk, had only damaged the bulletproof carriage, a gift from Napoleon III of France.\nSent 2: The emperor emerged shaken but unhurt.\nSent 3: Rysakov was captured almost immediately.\nSent 4: Police Chief Dvorzhitsky heard Rysakov shout out to someone else in the gathering crowd.\nSent 5: The surrounding guards and the Cossacks urged the emperor to leave the area at once rather than being shown the site of the explosion.\nSent 6: Nevertheless, a second young member of the Narodnaya Volya, Ignacy Hryniewiecki, standing by the canal fence, raised both arms and threw something at the emperor's feet.\nSent 7: He was alleged to have shouted, \"It is too early to thank God\".\nSent 8: Dvorzhitsky was later to write:. \nQuestion: What did the young member of the Narodnaya Volya do before shouting to the emperor?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In 1917, Einstein applied the general theory of relativity to model the structure of the universe as a whole.\nSent 2: He apprehended that his equations predicted the universe to be either contracting or expanding.\nSent 3: He wanted the universe to be eternal and unchanging, but this type of universe is not consistent with relativity.\nSent 4: To fix this, Einstein modified the general theory by introducing a new notion, the cosmological constant, which he called ''Lambda''.\nSent 5: The purpose of Lambda was to rectify the effects of gravity and allow the whole system to stay balanced.\nSent 6: With a positive cosmological constant, the universe could be an eternal static sphere.\nSent 7: However, in 1929, Edwin Hubble confirmed that the universe is expanding, Einstein exclaimed after his Mount Wilson visit with Hubble: \"If there is no quasi-static world, then away with the cosmological term!\"Sent 8: and Einstein supposedly discarded the cosmological constant.\nSent 9: Einstein believed a spherical static universe is philosophically preferred, because it would obey Mach's principle.\nSent 10: He had shown that general relativity incorporates Mach's principle to a certain extent in frame dragging by gravitomagnetic fields, but he knew that Mach's idea would not work if space goes on forever.\nSent 11: In a closed universe, he believed that Mach's principle would hold.\nSent 12: Mach's principle has generated much controversy over the years.\nSent 13: In many of Einstein biographies, writers claim that he called the creation of Lambda his \"biggest blunder\".\nSent 14: Recently, astrophysicist Mario Livio showed that Einstein possibly never said that.\nSent 15: Instead of discarding Lambda, Einstein was continually experimenting with it.\nSent 16: In late 2013, Irish physicist Cormac O'Raifeartaigh, happened to discover a handwritten manuscript by Einstein which was since then overlooked by other scientists.\nSent 17: The research paper was titled ''\"Zum kosmologischen Problem\"'' (\"About the Cosmological Problem\").\nSent 18: And Einstein proposed a revision of his model, still with a cosmological constant, but now the constant was responsible for the creation of new matter as the universe expanded. \nQuestion: The discovery of an expanding universe by what scientist caused Einstein to discard his cosmological constant?.", "pos": "Paragraph- Sent 1: Albert Einstein was born in Ulm, in the Kingdom of Wurttemberg in the German Empire on 14 March 1879.\nSent 2: His parents were Hermann Einstein, a salesman and engineer, and Pauline Koch.\nSent 3: In 1880, the family moved to Munich, where his father and his uncle founded Elektrotechnische Fabrik J. Einstein & Cie, a company that manufactured electrical equipment based on direct current.\nSent 4: The Einsteins were non-observant Ashkenazi Jews.\nSent 5: Albert attended a Catholic elementary school from the age of 5 for three years.\nSent 6: At the age of 8, he was transferred to the Luitpold Gymnasium (now known as the Albert Einstein Gymnasium), where he received advanced primary and secondary school education until he left Germany seven years later.\nSent 7: In 1894, his father's company failed: direct current (DC) lost the War of Currents to alternating current (AC).\nSent 8: In search of business, the Einstein family moved to Italy, first to Milan and then, a few months later, to Pavia.\nSent 9: When the family moved to Pavia, Einstein stayed in Munich to finish his studies at the Luitpold Gymnasium.\nSent 10: His father intended for him to pursue electrical engineering, but Einstein clashed with authorities and resented the school's regimen and teaching method.\nSent 11: He later wrote that the spirit of learning and creative thought were lost in strict rote learning.\nSent 12: At the end of December 1894, he travelled to Italy to join his family in Pavia, convincing the school to let him go by using a doctor's note.\nSent 13: It was during his time in Italy that he wrote a short essay with the title \"On the Investigation of the State of the Ether in a Magnetic Field.\nSent 14: In 1895, at the age of 16, Einstein sat the entrance examinations for the Swiss Federal Polytechnic in Zurich (later the Eidgenossische Technische Hochschule ETH).\nSent 15: He failed to reach the required standard in the general part of the examination, but obtained exceptional grades in physics and mathematics.\nSent 16: On the advice of the principal of the Polytechnic, he attended the Argovian cantonal school (gymnasium) in Aarau, Switzerland, in 1895-96 to complete his secondary schooling.\nSent 17: While lodging with the family of Professor Jost Winteler, he fell in love with Winteler's daughter, Marie.\nSent 18: (Albert's sister Maja later married Wintelers' son Paul.) In January 1896, with his father's approval, he renounced his citizenship in the German Kingdom of Wurttemberg to avoid military service. \nQuestion: What event prompted the Einsteins' move to Milan?.", "neg": "Paragraph- Sent 1: In 1917, Einstein applied the general theory of relativity to model the structure of the universe as a whole.\nSent 2: He apprehended that his equations predicted the universe to be either contracting or expanding.\nSent 3: He wanted the universe to be eternal and unchanging, but this type of universe is not consistent with relativity.\nSent 4: To fix this, Einstein modified the general theory by introducing a new notion, the cosmological constant, which he called ''Lambda''.\nSent 5: The purpose of Lambda was to rectify the effects of gravity and allow the whole system to stay balanced.\nSent 6: With a positive cosmological constant, the universe could be an eternal static sphere.\nSent 7: However, in 1929, Edwin Hubble confirmed that the universe is expanding, Einstein exclaimed after his Mount Wilson visit with Hubble: \"If there is no quasi-static world, then away with the cosmological term!\"Sent 8: and Einstein supposedly discarded the cosmological constant.\nSent 9: Einstein believed a spherical static universe is philosophically preferred, because it would obey Mach's principle.\nSent 10: He had shown that general relativity incorporates Mach's principle to a certain extent in frame dragging by gravitomagnetic fields, but he knew that Mach's idea would not work if space goes on forever.\nSent 11: In a closed universe, he believed that Mach's principle would hold.\nSent 12: Mach's principle has generated much controversy over the years.\nSent 13: In many of Einstein biographies, writers claim that he called the creation of Lambda his \"biggest blunder\".\nSent 14: Recently, astrophysicist Mario Livio showed that Einstein possibly never said that.\nSent 15: Instead of discarding Lambda, Einstein was continually experimenting with it.\nSent 16: In late 2013, Irish physicist Cormac O'Raifeartaigh, happened to discover a handwritten manuscript by Einstein which was since then overlooked by other scientists.\nSent 17: The research paper was titled ''\"Zum kosmologischen Problem\"'' (\"About the Cosmological Problem\").\nSent 18: And Einstein proposed a revision of his model, still with a cosmological constant, but now the constant was responsible for the creation of new matter as the universe expanded. \nQuestion: What did Einstein use as his \"cosmological constant\" and what was its purpose?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Gravitational Potential Energy is affected by position.\nSent 2: Like the leaves on trees, anything that is raised up has the potential to fall.\nSent 3: It has potential energy.\nSent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.\nSent 5: Gravitational potential energy depends on two things.\nSent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.\nSent 7: It also depends on its height above the ground.\nSent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.\nSent 9: Like all energy, gravitational potential energy has the ability to do work.\nSent 10: In this case, weight has the potential to deliver a force.\nSent 11: More important for us is that it has the ability to cause change.\nSent 12: What kind of change you may ask?\nSent 13: Gravitational potential energy has the ability to cause motion. \nQuestion: What sort of change can gravitational potential energy cause?.", "pos": "Paragraph- Sent 1: Gravitational Potential Energy is affected by position.\nSent 2: Like the leaves on trees, anything that is raised up has the potential to fall.\nSent 3: It has potential energy.\nSent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.\nSent 5: Gravitational potential energy depends on two things.\nSent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.\nSent 7: It also depends on its height above the ground.\nSent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.\nSent 9: Like all energy, gravitational potential energy has the ability to do work.\nSent 10: In this case, weight has the potential to deliver a force.\nSent 11: More important for us is that it has the ability to cause change.\nSent 12: What kind of change you may ask?\nSent 13: Gravitational potential energy has the ability to cause motion. \nQuestion: What is the change that Gravitational potential energy can cause?.", "neg": "Paragraph- Sent 1: Gravitational Potential Energy is affected by position.\nSent 2: Like the leaves on trees, anything that is raised up has the potential to fall.\nSent 3: It has potential energy.\nSent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.\nSent 5: Gravitational potential energy depends on two things.\nSent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.\nSent 7: It also depends on its height above the ground.\nSent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.\nSent 9: Like all energy, gravitational potential energy has the ability to do work.\nSent 10: In this case, weight has the potential to deliver a force.\nSent 11: More important for us is that it has the ability to cause change.\nSent 12: What kind of change you may ask?\nSent 13: Gravitational potential energy has the ability to cause motion. \nQuestion: What kind of position would an object need to possess gravitational potential energy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A state foundation is giving West Texas Legal Services and the Fort Worth chapter of the NAACP more than $1 million to help provide civil legal services to the poor.\nSent 2: The Texas Equal Access to Justice Foundation announced that the Fort Worth-based nonprofit groups will receive grants from funds it controls, including the Interest on Lawyers' Trust Accounts, or IOLTA, program.\nSent 3: West Texas Legal Services, which works with clients in 106 counties including Tarrant, Lubbock, Midland and Potter, will get about $1.03 million.\nSent 4: The legal aid group cleared about 8,300 cases last year.\nSent 5: \"It is going to help us out tremendously with our program,\" said Kathy Duncan at West Texas Legal Services.\nSent 6: \"If it wasn't for the grant, we couldn't continue to do the work we are doing.\"Sent 7: West Texas handles such cases as divorces, protective orders in domestic violence cases and land-lord-tenant disputes.\nSent 8: It has a staff of about 100 employees, including attorneys and support staff, in 10 branch offices.\nSent 9: The NAACP's Fort Worth Justice Project will get $49,000.\nSent 10: Officials from the group's legal assistance program were not available to comment.\nSent 11: Created by the Texas Supreme Court, the Equal Access foundation has distributed about $8 million statewide.\nSent 12: Besides the IOLTA program, the money comes from court filing fees and a state criminal victims assistance program.\nSent 13: In Texas, 4.2 million people qualify for legal assistance because they make at or below 120 percent of the federal poverty guideline.\nSent 14: In Tarrant County, 204,000 people are eligible for legal aid.\nSent 15: The grants come at a time when funding for programs providing attorneys for the poor are in jeopardy from declining interest rates, cutbacks in federal funding and legal challenges.\nSent 16: \"It needs to be a whole lot more,\" said Betty Torres, executive director of the Austin-based foundation.\nSent 17: \"Although the poverty population in Texas has increased, statewide and federal funding for this vital work is in decline.\"Sent 18: About $4.9 million being distributed this year comes from the IOLTA fund, which is interest earned on money paid to lawyers as retainers or to cover court costs. \nQuestion: Who is helping West Texas provide their services and is it effective?.", "pos": "Paragraph- Sent 1: A state foundation is giving West Texas Legal Services and the Fort Worth chapter of the NAACP more than $1 million to help provide civil legal services to the poor.\nSent 2: The Texas Equal Access to Justice Foundation announced that the Fort Worth-based nonprofit groups will receive grants from funds it controls, including the Interest on Lawyers' Trust Accounts, or IOLTA, program.\nSent 3: West Texas Legal Services, which works with clients in 106 counties including Tarrant, Lubbock, Midland and Potter, will get about $1.03 million.\nSent 4: The legal aid group cleared about 8,300 cases last year.\nSent 5: \"It is going to help us out tremendously with our program,\" said Kathy Duncan at West Texas Legal Services.\nSent 6: \"If it wasn't for the grant, we couldn't continue to do the work we are doing.\"Sent 7: West Texas handles such cases as divorces, protective orders in domestic violence cases and land-lord-tenant disputes.\nSent 8: It has a staff of about 100 employees, including attorneys and support staff, in 10 branch offices.\nSent 9: The NAACP's Fort Worth Justice Project will get $49,000.\nSent 10: Officials from the group's legal assistance program were not available to comment.\nSent 11: Created by the Texas Supreme Court, the Equal Access foundation has distributed about $8 million statewide.\nSent 12: Besides the IOLTA program, the money comes from court filing fees and a state criminal victims assistance program.\nSent 13: In Texas, 4.2 million people qualify for legal assistance because they make at or below 120 percent of the federal poverty guideline.\nSent 14: In Tarrant County, 204,000 people are eligible for legal aid.\nSent 15: The grants come at a time when funding for programs providing attorneys for the poor are in jeopardy from declining interest rates, cutbacks in federal funding and legal challenges.\nSent 16: \"It needs to be a whole lot more,\" said Betty Torres, executive director of the Austin-based foundation.\nSent 17: \"Although the poverty population in Texas has increased, statewide and federal funding for this vital work is in decline.\"Sent 18: About $4.9 million being distributed this year comes from the IOLTA fund, which is interest earned on money paid to lawyers as retainers or to cover court costs. \nQuestion: What is the foundation for giving government funds for this program and how is it used?.", "neg": "Paragraph- Sent 1: A state foundation is giving West Texas Legal Services and the Fort Worth chapter of the NAACP more than $1 million to help provide civil legal services to the poor.\nSent 2: The Texas Equal Access to Justice Foundation announced that the Fort Worth-based nonprofit groups will receive grants from funds it controls, including the Interest on Lawyers' Trust Accounts, or IOLTA, program.\nSent 3: West Texas Legal Services, which works with clients in 106 counties including Tarrant, Lubbock, Midland and Potter, will get about $1.03 million.\nSent 4: The legal aid group cleared about 8,300 cases last year.\nSent 5: \"It is going to help us out tremendously with our program,\" said Kathy Duncan at West Texas Legal Services.\nSent 6: \"If it wasn't for the grant, we couldn't continue to do the work we are doing.\"Sent 7: West Texas handles such cases as divorces, protective orders in domestic violence cases and land-lord-tenant disputes.\nSent 8: It has a staff of about 100 employees, including attorneys and support staff, in 10 branch offices.\nSent 9: The NAACP's Fort Worth Justice Project will get $49,000.\nSent 10: Officials from the group's legal assistance program were not available to comment.\nSent 11: Created by the Texas Supreme Court, the Equal Access foundation has distributed about $8 million statewide.\nSent 12: Besides the IOLTA program, the money comes from court filing fees and a state criminal victims assistance program.\nSent 13: In Texas, 4.2 million people qualify for legal assistance because they make at or below 120 percent of the federal poverty guideline.\nSent 14: In Tarrant County, 204,000 people are eligible for legal aid.\nSent 15: The grants come at a time when funding for programs providing attorneys for the poor are in jeopardy from declining interest rates, cutbacks in federal funding and legal challenges.\nSent 16: \"It needs to be a whole lot more,\" said Betty Torres, executive director of the Austin-based foundation.\nSent 17: \"Although the poverty population in Texas has increased, statewide and federal funding for this vital work is in decline.\"Sent 18: About $4.9 million being distributed this year comes from the IOLTA fund, which is interest earned on money paid to lawyers as retainers or to cover court costs. \nQuestion: In Tarrant County, how many people make at or below 120 percent of the federal poverty guideline, rounded to the nearest thousand?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film opens with homemade videos of Jack and Jill growing up .\nSent 2: As the videos progress , it seems that Jack is the more gifted twin , with Jill constantly trying to get his attention by hitting him , hurting girls around him , etc. .\nSent 3: The film then goes to an adult Jack , a successful advertising executive in Los Angeles with a beautiful wife and two kids , Sofie and Gary .\nSent 4: Jack is incredibly irritated about the holiday visit of his `` identical '' { { cite web } } twin sister Jill , as he has to pick her up at 4:00 am .\nSent 5: Following a series of problems from the airport to the house , Jack 's patience is soon stretched increasingly thin .\nSent 6: Jill 's neediness and passive-aggressiveness is maddening to Jack , turning his normally tranquil life upside down .\nSent 7: Jill starts ruining Thanksgiving dinner by talking loud , calling one of the guests homeless , and then runs away into the woods near the house with her pet Cockatoo .\nSent 8: Jill says she has a list of things she wants to do before she leaves ; she wants to be on a game show , go horseback riding , and do a studio tour .\nSent 9: She tells them she has an open-ended ticket and Jill decides to stay until the end of Hanukkah .\nSent 10: Meanwhile , Jack 's client wants him to get Al Pacino to appear in a Dunkin Donuts commercial .\nSent 11: Jill tries online dating , but does n't get much of a response until Jack poses as Jill and alters her profile , leading her to get over 100 responses .\nSent 12: When her date , `` Funbucket '' , meets her , however , he runs away and hides in the bathroom . \nQuestion: What was the name of Jill's date?.", "pos": "Paragraph- Sent 1: The film opens with homemade videos of Jack and Jill growing up .\nSent 2: As the videos progress , it seems that Jack is the more gifted twin , with Jill constantly trying to get his attention by hitting him , hurting girls around him , etc. .\nSent 3: The film then goes to an adult Jack , a successful advertising executive in Los Angeles with a beautiful wife and two kids , Sofie and Gary .\nSent 4: Jack is incredibly irritated about the holiday visit of his `` identical '' { { cite web } } twin sister Jill , as he has to pick her up at 4:00 am .\nSent 5: Following a series of problems from the airport to the house , Jack 's patience is soon stretched increasingly thin .\nSent 6: Jill 's neediness and passive-aggressiveness is maddening to Jack , turning his normally tranquil life upside down .\nSent 7: Jill starts ruining Thanksgiving dinner by talking loud , calling one of the guests homeless , and then runs away into the woods near the house with her pet Cockatoo .\nSent 8: Jill says she has a list of things she wants to do before she leaves ; she wants to be on a game show , go horseback riding , and do a studio tour .\nSent 9: She tells them she has an open-ended ticket and Jill decides to stay until the end of Hanukkah .\nSent 10: Meanwhile , Jack 's client wants him to get Al Pacino to appear in a Dunkin Donuts commercial .\nSent 11: Jill tries online dating , but does n't get much of a response until Jack poses as Jill and alters her profile , leading her to get over 100 responses .\nSent 12: When her date , `` Funbucket '' , meets her , however , he runs away and hides in the bathroom . \nQuestion: Where did Jill's date run to hide?.", "neg": "Paragraph- Sent 1: The film opens with homemade videos of Jack and Jill growing up .\nSent 2: As the videos progress , it seems that Jack is the more gifted twin , with Jill constantly trying to get his attention by hitting him , hurting girls around him , etc. .\nSent 3: The film then goes to an adult Jack , a successful advertising executive in Los Angeles with a beautiful wife and two kids , Sofie and Gary .\nSent 4: Jack is incredibly irritated about the holiday visit of his `` identical '' { { cite web } } twin sister Jill , as he has to pick her up at 4:00 am .\nSent 5: Following a series of problems from the airport to the house , Jack 's patience is soon stretched increasingly thin .\nSent 6: Jill 's neediness and passive-aggressiveness is maddening to Jack , turning his normally tranquil life upside down .\nSent 7: Jill starts ruining Thanksgiving dinner by talking loud , calling one of the guests homeless , and then runs away into the woods near the house with her pet Cockatoo .\nSent 8: Jill says she has a list of things she wants to do before she leaves ; she wants to be on a game show , go horseback riding , and do a studio tour .\nSent 9: She tells them she has an open-ended ticket and Jill decides to stay until the end of Hanukkah .\nSent 10: Meanwhile , Jack 's client wants him to get Al Pacino to appear in a Dunkin Donuts commercial .\nSent 11: Jill tries online dating , but does n't get much of a response until Jack poses as Jill and alters her profile , leading her to get over 100 responses .\nSent 12: When her date , `` Funbucket '' , meets her , however , he runs away and hides in the bathroom . \nQuestion: Who ruined Jacks tranquil life ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: What was Gervase doing in the field?.", "pos": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: Who was trying to conceal his identity?.", "neg": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: Why darkness set in towards the end of Gifford's walk?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: What two things are taking place in the same forest?.", "pos": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: What happens to make the cadets stay in the forest overnight?.", "neg": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: what kind of joke did the wemon cadets play ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: What leaves scratches and grooves in rock?.", "pos": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: How does abrasion work?.", "neg": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: How can glaciers cause erosion?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: One look at Fred Rooney, and you just know he's the good guy.\nSent 2: A trace of childish innocence in his face gives the lanky Bethlehem lawyer a Jimmy Stewart-like quality of quiet trust.\nSent 3: In black jeans and button-down shirt, he's a kind of folk hero in the south Bethlehem melting pot where he's crafted a law practice catering to working-class families - mostly Latino - in the shadow of the hulkish remnants of Bethlehem Steel.\nSent 4: A two-hour drive away, at City University of New York Law School in Queens, Rooney spends several days a week helping upstart lawyers develop storefront practices that, like his, provide legal representation to folks who can't afford a $250-an-hour legal counselor.\nSent 5: Kristin Booth Glen, the law school's dean, took one look at Rooney and knew he was the right person to head the innovative Community Legal Resources Network.\nSent 6: ''Fred's so low-key, he's Midwestern in effect,'' says Glen, a former New York Supreme Court judge.\nSent 7: ''He captivates people, he inspires loyalty.''Sent 8: For bringing legal representation to the poor and a host of other social causes, including finding medical care for seriously ill children in Latin America, the Moravian College Alumni Association has chosen Rooney for its prestigious Haupert Humanitarian Award.\nSent 9: The award, given to only a select few alumni, will be presented at 7:30 tonight at a reception on Moravian's Priscilla Payne Hurd campus.\nSent 10: Moravian, where he was an undergraduate in the early 1970s, inspired Rooney's deep sense of social justice.\nSent 11: The son of a Bethlehem Steel executive in New York, he came to the Bethlehem campus from an affluent upbringing on Long Island.\nSent 12: The young Rooney might have set his sights on Washington, D.C., like his uncle, former U.S. Rep. Fred Rooney of Bethlehem.\nSent 13: After all, politics run in the Rooney family.\nSent 14: His brother, state Rep. T.J. Rooney of Bethlehem, is a power in the state Legislature and the Democratic Party.\nSent 15: But on a trip to Colombia when he was a junior at Moravian, the child of privilege saw human suffering, malnutrition and poverty the likes of which he had never imagined.\nSent 16: ''I couldn't understand why we live this way and they live that way,'' Rooney recalled.\nSent 17: ''It's been the guiding light of my life ever since.''Sent 18: After graduating in CUNY Law School's first class in 1986, he took a job with Lehigh Valley Legal Services. \nQuestion: What event was an experience that Rooney described as being his \"guiding light\"?.", "pos": "Paragraph- Sent 1: One look at Fred Rooney, and you just know he's the good guy.\nSent 2: A trace of childish innocence in his face gives the lanky Bethlehem lawyer a Jimmy Stewart-like quality of quiet trust.\nSent 3: In black jeans and button-down shirt, he's a kind of folk hero in the south Bethlehem melting pot where he's crafted a law practice catering to working-class families - mostly Latino - in the shadow of the hulkish remnants of Bethlehem Steel.\nSent 4: A two-hour drive away, at City University of New York Law School in Queens, Rooney spends several days a week helping upstart lawyers develop storefront practices that, like his, provide legal representation to folks who can't afford a $250-an-hour legal counselor.\nSent 5: Kristin Booth Glen, the law school's dean, took one look at Rooney and knew he was the right person to head the innovative Community Legal Resources Network.\nSent 6: ''Fred's so low-key, he's Midwestern in effect,'' says Glen, a former New York Supreme Court judge.\nSent 7: ''He captivates people, he inspires loyalty.''Sent 8: For bringing legal representation to the poor and a host of other social causes, including finding medical care for seriously ill children in Latin America, the Moravian College Alumni Association has chosen Rooney for its prestigious Haupert Humanitarian Award.\nSent 9: The award, given to only a select few alumni, will be presented at 7:30 tonight at a reception on Moravian's Priscilla Payne Hurd campus.\nSent 10: Moravian, where he was an undergraduate in the early 1970s, inspired Rooney's deep sense of social justice.\nSent 11: The son of a Bethlehem Steel executive in New York, he came to the Bethlehem campus from an affluent upbringing on Long Island.\nSent 12: The young Rooney might have set his sights on Washington, D.C., like his uncle, former U.S. Rep. Fred Rooney of Bethlehem.\nSent 13: After all, politics run in the Rooney family.\nSent 14: His brother, state Rep. T.J. Rooney of Bethlehem, is a power in the state Legislature and the Democratic Party.\nSent 15: But on a trip to Colombia when he was a junior at Moravian, the child of privilege saw human suffering, malnutrition and poverty the likes of which he had never imagined.\nSent 16: ''I couldn't understand why we live this way and they live that way,'' Rooney recalled.\nSent 17: ''It's been the guiding light of my life ever since.''Sent 18: After graduating in CUNY Law School's first class in 1986, he took a job with Lehigh Valley Legal Services. \nQuestion: Who graduated from CUNY Law School's first class in 1986?.", "neg": "Paragraph- Sent 1: One look at Fred Rooney, and you just know he's the good guy.\nSent 2: A trace of childish innocence in his face gives the lanky Bethlehem lawyer a Jimmy Stewart-like quality of quiet trust.\nSent 3: In black jeans and button-down shirt, he's a kind of folk hero in the south Bethlehem melting pot where he's crafted a law practice catering to working-class families - mostly Latino - in the shadow of the hulkish remnants of Bethlehem Steel.\nSent 4: A two-hour drive away, at City University of New York Law School in Queens, Rooney spends several days a week helping upstart lawyers develop storefront practices that, like his, provide legal representation to folks who can't afford a $250-an-hour legal counselor.\nSent 5: Kristin Booth Glen, the law school's dean, took one look at Rooney and knew he was the right person to head the innovative Community Legal Resources Network.\nSent 6: ''Fred's so low-key, he's Midwestern in effect,'' says Glen, a former New York Supreme Court judge.\nSent 7: ''He captivates people, he inspires loyalty.''Sent 8: For bringing legal representation to the poor and a host of other social causes, including finding medical care for seriously ill children in Latin America, the Moravian College Alumni Association has chosen Rooney for its prestigious Haupert Humanitarian Award.\nSent 9: The award, given to only a select few alumni, will be presented at 7:30 tonight at a reception on Moravian's Priscilla Payne Hurd campus.\nSent 10: Moravian, where he was an undergraduate in the early 1970s, inspired Rooney's deep sense of social justice.\nSent 11: The son of a Bethlehem Steel executive in New York, he came to the Bethlehem campus from an affluent upbringing on Long Island.\nSent 12: The young Rooney might have set his sights on Washington, D.C., like his uncle, former U.S. Rep. Fred Rooney of Bethlehem.\nSent 13: After all, politics run in the Rooney family.\nSent 14: His brother, state Rep. T.J. Rooney of Bethlehem, is a power in the state Legislature and the Democratic Party.\nSent 15: But on a trip to Colombia when he was a junior at Moravian, the child of privilege saw human suffering, malnutrition and poverty the likes of which he had never imagined.\nSent 16: ''I couldn't understand why we live this way and they live that way,'' Rooney recalled.\nSent 17: ''It's been the guiding light of my life ever since.''Sent 18: After graduating in CUNY Law School's first class in 1986, he took a job with Lehigh Valley Legal Services. \nQuestion: What is Fred Rooney's profession?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A West Tennessee nonprofit organization will use a $300,000 federal grant to hire an attorney and a Spanish-speaking paralegal to help provide legal assistance to domestic violence victims.\nSent 2: The U.S. Department of Justice two-year grant will begin Oct. 1, which is the start of domestic violence awareness month.\nSent 3: U.S. Rep. John Tanner announced Monday that the grant was awarded to West Tennessee Legal Services of Jackson.\nSent 4: The organization provides legal assistance and advocacy in 17 counties.\nSent 5: \"This award will offer assistance as we look for whatever ways possible to stop domestic violence and help the women, men and children who are victims of abuse,\" Tanner said in a news statement.\nSent 6: The organization doesn't have a staff member who speaks Spanish and the need is increasing with growing Hispanic populations, said the organization's executive director Steven Xanthopoulos.\nSent 7: He estimated the money will help handle at least another 180 cases next year.\nSent 8: The group closes about 2,500 cases a year.\nSent 9: The money was timed well because the legal group had recently lost about $120,000 in grant money due to a decrease in the poverty population in West Tennessee in Census 2000, Xanthopoulos said.\nSent 10: \"The drop in poverty is a good thing, but there is still a great need out there,\" he said.\nSent 11: \"So this was a very good thing.\"Sent 12: Having legal representation at divorce and child custody hearings is important in helping victims leave abusive and sometimes dangerous situations, said Margaret Cole, executive director of Wo/Men's Resource and Rape Assistance Program in Jackson.\nSent 13: Her organization and Northwest Safeline are partners in the grant.\nSent 14: Northwest Safeline, based in Dyersburg, is a family violence intervention project that serves Dyer, Obion, Lake and Crockett counties. \nQuestion: Where do West Tennessee Legal Servies of Jackson provide legal services?.", "pos": "Paragraph- Sent 1: A West Tennessee nonprofit organization will use a $300,000 federal grant to hire an attorney and a Spanish-speaking paralegal to help provide legal assistance to domestic violence victims.\nSent 2: The U.S. Department of Justice two-year grant will begin Oct. 1, which is the start of domestic violence awareness month.\nSent 3: U.S. Rep. John Tanner announced Monday that the grant was awarded to West Tennessee Legal Services of Jackson.\nSent 4: The organization provides legal assistance and advocacy in 17 counties.\nSent 5: \"This award will offer assistance as we look for whatever ways possible to stop domestic violence and help the women, men and children who are victims of abuse,\" Tanner said in a news statement.\nSent 6: The organization doesn't have a staff member who speaks Spanish and the need is increasing with growing Hispanic populations, said the organization's executive director Steven Xanthopoulos.\nSent 7: He estimated the money will help handle at least another 180 cases next year.\nSent 8: The group closes about 2,500 cases a year.\nSent 9: The money was timed well because the legal group had recently lost about $120,000 in grant money due to a decrease in the poverty population in West Tennessee in Census 2000, Xanthopoulos said.\nSent 10: \"The drop in poverty is a good thing, but there is still a great need out there,\" he said.\nSent 11: \"So this was a very good thing.\"Sent 12: Having legal representation at divorce and child custody hearings is important in helping victims leave abusive and sometimes dangerous situations, said Margaret Cole, executive director of Wo/Men's Resource and Rape Assistance Program in Jackson.\nSent 13: Her organization and Northwest Safeline are partners in the grant.\nSent 14: Northwest Safeline, based in Dyersburg, is a family violence intervention project that serves Dyer, Obion, Lake and Crockett counties. \nQuestion: What organization provides legal assistance and advocacy in 17 counties?.", "neg": "Paragraph- Sent 1: A West Tennessee nonprofit organization will use a $300,000 federal grant to hire an attorney and a Spanish-speaking paralegal to help provide legal assistance to domestic violence victims.\nSent 2: The U.S. Department of Justice two-year grant will begin Oct. 1, which is the start of domestic violence awareness month.\nSent 3: U.S. Rep. John Tanner announced Monday that the grant was awarded to West Tennessee Legal Services of Jackson.\nSent 4: The organization provides legal assistance and advocacy in 17 counties.\nSent 5: \"This award will offer assistance as we look for whatever ways possible to stop domestic violence and help the women, men and children who are victims of abuse,\" Tanner said in a news statement.\nSent 6: The organization doesn't have a staff member who speaks Spanish and the need is increasing with growing Hispanic populations, said the organization's executive director Steven Xanthopoulos.\nSent 7: He estimated the money will help handle at least another 180 cases next year.\nSent 8: The group closes about 2,500 cases a year.\nSent 9: The money was timed well because the legal group had recently lost about $120,000 in grant money due to a decrease in the poverty population in West Tennessee in Census 2000, Xanthopoulos said.\nSent 10: \"The drop in poverty is a good thing, but there is still a great need out there,\" he said.\nSent 11: \"So this was a very good thing.\"Sent 12: Having legal representation at divorce and child custody hearings is important in helping victims leave abusive and sometimes dangerous situations, said Margaret Cole, executive director of Wo/Men's Resource and Rape Assistance Program in Jackson.\nSent 13: Her organization and Northwest Safeline are partners in the grant.\nSent 14: Northwest Safeline, based in Dyersburg, is a family violence intervention project that serves Dyer, Obion, Lake and Crockett counties. \nQuestion: Who estimated that the grant money will help handle at least another 180 cases next year?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: What are two forms of transportation Refsdal and the Taliban use to reach one of the villages?.", "pos": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: Why did Refsdal walk for several hours up a hillside on his way to meet the Taliban fighters?.", "neg": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: What two turns can the truck make that will affect his future?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Former prosecutor Michael Mazzariello was finally doing the kind of legal work he'd always dreamed of, but after less than a year of helping East New York's poor, he's getting booted from the bodega he turned into an office.\nSent 2: Nearly a year ago, Mazzariello, a former assistant district attorney who grew up in East New York, started a nonprofit practice helping the working poor navigate the legal system.\nSent 3: Immigration, landlord-tenant disputes and even criminal cases are the specialty of his East New York Legal Services Corp. on New Lots Ave. The office, in a former bodega, was Mazzariello's idea, and he got some help from high places early on.\nSent 4: \"I picked up the phone and called Rudy Giuliani on his radio program,\" Mazzariello said.\nSent 5: \"I said, 'Mr. Mayor, we're interested in renting space in a building the city owns.\nSent 6: \"I swear, within an hour, the building was ours.\nSent 7: We filled out all the paperwork.\nSent 8: We got the nonprofit status from the feds.\nSent 9: We were rolling.\"Sent 10: Refusing to charge clients, Mazzariello, 42, said he used his family's savings to sustain the office during the first year.\nSent 11: Already recognized as a federal nonprofit, the agency is awaiting state status that would allow it to survive on charitable donations.\nSent 12: \"This is what I want to do - to give back to the community,\" said Mazzariello, who worked under Brooklyn District Attorney Charles Hynes from 1990 to 1993, followed by a stint as the Board of Education's chief prosecutor.\nSent 13: Under the city Housing Preservation and Development Department's tenant ownership program, Mazzariello and partner Joe Guzzo learned they could rent to own.\nSent 14: They invested $8,500 in a new facade, rest room makeover and other modest improvements. \nQuestion: Who did Mazzariello seek help from to rent the office space?.", "pos": "Paragraph- Sent 1: Former prosecutor Michael Mazzariello was finally doing the kind of legal work he'd always dreamed of, but after less than a year of helping East New York's poor, he's getting booted from the bodega he turned into an office.\nSent 2: Nearly a year ago, Mazzariello, a former assistant district attorney who grew up in East New York, started a nonprofit practice helping the working poor navigate the legal system.\nSent 3: Immigration, landlord-tenant disputes and even criminal cases are the specialty of his East New York Legal Services Corp. on New Lots Ave. The office, in a former bodega, was Mazzariello's idea, and he got some help from high places early on.\nSent 4: \"I picked up the phone and called Rudy Giuliani on his radio program,\" Mazzariello said.\nSent 5: \"I said, 'Mr. Mayor, we're interested in renting space in a building the city owns.\nSent 6: \"I swear, within an hour, the building was ours.\nSent 7: We filled out all the paperwork.\nSent 8: We got the nonprofit status from the feds.\nSent 9: We were rolling.\"Sent 10: Refusing to charge clients, Mazzariello, 42, said he used his family's savings to sustain the office during the first year.\nSent 11: Already recognized as a federal nonprofit, the agency is awaiting state status that would allow it to survive on charitable donations.\nSent 12: \"This is what I want to do - to give back to the community,\" said Mazzariello, who worked under Brooklyn District Attorney Charles Hynes from 1990 to 1993, followed by a stint as the Board of Education's chief prosecutor.\nSent 13: Under the city Housing Preservation and Development Department's tenant ownership program, Mazzariello and partner Joe Guzzo learned they could rent to own.\nSent 14: They invested $8,500 in a new facade, rest room makeover and other modest improvements. \nQuestion: Who was the mayor of New York City at the time Mazzariello started his nonprofit?.", "neg": "Paragraph- Sent 1: Former prosecutor Michael Mazzariello was finally doing the kind of legal work he'd always dreamed of, but after less than a year of helping East New York's poor, he's getting booted from the bodega he turned into an office.\nSent 2: Nearly a year ago, Mazzariello, a former assistant district attorney who grew up in East New York, started a nonprofit practice helping the working poor navigate the legal system.\nSent 3: Immigration, landlord-tenant disputes and even criminal cases are the specialty of his East New York Legal Services Corp. on New Lots Ave. The office, in a former bodega, was Mazzariello's idea, and he got some help from high places early on.\nSent 4: \"I picked up the phone and called Rudy Giuliani on his radio program,\" Mazzariello said.\nSent 5: \"I said, 'Mr. Mayor, we're interested in renting space in a building the city owns.\nSent 6: \"I swear, within an hour, the building was ours.\nSent 7: We filled out all the paperwork.\nSent 8: We got the nonprofit status from the feds.\nSent 9: We were rolling.\"Sent 10: Refusing to charge clients, Mazzariello, 42, said he used his family's savings to sustain the office during the first year.\nSent 11: Already recognized as a federal nonprofit, the agency is awaiting state status that would allow it to survive on charitable donations.\nSent 12: \"This is what I want to do - to give back to the community,\" said Mazzariello, who worked under Brooklyn District Attorney Charles Hynes from 1990 to 1993, followed by a stint as the Board of Education's chief prosecutor.\nSent 13: Under the city Housing Preservation and Development Department's tenant ownership program, Mazzariello and partner Joe Guzzo learned they could rent to own.\nSent 14: They invested $8,500 in a new facade, rest room makeover and other modest improvements. \nQuestion: Did Mazzariello receive state or federal approval for nonprofit status first?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Agencies Confer When they learned a second plane had struck the World Trade Center, nearly everyone in the White House told us, they immediately knew it was not an accident.\nSent 2: The Secret Service initiated a number of security enhancements around the White House complex.\nSent 3: The officials who issued these orders did not know that there were additional hijacked aircraft, or that one such aircraft was en route to Washington.\nSent 4: These measures were precautionary steps taken because of the strikes in New York.\nSent 5: The FAA and White House Teleconferences.\nSent 6: The FAA, the White House, and the Defense Department each initiated a multiagency teleconference before 9:30.\nSent 7: Because none of these teleconferences-at least before 10:00- included the right officials from both the FAA and Defense Department, none succeeded in meaningfully coordinating the military and FAA response to the hijackings.\nSent 8: At about 9:20, security personnel at FAA headquarters set up a hijacking teleconference with several agencies, including the Defense Department.\nSent 9: The NMCC officer who participated told us that the call was monitored only periodically because the information was sporadic, it was of little value, and there were other important tasks.\nSent 10: The FAA manager of the teleconference also remembered that the military participated only briefly before the Pentagon was hit.\nSent 11: Both individuals agreed that the teleconference played no role in coordinating a response to the attacks of 9/11.\nSent 12: Acting Deputy Administrator Belger was frustrated to learn later in the morning that the military had not been on the call.\nSent 13: At the White House, the video teleconference was conducted from the Situation Room by Richard Clarke, a special assistant to the president long involved in counterterrorism.\nSent 14: Logs indicate that it began at 9:25 and included the CIA; the FBI; the departments of State, Justice, and Defense; the FAA; and the White House shelter.\nSent 15: The FAA and CIA joined at 9:40.\nSent 16: The first topic addressed in the White House video teleconference-at about 9:40-was the physical security of the President, the White House, and federal agencies.\nSent 17: Immediately thereafter it was reported that a plane had hit the Pentagon.\nSent 18: We found no evidence that video teleconference participants had any prior information that American 77 had been hijacked and was heading directly toward Washington. \nQuestion: When did the FAA and the CIA join the video teleconference?.", "pos": "Paragraph- Sent 1: The Agencies Confer When they learned a second plane had struck the World Trade Center, nearly everyone in the White House told us, they immediately knew it was not an accident.\nSent 2: The Secret Service initiated a number of security enhancements around the White House complex.\nSent 3: The officials who issued these orders did not know that there were additional hijacked aircraft, or that one such aircraft was en route to Washington.\nSent 4: These measures were precautionary steps taken because of the strikes in New York.\nSent 5: The FAA and White House Teleconferences.\nSent 6: The FAA, the White House, and the Defense Department each initiated a multiagency teleconference before 9:30.\nSent 7: Because none of these teleconferences-at least before 10:00- included the right officials from both the FAA and Defense Department, none succeeded in meaningfully coordinating the military and FAA response to the hijackings.\nSent 8: At about 9:20, security personnel at FAA headquarters set up a hijacking teleconference with several agencies, including the Defense Department.\nSent 9: The NMCC officer who participated told us that the call was monitored only periodically because the information was sporadic, it was of little value, and there were other important tasks.\nSent 10: The FAA manager of the teleconference also remembered that the military participated only briefly before the Pentagon was hit.\nSent 11: Both individuals agreed that the teleconference played no role in coordinating a response to the attacks of 9/11.\nSent 12: Acting Deputy Administrator Belger was frustrated to learn later in the morning that the military had not been on the call.\nSent 13: At the White House, the video teleconference was conducted from the Situation Room by Richard Clarke, a special assistant to the president long involved in counterterrorism.\nSent 14: Logs indicate that it began at 9:25 and included the CIA; the FBI; the departments of State, Justice, and Defense; the FAA; and the White House shelter.\nSent 15: The FAA and CIA joined at 9:40.\nSent 16: The first topic addressed in the White House video teleconference-at about 9:40-was the physical security of the President, the White House, and federal agencies.\nSent 17: Immediately thereafter it was reported that a plane had hit the Pentagon.\nSent 18: We found no evidence that video teleconference participants had any prior information that American 77 had been hijacked and was heading directly toward Washington. \nQuestion: What agencies were involved with  the video teleconference was conducted from the Situation Room by Richard Clarke?.", "neg": "Paragraph- Sent 1: The Agencies Confer When they learned a second plane had struck the World Trade Center, nearly everyone in the White House told us, they immediately knew it was not an accident.\nSent 2: The Secret Service initiated a number of security enhancements around the White House complex.\nSent 3: The officials who issued these orders did not know that there were additional hijacked aircraft, or that one such aircraft was en route to Washington.\nSent 4: These measures were precautionary steps taken because of the strikes in New York.\nSent 5: The FAA and White House Teleconferences.\nSent 6: The FAA, the White House, and the Defense Department each initiated a multiagency teleconference before 9:30.\nSent 7: Because none of these teleconferences-at least before 10:00- included the right officials from both the FAA and Defense Department, none succeeded in meaningfully coordinating the military and FAA response to the hijackings.\nSent 8: At about 9:20, security personnel at FAA headquarters set up a hijacking teleconference with several agencies, including the Defense Department.\nSent 9: The NMCC officer who participated told us that the call was monitored only periodically because the information was sporadic, it was of little value, and there were other important tasks.\nSent 10: The FAA manager of the teleconference also remembered that the military participated only briefly before the Pentagon was hit.\nSent 11: Both individuals agreed that the teleconference played no role in coordinating a response to the attacks of 9/11.\nSent 12: Acting Deputy Administrator Belger was frustrated to learn later in the morning that the military had not been on the call.\nSent 13: At the White House, the video teleconference was conducted from the Situation Room by Richard Clarke, a special assistant to the president long involved in counterterrorism.\nSent 14: Logs indicate that it began at 9:25 and included the CIA; the FBI; the departments of State, Justice, and Defense; the FAA; and the White House shelter.\nSent 15: The FAA and CIA joined at 9:40.\nSent 16: The first topic addressed in the White House video teleconference-at about 9:40-was the physical security of the President, the White House, and federal agencies.\nSent 17: Immediately thereafter it was reported that a plane had hit the Pentagon.\nSent 18: We found no evidence that video teleconference participants had any prior information that American 77 had been hijacked and was heading directly toward Washington. \nQuestion: What was the Secret Service's initial reaction to the second plane hitting the WTC?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexis-Charles-Henri Clerel de Tocqueville (French: [aleksi SaRl aRi kleRel d@ tokvil]; 29 July 1805 - 16 April 1859) was a French political thinker and historian best known for his works Democracy in America (appearing in two volumes: 1835 and 1840) and The Old Regime and the Revolution (1856).\nSent 2: In both of these, he analyzed the improved living standards and social conditions of individuals, as well as their relationship to the market and state in Western societies.\nSent 3: Democracy in America was published after Tocqueville's travels in the United States, and is today considered an early work of sociology and political science.\nSent 4: Tocqueville was active in French politics, first under the July Monarchy (1830-1848) and then during the Second Republic (1849-1851) which succeeded the February 1848 Revolution.\nSent 5: He retired from political life after Louis Napoleon Bonaparte's 2 December 1851 coup, and thereafter began work on The Old Regime and the Revolution.\nSent 6: He argued that the importance of the French Revolution was to continue the process of modernizing and centralizing the French state which had begun under King Louis XIV.\nSent 7: The failure of the Revolution came from the inexperience of the deputies who were too wedded to abstract Enlightenment ideals.\nSent 8: Tocqueville was a classical liberal who advocated parliamentary government, but was skeptical of the extremes of democracy. \nQuestion: How can we say that Tocqueville was an advocate for the individual but was also worried about the power of the individual?.", "pos": "Paragraph- Sent 1: Alexis-Charles-Henri Clerel de Tocqueville (French: [aleksi SaRl aRi kleRel d@ tokvil]; 29 July 1805 - 16 April 1859) was a French political thinker and historian best known for his works Democracy in America (appearing in two volumes: 1835 and 1840) and The Old Regime and the Revolution (1856).\nSent 2: In both of these, he analyzed the improved living standards and social conditions of individuals, as well as their relationship to the market and state in Western societies.\nSent 3: Democracy in America was published after Tocqueville's travels in the United States, and is today considered an early work of sociology and political science.\nSent 4: Tocqueville was active in French politics, first under the July Monarchy (1830-1848) and then during the Second Republic (1849-1851) which succeeded the February 1848 Revolution.\nSent 5: He retired from political life after Louis Napoleon Bonaparte's 2 December 1851 coup, and thereafter began work on The Old Regime and the Revolution.\nSent 6: He argued that the importance of the French Revolution was to continue the process of modernizing and centralizing the French state which had begun under King Louis XIV.\nSent 7: The failure of the Revolution came from the inexperience of the deputies who were too wedded to abstract Enlightenment ideals.\nSent 8: Tocqueville was a classical liberal who advocated parliamentary government, but was skeptical of the extremes of democracy. \nQuestion: How did the writer of Democracy in America feel about the extremes of democracy?.", "neg": "Paragraph- Sent 1: Alexis-Charles-Henri Clerel de Tocqueville (French: [aleksi SaRl aRi kleRel d@ tokvil]; 29 July 1805 - 16 April 1859) was a French political thinker and historian best known for his works Democracy in America (appearing in two volumes: 1835 and 1840) and The Old Regime and the Revolution (1856).\nSent 2: In both of these, he analyzed the improved living standards and social conditions of individuals, as well as their relationship to the market and state in Western societies.\nSent 3: Democracy in America was published after Tocqueville's travels in the United States, and is today considered an early work of sociology and political science.\nSent 4: Tocqueville was active in French politics, first under the July Monarchy (1830-1848) and then during the Second Republic (1849-1851) which succeeded the February 1848 Revolution.\nSent 5: He retired from political life after Louis Napoleon Bonaparte's 2 December 1851 coup, and thereafter began work on The Old Regime and the Revolution.\nSent 6: He argued that the importance of the French Revolution was to continue the process of modernizing and centralizing the French state which had begun under King Louis XIV.\nSent 7: The failure of the Revolution came from the inexperience of the deputies who were too wedded to abstract Enlightenment ideals.\nSent 8: Tocqueville was a classical liberal who advocated parliamentary government, but was skeptical of the extremes of democracy. \nQuestion: Tocqueville's two best known works examine political life in what two countries?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   The deplorable situation of a poor family, struggling with poverty and want,--deprived of all the comforts and conveniences of life--deprived even of hope; and suffering at the same time from hunger, disease, and mortifying and cruel disappointment, is seldom considered with that attention which it deserves, by those who have never felt these distresses, and who are not in danger of being exposed to them.\nSent 2: My reader must pardon me, if I frequently recall his attention to these scenes of misery and wretchedness.\nSent 3: He must be made acquainted with the real situation of the Poor--with the extent and magnitude of their misfortunes and sufferings, before it can be expected that he should enter warmly into measures calculated for their relief.\nSent 4: In forming Establishments, public or private, for giving employment to the Poor, it will always be indispensably necessary to make such arrangements as will secure to them a fair price for all the labour they perform.\nSent 5: They should not be OVER-PAID, for that would be opening a door for abuse;--but they ought to be generously paid for their work; and, above all, they ought never to be allowed to be idle for the want of employment.\nSent 6: The kind of employment it may be proper to give them will depend much on local circumstances.\nSent 7: It will depend on the habits of the Poor;-- the kinds of work they are acquainted with;--and the facility with which the articles they can manufacture may be disposed of at a good price. \nQuestion: Who must not be generously paid for their work?.", "pos": "Paragraph- Sent 1:   The deplorable situation of a poor family, struggling with poverty and want,--deprived of all the comforts and conveniences of life--deprived even of hope; and suffering at the same time from hunger, disease, and mortifying and cruel disappointment, is seldom considered with that attention which it deserves, by those who have never felt these distresses, and who are not in danger of being exposed to them.\nSent 2: My reader must pardon me, if I frequently recall his attention to these scenes of misery and wretchedness.\nSent 3: He must be made acquainted with the real situation of the Poor--with the extent and magnitude of their misfortunes and sufferings, before it can be expected that he should enter warmly into measures calculated for their relief.\nSent 4: In forming Establishments, public or private, for giving employment to the Poor, it will always be indispensably necessary to make such arrangements as will secure to them a fair price for all the labour they perform.\nSent 5: They should not be OVER-PAID, for that would be opening a door for abuse;--but they ought to be generously paid for their work; and, above all, they ought never to be allowed to be idle for the want of employment.\nSent 6: The kind of employment it may be proper to give them will depend much on local circumstances.\nSent 7: It will depend on the habits of the Poor;-- the kinds of work they are acquainted with;--and the facility with which the articles they can manufacture may be disposed of at a good price. \nQuestion: Who should never be idle for lack of employment?.", "neg": "Paragraph- Sent 1:   The deplorable situation of a poor family, struggling with poverty and want,--deprived of all the comforts and conveniences of life--deprived even of hope; and suffering at the same time from hunger, disease, and mortifying and cruel disappointment, is seldom considered with that attention which it deserves, by those who have never felt these distresses, and who are not in danger of being exposed to them.\nSent 2: My reader must pardon me, if I frequently recall his attention to these scenes of misery and wretchedness.\nSent 3: He must be made acquainted with the real situation of the Poor--with the extent and magnitude of their misfortunes and sufferings, before it can be expected that he should enter warmly into measures calculated for their relief.\nSent 4: In forming Establishments, public or private, for giving employment to the Poor, it will always be indispensably necessary to make such arrangements as will secure to them a fair price for all the labour they perform.\nSent 5: They should not be OVER-PAID, for that would be opening a door for abuse;--but they ought to be generously paid for their work; and, above all, they ought never to be allowed to be idle for the want of employment.\nSent 6: The kind of employment it may be proper to give them will depend much on local circumstances.\nSent 7: It will depend on the habits of the Poor;-- the kinds of work they are acquainted with;--and the facility with which the articles they can manufacture may be disposed of at a good price. \nQuestion: What depends on the habits of the poor?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: How many trips has Dennis Rodman made to North Korea in under 12 months?.", "pos": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: Dennis Roman,  whom has made four trips in the last 12 months,  has recently attended events in which city in North Korea?.", "neg": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: What makes the story of Rodman in North Korea notable?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In his 1847 Report on Algeria, Tocqueville declared that Europe should avoid making the same mistake they made with the European colonization of the Americas in order to avoid the bloody consequences.\nSent 2: More particularly he reminds his countrymen of a solemn caution whereby he warns them that if the methods used towards the Algerian people remain unchanged, colonization will end in a blood bath.\nSent 3: Tocqueville includes in his report on Algeria that the fate of their soldiers and finances depended on how the French government treats the various native populations of Algeria, including the various Arab tribes, independent Kabyles living in the Atlas Mountains, and the powerful political leader Abd-el-Kader.\nSent 4: In his various letters and essays on Algeria, Tocqueville discusses contrasting strategies by which a European country can approach imperialism.\nSent 5: In particular, the author differentiates between what he terms 'dominance' and a particular version of 'colonization'.\nSent 6: The latter stresses the obtainment and protection of land and passageways that promise commercial wealth.\nSent 7: In the case of Algeria, the Port of Algiers, and the control over the Strait of Gibraltar, were considered by Tocqueville to be particular valuable.\nSent 8: Direct control of the political operations of the entirety of Algeria, however, was not.\nSent 9: Thus the author stresses domination over only certain points of political influence as a means to colonization of commercially valuable areas.\nSent 10: Tocqueville argued that domination via violent means, though unpleasant, is necessary for colonization and justified by the laws of war.\nSent 11: Such laws are not discussed in detail; however, given that the goal of the French mission in Algeria was to obtain commercial and military interest as opposed to self-defense, it can be deduced that Tocqueville would not concur with Just war theory's jus ad bellum criteria of just cause.\nSent 12: Further, given that Tocqueville approved of the use of force to eliminate civilian housing in enemy territory, his approach does not accord with Just War Theory's jus in bellow criteria of proportionality and discrimination. \nQuestion: Which parts of Algeria were considered by Tocqueville to be particular valuable?.", "pos": "Paragraph- Sent 1: In his 1847 Report on Algeria, Tocqueville declared that Europe should avoid making the same mistake they made with the European colonization of the Americas in order to avoid the bloody consequences.\nSent 2: More particularly he reminds his countrymen of a solemn caution whereby he warns them that if the methods used towards the Algerian people remain unchanged, colonization will end in a blood bath.\nSent 3: Tocqueville includes in his report on Algeria that the fate of their soldiers and finances depended on how the French government treats the various native populations of Algeria, including the various Arab tribes, independent Kabyles living in the Atlas Mountains, and the powerful political leader Abd-el-Kader.\nSent 4: In his various letters and essays on Algeria, Tocqueville discusses contrasting strategies by which a European country can approach imperialism.\nSent 5: In particular, the author differentiates between what he terms 'dominance' and a particular version of 'colonization'.\nSent 6: The latter stresses the obtainment and protection of land and passageways that promise commercial wealth.\nSent 7: In the case of Algeria, the Port of Algiers, and the control over the Strait of Gibraltar, were considered by Tocqueville to be particular valuable.\nSent 8: Direct control of the political operations of the entirety of Algeria, however, was not.\nSent 9: Thus the author stresses domination over only certain points of political influence as a means to colonization of commercially valuable areas.\nSent 10: Tocqueville argued that domination via violent means, though unpleasant, is necessary for colonization and justified by the laws of war.\nSent 11: Such laws are not discussed in detail; however, given that the goal of the French mission in Algeria was to obtain commercial and military interest as opposed to self-defense, it can be deduced that Tocqueville would not concur with Just war theory's jus ad bellum criteria of just cause.\nSent 12: Further, given that Tocqueville approved of the use of force to eliminate civilian housing in enemy territory, his approach does not accord with Just War Theory's jus in bellow criteria of proportionality and discrimination. \nQuestion: What was NOT considered valuable?.", "neg": "Paragraph- Sent 1: In his 1847 Report on Algeria, Tocqueville declared that Europe should avoid making the same mistake they made with the European colonization of the Americas in order to avoid the bloody consequences.\nSent 2: More particularly he reminds his countrymen of a solemn caution whereby he warns them that if the methods used towards the Algerian people remain unchanged, colonization will end in a blood bath.\nSent 3: Tocqueville includes in his report on Algeria that the fate of their soldiers and finances depended on how the French government treats the various native populations of Algeria, including the various Arab tribes, independent Kabyles living in the Atlas Mountains, and the powerful political leader Abd-el-Kader.\nSent 4: In his various letters and essays on Algeria, Tocqueville discusses contrasting strategies by which a European country can approach imperialism.\nSent 5: In particular, the author differentiates between what he terms 'dominance' and a particular version of 'colonization'.\nSent 6: The latter stresses the obtainment and protection of land and passageways that promise commercial wealth.\nSent 7: In the case of Algeria, the Port of Algiers, and the control over the Strait of Gibraltar, were considered by Tocqueville to be particular valuable.\nSent 8: Direct control of the political operations of the entirety of Algeria, however, was not.\nSent 9: Thus the author stresses domination over only certain points of political influence as a means to colonization of commercially valuable areas.\nSent 10: Tocqueville argued that domination via violent means, though unpleasant, is necessary for colonization and justified by the laws of war.\nSent 11: Such laws are not discussed in detail; however, given that the goal of the French mission in Algeria was to obtain commercial and military interest as opposed to self-defense, it can be deduced that Tocqueville would not concur with Just war theory's jus ad bellum criteria of just cause.\nSent 12: Further, given that Tocqueville approved of the use of force to eliminate civilian housing in enemy territory, his approach does not accord with Just War Theory's jus in bellow criteria of proportionality and discrimination. \nQuestion: How does Tocqueville contradict himself when it comes to violence in colonization?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander married twice: Roxana, daughter of the Bactrian nobleman Oxyartes, out of love; and Stateira II, a Persian princess and daughter of Darius III of Persia, for political reasons.\nSent 2: He apparently had two sons, Alexander IV of Macedon of Roxana and, possibly, Heracles of Macedon from his mistress Barsine.\nSent 3: He lost another child when Roxana miscarried at Babylon.\nSent 4: Alexander also had a close relationship with his friend, general, and bodyguard Hephaestion, the son of a Macedonian noble.\nSent 5: Hephaestion's death devastated Alexander.\nSent 6: This event may have contributed to Alexander's failing health and detached mental state during his final months.\nSent 7: Alexander's sexuality has been the subject of speculation and controversy.\nSent 8: No ancient sources stated that Alexander had homosexual relationships, or that Alexander's relationship with Hephaestion was sexual.\nSent 9: Aelian, however, writes of Alexander's visit to Troy where \"Alexander garlanded the tomb of Achilles and Hephaestion that of Patroclus, the latter riddling that he was a beloved of Alexander, in just the same way as Patroclus was of Achilles\".\nSent 10: Noting that the word eromenos (ancient Greek for beloved) does not necessarily bear sexual meaning, Alexander may have been bisexual, which in his time was not controversial.\nSent 11: Green argues that there is little evidence in ancient sources that Alexander had much carnal interest in women; he did not produce an heir until the very end of his life.\nSent 12: However, he was relatively young when he died, and Ogden suggests that Alexander's matrimonial record is more impressive than his father's at the same age.\nSent 13: Apart from wives, Alexander had many more female companions.\nSent 14: Alexander accumulated a harem in the style of Persian kings, but he used it rather sparingly; showing great self-control in \"pleasures of the body\".\nSent 15: Nevertheless, Plutarch described how Alexander was infatuated by Roxana while complimenting him on not forcing himself on her.\nSent 16: Green suggested that, in the context of the period, Alexander formed quite strong friendships with women, including Ada of Caria, who adopted him, and even Darius's mother Sisygambis, who supposedly died from grief upon hearing of Alexander's death. \nQuestion: What type of sexuality was Alexander speculated to have?.", "pos": "Paragraph- Sent 1: Alexander married twice: Roxana, daughter of the Bactrian nobleman Oxyartes, out of love; and Stateira II, a Persian princess and daughter of Darius III of Persia, for political reasons.\nSent 2: He apparently had two sons, Alexander IV of Macedon of Roxana and, possibly, Heracles of Macedon from his mistress Barsine.\nSent 3: He lost another child when Roxana miscarried at Babylon.\nSent 4: Alexander also had a close relationship with his friend, general, and bodyguard Hephaestion, the son of a Macedonian noble.\nSent 5: Hephaestion's death devastated Alexander.\nSent 6: This event may have contributed to Alexander's failing health and detached mental state during his final months.\nSent 7: Alexander's sexuality has been the subject of speculation and controversy.\nSent 8: No ancient sources stated that Alexander had homosexual relationships, or that Alexander's relationship with Hephaestion was sexual.\nSent 9: Aelian, however, writes of Alexander's visit to Troy where \"Alexander garlanded the tomb of Achilles and Hephaestion that of Patroclus, the latter riddling that he was a beloved of Alexander, in just the same way as Patroclus was of Achilles\".\nSent 10: Noting that the word eromenos (ancient Greek for beloved) does not necessarily bear sexual meaning, Alexander may have been bisexual, which in his time was not controversial.\nSent 11: Green argues that there is little evidence in ancient sources that Alexander had much carnal interest in women; he did not produce an heir until the very end of his life.\nSent 12: However, he was relatively young when he died, and Ogden suggests that Alexander's matrimonial record is more impressive than his father's at the same age.\nSent 13: Apart from wives, Alexander had many more female companions.\nSent 14: Alexander accumulated a harem in the style of Persian kings, but he used it rather sparingly; showing great self-control in \"pleasures of the body\".\nSent 15: Nevertheless, Plutarch described how Alexander was infatuated by Roxana while complimenting him on not forcing himself on her.\nSent 16: Green suggested that, in the context of the period, Alexander formed quite strong friendships with women, including Ada of Caria, who adopted him, and even Darius's mother Sisygambis, who supposedly died from grief upon hearing of Alexander's death. \nQuestion: After Aelian's report of Alexander's visit to Troy, historian speculate what about Alexander'a sexuality ?.", "neg": "Paragraph- Sent 1: Alexander married twice: Roxana, daughter of the Bactrian nobleman Oxyartes, out of love; and Stateira II, a Persian princess and daughter of Darius III of Persia, for political reasons.\nSent 2: He apparently had two sons, Alexander IV of Macedon of Roxana and, possibly, Heracles of Macedon from his mistress Barsine.\nSent 3: He lost another child when Roxana miscarried at Babylon.\nSent 4: Alexander also had a close relationship with his friend, general, and bodyguard Hephaestion, the son of a Macedonian noble.\nSent 5: Hephaestion's death devastated Alexander.\nSent 6: This event may have contributed to Alexander's failing health and detached mental state during his final months.\nSent 7: Alexander's sexuality has been the subject of speculation and controversy.\nSent 8: No ancient sources stated that Alexander had homosexual relationships, or that Alexander's relationship with Hephaestion was sexual.\nSent 9: Aelian, however, writes of Alexander's visit to Troy where \"Alexander garlanded the tomb of Achilles and Hephaestion that of Patroclus, the latter riddling that he was a beloved of Alexander, in just the same way as Patroclus was of Achilles\".\nSent 10: Noting that the word eromenos (ancient Greek for beloved) does not necessarily bear sexual meaning, Alexander may have been bisexual, which in his time was not controversial.\nSent 11: Green argues that there is little evidence in ancient sources that Alexander had much carnal interest in women; he did not produce an heir until the very end of his life.\nSent 12: However, he was relatively young when he died, and Ogden suggests that Alexander's matrimonial record is more impressive than his father's at the same age.\nSent 13: Apart from wives, Alexander had many more female companions.\nSent 14: Alexander accumulated a harem in the style of Persian kings, but he used it rather sparingly; showing great self-control in \"pleasures of the body\".\nSent 15: Nevertheless, Plutarch described how Alexander was infatuated by Roxana while complimenting him on not forcing himself on her.\nSent 16: Green suggested that, in the context of the period, Alexander formed quite strong friendships with women, including Ada of Caria, who adopted him, and even Darius's mother Sisygambis, who supposedly died from grief upon hearing of Alexander's death. \nQuestion: How many time Roxana was pregnant form Alexander ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After the last assassination attempt in February 1880, Count Loris-Melikov was appointed the head of the Supreme Executive Commission and given extraordinary powers to fight the revolutionaries.\nSent 2: Loris-Melikov's proposals called for some form of parliamentary body, and the Emperor seemed to agree; these plans were never realised.\nSent 3: On 13 March (1 March Old Style Date), 1881, Alexander fell victim to an assassination plot in Saint Petersburg.\nSent 4: As he was known to do every Sunday for many years, the emperor went to the Mikhailovsky Manege for the military roll call.\nSent 5: He travelled both to and from the Manege in a closed carriage accompanied by five Cossacks and Frank (Franciszek) Joseph Jackowski, a Polish noble, with a sixth Cossack sitting on the coachman's left.\nSent 6: The emperor's carriage was followed by two sleighs carrying, among others, the chief of police and the chief of the emperor's guards.\nSent 7: The route, as always, was via the Catherine Canal and over the Pevchesky Bridge.\nSent 8: The street was flanked by narrow pavements for the public.\nSent 9: A young member of the Narodnaya Volya (\"People's Will\") movement, Nikolai Rysakov, was carrying a small white package wrapped in a handkerchief. \nQuestion: What took the route via the Catherine Canal and over the Pevchesky Bridge?.", "pos": "Paragraph- Sent 1: After the last assassination attempt in February 1880, Count Loris-Melikov was appointed the head of the Supreme Executive Commission and given extraordinary powers to fight the revolutionaries.\nSent 2: Loris-Melikov's proposals called for some form of parliamentary body, and the Emperor seemed to agree; these plans were never realised.\nSent 3: On 13 March (1 March Old Style Date), 1881, Alexander fell victim to an assassination plot in Saint Petersburg.\nSent 4: As he was known to do every Sunday for many years, the emperor went to the Mikhailovsky Manege for the military roll call.\nSent 5: He travelled both to and from the Manege in a closed carriage accompanied by five Cossacks and Frank (Franciszek) Joseph Jackowski, a Polish noble, with a sixth Cossack sitting on the coachman's left.\nSent 6: The emperor's carriage was followed by two sleighs carrying, among others, the chief of police and the chief of the emperor's guards.\nSent 7: The route, as always, was via the Catherine Canal and over the Pevchesky Bridge.\nSent 8: The street was flanked by narrow pavements for the public.\nSent 9: A young member of the Narodnaya Volya (\"People's Will\") movement, Nikolai Rysakov, was carrying a small white package wrapped in a handkerchief. \nQuestion: What street was flanked by narrow pavements?.", "neg": "Paragraph- Sent 1: After the last assassination attempt in February 1880, Count Loris-Melikov was appointed the head of the Supreme Executive Commission and given extraordinary powers to fight the revolutionaries.\nSent 2: Loris-Melikov's proposals called for some form of parliamentary body, and the Emperor seemed to agree; these plans were never realised.\nSent 3: On 13 March (1 March Old Style Date), 1881, Alexander fell victim to an assassination plot in Saint Petersburg.\nSent 4: As he was known to do every Sunday for many years, the emperor went to the Mikhailovsky Manege for the military roll call.\nSent 5: He travelled both to and from the Manege in a closed carriage accompanied by five Cossacks and Frank (Franciszek) Joseph Jackowski, a Polish noble, with a sixth Cossack sitting on the coachman's left.\nSent 6: The emperor's carriage was followed by two sleighs carrying, among others, the chief of police and the chief of the emperor's guards.\nSent 7: The route, as always, was via the Catherine Canal and over the Pevchesky Bridge.\nSent 8: The street was flanked by narrow pavements for the public.\nSent 9: A young member of the Narodnaya Volya (\"People's Will\") movement, Nikolai Rysakov, was carrying a small white package wrapped in a handkerchief. \nQuestion: How many attempts were made to assasinate Alexander?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The center of an atom is held together by powerful forces.\nSent 2: This gives them a huge amount of stored energy.\nSent 3: This type of energy is called nuclear energy.\nSent 4: This energy can be released and used to do work.\nSent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.\nSent 6: This splitting apart is called nuclear fission.\nSent 7: Another type of nuclear energy happens in the Sun.\nSent 8: Here the atoms nuclei are not split apart.\nSent 9: Instead, the nuclei of the atoms are fused, or joined together.\nSent 10: This process is called nuclear fusion.\nSent 11: Some of the suns energy travels to Earth.\nSent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis. \nQuestion: What is the process to produce nuclear energy in nuclear powerplants called?.", "pos": "Paragraph- Sent 1: Our sun and other stars release light energy.\nSent 2: At least this is what we see.\nSent 3: Our Sun and stars also emit more than just light.\nSent 4: Scientists call the type of energy that our Sun and stars release electromagnetic energy.\nSent 5: This form of energy travels through space.\nSent 6: Electromagnetic energy includes the light we see.\nSent 7: It also includes much more.\nSent 8: Many of these things we know about, but dont always think about.\nSent 9: Electromagnetic energy includes radio waves, microwaves, and X rays.\nSent 10: We now have devices in our homes and offices that release these same forms of energy.\nSent 11: We use electromagnetic energy to make our lives better. \nQuestion: What does electromagnetic energy create that we see when it travels through space?.", "neg": "Paragraph- Sent 1: The center of an atom is held together by powerful forces.\nSent 2: This gives them a huge amount of stored energy.\nSent 3: This type of energy is called nuclear energy.\nSent 4: This energy can be released and used to do work.\nSent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.\nSent 6: This splitting apart is called nuclear fission.\nSent 7: Another type of nuclear energy happens in the Sun.\nSent 8: Here the atoms nuclei are not split apart.\nSent 9: Instead, the nuclei of the atoms are fused, or joined together.\nSent 10: This process is called nuclear fusion.\nSent 11: Some of the suns energy travels to Earth.\nSent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis. \nQuestion: What is the process called when the nuclei of the atoms are fused, or joined together.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Energy is the ability to do work.\nSent 2: Another way to say this is, the ability to cause change.\nSent 3: Work is done when a force is used to move something.\nSent 4: When work is done, energy is transferred.\nSent 5: This transfer occurs between one object and another.\nSent 6: For example, a batter swings a bat and transfers energy.\nSent 7: She transfers her energy to the bat.\nSent 8: The moving bat, in turn, transfers energy to the ball.\nSent 9: Energy is measured in the Joule (J).\nSent 10: Energy exists in many forms.\nSent 11: One form of energy is called mechanical.\nSent 12: Mechanical energy is the energy of motion.\nSent 13: This type of energy can also include things that are not yet in motion.\nSent 14: In these cases, they have only a potential to be in motion.\nSent 15: In most cases, this ability comes from a position.\nSent 16: A rock sitting on top of a cliff has potential energy.\nSent 17: It is more than just the ability.\nSent 18: A rock sitting on the ground could move if someone picked it up. \nQuestion: What are two examples of different forms of energy?.", "pos": "Paragraph- Sent 1: Energy is the ability to do work.\nSent 2: Another way to say this is, the ability to cause change.\nSent 3: Work is done when a force is used to move something.\nSent 4: When work is done, energy is transferred.\nSent 5: This transfer occurs between one object and another.\nSent 6: For example, a batter swings a bat and transfers energy.\nSent 7: She transfers her energy to the bat.\nSent 8: The moving bat, in turn, transfers energy to the ball.\nSent 9: Energy is measured in the Joule (J).\nSent 10: Energy exists in many forms.\nSent 11: One form of energy is called mechanical.\nSent 12: Mechanical energy is the energy of motion.\nSent 13: This type of energy can also include things that are not yet in motion.\nSent 14: In these cases, they have only a potential to be in motion.\nSent 15: In most cases, this ability comes from a position.\nSent 16: A rock sitting on top of a cliff has potential energy.\nSent 17: It is more than just the ability.\nSent 18: A rock sitting on the ground could move if someone picked it up. \nQuestion: Describe potential energy and give an example.", "neg": "Paragraph- Sent 1: Energy is the ability to do work.\nSent 2: Another way to say this is, the ability to cause change.\nSent 3: Work is done when a force is used to move something.\nSent 4: When work is done, energy is transferred.\nSent 5: This transfer occurs between one object and another.\nSent 6: For example, a batter swings a bat and transfers energy.\nSent 7: She transfers her energy to the bat.\nSent 8: The moving bat, in turn, transfers energy to the ball.\nSent 9: Energy is measured in the Joule (J).\nSent 10: Energy exists in many forms.\nSent 11: One form of energy is called mechanical.\nSent 12: Mechanical energy is the energy of motion.\nSent 13: This type of energy can also include things that are not yet in motion.\nSent 14: In these cases, they have only a potential to be in motion.\nSent 15: In most cases, this ability comes from a position.\nSent 16: A rock sitting on top of a cliff has potential energy.\nSent 17: It is more than just the ability.\nSent 18: A rock sitting on the ground could move if someone picked it up. \nQuestion: What are two ways to describe the definition of energy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: What is Juzo's new job and will his supervisor be a school mate?.", "pos": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Who is Juzo's new boss?.", "neg": "Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .\nSent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .\nSent 3: Akai , however , does n't recognize Juzo .\nSent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .\nSent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .\nSent 6: It calls itself Number 13 .\nSent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .\nSent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .\nSent 9: She proudly shows Juzo her husband 's school photos .\nSent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .\nSent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .\nSent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .\nSent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him . \nQuestion: Which  figure appears to Juzo during his emotion's struggle and what's its role?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: Who is the security guard after the warehouse is broken into?.", "pos": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: What are the names of the location of the toys and who is guarding/assisting them?.", "neg": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: After the character of Brick Bardo begins the film, the storyline switches to whom?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film opens with homemade videos of Jack and Jill growing up .\nSent 2: As the videos progress , it seems that Jack is the more gifted twin , with Jill constantly trying to get his attention by hitting him , hurting girls around him , etc. .\nSent 3: The film then goes to an adult Jack , a successful advertising executive in Los Angeles with a beautiful wife and two kids , Sofie and Gary .\nSent 4: Jack is incredibly irritated about the holiday visit of his `` identical '' { { cite web } } twin sister Jill , as he has to pick her up at 4:00 am .\nSent 5: Following a series of problems from the airport to the house , Jack 's patience is soon stretched increasingly thin .\nSent 6: Jill 's neediness and passive-aggressiveness is maddening to Jack , turning his normally tranquil life upside down .\nSent 7: Jill starts ruining Thanksgiving dinner by talking loud , calling one of the guests homeless , and then runs away into the woods near the house with her pet Cockatoo .\nSent 8: Jill says she has a list of things she wants to do before she leaves ; she wants to be on a game show , go horseback riding , and do a studio tour .\nSent 9: She tells them she has an open-ended ticket and Jill decides to stay until the end of Hanukkah .\nSent 10: Meanwhile , Jack 's client wants him to get Al Pacino to appear in a Dunkin Donuts commercial .\nSent 11: Jill tries online dating , but does n't get much of a response until Jack poses as Jill and alters her profile , leading her to get over 100 responses .\nSent 12: When her date , `` Funbucket '' , meets her , however , he runs away and hides in the bathroom . \nQuestion: Where did Jill's date run to hide?.", "pos": "Paragraph- Sent 1: The film opens with homemade videos of Jack and Jill growing up .\nSent 2: As the videos progress , it seems that Jack is the more gifted twin , with Jill constantly trying to get his attention by hitting him , hurting girls around him , etc. .\nSent 3: The film then goes to an adult Jack , a successful advertising executive in Los Angeles with a beautiful wife and two kids , Sofie and Gary .\nSent 4: Jack is incredibly irritated about the holiday visit of his `` identical '' { { cite web } } twin sister Jill , as he has to pick her up at 4:00 am .\nSent 5: Following a series of problems from the airport to the house , Jack 's patience is soon stretched increasingly thin .\nSent 6: Jill 's neediness and passive-aggressiveness is maddening to Jack , turning his normally tranquil life upside down .\nSent 7: Jill starts ruining Thanksgiving dinner by talking loud , calling one of the guests homeless , and then runs away into the woods near the house with her pet Cockatoo .\nSent 8: Jill says she has a list of things she wants to do before she leaves ; she wants to be on a game show , go horseback riding , and do a studio tour .\nSent 9: She tells them she has an open-ended ticket and Jill decides to stay until the end of Hanukkah .\nSent 10: Meanwhile , Jack 's client wants him to get Al Pacino to appear in a Dunkin Donuts commercial .\nSent 11: Jill tries online dating , but does n't get much of a response until Jack poses as Jill and alters her profile , leading her to get over 100 responses .\nSent 12: When her date , `` Funbucket '' , meets her , however , he runs away and hides in the bathroom . \nQuestion: What was the name of Jill's date?.", "neg": "Paragraph- Sent 1: The film opens with homemade videos of Jack and Jill growing up .\nSent 2: As the videos progress , it seems that Jack is the more gifted twin , with Jill constantly trying to get his attention by hitting him , hurting girls around him , etc. .\nSent 3: The film then goes to an adult Jack , a successful advertising executive in Los Angeles with a beautiful wife and two kids , Sofie and Gary .\nSent 4: Jack is incredibly irritated about the holiday visit of his `` identical '' { { cite web } } twin sister Jill , as he has to pick her up at 4:00 am .\nSent 5: Following a series of problems from the airport to the house , Jack 's patience is soon stretched increasingly thin .\nSent 6: Jill 's neediness and passive-aggressiveness is maddening to Jack , turning his normally tranquil life upside down .\nSent 7: Jill starts ruining Thanksgiving dinner by talking loud , calling one of the guests homeless , and then runs away into the woods near the house with her pet Cockatoo .\nSent 8: Jill says she has a list of things she wants to do before she leaves ; she wants to be on a game show , go horseback riding , and do a studio tour .\nSent 9: She tells them she has an open-ended ticket and Jill decides to stay until the end of Hanukkah .\nSent 10: Meanwhile , Jack 's client wants him to get Al Pacino to appear in a Dunkin Donuts commercial .\nSent 11: Jill tries online dating , but does n't get much of a response until Jack poses as Jill and alters her profile , leading her to get over 100 responses .\nSent 12: When her date , `` Funbucket '' , meets her , however , he runs away and hides in the bathroom . \nQuestion: Who ruined Jacks tranquil life ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The judge leaned back in his chair and beckoned to Mr. Andrews.\nSent 2: It was finished.\nSent 3: Spear was free, and from different parts of the courtroom people were moving toward the door.\nSent 4: Their numbers showed that the friends of the young man had been many.\nSent 5: Mr. Thorndike felt a certain twinge of disappointment.\nSent 6: Even though the result relieved and pleased him, he wished, in bringing it about, he had had some part.\nSent 7: He begrudged to Isaacs & Sons the credit of having given Spear his liberty.\nSent 8: His morning had been wasted.\nSent 9: He had neglected his own interests, and in no way assisted those of Spear.\nSent 10: He was moving out of the railed enclosure when Andrews called him by name.\nSent 11: “His honor,” he said impressively, “wishes to speak to you.” The judge leaned over his desk and shook Mr. Thorndike by the hand.\nSent 12: Then he made a speech.\nSent 13: The speech was about public-spirited citizens who, to the neglect of their own interests, came to assist the ends of justice, and fellow-creatures in misfortune.\nSent 14: He purposely spoke in a loud voice, and every one stopped to listen.\nSent 15: “The law, Mr. Thorndike, is not vindictive,” he said.\nSent 16: “It wishes only to be just.\nSent 17: Nor can it be swayed by wealth or political or social influences.\nSent 18: But when there is good in a man, I, personally, want to know it, and when gentlemen like yourself, of your standing in this city, come here to speak a good word for a man, we would stultify the purpose of justice if we did not listen.\nSent 19: I thank you for coming, and I wish more of our citizens were as unselfish and public-spirited.” It was all quite absurd and most embarrassing, but inwardly Mr. Thorndike glowed with pleasure.\nSent 20: It was a long time since any one had had the audacity to tell him he had done well. \nQuestion: Why did Mr. Thorndike feel a twinge of dissapointment?.", "pos": "Paragraph- Sent 1: Mr. Andrews pointed to one of the oak chairs.\nSent 2: “You sit there,” he commanded, “it’s reserved for members of the bar, but it’s all right.\nSent 3: You’re with ME.” Distinctly annoyed, slightly bewildered, the banker sank between the arms of a chair.\nSent 4: He felt he had lost his individuality.\nSent 5: Andrews had become his sponsor.\nSent 6: Because of Andrews he was tolerated.\nSent 7: Because Andrews had a pull he was permitted to sit as an equal among police-court lawyers.\nSent 8: No longer was he Arnold Thorndike.\nSent 9: He was merely the man “with Mr. Andrews.” Then even Andrews abandoned him.\nSent 10: “The judge’ll be here in a minute, now,” said the assistant district attorney, and went inside a railed enclosure in front of the judge’s bench.\nSent 11: There he greeted another assistant district attorney whose years were those of even greater indiscretion than the years of Mr. Andrews.\nSent 12: Seated on the rail, with their hands in their pockets and their backs turned to Mr. Thorndike, they laughed and talked together.\nSent 13: The subject of their discourse was one Mike Donlin, as he appeared in vaudeville.\nSent 14: To Mr. Thorndike it was evident that young Andrews had entirely forgotten him.\nSent 15: He arose, and touched his sleeve.\nSent 16: With infinite sarcasm Mr. Thorndike began: “My engagements are not pressing, but—” A court attendant beat with his palm upon the rail.\nSent 17: “Sit down!” whispered Andrews.\nSent 18: “The judge is coming.” Mr. Thorndike sat down.\nSent 19: The court attendant droned loudly words Mr. Thorndike could not distinguish.\nSent 20: There was a rustle of silk, and from a door behind him the judge stalked past. \nQuestion: Was he tolerated because of his sponsor?.", "neg": "Paragraph- Sent 1: The judge leaned back in his chair and beckoned to Mr. Andrews.\nSent 2: It was finished.\nSent 3: Spear was free, and from different parts of the courtroom people were moving toward the door.\nSent 4: Their numbers showed that the friends of the young man had been many.\nSent 5: Mr. Thorndike felt a certain twinge of disappointment.\nSent 6: Even though the result relieved and pleased him, he wished, in bringing it about, he had had some part.\nSent 7: He begrudged to Isaacs & Sons the credit of having given Spear his liberty.\nSent 8: His morning had been wasted.\nSent 9: He had neglected his own interests, and in no way assisted those of Spear.\nSent 10: He was moving out of the railed enclosure when Andrews called him by name.\nSent 11: “His honor,” he said impressively, “wishes to speak to you.” The judge leaned over his desk and shook Mr. Thorndike by the hand.\nSent 12: Then he made a speech.\nSent 13: The speech was about public-spirited citizens who, to the neglect of their own interests, came to assist the ends of justice, and fellow-creatures in misfortune.\nSent 14: He purposely spoke in a loud voice, and every one stopped to listen.\nSent 15: “The law, Mr. Thorndike, is not vindictive,” he said.\nSent 16: “It wishes only to be just.\nSent 17: Nor can it be swayed by wealth or political or social influences.\nSent 18: But when there is good in a man, I, personally, want to know it, and when gentlemen like yourself, of your standing in this city, come here to speak a good word for a man, we would stultify the purpose of justice if we did not listen.\nSent 19: I thank you for coming, and I wish more of our citizens were as unselfish and public-spirited.” It was all quite absurd and most embarrassing, but inwardly Mr. Thorndike glowed with pleasure.\nSent 20: It was a long time since any one had had the audacity to tell him he had done well. \nQuestion: Who did the judge send to summon Mr. Thorndike?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Clarifying the Record The defense of U.S. airspace on 9/11 was not conducted in accord with preexisting training and protocols.\nSent 2: It was improvised by civilians who had never handled a hijacked aircraft that attempted to disappear, and by a military unprepared for the transformation of commercial aircraft into weapons of mass destruction.\nSent 3: As it turned out, the NEADS air defenders had nine minutes' notice on the first hijacked plane, no advance notice on the second, no advance notice on the third, and no advance notice on the fourth.\nSent 4: We do not believe that the true picture of that morning reflects discredit on the operational personnel at NEADS or FAA facilities.\nSent 5: NEADS commanders and officers actively sought out information, and made the best judgments they could on the basis of what they knew.\nSent 6: Individual FAA controllers, facility managers, and Command Center managers thought outside the box in recommending a nationwide alert, in ground-stopping local traffic, and, ultimately, in deciding to land all aircraft and executing that unprecedented order flawlessly.\nSent 7: More than the actual events, inaccurate government accounts of those events made it appear that the military was notified in time to respond to two of the hijackings, raising questions about the adequacy of the response.\nSent 8: Those accounts had the effect of deflecting questions about the military's capacity to obtain timely and accurate information from its own sources.\nSent 9: In addition, they overstated the FAA's ability to provide the military with timely and useful information that morning.\nSent 10: In public testimony before this Commission in May 2003, NORAD officials stated that at 9:16, NEADS received hijack notification of United 93 from the FAA.\nSent 11: This statement was incorrect.\nSent 12: There was no hijack to report at 9:16.\nSent 13: United 93 was proceeding normally at that time.\nSent 14: In this same public testimony, NORAD officials stated that at 9:24, NEADS received notification of the hijacking of American 77.\nSent 15: This statement was also incorrect.\nSent 16: The notice NEADS received at 9:24 was that American 11 had not hit the World Trade Center and was heading for Washington, D.C. In their testimony and in other public accounts, NORAD officials also stated that the Langley fighters were scrambled to respond to the notifications about American 77,178 United 93, or both.\nSent 17: These statements were incorrect as well.\nSent 18: The fighters were scrambled because of the report that American 11 was heading south, as is clear not just from taped conversations at NEADS but also from taped conversations at FAA centers; contemporaneous logs compiled at NEADS, Continental Region headquarters, and NORAD; and other records. \nQuestion: Who coordinated the defense of US airspace on September 11?.", "pos": "Paragraph- Sent 1: The Agencies Confer When they learned a second plane had struck the World Trade Center, nearly everyone in the White House told us, they immediately knew it was not an accident.\nSent 2: The Secret Service initiated a number of security enhancements around the White House complex.\nSent 3: The officials who issued these orders did not know that there were additional hijacked aircraft, or that one such aircraft was en route to Washington.\nSent 4: These measures were precautionary steps taken because of the strikes in New York.\nSent 5: The FAA and White House Teleconferences.\nSent 6: The FAA, the White House, and the Defense Department each initiated a multiagency teleconference before 9:30.\nSent 7: Because none of these teleconferences-at least before 10:00- included the right officials from both the FAA and Defense Department, none succeeded in meaningfully coordinating the military and FAA response to the hijackings.\nSent 8: At about 9:20, security personnel at FAA headquarters set up a hijacking teleconference with several agencies, including the Defense Department.\nSent 9: The NMCC officer who participated told us that the call was monitored only periodically because the information was sporadic, it was of little value, and there were other important tasks.\nSent 10: The FAA manager of the teleconference also remembered that the military participated only briefly before the Pentagon was hit.\nSent 11: Both individuals agreed that the teleconference played no role in coordinating a response to the attacks of 9/11.\nSent 12: Acting Deputy Administrator Belger was frustrated to learn later in the morning that the military had not been on the call.\nSent 13: At the White House, the video teleconference was conducted from the Situation Room by Richard Clarke, a special assistant to the president long involved in counterterrorism.\nSent 14: Logs indicate that it began at 9:25 and included the CIA; the FBI; the departments of State, Justice, and Defense; the FAA; and the White House shelter.\nSent 15: The FAA and CIA joined at 9:40.\nSent 16: The first topic addressed in the White House video teleconference-at about 9:40-was the physical security of the President, the White House, and federal agencies.\nSent 17: Immediately thereafter it was reported that a plane had hit the Pentagon.\nSent 18: We found no evidence that video teleconference participants had any prior information that American 77 had been hijacked and was heading directly toward Washington. \nQuestion: What was the Secret Service's initial reaction to the second plane hitting the WTC?.", "neg": "Paragraph- Sent 1: Clarifying the Record The defense of U.S. airspace on 9/11 was not conducted in accord with preexisting training and protocols.\nSent 2: It was improvised by civilians who had never handled a hijacked aircraft that attempted to disappear, and by a military unprepared for the transformation of commercial aircraft into weapons of mass destruction.\nSent 3: As it turned out, the NEADS air defenders had nine minutes' notice on the first hijacked plane, no advance notice on the second, no advance notice on the third, and no advance notice on the fourth.\nSent 4: We do not believe that the true picture of that morning reflects discredit on the operational personnel at NEADS or FAA facilities.\nSent 5: NEADS commanders and officers actively sought out information, and made the best judgments they could on the basis of what they knew.\nSent 6: Individual FAA controllers, facility managers, and Command Center managers thought outside the box in recommending a nationwide alert, in ground-stopping local traffic, and, ultimately, in deciding to land all aircraft and executing that unprecedented order flawlessly.\nSent 7: More than the actual events, inaccurate government accounts of those events made it appear that the military was notified in time to respond to two of the hijackings, raising questions about the adequacy of the response.\nSent 8: Those accounts had the effect of deflecting questions about the military's capacity to obtain timely and accurate information from its own sources.\nSent 9: In addition, they overstated the FAA's ability to provide the military with timely and useful information that morning.\nSent 10: In public testimony before this Commission in May 2003, NORAD officials stated that at 9:16, NEADS received hijack notification of United 93 from the FAA.\nSent 11: This statement was incorrect.\nSent 12: There was no hijack to report at 9:16.\nSent 13: United 93 was proceeding normally at that time.\nSent 14: In this same public testimony, NORAD officials stated that at 9:24, NEADS received notification of the hijacking of American 77.\nSent 15: This statement was also incorrect.\nSent 16: The notice NEADS received at 9:24 was that American 11 had not hit the World Trade Center and was heading for Washington, D.C. In their testimony and in other public accounts, NORAD officials also stated that the Langley fighters were scrambled to respond to the notifications about American 77,178 United 93, or both.\nSent 17: These statements were incorrect as well.\nSent 18: The fighters were scrambled because of the report that American 11 was heading south, as is clear not just from taped conversations at NEADS but also from taped conversations at FAA centers; contemporaneous logs compiled at NEADS, Continental Region headquarters, and NORAD; and other records. \nQuestion: List two inaccuracies in the testimony regarding the time hijacks were reported on 9/11.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with a newsreel sequence showing the chaos around the death of 31-year-old film star Rudolph Valentino .\nSent 2: Thousands of fans mob the funeral home until order is restored , at which point the important women in Valentino 's life come to mourn .\nSent 3: Each remembers him via flashbacks .\nSent 4: The first of these women is a young movie executive and screenwriter named June Mathis , who appears to have had an unrequited love for Valentino .\nSent 5: She remembers him before he was famous , when he lived in New York City and worked as a dishwasher , taxi dancer , and gigolo .\nSent 6: He shares with her his dream of owning an orange grove in California .\nSent 7: After mobsters rob him , he decides he must make the move west .\nSent 8: Once in California , he upsets Fatty Arbuckle by grabbing the starlet next to Arbuckle and romancing her into becoming his first wife , Jean Acker .\nSent 9: Acker 's glamorous and luxurious life , made possible by acting in movies , motivates Valentino to try acting himself .\nSent 10: Mathis recalls seeing him in a bit part in a movie and , based on that alone , recommending him for a larger role in her next project , The Four Horsemen of the Apocalypse .\nSent 11: The hugely successful 1921 film launches Valentino to superstardom , and she is proud to have discovered him .\nSent 12: Back at the funeral , Alla Nazimova makes a flamboyant entrance .\nSent 13: She proceeds to make a scene and , when the photographers ask her to repeat it for the cameras , she obliges .\nSent 14: Nazimova claims a relationship with Valentino and recalls working on Camille with him . \nQuestion: In the film, a woman with an unrequited love for Valentino had a flashback of him before he became famous. Who was this woman?.", "pos": "Paragraph- Sent 1: The film begins with a newsreel sequence showing the chaos around the death of 31-year-old film star Rudolph Valentino .\nSent 2: Thousands of fans mob the funeral home until order is restored , at which point the important women in Valentino 's life come to mourn .\nSent 3: Each remembers him via flashbacks .\nSent 4: The first of these women is a young movie executive and screenwriter named June Mathis , who appears to have had an unrequited love for Valentino .\nSent 5: She remembers him before he was famous , when he lived in New York City and worked as a dishwasher , taxi dancer , and gigolo .\nSent 6: He shares with her his dream of owning an orange grove in California .\nSent 7: After mobsters rob him , he decides he must make the move west .\nSent 8: Once in California , he upsets Fatty Arbuckle by grabbing the starlet next to Arbuckle and romancing her into becoming his first wife , Jean Acker .\nSent 9: Acker 's glamorous and luxurious life , made possible by acting in movies , motivates Valentino to try acting himself .\nSent 10: Mathis recalls seeing him in a bit part in a movie and , based on that alone , recommending him for a larger role in her next project , The Four Horsemen of the Apocalypse .\nSent 11: The hugely successful 1921 film launches Valentino to superstardom , and she is proud to have discovered him .\nSent 12: Back at the funeral , Alla Nazimova makes a flamboyant entrance .\nSent 13: She proceeds to make a scene and , when the photographers ask her to repeat it for the cameras , she obliges .\nSent 14: Nazimova claims a relationship with Valentino and recalls working on Camille with him . \nQuestion: Where was Rudolf Valentino living when mobsters robbed him?.", "neg": "Paragraph- Sent 1: The film begins with a newsreel sequence showing the chaos around the death of 31-year-old film star Rudolph Valentino .\nSent 2: Thousands of fans mob the funeral home until order is restored , at which point the important women in Valentino 's life come to mourn .\nSent 3: Each remembers him via flashbacks .\nSent 4: The first of these women is a young movie executive and screenwriter named June Mathis , who appears to have had an unrequited love for Valentino .\nSent 5: She remembers him before he was famous , when he lived in New York City and worked as a dishwasher , taxi dancer , and gigolo .\nSent 6: He shares with her his dream of owning an orange grove in California .\nSent 7: After mobsters rob him , he decides he must make the move west .\nSent 8: Once in California , he upsets Fatty Arbuckle by grabbing the starlet next to Arbuckle and romancing her into becoming his first wife , Jean Acker .\nSent 9: Acker 's glamorous and luxurious life , made possible by acting in movies , motivates Valentino to try acting himself .\nSent 10: Mathis recalls seeing him in a bit part in a movie and , based on that alone , recommending him for a larger role in her next project , The Four Horsemen of the Apocalypse .\nSent 11: The hugely successful 1921 film launches Valentino to superstardom , and she is proud to have discovered him .\nSent 12: Back at the funeral , Alla Nazimova makes a flamboyant entrance .\nSent 13: She proceeds to make a scene and , when the photographers ask her to repeat it for the cameras , she obliges .\nSent 14: Nazimova claims a relationship with Valentino and recalls working on Camille with him . \nQuestion: who makes a scene at the funeral.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Radio Televizioni Shqiptar (RTSH) is the public radio and TV broadcaster of Albania, founded by King Zog in 1938.\nSent 2: RTSH runs three analogue television stations as TVSH Televizioni Shqiptar, four digital thematic stations as RTSH, and three radio stations using the name Radio Tirana.\nSent 3: In addition, 4 regional radio stations serve in the four extremities of Albania.\nSent 4: The international service broadcasts radio programmes in Albanian and seven other languages via medium wave (AM) and short wave (SW).\nSent 5: The international service has used the theme from the song \"Keputa nje gjethe dafine\" as its signature tune.\nSent 6: The international television service via satellite was launched since 1993 and aims at Albanian communities in Kosovo, Serbia, Macedonia, Montenegro and northern Greece, plus the Albanian diaspora in the rest of Europe.\nSent 7: RTSH has a past of being heavily influenced by the ruling party in its reporting, whether that party be left or right wing.\nSent 8: According to the Albanian Media Authority, AMA, Albania has an estimated 257 media outlets, including 66 radio stations and 67 television stations, with three national, 62 local and more than 50 cable TV stations.\nSent 9: Last years Albania has organized several shows as a part of worldwide series like Dancing with the Stars, Big Brother Albania, Albanians Got Talent, The Voice of Albania, and X Factor Albania. \nQuestion: How many analogue television stations does Radio Televizioni Shqiptar run as TVSH Televizioni Shqiptar?.", "pos": "Paragraph- Sent 1: Albanian folk music falls into three stylistic groups, with other important music areas around Shkoder and Tirana; the major groupings are the Ghegs of the north and southern Labs and Tosks.\nSent 2: The northern and southern traditions are contrasted by the \"rugged and heroic\" tone of the north and the \"relaxed\" form of the south.\nSent 3: These disparate styles are unified by \"the intensity that both performers and listeners give to their music as a medium for patriotic expression and as a vehicle carrying the narrative of oral history\", as well as certain characteristics like the use of rhythms such as 3/8, 5/8 and 10/8.\nSent 4: The first compilation of Albanian folk music was made by Pjeter Dungu in 1940.\nSent 5: Albanian folk songs can be divided into major groups, the heroic epics of the north, and the sweetly melodic lullabies, love songs, wedding music, work songs and other kinds of song.\nSent 6: The music of various festivals and holidays is also an important part of Albanian folk song, especially those that celebrate St. Lazarus Day, which inaugurates the springtime.\nSent 7: Lullabies and vajtims are very important kinds of Albanian folk song, and are generally performed by solo women. \nQuestion: What three stylistic groups characterize Albanian folk music and what contrasts the north and south traditions?.", "neg": "Paragraph- Sent 1: Radio Televizioni Shqiptar (RTSH) is the public radio and TV broadcaster of Albania, founded by King Zog in 1938.\nSent 2: RTSH runs three analogue television stations as TVSH Televizioni Shqiptar, four digital thematic stations as RTSH, and three radio stations using the name Radio Tirana.\nSent 3: In addition, 4 regional radio stations serve in the four extremities of Albania.\nSent 4: The international service broadcasts radio programmes in Albanian and seven other languages via medium wave (AM) and short wave (SW).\nSent 5: The international service has used the theme from the song \"Keputa nje gjethe dafine\" as its signature tune.\nSent 6: The international television service via satellite was launched since 1993 and aims at Albanian communities in Kosovo, Serbia, Macedonia, Montenegro and northern Greece, plus the Albanian diaspora in the rest of Europe.\nSent 7: RTSH has a past of being heavily influenced by the ruling party in its reporting, whether that party be left or right wing.\nSent 8: According to the Albanian Media Authority, AMA, Albania has an estimated 257 media outlets, including 66 radio stations and 67 television stations, with three national, 62 local and more than 50 cable TV stations.\nSent 9: Last years Albania has organized several shows as a part of worldwide series like Dancing with the Stars, Big Brother Albania, Albanians Got Talent, The Voice of Albania, and X Factor Albania. \nQuestion: How many Albanian media outlets have been used to broadcast shows such as Dancing with the Stars, Big Brother Albania, Albanians Got Talent, The Voice of Albania, and X Factor Albania.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: Can a person overcome gravity?.", "pos": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: What are some examples of overcoming gravity?.", "neg": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: Is the statement \"what comes up must go down\" no longer true?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Energy often changes from one form to another.\nSent 2: For example, the drummer transfers motion to sound energy.\nSent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.\nSent 4: The motion of the vibrating drum head creates the sound you hear.\nSent 5: Any form of energy can change into any other form.\nSent 6: Frequently, one form of energy changes into two or more different forms.\nSent 7: Have you ever sat in front of a campfire?\nSent 8: What are two things you notice?\nSent 9: The fire creates light.\nSent 10: It is also warm by the fire, meaning it creates heat.\nSent 11: The energy of the fire comes from the stored energy in the wood.\nSent 12: The wood contains chemical energy.\nSent 13: As it burns, the chemical energy is changed into light and heat.\nSent 14: Not all chemical energy changes produce light and heat.\nSent 15: Our cars use gasoline as a fuel.\nSent 16: Gasoline contains chemical energy.\nSent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.\nSent 18: When energy changes forms, energy is conserved. \nQuestion: What do wood and gasoline have in common?.", "pos": "Paragraph- Sent 1: Energy often changes from one form to another.\nSent 2: For example, the drummer transfers motion to sound energy.\nSent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.\nSent 4: The motion of the vibrating drum head creates the sound you hear.\nSent 5: Any form of energy can change into any other form.\nSent 6: Frequently, one form of energy changes into two or more different forms.\nSent 7: Have you ever sat in front of a campfire?\nSent 8: What are two things you notice?\nSent 9: The fire creates light.\nSent 10: It is also warm by the fire, meaning it creates heat.\nSent 11: The energy of the fire comes from the stored energy in the wood.\nSent 12: The wood contains chemical energy.\nSent 13: As it burns, the chemical energy is changed into light and heat.\nSent 14: Not all chemical energy changes produce light and heat.\nSent 15: Our cars use gasoline as a fuel.\nSent 16: Gasoline contains chemical energy.\nSent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.\nSent 18: When energy changes forms, energy is conserved. \nQuestion: What does wood and gasoline have in common?.", "neg": "Paragraph- Sent 1: Energy often changes from one form to another.\nSent 2: For example, the drummer transfers motion to sound energy.\nSent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.\nSent 4: The motion of the vibrating drum head creates the sound you hear.\nSent 5: Any form of energy can change into any other form.\nSent 6: Frequently, one form of energy changes into two or more different forms.\nSent 7: Have you ever sat in front of a campfire?\nSent 8: What are two things you notice?\nSent 9: The fire creates light.\nSent 10: It is also warm by the fire, meaning it creates heat.\nSent 11: The energy of the fire comes from the stored energy in the wood.\nSent 12: The wood contains chemical energy.\nSent 13: As it burns, the chemical energy is changed into light and heat.\nSent 14: Not all chemical energy changes produce light and heat.\nSent 15: Our cars use gasoline as a fuel.\nSent 16: Gasoline contains chemical energy.\nSent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.\nSent 18: When energy changes forms, energy is conserved. \nQuestion: drummers transform chemical energy into what ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The CIA's senior management saw problems with the armed Predator as well, problems that Clarke and even Black and Allen were inclined to minimize.\nSent 2: One (which also applied to reconnaissance flights) was money.\nSent 3: A Predator cost about $3 million.\nSent 4: If the CIA flew Predators for its own reconnaissance or covert action purposes, it might be able to borrow them from the Air Force, but it was not clear that the Air Force would bear the cost if a vehicle went down.\nSent 5: Deputy Secretary of Defense Wolfowitz took the position that the CIA should have to pay for it; the CIA disagreed.\nSent 6: Second, Tenet in particular questioned whether he, as Director of Central Intelligence, should operate an armed Predator.\"Sent 7: This was new ground,\"he told us.\nSent 8: Tenet ticked off key questions: What is the chain of command?\nSent 9: Who takes the shot?\nSent 10: Are America's leaders comfortable with the CIA doing this, going outside of normal military command and control?\nSent 11: Charlie Allen told us that when these questions were discussed at the CIA, he and the Agency's executive director, A. B.\" Buzzy\" Krongard, had said that either one of them would be happy to pull the trigger, but Tenet was appalled, telling them that they had no authority to do it, nor did he.\nSent 12: Third, the Hellfire warhead carried by the Predator needed work.\nSent 13: It had been built to hit tanks, not people.\nSent 14: It needed to be designed to explode in a different way, and even then had to be targeted with extreme precision.\nSent 15: In the configuration planned by the Air Force through mid-2001, the Predator's missile would not be able to hit a moving vehicle.\nSent 16: White House officials had seen the Predator video of the \"man in white.\"Sent 17: On July 11, Hadley tried to hurry along preparation of the armed system.\nSent 18: He directed McLaughlin, Wolfowitz, and Joint Chiefs Vice Chairman Richard Myers to deploy Predators capable of being armed no later than September 1. \nQuestion: How many problems did CIA management have with using the armed Predator?.", "pos": "Paragraph- Sent 1: The CIA's senior management saw problems with the armed Predator as well, problems that Clarke and even Black and Allen were inclined to minimize.\nSent 2: One (which also applied to reconnaissance flights) was money.\nSent 3: A Predator cost about $3 million.\nSent 4: If the CIA flew Predators for its own reconnaissance or covert action purposes, it might be able to borrow them from the Air Force, but it was not clear that the Air Force would bear the cost if a vehicle went down.\nSent 5: Deputy Secretary of Defense Wolfowitz took the position that the CIA should have to pay for it; the CIA disagreed.\nSent 6: Second, Tenet in particular questioned whether he, as Director of Central Intelligence, should operate an armed Predator.\"Sent 7: This was new ground,\"he told us.\nSent 8: Tenet ticked off key questions: What is the chain of command?\nSent 9: Who takes the shot?\nSent 10: Are America's leaders comfortable with the CIA doing this, going outside of normal military command and control?\nSent 11: Charlie Allen told us that when these questions were discussed at the CIA, he and the Agency's executive director, A. B.\" Buzzy\" Krongard, had said that either one of them would be happy to pull the trigger, but Tenet was appalled, telling them that they had no authority to do it, nor did he.\nSent 12: Third, the Hellfire warhead carried by the Predator needed work.\nSent 13: It had been built to hit tanks, not people.\nSent 14: It needed to be designed to explode in a different way, and even then had to be targeted with extreme precision.\nSent 15: In the configuration planned by the Air Force through mid-2001, the Predator's missile would not be able to hit a moving vehicle.\nSent 16: White House officials had seen the Predator video of the \"man in white.\"Sent 17: On July 11, Hadley tried to hurry along preparation of the armed system.\nSent 18: He directed McLaughlin, Wolfowitz, and Joint Chiefs Vice Chairman Richard Myers to deploy Predators capable of being armed no later than September 1. \nQuestion: What problems did the senior management of the CIA see with the armed predator?.", "neg": "Paragraph- Sent 1: The CIA's senior management saw problems with the armed Predator as well, problems that Clarke and even Black and Allen were inclined to minimize.\nSent 2: One (which also applied to reconnaissance flights) was money.\nSent 3: A Predator cost about $3 million.\nSent 4: If the CIA flew Predators for its own reconnaissance or covert action purposes, it might be able to borrow them from the Air Force, but it was not clear that the Air Force would bear the cost if a vehicle went down.\nSent 5: Deputy Secretary of Defense Wolfowitz took the position that the CIA should have to pay for it; the CIA disagreed.\nSent 6: Second, Tenet in particular questioned whether he, as Director of Central Intelligence, should operate an armed Predator.\"Sent 7: This was new ground,\"he told us.\nSent 8: Tenet ticked off key questions: What is the chain of command?\nSent 9: Who takes the shot?\nSent 10: Are America's leaders comfortable with the CIA doing this, going outside of normal military command and control?\nSent 11: Charlie Allen told us that when these questions were discussed at the CIA, he and the Agency's executive director, A. B.\" Buzzy\" Krongard, had said that either one of them would be happy to pull the trigger, but Tenet was appalled, telling them that they had no authority to do it, nor did he.\nSent 12: Third, the Hellfire warhead carried by the Predator needed work.\nSent 13: It had been built to hit tanks, not people.\nSent 14: It needed to be designed to explode in a different way, and even then had to be targeted with extreme precision.\nSent 15: In the configuration planned by the Air Force through mid-2001, the Predator's missile would not be able to hit a moving vehicle.\nSent 16: White House officials had seen the Predator video of the \"man in white.\"Sent 17: On July 11, Hadley tried to hurry along preparation of the armed system.\nSent 18: He directed McLaughlin, Wolfowitz, and Joint Chiefs Vice Chairman Richard Myers to deploy Predators capable of being armed no later than September 1. \nQuestion: What kind of time frame did Hadley set for the preparation of the armed missile?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Hundreds of thousands of years before China was to become the world’s longest-running civilization, the prologue was enacted by means of the flicker of a carefully tended fire.\nSent 2: Peking Man, a forebear of Homo sapiens, achieved a mastery of fire.\nSent 3: We might call it the first Chinese invention.\nSent 4: Not that he devised flint and steel, matches, or any other way of creating fire.\nSent 5: Peking Man simply learned how to capture flame, perhaps from a forest fire, and keep it alight.\nSent 6: He thus enjoyed two revolutionary luxuries: light and heat.\nSent 7: Technologically and sociologically, it was a phenomenal breakthrough: with fire, communities could live year ’round in one cave, in which cooking and even smelting could be pursued.\nSent 8: And so, by 600,000 b.c., about 50 km (31 miles) southwest of present-day Beijing, the ancestors of mankind were ready to settle down.\nSent 9: Several hundred thousand years later, when Marco Polo reached the capital of China, he was astonished by a further development in fire technology.\nSent 10: The Chinese, he announced, used black stones dug out of mountains as fuel.\nSent 11: Europeans did not yet have a word for “coal,” nor had they discovered a use for it.\nSent 12: The First Dynasty The confluence of mythology and history in China took place around 4,000 years ago during what is referred to as the Xia (Hsia) Dynasty.\nSent 13: This was still the Stone Age, but the people are thought to have made silk from thread produced by the worms they cultivated on the leaves of their mulberry trees.\nSent 14: And written language (which evolved as early as 4,500 to 5,000 years ago) was already in use, originally by oracles and then by official scribes — China’s first scholars.\nSent 15: During the second of the quasi-legendary dynasties, the Shang (from about the 16th to 11th centuries b.c.), the Chinese developed an interest in art.\nSent 16: Careful geometric designs as well as dragon and bird motifs adorned bowls and implements.\nSent 17: And with the arrival of the Bronze Age, the Chinese created bronze vessels of such beauty and originality that, until modern times, archaeologists refused to believe they were cast 3,000 years ago.\nSent 18: The Shang Dynasty gave rise to the concept of one Chinese nation under one government. \nQuestion: Peking Man achieved a mastery of fire in what is currently which nation?.", "pos": "Paragraph- Sent 1: Over the centuries, the living here has always been easy enough to attract a steady stream of immigrants.\nSent 2: Bountiful food sources might have made Malaysia an inviting place for the contemporaries of Java Man — in 230,000 b.c.\nSent 3: But thus far, the country’s earliest traces of homo sapiens, found in the Niah Caves of northern Sarawak, are fragments of a skull dating to 40,000 b.c.\nSent 4: On the peninsula, the oldest human-related relics (10,000 b.c.\nSent 5: ) are Stone Age tools of the Negritos.\nSent 6: These small, dark Melanesians are related in type to Australian aborigines and are confined today to the forests of the northern highlands.\nSent 7: By 2,000 b.c.\nSent 8: , these timid, gentle nomads hunting with bow and arrow were driven back from the coasts by waves of sturdy immigrants arriving in outrigger canoes equipped with sails.\nSent 9: Mongolians from South China and Polynesian and Malay peoples from the Philippines and the Indonesian islands settled along the rivers of the peninsula and northern Borneo.\nSent 10: They practiced a slash-and-burn agriculture of yams and millet, a technique that exhausted the soil and imposed a semi-nomadic existence from one jungle clearing to another.\nSent 11: Families lived in wooden longhouses like those still to be seen today among the Iban peoples of Sarawak.\nSent 12: Another unit was added on to the communal dwelling each time a marriage created a new family.\nSent 13: Other tough migrants from the South Seas settled along the coasts — sailors, fishermen, traders (for the most part pirates) — known euphemistically as orang laut (sea people). \nQuestion: What might have attracted early immigrants  to Malaysia?.", "neg": "Paragraph- Sent 1: Hundreds of thousands of years before China was to become the world’s longest-running civilization, the prologue was enacted by means of the flicker of a carefully tended fire.\nSent 2: Peking Man, a forebear of Homo sapiens, achieved a mastery of fire.\nSent 3: We might call it the first Chinese invention.\nSent 4: Not that he devised flint and steel, matches, or any other way of creating fire.\nSent 5: Peking Man simply learned how to capture flame, perhaps from a forest fire, and keep it alight.\nSent 6: He thus enjoyed two revolutionary luxuries: light and heat.\nSent 7: Technologically and sociologically, it was a phenomenal breakthrough: with fire, communities could live year ’round in one cave, in which cooking and even smelting could be pursued.\nSent 8: And so, by 600,000 b.c., about 50 km (31 miles) southwest of present-day Beijing, the ancestors of mankind were ready to settle down.\nSent 9: Several hundred thousand years later, when Marco Polo reached the capital of China, he was astonished by a further development in fire technology.\nSent 10: The Chinese, he announced, used black stones dug out of mountains as fuel.\nSent 11: Europeans did not yet have a word for “coal,” nor had they discovered a use for it.\nSent 12: The First Dynasty The confluence of mythology and history in China took place around 4,000 years ago during what is referred to as the Xia (Hsia) Dynasty.\nSent 13: This was still the Stone Age, but the people are thought to have made silk from thread produced by the worms they cultivated on the leaves of their mulberry trees.\nSent 14: And written language (which evolved as early as 4,500 to 5,000 years ago) was already in use, originally by oracles and then by official scribes — China’s first scholars.\nSent 15: During the second of the quasi-legendary dynasties, the Shang (from about the 16th to 11th centuries b.c.), the Chinese developed an interest in art.\nSent 16: Careful geometric designs as well as dragon and bird motifs adorned bowls and implements.\nSent 17: And with the arrival of the Bronze Age, the Chinese created bronze vessels of such beauty and originality that, until modern times, archaeologists refused to believe they were cast 3,000 years ago.\nSent 18: The Shang Dynasty gave rise to the concept of one Chinese nation under one government. \nQuestion: When the Xia Dynasty came about was writen language already in place?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Spring 1944 .\nSent 2: Nazi officers want to organize a football match for Hitler 's birthday , in which Germans would play against Hungarian prisoners of war .\nSent 3: They call for the famous Hungarian footballer , n di , and order him to organize a team .\nSent 4: n di accepts , but in turn demands extra food , a ball with which he and his team can train before the match , and asks that they be allowed to concentrate on training before the match and not work .\nSent 5: The Germans accept all the demands , but recommend n di not include any Jews in his team .\nSent 6: However , n di ca n't organize the team only from his company , because only 8 out of 98 soldiers can play football .\nSent 7: Therefore n di recruits players from the other company .\nSent 8: One of the players is Steiner , who is a Jew and ca n't play football .\nSent 9: He lied to n di because he was afraid to die .\nSent 10: During training the footballers subdue the German corporal guarding them and try to escape .\nSent 11: They are soon recaptured and told they will now face probable death penalty .\nSent 12: However , the Germans order the Hungarian team to still play the match .\nSent 13: At the beginning of the match n di and his team are discouraged , as the Germans easily score three goals .\nSent 14: The Hungarians succeed in scoring one goal and the first half ends 3-1 in favor of Germany .\nSent 15: At the interval the German commander tells the Hungarians that they might not be executed if they lose the match .\nSent 16: The Hungarians refuse to believe this .\nSent 17: At the beginning of the second half they score three goals .\nSent 18: As a result , during the match , they are executed by the Germans . \nQuestion: Who did the Germans not want on the Hungarian team?.", "pos": "Paragraph- Sent 1: Spring 1944 .\nSent 2: Nazi officers want to organize a football match for Hitler 's birthday , in which Germans would play against Hungarian prisoners of war .\nSent 3: They call for the famous Hungarian footballer , n di , and order him to organize a team .\nSent 4: n di accepts , but in turn demands extra food , a ball with which he and his team can train before the match , and asks that they be allowed to concentrate on training before the match and not work .\nSent 5: The Germans accept all the demands , but recommend n di not include any Jews in his team .\nSent 6: However , n di ca n't organize the team only from his company , because only 8 out of 98 soldiers can play football .\nSent 7: Therefore n di recruits players from the other company .\nSent 8: One of the players is Steiner , who is a Jew and ca n't play football .\nSent 9: He lied to n di because he was afraid to die .\nSent 10: During training the footballers subdue the German corporal guarding them and try to escape .\nSent 11: They are soon recaptured and told they will now face probable death penalty .\nSent 12: However , the Germans order the Hungarian team to still play the match .\nSent 13: At the beginning of the match n di and his team are discouraged , as the Germans easily score three goals .\nSent 14: The Hungarians succeed in scoring one goal and the first half ends 3-1 in favor of Germany .\nSent 15: At the interval the German commander tells the Hungarians that they might not be executed if they lose the match .\nSent 16: The Hungarians refuse to believe this .\nSent 17: At the beginning of the second half they score three goals .\nSent 18: As a result , during the match , they are executed by the Germans . \nQuestion: Who lied to n di because he didn't want to die?.", "neg": "Paragraph- Sent 1: Spring 1944 .\nSent 2: Nazi officers want to organize a football match for Hitler 's birthday , in which Germans would play against Hungarian prisoners of war .\nSent 3: They call for the famous Hungarian footballer , n di , and order him to organize a team .\nSent 4: n di accepts , but in turn demands extra food , a ball with which he and his team can train before the match , and asks that they be allowed to concentrate on training before the match and not work .\nSent 5: The Germans accept all the demands , but recommend n di not include any Jews in his team .\nSent 6: However , n di ca n't organize the team only from his company , because only 8 out of 98 soldiers can play football .\nSent 7: Therefore n di recruits players from the other company .\nSent 8: One of the players is Steiner , who is a Jew and ca n't play football .\nSent 9: He lied to n di because he was afraid to die .\nSent 10: During training the footballers subdue the German corporal guarding them and try to escape .\nSent 11: They are soon recaptured and told they will now face probable death penalty .\nSent 12: However , the Germans order the Hungarian team to still play the match .\nSent 13: At the beginning of the match n di and his team are discouraged , as the Germans easily score three goals .\nSent 14: The Hungarians succeed in scoring one goal and the first half ends 3-1 in favor of Germany .\nSent 15: At the interval the German commander tells the Hungarians that they might not be executed if they lose the match .\nSent 16: The Hungarians refuse to believe this .\nSent 17: At the beginning of the second half they score three goals .\nSent 18: As a result , during the match , they are executed by the Germans . \nQuestion: When did the Germans organize a football match in honor of Hitler's birthday?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: How can one say Pushkin was from a noble family but also was not?.", "pos": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: Was Pushkin's descendants always wealthy?.", "neg": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: How old was he when his novel in verse, Eugene Onegin, was serialized?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.\nSent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.\nSent 3: are just about right.\nSent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.\nSent 5: established a patrician republic, which lasted five centuries.\nSent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.\nSent 7: Recovering quickly from the Gallic invasion of 390 b.c.\nSent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.\nSent 9: All roads did indeed lead to — and from — Rome.\nSent 10: By 250 b.c.\nSent 11: , the city’s population had grown to an impressive 100,000.\nSent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.\nSent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.\nSent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.\nSent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.\nSent 16: The Third and final Punic War ended in 149 b.c.\nSent 17: , though national solidarity was still a long way off.\nSent 18: Under Julius Caesar, elected in 59 b.c. \nQuestion: What did the Romans do after recovering from the Gallic invasion of 390 b.c?.", "pos": "Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.\nSent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.\nSent 3: are just about right.\nSent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.\nSent 5: established a patrician republic, which lasted five centuries.\nSent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.\nSent 7: Recovering quickly from the Gallic invasion of 390 b.c.\nSent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.\nSent 9: All roads did indeed lead to — and from — Rome.\nSent 10: By 250 b.c.\nSent 11: , the city’s population had grown to an impressive 100,000.\nSent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.\nSent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.\nSent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.\nSent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.\nSent 16: The Third and final Punic War ended in 149 b.c.\nSent 17: , though national solidarity was still a long way off.\nSent 18: Under Julius Caesar, elected in 59 b.c. \nQuestion: When did the Romans take control of the peninsula?.", "neg": "Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.\nSent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.\nSent 3: are just about right.\nSent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.\nSent 5: established a patrician republic, which lasted five centuries.\nSent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.\nSent 7: Recovering quickly from the Gallic invasion of 390 b.c.\nSent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.\nSent 9: All roads did indeed lead to — and from — Rome.\nSent 10: By 250 b.c.\nSent 11: , the city’s population had grown to an impressive 100,000.\nSent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.\nSent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.\nSent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.\nSent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.\nSent 16: The Third and final Punic War ended in 149 b.c.\nSent 17: , though national solidarity was still a long way off.\nSent 18: Under Julius Caesar, elected in 59 b.c. \nQuestion: How long was Rome ruled as a monarchy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: LONDON, England (CNN) -- The most eagerly anticipated animated film this year hits big screens this weekend, as \"The Simpsons Movie\" opens worldwide.\nSent 2: The Screening Room spoke to creator Matt Groening and writer Al Jean in London about everyone's favorite two-dimensional yellow family.\nSent 3: Simpsons supremo Matt Groening with his creations at the film's premiere in Springfield, Vermont Matt Groening told the Screening Room that fans had driven the demand for the movie.\nSent 4: \"We've had fans clamoring for a movie for the past 18 years,\" he said.\nSent 5: The film has taken four years to come to fruition, as writer Al Jean explained.\nSent 6: \"What really held us up for a long time was to have enough people to do the show and the movie,\" he said.\nSent 7: \"We talked for a while about doing the movie after the show is done, but the show is never done!\nSent 8: So it really started in earnest in 2003, when we started working on this story that became the movie.\"Sent 9: Technology has also played its part.\nSent 10: Jean continued, \"The technology to do this film really wasn't even around five years ago.\nSent 11: For example, there was this joke I once pitched and David Silverman, the director, started drawing and as I was pitching it, it went into the film and it was cut a day later.\nSent 12: To go from pitch to cut in two days is pretty impressive.\"Sent 13: Its creators hope that \"The Simpsons Movie\" will both satisfy long-term fans and bring Homer and Marge's family to a new audience.\nSent 14: Groening told the Screening Room, \"This movie is designed to both honor the people who have loved the show all this time, so there's lots of little details for them in the movie, little characters and stuff who they know and love, but we also want people who don't know the family to not be completely confused.\nSent 15: It is a complete movie experience, but again, we have a lot of little details that only the really, true die-hard fans are going to get.\"Sent 16: And fans can expect to be entertained by plenty of cartoon mishaps.\nSent 17: Groening said, \"When you see somebody fall off the roof in a live-action film, it's funny -- we all love it.\nSent 18: But it's not as funny as when Homer falls off the roof. \nQuestion: Who pitched a joke to David Silverman?.", "pos": "Paragraph- Sent 1: LONDON, England (CNN) -- The most eagerly anticipated animated film this year hits big screens this weekend, as \"The Simpsons Movie\" opens worldwide.\nSent 2: The Screening Room spoke to creator Matt Groening and writer Al Jean in London about everyone's favorite two-dimensional yellow family.\nSent 3: Simpsons supremo Matt Groening with his creations at the film's premiere in Springfield, Vermont Matt Groening told the Screening Room that fans had driven the demand for the movie.\nSent 4: \"We've had fans clamoring for a movie for the past 18 years,\" he said.\nSent 5: The film has taken four years to come to fruition, as writer Al Jean explained.\nSent 6: \"What really held us up for a long time was to have enough people to do the show and the movie,\" he said.\nSent 7: \"We talked for a while about doing the movie after the show is done, but the show is never done!\nSent 8: So it really started in earnest in 2003, when we started working on this story that became the movie.\"Sent 9: Technology has also played its part.\nSent 10: Jean continued, \"The technology to do this film really wasn't even around five years ago.\nSent 11: For example, there was this joke I once pitched and David Silverman, the director, started drawing and as I was pitching it, it went into the film and it was cut a day later.\nSent 12: To go from pitch to cut in two days is pretty impressive.\"Sent 13: Its creators hope that \"The Simpsons Movie\" will both satisfy long-term fans and bring Homer and Marge's family to a new audience.\nSent 14: Groening told the Screening Room, \"This movie is designed to both honor the people who have loved the show all this time, so there's lots of little details for them in the movie, little characters and stuff who they know and love, but we also want people who don't know the family to not be completely confused.\nSent 15: It is a complete movie experience, but again, we have a lot of little details that only the really, true die-hard fans are going to get.\"Sent 16: And fans can expect to be entertained by plenty of cartoon mishaps.\nSent 17: Groening said, \"When you see somebody fall off the roof in a live-action film, it's funny -- we all love it.\nSent 18: But it's not as funny as when Homer falls off the roof. \nQuestion: Why was Jean impressed with the time it took for the joke he pitched to be cut?.", "neg": "Paragraph- Sent 1: LONDON, England (CNN) -- The most eagerly anticipated animated film this year hits big screens this weekend, as \"The Simpsons Movie\" opens worldwide.\nSent 2: The Screening Room spoke to creator Matt Groening and writer Al Jean in London about everyone's favorite two-dimensional yellow family.\nSent 3: Simpsons supremo Matt Groening with his creations at the film's premiere in Springfield, Vermont Matt Groening told the Screening Room that fans had driven the demand for the movie.\nSent 4: \"We've had fans clamoring for a movie for the past 18 years,\" he said.\nSent 5: The film has taken four years to come to fruition, as writer Al Jean explained.\nSent 6: \"What really held us up for a long time was to have enough people to do the show and the movie,\" he said.\nSent 7: \"We talked for a while about doing the movie after the show is done, but the show is never done!\nSent 8: So it really started in earnest in 2003, when we started working on this story that became the movie.\"Sent 9: Technology has also played its part.\nSent 10: Jean continued, \"The technology to do this film really wasn't even around five years ago.\nSent 11: For example, there was this joke I once pitched and David Silverman, the director, started drawing and as I was pitching it, it went into the film and it was cut a day later.\nSent 12: To go from pitch to cut in two days is pretty impressive.\"Sent 13: Its creators hope that \"The Simpsons Movie\" will both satisfy long-term fans and bring Homer and Marge's family to a new audience.\nSent 14: Groening told the Screening Room, \"This movie is designed to both honor the people who have loved the show all this time, so there's lots of little details for them in the movie, little characters and stuff who they know and love, but we also want people who don't know the family to not be completely confused.\nSent 15: It is a complete movie experience, but again, we have a lot of little details that only the really, true die-hard fans are going to get.\"Sent 16: And fans can expect to be entertained by plenty of cartoon mishaps.\nSent 17: Groening said, \"When you see somebody fall off the roof in a live-action film, it's funny -- we all love it.\nSent 18: But it's not as funny as when Homer falls off the roof. \nQuestion: Who was quoted saying, \"We've had fans clamoring for a movie for the past 18 years.\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Neighborhood Legal Services, which provides free legal services to the poor, has expanded into the San Gabriel and Pomona valleys, areas with large Asian populations, many of whom speak limited or no English.\nSent 2: Language is their biggest obstacle, but the Asian communities' cultural isolation and service providers' lack of cultural expertise also play a part, said NLS executive director Neal Dubovitz.\nSent 3: And with 13 percent to 15 percent of the Asian population in the U.S. living below the poverty line, NLS services are badly needed, Dubovitz said.\nSent 4: \"Although it is a significant part of the poverty population, Asians historically have not been able to participate in the services and programs available to the poor,\" he said.\nSent 5: From simple telephone advice to complete legal representation in court, the agency provides free consumer, health, family, immigration, housing, public benefits and labor legal services to people who earn under $1,380 per month.\nSent 6: Legal service providers have long served large Latino populations, who have cultural diversity but share a common language.\nSent 7: \"I remember the days when there were only a handful of people in the legal offices who spoke Spanish,\" Dudovitz said.\nSent 8: \"Now Spanish and English are interchangeable.\nSent 9: Our goal is to have that for the major Asian languages as well.\"Sent 10: Before the expansion, only a few NLS lawyers spoke Asian languages, said attorney Rebecca Yee, who was hired by NLS in April 2002 to design and head the project.\nSent 11: \"Now we have people speaking Cantonese, Mandarin, Thai, Khmer (from Cambodia), Korean, Vietnamese, Japanese and Tagalog,\" Yee said.\nSent 12: One of the 13 attorneys hired to work with the program is Irene Mak, a family law attorney who speaks Cantonese, Mandarin and Thai.\nSent 13: Mak was a partner at a private law firm before she went to work for NLS two years ago, earning up to $20,000 less a year working on domestic violence cases.\nSent 14: \"The job is more satisfying than the money,\" said Mak, who grew up in Hong Kong and Thailand before coming to the United States.\nSent 15: \"I could use my language skills and wanted to give back to the Asian community.\"Sent 16: NLS expanded when Legal Services Corp., the federal agency that funds providers of free legal services nationwide, reduced the number of grantees in the Los Angeles area from five to three, Dudovitz said.\nSent 17: NLS won the competitive grant over the Legal Services Program for Pasadena, San Gabriel-Pomona valleys.\nSent 18: That boosted its client base from 16,000 to around 25,000, and NLS opened an office in El Monte. \nQuestion: What boosted the NLS client base to 25,000?.", "pos": "Paragraph- Sent 1: With an onionskin-thin budget several years back, Legal Services of Eastern Oklahoma, the area's largest \"law firm to the poor,\" nearly became Lip Service of Eastern Oklahoma.\nSent 2: Funding cuts closed some satellite offices and reduced staff.\nSent 3: Remaining attorneys could serve only a small percentage of the 303,000 potential clients.\nSent 4: But LSEO persevered.\nSent 5: The budget still isn't big enough.\nSent 6: One aid lawyer is available per 11,000 eligible clients compared to one attorney per 375 people in the general population.\nSent 7: Services are expanding, however, thanks to a $1 million public fund drive, that is $59,400 short of its goal.\nSent 8: Tulsa attorney David Riggs, who heads the drive, is pushing for the community, especially local lawyers, to put it over the top.\nSent 9: \"We're so close.\nSent 10: We really want to reach that $1 million mark,\" Riggs said.\nSent 11: Not many causes are as worthwhile.\nSent 12: Riggs says legal-aid agencies help stabilize society; they're a safety net for those in need.\nSent 13: \"They help people cope, help them seek redress for a grievance,\" Riggs said.\nSent 14: \"For our legal system to work people need representation.\nSent 15: A family's problems can be mitigated with some legal advice before they spill over into child delinquency, housing problems, unemployment, marital problems and deeper poverty.\"Sent 16: The fund-raiser lost some steam following 9/11, and with staff distraction over the merger of LSEO with Legal Aid Services of Western Oklahoma.\nSent 17: In January, the two agencies became Legal Aid Services of Oklahoma Inc. The fund drive started with an appeal to local lawyers, who provided about a third of the donations.\nSent 18: Businesses and foundations also have helped. \nQuestion: Along with local lawyers, who helped with donations for the legal aid services?.", "neg": "Paragraph- Sent 1: Neighborhood Legal Services, which provides free legal services to the poor, has expanded into the San Gabriel and Pomona valleys, areas with large Asian populations, many of whom speak limited or no English.\nSent 2: Language is their biggest obstacle, but the Asian communities' cultural isolation and service providers' lack of cultural expertise also play a part, said NLS executive director Neal Dubovitz.\nSent 3: And with 13 percent to 15 percent of the Asian population in the U.S. living below the poverty line, NLS services are badly needed, Dubovitz said.\nSent 4: \"Although it is a significant part of the poverty population, Asians historically have not been able to participate in the services and programs available to the poor,\" he said.\nSent 5: From simple telephone advice to complete legal representation in court, the agency provides free consumer, health, family, immigration, housing, public benefits and labor legal services to people who earn under $1,380 per month.\nSent 6: Legal service providers have long served large Latino populations, who have cultural diversity but share a common language.\nSent 7: \"I remember the days when there were only a handful of people in the legal offices who spoke Spanish,\" Dudovitz said.\nSent 8: \"Now Spanish and English are interchangeable.\nSent 9: Our goal is to have that for the major Asian languages as well.\"Sent 10: Before the expansion, only a few NLS lawyers spoke Asian languages, said attorney Rebecca Yee, who was hired by NLS in April 2002 to design and head the project.\nSent 11: \"Now we have people speaking Cantonese, Mandarin, Thai, Khmer (from Cambodia), Korean, Vietnamese, Japanese and Tagalog,\" Yee said.\nSent 12: One of the 13 attorneys hired to work with the program is Irene Mak, a family law attorney who speaks Cantonese, Mandarin and Thai.\nSent 13: Mak was a partner at a private law firm before she went to work for NLS two years ago, earning up to $20,000 less a year working on domestic violence cases.\nSent 14: \"The job is more satisfying than the money,\" said Mak, who grew up in Hong Kong and Thailand before coming to the United States.\nSent 15: \"I could use my language skills and wanted to give back to the Asian community.\"Sent 16: NLS expanded when Legal Services Corp., the federal agency that funds providers of free legal services nationwide, reduced the number of grantees in the Los Angeles area from five to three, Dudovitz said.\nSent 17: NLS won the competitive grant over the Legal Services Program for Pasadena, San Gabriel-Pomona valleys.\nSent 18: That boosted its client base from 16,000 to around 25,000, and NLS opened an office in El Monte. \nQuestion: What is the language goal of neighborhood legal services?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: How many years separate the first Protestant missionary's arrival in Albania, and the printing of the first full Albanian Bible?.", "pos": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: In what year was Said Toptani arrested and imprisoned?.", "neg": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: What religion were the majority of albanians beforeIslam emerged as the majority religion?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: We do not know exactly how the hijackers gained access to the cockpit; FAA rules required that the doors remain closed and locked during flight.\nSent 2: Ong speculated that they had \"jammed their way\" in.\nSent 3: Perhaps the terrorists stabbed the flight attendants to get a cockpit key, to force one of them to open the cockpit door, or to lure the captain or first officer out of the cockpit.\nSent 4: Or the flight attendants may just have been in their way.\nSent 5: At the same time or shortly thereafter, Atta-the only terrorist on board trained to fly a jet-would have moved to the cockpit from his business-class seat, possibly accompanied by Omari.\nSent 6: As this was happening, passenger Daniel Lewin, who was seated in the row just behind Atta and Omari, was stabbed by one of the hijackers-probably Satam al Suqami, who was seated directly behind Lewin.\nSent 7: Lewin had served four years as an officer in the Israeli military.\nSent 8: He may have made an attempt to stop the hijackers in front of him, not realizing that another was sitting behind him.\nSent 9: The hijackers quickly gained control and sprayed Mace, pepper spray, or some other irritant in the first-class cabin, in order to force the passengers and flight attendants toward the rear of the plane.\nSent 10: They claimed they had a bomb.\nSent 11: About five minutes after the hijacking began, Betty Ong contacted the American Airlines Southeastern Reservations Office in Cary, North Carolina, via an AT&T airphone to report an emergency aboard the flight.\nSent 12: This was the first of several occasions on 9/11 when flight attendants took action outside the scope of their training, which emphasized that in a hijacking, they were to communicate with the cockpit crew.\nSent 13: The emergency call lasted approximately 25 minutes, as Ong calmly and professionally relayed information about events taking place aboard the airplane to authorities on the ground.\nSent 14: At 8:19, Ong reported:\"The cockpit is not answering, somebody's stabbed in business class-and I think there's Mace-that we can't breathe-I don't know, I think we're getting hijacked.\"Sent 15: She then told of the stabbings of the two flight attendants.\nSent 16: At 8:21, one of the American employees receiving Ong's call in North Carolina, Nydia Gonzalez, alerted the American Airlines operations center in Fort Worth, Texas, reaching Craig Marquis, the manager on duty.\nSent 17: Marquis soon realized this was an emergency and instructed the airline's dispatcher responsible for the flight to contact the cockpit.\nSent 18: At 8:23, the dispatcher tried unsuccessfully to contact the aircraft. \nQuestion: Who claimed they had a bomb?.", "pos": "Paragraph- Sent 1: When American 11 struck the World Trade Center at 8:46, no one in the White House or traveling with the President knew that it had been hijacked.\nSent 2: While that information circulated within the FAA, we found no evidence that the hijacking was reported to any other agency in Washington before 8:46.\nSent 3: Most federal agencies learned about the crash in New York from CNN.\nSent 4: Within the FAA, the administrator, Jane Garvey, and her acting deputy, Monte Belger, had not been told of a confirmed hijacking before they learned from television that a plane had crashed.\nSent 5: Others in the agency were aware of it, as we explained earlier in this chapter.\nSent 6: Inside the National Military Command Center, the deputy director of operations and his assistant began notifying senior Pentagon officials of the incident.\nSent 7: At about 9:00, the senior NMCC operations officer reached out to the FAA operations center for information.\nSent 8: Although the NMCC was advised of the hijacking of American 11, the scrambling of jets was not discussed.\nSent 9: In Sarasota, Florida, the presidential motorcade was arriving at the Emma E. Booker Elementary School, where President Bush was to read to a class and talk about education.\nSent 10: White House Chief of Staff Andrew Card told us he was standing with the President outside the classroom when Senior Advisor to the President Karl Rove first informed them that a small, twin-engine plane had crashed into the World Trade Center.\nSent 11: The President's reaction was that the incident must have been caused by pilot error.\nSent 12: At 8:55, before entering the classroom, the President spoke to National Security Advisor Condoleezza Rice, who was at the White House.\nSent 13: She recalled first telling the President it was a twin-engine aircraft-and then a commercial aircraft-that had struck the World Trade Center, adding \"that's all we know right now, Mr. President.\"Sent 14: At the White House, Vice President Dick Cheney had just sat down for a meeting when his assistant told him to turn on his television because a plane had struck the NorthTower of the World Trade Center.\nSent 15: The Vice President was wondering \"how the hell could a plane hit the World Trade Center\" when he saw the second aircraft strike the South Tower.\nSent 16: Elsewhere in the White House, a series of 9:00 meetings was about to begin.\nSent 17: In the absence of information that the crash was anything other than an accident, the White House staff monitored the news as they went ahead with their regular schedules. \nQuestion: In which US State was White House Chief of Staff Andrew Card when he was first informed that a small, twin-engine plane had crashed into the World Trade Center?.", "neg": "Paragraph- Sent 1: We do not know exactly how the hijackers gained access to the cockpit; FAA rules required that the doors remain closed and locked during flight.\nSent 2: Ong speculated that they had \"jammed their way\" in.\nSent 3: Perhaps the terrorists stabbed the flight attendants to get a cockpit key, to force one of them to open the cockpit door, or to lure the captain or first officer out of the cockpit.\nSent 4: Or the flight attendants may just have been in their way.\nSent 5: At the same time or shortly thereafter, Atta-the only terrorist on board trained to fly a jet-would have moved to the cockpit from his business-class seat, possibly accompanied by Omari.\nSent 6: As this was happening, passenger Daniel Lewin, who was seated in the row just behind Atta and Omari, was stabbed by one of the hijackers-probably Satam al Suqami, who was seated directly behind Lewin.\nSent 7: Lewin had served four years as an officer in the Israeli military.\nSent 8: He may have made an attempt to stop the hijackers in front of him, not realizing that another was sitting behind him.\nSent 9: The hijackers quickly gained control and sprayed Mace, pepper spray, or some other irritant in the first-class cabin, in order to force the passengers and flight attendants toward the rear of the plane.\nSent 10: They claimed they had a bomb.\nSent 11: About five minutes after the hijacking began, Betty Ong contacted the American Airlines Southeastern Reservations Office in Cary, North Carolina, via an AT&T airphone to report an emergency aboard the flight.\nSent 12: This was the first of several occasions on 9/11 when flight attendants took action outside the scope of their training, which emphasized that in a hijacking, they were to communicate with the cockpit crew.\nSent 13: The emergency call lasted approximately 25 minutes, as Ong calmly and professionally relayed information about events taking place aboard the airplane to authorities on the ground.\nSent 14: At 8:19, Ong reported:\"The cockpit is not answering, somebody's stabbed in business class-and I think there's Mace-that we can't breathe-I don't know, I think we're getting hijacked.\"Sent 15: She then told of the stabbings of the two flight attendants.\nSent 16: At 8:21, one of the American employees receiving Ong's call in North Carolina, Nydia Gonzalez, alerted the American Airlines operations center in Fort Worth, Texas, reaching Craig Marquis, the manager on duty.\nSent 17: Marquis soon realized this was an emergency and instructed the airline's dispatcher responsible for the flight to contact the cockpit.\nSent 18: At 8:23, the dispatcher tried unsuccessfully to contact the aircraft. \nQuestion: Who jammed their way into the planes cockpit?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.\nSent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.\nSent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.\nSent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.\nSent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.\nSent 6: But since OFAC had little information to go on, few funds were frozen.\nSent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.\nSent 8: Here, OFAC had more success.\nSent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.\nSent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.\nSent 11: After October 1999, when the State Department formally designated al Qaeda a \"foreign terrorist organization,\" it became the duty of U.S. banks to block its transactions and seize its funds.\nSent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.\nSent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.\nSent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.\nSent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.\nSent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.\nSent 17: As a result, the CIA placed little emphasis on terrorist financing.\nSent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money. \nQuestion: How did the  CIA gain important Intelligence about terrorist activities and funds in the 1990's?.", "pos": "Paragraph- Sent 1: The second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.\nSent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.\nSent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.\nSent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.\nSent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.\nSent 6: But since OFAC had little information to go on, few funds were frozen.\nSent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.\nSent 8: Here, OFAC had more success.\nSent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.\nSent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.\nSent 11: After October 1999, when the State Department formally designated al Qaeda a \"foreign terrorist organization,\" it became the duty of U.S. banks to block its transactions and seize its funds.\nSent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.\nSent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.\nSent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.\nSent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.\nSent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.\nSent 17: As a result, the CIA placed little emphasis on terrorist financing.\nSent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money. \nQuestion: Why was the main criticism about tracking the money in terrorist organizations leading to the lack of emphasis on this method proven to be less than accurate.", "neg": "Paragraph- Sent 1: The second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.\nSent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.\nSent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.\nSent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.\nSent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.\nSent 6: But since OFAC had little information to go on, few funds were frozen.\nSent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.\nSent 8: Here, OFAC had more success.\nSent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.\nSent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.\nSent 11: After October 1999, when the State Department formally designated al Qaeda a \"foreign terrorist organization,\" it became the duty of U.S. banks to block its transactions and seize its funds.\nSent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.\nSent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.\nSent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.\nSent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.\nSent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.\nSent 17: As a result, the CIA placed little emphasis on terrorist financing.\nSent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money. \nQuestion: Who recommended that the President designate Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Jenny was a 13 year old girl with blond hair and blue eyes.\nSent 2: She had gotten out of her last day of school and was free for the summer.\nSent 3: Two of her friends were going to the nearby beach to do some swimming and enjoy the sun.\nSent 4: Jenny went with them and when they got there the beach was very full and there were people everywhere.\nSent 5: They changed into their bathing suits and went to the water.\nSent 6: The water was very cold.\nSent 7: They chose not swim and walked to the sand.\nSent 8: Then they laid down on some towels and enjoyed the sun.\nSent 9: After several hours Jenny and her friends fell asleep.\nSent 10: They woke up and the sun was beginning to set.\nSent 11: When Jenny sat up she found that it was painful to touch her skin.\nSent 12: When she looked down she saw that she had a very bad sunburn.\nSent 13: Her friends were also very badly sunburned so they went home.\nSent 14: Jenny's mother gave her a cream to put on the sunburn.\nSent 15: Afterwards she felt a lot better and went to sleep. \nQuestion: Who was sun burned?.", "pos": "Paragraph- Sent 1: Jenny was a 13 year old girl with blond hair and blue eyes.\nSent 2: She had gotten out of her last day of school and was free for the summer.\nSent 3: Two of her friends were going to the nearby beach to do some swimming and enjoy the sun.\nSent 4: Jenny went with them and when they got there the beach was very full and there were people everywhere.\nSent 5: They changed into their bathing suits and went to the water.\nSent 6: The water was very cold.\nSent 7: They chose not swim and walked to the sand.\nSent 8: Then they laid down on some towels and enjoyed the sun.\nSent 9: After several hours Jenny and her friends fell asleep.\nSent 10: They woke up and the sun was beginning to set.\nSent 11: When Jenny sat up she found that it was painful to touch her skin.\nSent 12: When she looked down she saw that she had a very bad sunburn.\nSent 13: Her friends were also very badly sunburned so they went home.\nSent 14: Jenny's mother gave her a cream to put on the sunburn.\nSent 15: Afterwards she felt a lot better and went to sleep. \nQuestion: What did Jenny and her friends have when they woke up at sun set?.", "neg": "Paragraph- Sent 1: Jenny was a 13 year old girl with blond hair and blue eyes.\nSent 2: She had gotten out of her last day of school and was free for the summer.\nSent 3: Two of her friends were going to the nearby beach to do some swimming and enjoy the sun.\nSent 4: Jenny went with them and when they got there the beach was very full and there were people everywhere.\nSent 5: They changed into their bathing suits and went to the water.\nSent 6: The water was very cold.\nSent 7: They chose not swim and walked to the sand.\nSent 8: Then they laid down on some towels and enjoyed the sun.\nSent 9: After several hours Jenny and her friends fell asleep.\nSent 10: They woke up and the sun was beginning to set.\nSent 11: When Jenny sat up she found that it was painful to touch her skin.\nSent 12: When she looked down she saw that she had a very bad sunburn.\nSent 13: Her friends were also very badly sunburned so they went home.\nSent 14: Jenny's mother gave her a cream to put on the sunburn.\nSent 15: Afterwards she felt a lot better and went to sleep. \nQuestion: What did Jenny and her friebnd's do at the beach?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: F. Dianne Taylor is executive director of Legal Services of Eastern Missouri.\nSent 2: We're all familiar with the Miranda warning, or at least how it sounds in the movies.\nSent 3: It includes the statement: \"You have the right to speak to an attorney and to have an attorney present during any questioning.\nSent 4: If you cannot afford a lawyer, one will be provided for you at government expense.\"Sent 5: The Miranda warning, though, applies only to criminal cases.\nSent 6: What about the less theatrical, but equally troubling, civil problems that can afflict people in any walk of life?\nSent 7: U.S. Supreme Court Justice Ruth Bader Ginsburg has estimated that four out of every five low-income people in America who need legal representation don't receive it.\nSent 8: That is a sobering observation, to realize that 80 percent of those who need legal help are denied such guidance and counsel.\nSent 9: Who are these people?\nSent 10: They may be victims of domestic abuse.\nSent 11: Perhaps they are elderly people who are swindled out of their life savings or beaten by a neighbor or acquaintance.\nSent 12: Maybe they are homeless children who can't attend school because they aren't officially residents of a district.\nSent 13: They are our neighbors, our friends, our colleagues.\nSent 14: Facing eviction or physical assault or bankruptcy without legal assistance can be every bit as frightening as standing trial on a criminal charge.\nSent 15: Issues in civil cases include family matters, housing and employment cases, consumer protection, public benefits and income maintenance.\nSent 16: In the year 2000 alone, Legal Services of Eastern Missouri fielded some 30,000 calls for assistance from low-income people in the 21 counties our not-for-profit organization represents.\nSent 17: By contrast, approximately 6,500 cases were closed by the organization last year.\nSent 18: More than 312,000 people in the eastern Missouri counties stretching from the Iowa border to Jefferson County qualify for legal aid, an increase of more than 10 percent from 1990. \nQuestion: What kind of people need legal representation  but don't receive it?.", "pos": "Paragraph- Sent 1: F. Dianne Taylor is executive director of Legal Services of Eastern Missouri.\nSent 2: We're all familiar with the Miranda warning, or at least how it sounds in the movies.\nSent 3: It includes the statement: \"You have the right to speak to an attorney and to have an attorney present during any questioning.\nSent 4: If you cannot afford a lawyer, one will be provided for you at government expense.\"Sent 5: The Miranda warning, though, applies only to criminal cases.\nSent 6: What about the less theatrical, but equally troubling, civil problems that can afflict people in any walk of life?\nSent 7: U.S. Supreme Court Justice Ruth Bader Ginsburg has estimated that four out of every five low-income people in America who need legal representation don't receive it.\nSent 8: That is a sobering observation, to realize that 80 percent of those who need legal help are denied such guidance and counsel.\nSent 9: Who are these people?\nSent 10: They may be victims of domestic abuse.\nSent 11: Perhaps they are elderly people who are swindled out of their life savings or beaten by a neighbor or acquaintance.\nSent 12: Maybe they are homeless children who can't attend school because they aren't officially residents of a district.\nSent 13: They are our neighbors, our friends, our colleagues.\nSent 14: Facing eviction or physical assault or bankruptcy without legal assistance can be every bit as frightening as standing trial on a criminal charge.\nSent 15: Issues in civil cases include family matters, housing and employment cases, consumer protection, public benefits and income maintenance.\nSent 16: In the year 2000 alone, Legal Services of Eastern Missouri fielded some 30,000 calls for assistance from low-income people in the 21 counties our not-for-profit organization represents.\nSent 17: By contrast, approximately 6,500 cases were closed by the organization last year.\nSent 18: More than 312,000 people in the eastern Missouri counties stretching from the Iowa border to Jefferson County qualify for legal aid, an increase of more than 10 percent from 1990. \nQuestion: What is an example of a type of people who are not receivng legal representation?.", "neg": "Paragraph- Sent 1: F. Dianne Taylor is executive director of Legal Services of Eastern Missouri.\nSent 2: We're all familiar with the Miranda warning, or at least how it sounds in the movies.\nSent 3: It includes the statement: \"You have the right to speak to an attorney and to have an attorney present during any questioning.\nSent 4: If you cannot afford a lawyer, one will be provided for you at government expense.\"Sent 5: The Miranda warning, though, applies only to criminal cases.\nSent 6: What about the less theatrical, but equally troubling, civil problems that can afflict people in any walk of life?\nSent 7: U.S. Supreme Court Justice Ruth Bader Ginsburg has estimated that four out of every five low-income people in America who need legal representation don't receive it.\nSent 8: That is a sobering observation, to realize that 80 percent of those who need legal help are denied such guidance and counsel.\nSent 9: Who are these people?\nSent 10: They may be victims of domestic abuse.\nSent 11: Perhaps they are elderly people who are swindled out of their life savings or beaten by a neighbor or acquaintance.\nSent 12: Maybe they are homeless children who can't attend school because they aren't officially residents of a district.\nSent 13: They are our neighbors, our friends, our colleagues.\nSent 14: Facing eviction or physical assault or bankruptcy without legal assistance can be every bit as frightening as standing trial on a criminal charge.\nSent 15: Issues in civil cases include family matters, housing and employment cases, consumer protection, public benefits and income maintenance.\nSent 16: In the year 2000 alone, Legal Services of Eastern Missouri fielded some 30,000 calls for assistance from low-income people in the 21 counties our not-for-profit organization represents.\nSent 17: By contrast, approximately 6,500 cases were closed by the organization last year.\nSent 18: More than 312,000 people in the eastern Missouri counties stretching from the Iowa border to Jefferson County qualify for legal aid, an increase of more than 10 percent from 1990. \nQuestion: What legal statement includes the right to an attorney during questioning?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: Who catches the boy and returns the spear to its original location?.", "pos": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: what made the white men to come and start drilling for oil ?.", "neg": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: What does the rabbit's foot contain?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Casey Bowman is an American orphan who was adopted into a martial arts dojo in Japan .\nSent 2: Because of his perseverance and desire to master bushido , he earns the respect of the dojo 's sensei and his daughter Namiko .\nSent 3: However , the dojo 's top student Masazuka becomes bitter over Namiko 's friendship with Casey until one morning , during a sparring match , he loses his temper and nearly kills Casey by throwing a katana at him .\nSent 4: In defense , Casey scars Masazuka below his right eye .\nSent 5: As a result of his actions , Masazuka is banished from the dojo by the sensei .\nSent 6: Years later , Masazuka becomes an assassin under contract with an American conglomerate called Temple Industries , which itself runs an underground criminal cult known as `` The Ring '' .\nSent 7: He returns to his former dojo and claims in vain the sensei 's succession as s ke , but the sensei refuses to oblige .\nSent 8: Anticipating an invasion by Masazuka , the sensei assigns Casey and Namiko to guard an old chest called the Yoroi Bitsu , which contains the suit and weapons of an ancient ninja .\nSent 9: Before Masazuka storms through the dojo and murders the sensei , Casey and Namiko manage to take the Yoroi Bitsu to New York City , where they keep it safe at Triborough University 's vault with the help of the sensei 's friend Professor Garrison .\nSent 10: They are tracked down by Masazuka , who sends Temple 's thugs to take down the couple .\nSent 11: While Casey and Namiko are on the run from the thugs , they are framed for the murder of Professor Garrison and arrested . \nQuestion: Who did Musakuza send for the sensei?.", "pos": "Paragraph- Sent 1: Convicted murderer Seth Baxter awakens chained to a table beneath a pendulum blade .\nSent 2: A videotape informs him that crushing his hands between the presses will release him ; he does so , but the blade still swings down and violently cuts him in half , while someone watches through a hole in the wall .\nSent 3: The scene cuts to Agent Peter Strahm , who kills Jeff Denlon in self-defense and is sealed in the sickroom .\nSent 4: He finds a hidden passage with a tape recorder that warns him to stay in the sickroom , but ignores it .\nSent 5: He is attacked by a pig-masked figure in the passage and awakens with his head sealed in a box slowly filling with water , which he survives by performing a tracheotomy using a pen .\nSent 6: Outside the plant , Detective Mark Hoffman delivers Corbett Denlon to the police and claims they are the only survivors , and is shocked when Strahm is brought out alive as well .\nSent 7: Jill Tuck is met by John Kramer 's attorney , who is administering his will .\nSent 8: She is left a box and a videotape , in which John stresses the importance of the box 's contents .\nSent 9: She opens it with a key hung around her neck and then leaves without disclosing its contents .\nSent 10: In a memorial service held for David Tapp , Steven Sing , Allison Kerry , Eric Matthews , and Daniel Rigg , the five officers killed in action , Hoffman is promoted to detective lieutenant .\nSent 11: He is informed of the death of Agent Lindsey Perez while taking Strahm 's phone and goes to the hospital to meet Strahm , who says that Hoffman 's name was Perez 's last words . \nQuestion: Who delivered Denlon to the police and was then promoted?.", "neg": "Paragraph- Sent 1: Casey Bowman is an American orphan who was adopted into a martial arts dojo in Japan .\nSent 2: Because of his perseverance and desire to master bushido , he earns the respect of the dojo 's sensei and his daughter Namiko .\nSent 3: However , the dojo 's top student Masazuka becomes bitter over Namiko 's friendship with Casey until one morning , during a sparring match , he loses his temper and nearly kills Casey by throwing a katana at him .\nSent 4: In defense , Casey scars Masazuka below his right eye .\nSent 5: As a result of his actions , Masazuka is banished from the dojo by the sensei .\nSent 6: Years later , Masazuka becomes an assassin under contract with an American conglomerate called Temple Industries , which itself runs an underground criminal cult known as `` The Ring '' .\nSent 7: He returns to his former dojo and claims in vain the sensei 's succession as s ke , but the sensei refuses to oblige .\nSent 8: Anticipating an invasion by Masazuka , the sensei assigns Casey and Namiko to guard an old chest called the Yoroi Bitsu , which contains the suit and weapons of an ancient ninja .\nSent 9: Before Masazuka storms through the dojo and murders the sensei , Casey and Namiko manage to take the Yoroi Bitsu to New York City , where they keep it safe at Triborough University 's vault with the help of the sensei 's friend Professor Garrison .\nSent 10: They are tracked down by Masazuka , who sends Temple 's thugs to take down the couple .\nSent 11: While Casey and Namiko are on the run from the thugs , they are framed for the murder of Professor Garrison and arrested . \nQuestion: What did Casey do to Musakuza and why?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- English club Chelsea have completed the signing of Oriol Romeu from Spanish and European champions Barcelona.\nSent 2: The 19-year-old is currently playing for Spain at the World Under-20 Championships in Colombia and has signed a four-year deal with last season's Premier League runners-up.\nSent 3: The deal is worth $7 million and includes a buy back clause, set at $14 million after the first year and $21 million after the second.\nSent 4: Romeu started his career at Barcelona's city rivals Espanyol before joining the Camp Nou academy in 2004.\nSent 5: The midfielder, who can also play in central defence, made his debut for Barcelona in last season's Spanish Supercup match with Seville and got his first taste of league action against Deportivo in May 2010.\nSent 6: He has played 90 minutes in both of Spain's games at the World Under-20 Championships, when they beat Costa Rica and Ecuador.\nSent 7: Chelsea official web site confirmed the signing and said Romeu is \"renowned for his strength and his expansive passing ability.\"Sent 8: Another player leaving Barcelona is Jeffren Suarez after he agreed to join Sporting Lisbon.\nSent 9: The Portuguese outfit have paid $5 million for the 23-year-old which, like the Romeu deal, includes a buy back option.\nSent 10: Jeffren joined Barca from Tenerife in 2004 and made his debut for the Catalan club in the 2006-07 season. \nQuestion: In Oriol Romeu's debut how many minutes did he play?.", "pos": "Paragraph- Sent 1: (CNN) -- English club Chelsea have completed the signing of Oriol Romeu from Spanish and European champions Barcelona.\nSent 2: The 19-year-old is currently playing for Spain at the World Under-20 Championships in Colombia and has signed a four-year deal with last season's Premier League runners-up.\nSent 3: The deal is worth $7 million and includes a buy back clause, set at $14 million after the first year and $21 million after the second.\nSent 4: Romeu started his career at Barcelona's city rivals Espanyol before joining the Camp Nou academy in 2004.\nSent 5: The midfielder, who can also play in central defence, made his debut for Barcelona in last season's Spanish Supercup match with Seville and got his first taste of league action against Deportivo in May 2010.\nSent 6: He has played 90 minutes in both of Spain's games at the World Under-20 Championships, when they beat Costa Rica and Ecuador.\nSent 7: Chelsea official web site confirmed the signing and said Romeu is \"renowned for his strength and his expansive passing ability.\"Sent 8: Another player leaving Barcelona is Jeffren Suarez after he agreed to join Sporting Lisbon.\nSent 9: The Portuguese outfit have paid $5 million for the 23-year-old which, like the Romeu deal, includes a buy back option.\nSent 10: Jeffren joined Barca from Tenerife in 2004 and made his debut for the Catalan club in the 2006-07 season. \nQuestion: What position did Romeu play when he started his career at Barcelona's city rivals Espanyol?.", "neg": "Paragraph- Sent 1: (CNN) -- English club Chelsea have completed the signing of Oriol Romeu from Spanish and European champions Barcelona.\nSent 2: The 19-year-old is currently playing for Spain at the World Under-20 Championships in Colombia and has signed a four-year deal with last season's Premier League runners-up.\nSent 3: The deal is worth $7 million and includes a buy back clause, set at $14 million after the first year and $21 million after the second.\nSent 4: Romeu started his career at Barcelona's city rivals Espanyol before joining the Camp Nou academy in 2004.\nSent 5: The midfielder, who can also play in central defence, made his debut for Barcelona in last season's Spanish Supercup match with Seville and got his first taste of league action against Deportivo in May 2010.\nSent 6: He has played 90 minutes in both of Spain's games at the World Under-20 Championships, when they beat Costa Rica and Ecuador.\nSent 7: Chelsea official web site confirmed the signing and said Romeu is \"renowned for his strength and his expansive passing ability.\"Sent 8: Another player leaving Barcelona is Jeffren Suarez after he agreed to join Sporting Lisbon.\nSent 9: The Portuguese outfit have paid $5 million for the 23-year-old which, like the Romeu deal, includes a buy back option.\nSent 10: Jeffren joined Barca from Tenerife in 2004 and made his debut for the Catalan club in the 2006-07 season. \nQuestion: Which 19-year-old, who currently plays for Spain, has been signed by a team in England?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Convicted murderer Seth Baxter awakens chained to a table beneath a pendulum blade .\nSent 2: A videotape informs him that crushing his hands between the presses will release him ; he does so , but the blade still swings down and violently cuts him in half , while someone watches through a hole in the wall .\nSent 3: The scene cuts to Agent Peter Strahm , who kills Jeff Denlon in self-defense and is sealed in the sickroom .\nSent 4: He finds a hidden passage with a tape recorder that warns him to stay in the sickroom , but ignores it .\nSent 5: He is attacked by a pig-masked figure in the passage and awakens with his head sealed in a box slowly filling with water , which he survives by performing a tracheotomy using a pen .\nSent 6: Outside the plant , Detective Mark Hoffman delivers Corbett Denlon to the police and claims they are the only survivors , and is shocked when Strahm is brought out alive as well .\nSent 7: Jill Tuck is met by John Kramer 's attorney , who is administering his will .\nSent 8: She is left a box and a videotape , in which John stresses the importance of the box 's contents .\nSent 9: She opens it with a key hung around her neck and then leaves without disclosing its contents .\nSent 10: In a memorial service held for David Tapp , Steven Sing , Allison Kerry , Eric Matthews , and Daniel Rigg , the five officers killed in action , Hoffman is promoted to detective lieutenant .\nSent 11: He is informed of the death of Agent Lindsey Perez while taking Strahm 's phone and goes to the hospital to meet Strahm , who says that Hoffman 's name was Perez 's last words . \nQuestion: How does Agent Strahm escape the head sealed filled with water?.", "pos": "Paragraph- Sent 1: Convicted murderer Seth Baxter awakens chained to a table beneath a pendulum blade .\nSent 2: A videotape informs him that crushing his hands between the presses will release him ; he does so , but the blade still swings down and violently cuts him in half , while someone watches through a hole in the wall .\nSent 3: The scene cuts to Agent Peter Strahm , who kills Jeff Denlon in self-defense and is sealed in the sickroom .\nSent 4: He finds a hidden passage with a tape recorder that warns him to stay in the sickroom , but ignores it .\nSent 5: He is attacked by a pig-masked figure in the passage and awakens with his head sealed in a box slowly filling with water , which he survives by performing a tracheotomy using a pen .\nSent 6: Outside the plant , Detective Mark Hoffman delivers Corbett Denlon to the police and claims they are the only survivors , and is shocked when Strahm is brought out alive as well .\nSent 7: Jill Tuck is met by John Kramer 's attorney , who is administering his will .\nSent 8: She is left a box and a videotape , in which John stresses the importance of the box 's contents .\nSent 9: She opens it with a key hung around her neck and then leaves without disclosing its contents .\nSent 10: In a memorial service held for David Tapp , Steven Sing , Allison Kerry , Eric Matthews , and Daniel Rigg , the five officers killed in action , Hoffman is promoted to detective lieutenant .\nSent 11: He is informed of the death of Agent Lindsey Perez while taking Strahm 's phone and goes to the hospital to meet Strahm , who says that Hoffman 's name was Perez 's last words . \nQuestion: Is Detective Mark Hoffman correct when claiming that he and Corbett Denlon are the only survivor?.", "neg": "Paragraph- Sent 1: Convicted murderer Seth Baxter awakens chained to a table beneath a pendulum blade .\nSent 2: A videotape informs him that crushing his hands between the presses will release him ; he does so , but the blade still swings down and violently cuts him in half , while someone watches through a hole in the wall .\nSent 3: The scene cuts to Agent Peter Strahm , who kills Jeff Denlon in self-defense and is sealed in the sickroom .\nSent 4: He finds a hidden passage with a tape recorder that warns him to stay in the sickroom , but ignores it .\nSent 5: He is attacked by a pig-masked figure in the passage and awakens with his head sealed in a box slowly filling with water , which he survives by performing a tracheotomy using a pen .\nSent 6: Outside the plant , Detective Mark Hoffman delivers Corbett Denlon to the police and claims they are the only survivors , and is shocked when Strahm is brought out alive as well .\nSent 7: Jill Tuck is met by John Kramer 's attorney , who is administering his will .\nSent 8: She is left a box and a videotape , in which John stresses the importance of the box 's contents .\nSent 9: She opens it with a key hung around her neck and then leaves without disclosing its contents .\nSent 10: In a memorial service held for David Tapp , Steven Sing , Allison Kerry , Eric Matthews , and Daniel Rigg , the five officers killed in action , Hoffman is promoted to detective lieutenant .\nSent 11: He is informed of the death of Agent Lindsey Perez while taking Strahm 's phone and goes to the hospital to meet Strahm , who says that Hoffman 's name was Perez 's last words . \nQuestion: What does Jill do? Who is Jill Tuck met by? What does John stress?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When American 11 struck the World Trade Center at 8:46, no one in the White House or traveling with the President knew that it had been hijacked.\nSent 2: While that information circulated within the FAA, we found no evidence that the hijacking was reported to any other agency in Washington before 8:46.\nSent 3: Most federal agencies learned about the crash in New York from CNN.\nSent 4: Within the FAA, the administrator, Jane Garvey, and her acting deputy, Monte Belger, had not been told of a confirmed hijacking before they learned from television that a plane had crashed.\nSent 5: Others in the agency were aware of it, as we explained earlier in this chapter.\nSent 6: Inside the National Military Command Center, the deputy director of operations and his assistant began notifying senior Pentagon officials of the incident.\nSent 7: At about 9:00, the senior NMCC operations officer reached out to the FAA operations center for information.\nSent 8: Although the NMCC was advised of the hijacking of American 11, the scrambling of jets was not discussed.\nSent 9: In Sarasota, Florida, the presidential motorcade was arriving at the Emma E. Booker Elementary School, where President Bush was to read to a class and talk about education.\nSent 10: White House Chief of Staff Andrew Card told us he was standing with the President outside the classroom when Senior Advisor to the President Karl Rove first informed them that a small, twin-engine plane had crashed into the World Trade Center.\nSent 11: The President's reaction was that the incident must have been caused by pilot error.\nSent 12: At 8:55, before entering the classroom, the President spoke to National Security Advisor Condoleezza Rice, who was at the White House.\nSent 13: She recalled first telling the President it was a twin-engine aircraft-and then a commercial aircraft-that had struck the World Trade Center, adding \"that's all we know right now, Mr. President.\"Sent 14: At the White House, Vice President Dick Cheney had just sat down for a meeting when his assistant told him to turn on his television because a plane had struck the NorthTower of the World Trade Center.\nSent 15: The Vice President was wondering \"how the hell could a plane hit the World Trade Center\" when he saw the second aircraft strike the South Tower.\nSent 16: Elsewhere in the White House, a series of 9:00 meetings was about to begin.\nSent 17: In the absence of information that the crash was anything other than an accident, the White House staff monitored the news as they went ahead with their regular schedules. \nQuestion: Who wondered \"how the hell could a plane hit the World Trade Center\" ?.", "pos": "Paragraph- Sent 1: Right after the Pentagon was hit, NEADS learned of another possible hijacked aircraft.\nSent 2: It was an aircraft that in fact had not been hijacked at all.\nSent 3: After the second World Trade Center crash, Boston Center managers recognized that both aircraft were transcontinental 767 jetliners that had departed Logan Airport.\nSent 4: Remembering the \"we have some planes\" remark, Boston Center guessed that Delta 1989 might also be hijacked.\nSent 5: Boston Center called NEADS at 9:41 and identified Delta 1989, a 767 jet that had left Logan Airport for Las Vegas, as a possible hijack.\nSent 6: NEADS warned the FAA's Cleveland Center to watch Delta 1989.\nSent 7: The Command Center and FAA headquarters watched it too.\nSent 8: During the course of the morning, there were multiple erroneous reports of hijacked aircraft.\nSent 9: The report of American 11 heading south was the first; Delta 1989 was the second.\nSent 10: NEADS never lost track of Delta 1989, and even ordered fighter aircraft from Ohio and Michigan to intercept it.\nSent 11: The flight never turned off its transponder.\nSent 12: NEADS soon learned that the aircraft was not hijacked, and tracked Delta 1989 as it reversed course over Toledo, headed east, and landed in Cleveland.\nSent 13: But another aircraft was heading toward Washington, an aircraft about which NORAD had heard nothing: United 93.\nSent 14: United Airlines Flight 93 FAA Awareness.\nSent 15: At 9:27, after having been in the air for 45 minutes, United 93 acknowledged a transmission from the Cleveland Center controller.\nSent 16: This was the last normal contact the FAA had with the flight.\nSent 17: Less than a minute later, the Cleveland controller and the pilots of aircraft in the vicinity heard \"a radio transmission of unintelligible sounds of possible screaming or a struggle from an unknown origin.\"Sent 18: The controller responded, seconds later: \"Somebody call Cleveland?\"This was followed by a second radio transmission, with sounds of screaming. \nQuestion: Which air traffic center communicated with United 93?.", "neg": "Paragraph- Sent 1: When American 11 struck the World Trade Center at 8:46, no one in the White House or traveling with the President knew that it had been hijacked.\nSent 2: While that information circulated within the FAA, we found no evidence that the hijacking was reported to any other agency in Washington before 8:46.\nSent 3: Most federal agencies learned about the crash in New York from CNN.\nSent 4: Within the FAA, the administrator, Jane Garvey, and her acting deputy, Monte Belger, had not been told of a confirmed hijacking before they learned from television that a plane had crashed.\nSent 5: Others in the agency were aware of it, as we explained earlier in this chapter.\nSent 6: Inside the National Military Command Center, the deputy director of operations and his assistant began notifying senior Pentagon officials of the incident.\nSent 7: At about 9:00, the senior NMCC operations officer reached out to the FAA operations center for information.\nSent 8: Although the NMCC was advised of the hijacking of American 11, the scrambling of jets was not discussed.\nSent 9: In Sarasota, Florida, the presidential motorcade was arriving at the Emma E. Booker Elementary School, where President Bush was to read to a class and talk about education.\nSent 10: White House Chief of Staff Andrew Card told us he was standing with the President outside the classroom when Senior Advisor to the President Karl Rove first informed them that a small, twin-engine plane had crashed into the World Trade Center.\nSent 11: The President's reaction was that the incident must have been caused by pilot error.\nSent 12: At 8:55, before entering the classroom, the President spoke to National Security Advisor Condoleezza Rice, who was at the White House.\nSent 13: She recalled first telling the President it was a twin-engine aircraft-and then a commercial aircraft-that had struck the World Trade Center, adding \"that's all we know right now, Mr. President.\"Sent 14: At the White House, Vice President Dick Cheney had just sat down for a meeting when his assistant told him to turn on his television because a plane had struck the NorthTower of the World Trade Center.\nSent 15: The Vice President was wondering \"how the hell could a plane hit the World Trade Center\" when he saw the second aircraft strike the South Tower.\nSent 16: Elsewhere in the White House, a series of 9:00 meetings was about to begin.\nSent 17: In the absence of information that the crash was anything other than an accident, the White House staff monitored the news as they went ahead with their regular schedules. \nQuestion: How mcuh time had elapsed between American 11 hitting the World Trade Centre and the senior NMCC operations officer reaching out to the FAA operations center for information ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: What man killed samurai and was forced to sail to China to escape his kinsmen?.", "pos": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: Who did Jin Wu hold responsible for his father's death?.", "neg": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: What happended to Jay's father?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   There were others far more perturbed by that odd conjunction of diners than the puzzled host, who merely expected Mrs. Bates to belabor him with a rolling pin.\nSent 2: Mr. Siddle, for instance, had just closed his shop when the five met.\nSent 3: That is to say, the dark blue blind was drawn, but the door was ajar.\nSent 4: He came to the threshold, and watched the party until the bridge was neared, when one of them, looking back, might have seen him, so he stepped discreetly inside.\nSent 5: Being a non-interfering, self-contained man, he seemed to be rather irresolute.\nSent 6: But that condition passed quickly.\nSent 7: Leaning over the counter, he secured a hat and a pair of field-glasses, and went out.\nSent 8: He, too, knew of Mrs. Jefferson's weakness for shopping in Knoleworth, and that good lady had gone there again.\nSent 9: Her train was due in ten minutes.\nSent 10: A wicket gate led to a narrow passage communicating with the back door of her residence.\nSent 11: He entered boldly, reached the garden, and hurried to the angle on the edge of the cliff next to the Martins' strip of ground. \nQuestion: How many people are in the party Mr. Siddle watched near the bridge?.", "pos": "Paragraph- Sent 1:   There were others far more perturbed by that odd conjunction of diners than the puzzled host, who merely expected Mrs. Bates to belabor him with a rolling pin.\nSent 2: Mr. Siddle, for instance, had just closed his shop when the five met.\nSent 3: That is to say, the dark blue blind was drawn, but the door was ajar.\nSent 4: He came to the threshold, and watched the party until the bridge was neared, when one of them, looking back, might have seen him, so he stepped discreetly inside.\nSent 5: Being a non-interfering, self-contained man, he seemed to be rather irresolute.\nSent 6: But that condition passed quickly.\nSent 7: Leaning over the counter, he secured a hat and a pair of field-glasses, and went out.\nSent 8: He, too, knew of Mrs. Jefferson's weakness for shopping in Knoleworth, and that good lady had gone there again.\nSent 9: Her train was due in ten minutes.\nSent 10: A wicket gate led to a narrow passage communicating with the back door of her residence.\nSent 11: He entered boldly, reached the garden, and hurried to the angle on the edge of the cliff next to the Martins' strip of ground. \nQuestion: Who came to the threshold to watch the party?.", "neg": "Paragraph- Sent 1:   There were others far more perturbed by that odd conjunction of diners than the puzzled host, who merely expected Mrs. Bates to belabor him with a rolling pin.\nSent 2: Mr. Siddle, for instance, had just closed his shop when the five met.\nSent 3: That is to say, the dark blue blind was drawn, but the door was ajar.\nSent 4: He came to the threshold, and watched the party until the bridge was neared, when one of them, looking back, might have seen him, so he stepped discreetly inside.\nSent 5: Being a non-interfering, self-contained man, he seemed to be rather irresolute.\nSent 6: But that condition passed quickly.\nSent 7: Leaning over the counter, he secured a hat and a pair of field-glasses, and went out.\nSent 8: He, too, knew of Mrs. Jefferson's weakness for shopping in Knoleworth, and that good lady had gone there again.\nSent 9: Her train was due in ten minutes.\nSent 10: A wicket gate led to a narrow passage communicating with the back door of her residence.\nSent 11: He entered boldly, reached the garden, and hurried to the angle on the edge of the cliff next to the Martins' strip of ground. \nQuestion: Whose train was due in ten minutes?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: This artifact shows that Durer has exceptional skill in drawing as a child:.", "pos": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: What famous artist at that time apprenticed Durer in Nuremberg?.", "neg": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: Did Durer's father, Albrecht Durer the Elder, move to Nuremberg before or after Durer's birth?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Dirk Diggler was born as Steven Samuel Adams on April 15 , 1961 outside of Saint Paul , Minnesota .\nSent 2: His parents were a construction worker and a boutique shop owner who attended church every Sunday and believed in God .\nSent 3: Looking for a career as a male model , Diggler dropped out of school at age 16 and left home .\nSent 4: He was discovered at a falafel stand by Jack Horner .\nSent 5: Diggler met his friend , Reed Rothchild , through Horner in 1979 while working on a film .\nSent 6: Horner slowly introduced Diggler to the business until he became noticeable within the industry .\nSent 7: Diggler became a prominent model and began appearing in pornographic films , after which his career took off .\nSent 8: He had critical and box office hits which led him to stardom .\nSent 9: The hits and publicity led to fame and money which led Diggler to the world of drugs .\nSent 10: With the amount of money Diggler was making he was able to support both his and Rothchild 's addictions .\nSent 11: The drugs eventually caused a breakup between Diggler and Horner since Diggler was having issues with his performance on set .\nSent 12: After the breakup Diggler tried to make a film himself but the film was never completed .\nSent 13: He then attempted a music career which was also successful but led him deeper into drugs because of the amount of money he was making .\nSent 14: He then starred in a TV show which was a failure both critically and commercially .\nSent 15: Having failed and with no work , Diggler returned to the porn industry taking roles in low-budget homosexual films to help support his habit . \nQuestion: Dirk dropped out of school at age 16 and left Saint Paul, Minnesota, looking for what?.", "pos": "Paragraph- Sent 1: Dirk Diggler was born as Steven Samuel Adams on April 15 , 1961 outside of Saint Paul , Minnesota .\nSent 2: His parents were a construction worker and a boutique shop owner who attended church every Sunday and believed in God .\nSent 3: Looking for a career as a male model , Diggler dropped out of school at age 16 and left home .\nSent 4: He was discovered at a falafel stand by Jack Horner .\nSent 5: Diggler met his friend , Reed Rothchild , through Horner in 1979 while working on a film .\nSent 6: Horner slowly introduced Diggler to the business until he became noticeable within the industry .\nSent 7: Diggler became a prominent model and began appearing in pornographic films , after which his career took off .\nSent 8: He had critical and box office hits which led him to stardom .\nSent 9: The hits and publicity led to fame and money which led Diggler to the world of drugs .\nSent 10: With the amount of money Diggler was making he was able to support both his and Rothchild 's addictions .\nSent 11: The drugs eventually caused a breakup between Diggler and Horner since Diggler was having issues with his performance on set .\nSent 12: After the breakup Diggler tried to make a film himself but the film was never completed .\nSent 13: He then attempted a music career which was also successful but led him deeper into drugs because of the amount of money he was making .\nSent 14: He then starred in a TV show which was a failure both critically and commercially .\nSent 15: Having failed and with no work , Diggler returned to the porn industry taking roles in low-budget homosexual films to help support his habit . \nQuestion: At what age did Steven Samuel Adams drop out of school?.", "neg": "Paragraph- Sent 1: Dirk Diggler was born as Steven Samuel Adams on April 15 , 1961 outside of Saint Paul , Minnesota .\nSent 2: His parents were a construction worker and a boutique shop owner who attended church every Sunday and believed in God .\nSent 3: Looking for a career as a male model , Diggler dropped out of school at age 16 and left home .\nSent 4: He was discovered at a falafel stand by Jack Horner .\nSent 5: Diggler met his friend , Reed Rothchild , through Horner in 1979 while working on a film .\nSent 6: Horner slowly introduced Diggler to the business until he became noticeable within the industry .\nSent 7: Diggler became a prominent model and began appearing in pornographic films , after which his career took off .\nSent 8: He had critical and box office hits which led him to stardom .\nSent 9: The hits and publicity led to fame and money which led Diggler to the world of drugs .\nSent 10: With the amount of money Diggler was making he was able to support both his and Rothchild 's addictions .\nSent 11: The drugs eventually caused a breakup between Diggler and Horner since Diggler was having issues with his performance on set .\nSent 12: After the breakup Diggler tried to make a film himself but the film was never completed .\nSent 13: He then attempted a music career which was also successful but led him deeper into drugs because of the amount of money he was making .\nSent 14: He then starred in a TV show which was a failure both critically and commercially .\nSent 15: Having failed and with no work , Diggler returned to the porn industry taking roles in low-budget homosexual films to help support his habit . \nQuestion: Besides an uncompleted film, what else was a failure for Diggler commercially and critically?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Although Bin Ladin, Atef, and KSM initially contemplated using established al Qaeda members to execute the planes operation, the late 1999 arrival in Kandahar of four aspiring jihadists from Germany suddenly presented a more attractive alternative.\nSent 2: The Hamburg group shared the anti-U.S. fervor of the other candidates for the operation, but added the enormous advantages of fluency in English and familiarity with life in the West, based on years that each member of the group had spent living in Germany.\nSent 3: Not surprisingly, Mohamed Atta, Ramzi Binalshibh, Marwan al Shehhi, and Ziad Jarrah would all become key players in the 9/11 conspiracy.\nSent 4: Mohamed Atta was born on September 1, 1968, in Kafr el Sheikh, Egypt, to a middle-class family headed by his father, an attorney.\nSent 5: After graduating from Cairo University with a degree in architectural engineering in 1990, Atta worked as an urban planner in Cairo for a couple of years.\nSent 6: In the fall of 1991, he asked a German family he had met in Cairo to help him continue his education in Germany.\nSent 7: They suggested he come to Hamburg and invited him to live with them there, at least initially.\nSent 8: After completing a course in German, Atta traveled to Germany for the first time in July 1992.\nSent 9: He resided briefly in Stuttgart and then, in the fall of 1992, moved to Hamburg to live with his host family.\nSent 10: After enrolling at the University of Hamburg, he promptly transferred into the city engineering and planning course at the Technical University of Hamburg-Harburg, where he would remain registered as a student until the fall of 1999.\nSent 11: He appears to have applied himself fairly seriously to his studies (at least in comparison to his jihadist friends) and actually received his degree shortly before traveling to Afghanistan.\nSent 12: In school, Atta came across as very intelligent and reasonably pleasant, with an excellent command of the German language.\nSent 13: When Atta arrived in Germany, he appeared religious, but not fanatically so.\nSent 14: This would change, especially as his tendency to assert leadership became increasingly pronounced.\nSent 15: According to Binalshibh, as early as 1995 Atta sought to organize a Muslim student association in Hamburg.\nSent 16: In the fall of 1997, he joined a working group at the Quds mosque in Hamburg, a group designed to bridge the gap between Muslims and Christians.\nSent 17: Atta proved a poor bridge, however, because of his abrasive and increasingly dogmatic personality.\nSent 18: But among those who shared his beliefs, Atta stood out as a decisionmaker. \nQuestion: When did Atta join a working group? What was the outcome of the joining?.", "pos": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Whose father was expelled from Yemen?.", "neg": "Paragraph- Sent 1: Although Bin Ladin, Atef, and KSM initially contemplated using established al Qaeda members to execute the planes operation, the late 1999 arrival in Kandahar of four aspiring jihadists from Germany suddenly presented a more attractive alternative.\nSent 2: The Hamburg group shared the anti-U.S. fervor of the other candidates for the operation, but added the enormous advantages of fluency in English and familiarity with life in the West, based on years that each member of the group had spent living in Germany.\nSent 3: Not surprisingly, Mohamed Atta, Ramzi Binalshibh, Marwan al Shehhi, and Ziad Jarrah would all become key players in the 9/11 conspiracy.\nSent 4: Mohamed Atta was born on September 1, 1968, in Kafr el Sheikh, Egypt, to a middle-class family headed by his father, an attorney.\nSent 5: After graduating from Cairo University with a degree in architectural engineering in 1990, Atta worked as an urban planner in Cairo for a couple of years.\nSent 6: In the fall of 1991, he asked a German family he had met in Cairo to help him continue his education in Germany.\nSent 7: They suggested he come to Hamburg and invited him to live with them there, at least initially.\nSent 8: After completing a course in German, Atta traveled to Germany for the first time in July 1992.\nSent 9: He resided briefly in Stuttgart and then, in the fall of 1992, moved to Hamburg to live with his host family.\nSent 10: After enrolling at the University of Hamburg, he promptly transferred into the city engineering and planning course at the Technical University of Hamburg-Harburg, where he would remain registered as a student until the fall of 1999.\nSent 11: He appears to have applied himself fairly seriously to his studies (at least in comparison to his jihadist friends) and actually received his degree shortly before traveling to Afghanistan.\nSent 12: In school, Atta came across as very intelligent and reasonably pleasant, with an excellent command of the German language.\nSent 13: When Atta arrived in Germany, he appeared religious, but not fanatically so.\nSent 14: This would change, especially as his tendency to assert leadership became increasingly pronounced.\nSent 15: According to Binalshibh, as early as 1995 Atta sought to organize a Muslim student association in Hamburg.\nSent 16: In the fall of 1997, he joined a working group at the Quds mosque in Hamburg, a group designed to bridge the gap between Muslims and Christians.\nSent 17: Atta proved a poor bridge, however, because of his abrasive and increasingly dogmatic personality.\nSent 18: But among those who shared his beliefs, Atta stood out as a decisionmaker. \nQuestion: who are the four jihadists that arrived in kandahar in 1999.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The center of an atom is held together by powerful forces.\nSent 2: This gives them a huge amount of stored energy.\nSent 3: This type of energy is called nuclear energy.\nSent 4: This energy can be released and used to do work.\nSent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.\nSent 6: This splitting apart is called nuclear fission.\nSent 7: Another type of nuclear energy happens in the Sun.\nSent 8: Here the atoms nuclei are not split apart.\nSent 9: Instead, the nuclei of the atoms are fused, or joined together.\nSent 10: This process is called nuclear fusion.\nSent 11: Some of the suns energy travels to Earth.\nSent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis. \nQuestion: What is the process called when the nuclei of the atoms are fused, or joined together.", "pos": "Paragraph- Sent 1: The center of an atom is held together by powerful forces.\nSent 2: This gives them a huge amount of stored energy.\nSent 3: This type of energy is called nuclear energy.\nSent 4: This energy can be released and used to do work.\nSent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.\nSent 6: This splitting apart is called nuclear fission.\nSent 7: Another type of nuclear energy happens in the Sun.\nSent 8: Here the atoms nuclei are not split apart.\nSent 9: Instead, the nuclei of the atoms are fused, or joined together.\nSent 10: This process is called nuclear fusion.\nSent 11: Some of the suns energy travels to Earth.\nSent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis. \nQuestion: What happens to atoms during nuclear fusion?.", "neg": "Paragraph- Sent 1: The center of an atom is held together by powerful forces.\nSent 2: This gives them a huge amount of stored energy.\nSent 3: This type of energy is called nuclear energy.\nSent 4: This energy can be released and used to do work.\nSent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.\nSent 6: This splitting apart is called nuclear fission.\nSent 7: Another type of nuclear energy happens in the Sun.\nSent 8: Here the atoms nuclei are not split apart.\nSent 9: Instead, the nuclei of the atoms are fused, or joined together.\nSent 10: This process is called nuclear fusion.\nSent 11: Some of the suns energy travels to Earth.\nSent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis. \nQuestion: What type of stored energy do atoms have?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On a busy Friday morning in Manhattan, nine pedestrians suffered bullet or fragment wounds after police unleashed a hail of gunfire at a man wielding a .45 caliber pistol who had just killed a former co-worker.\nSent 2: The officers unloaded 16 rounds in the shadow of the Empire State Building at a disgruntled former apparel designer, killing him after he engaged in a gunbattle with police, authorities said.\nSent 3: Three passersby sustained direct gunshot wounds, while the remaining six were hit by fragments, according to New York Police Commissioner Ray Kelly.\nSent 4: All injuries were caused by police, he said Saturday.\nSent 5: One officer shot nine rounds and another shot seven.\nSent 6: Police identified the gunman as Jeffrey Johnson, 58, who was apparently laid off from his job as a designer of women's accessories at Hazan Import Co. last year.\nSent 7: Johnson, who served in the U.S. Coast Guard in the mid-1970s, had two rounds left in his pistol.\nSent 8: It holds eight, Kelly said.\nSent 9: Police identified the slain co-worker as Steven Ercolino, 41, who had apparently filed a prior complaint against his assailant, claiming that he thought Johnson would eventually try to kill him.\nSent 10: Both men had filed harassment complaints against each other in April 2011, Kelly added.\nSent 11: Ercolino was listed as a vice president of sales at Hazan Import Corp., according to his LinkedIn profile.\nSent 12: \"It's not something that should happen to a loving person like that,\" said his brother, Paul.\nSent 13: \"He's going to be so missed by everybody.\nSent 14: He was a light of so many lives.\". \nQuestion: the name of the gunman ?.", "pos": "Paragraph- Sent 1: On a busy Friday morning in Manhattan, nine pedestrians suffered bullet or fragment wounds after police unleashed a hail of gunfire at a man wielding a .45 caliber pistol who had just killed a former co-worker.\nSent 2: The officers unloaded 16 rounds in the shadow of the Empire State Building at a disgruntled former apparel designer, killing him after he engaged in a gunbattle with police, authorities said.\nSent 3: Three passersby sustained direct gunshot wounds, while the remaining six were hit by fragments, according to New York Police Commissioner Ray Kelly.\nSent 4: All injuries were caused by police, he said Saturday.\nSent 5: One officer shot nine rounds and another shot seven.\nSent 6: Police identified the gunman as Jeffrey Johnson, 58, who was apparently laid off from his job as a designer of women's accessories at Hazan Import Co. last year.\nSent 7: Johnson, who served in the U.S. Coast Guard in the mid-1970s, had two rounds left in his pistol.\nSent 8: It holds eight, Kelly said.\nSent 9: Police identified the slain co-worker as Steven Ercolino, 41, who had apparently filed a prior complaint against his assailant, claiming that he thought Johnson would eventually try to kill him.\nSent 10: Both men had filed harassment complaints against each other in April 2011, Kelly added.\nSent 11: Ercolino was listed as a vice president of sales at Hazan Import Corp., according to his LinkedIn profile.\nSent 12: \"It's not something that should happen to a loving person like that,\" said his brother, Paul.\nSent 13: \"He's going to be so missed by everybody.\nSent 14: He was a light of so many lives.\". \nQuestion: How many rounds had Jeffrey Johnson fired from his pistol?.", "neg": "Paragraph- Sent 1: On a busy Friday morning in Manhattan, nine pedestrians suffered bullet or fragment wounds after police unleashed a hail of gunfire at a man wielding a .45 caliber pistol who had just killed a former co-worker.\nSent 2: The officers unloaded 16 rounds in the shadow of the Empire State Building at a disgruntled former apparel designer, killing him after he engaged in a gunbattle with police, authorities said.\nSent 3: Three passersby sustained direct gunshot wounds, while the remaining six were hit by fragments, according to New York Police Commissioner Ray Kelly.\nSent 4: All injuries were caused by police, he said Saturday.\nSent 5: One officer shot nine rounds and another shot seven.\nSent 6: Police identified the gunman as Jeffrey Johnson, 58, who was apparently laid off from his job as a designer of women's accessories at Hazan Import Co. last year.\nSent 7: Johnson, who served in the U.S. Coast Guard in the mid-1970s, had two rounds left in his pistol.\nSent 8: It holds eight, Kelly said.\nSent 9: Police identified the slain co-worker as Steven Ercolino, 41, who had apparently filed a prior complaint against his assailant, claiming that he thought Johnson would eventually try to kill him.\nSent 10: Both men had filed harassment complaints against each other in April 2011, Kelly added.\nSent 11: Ercolino was listed as a vice president of sales at Hazan Import Corp., according to his LinkedIn profile.\nSent 12: \"It's not something that should happen to a loving person like that,\" said his brother, Paul.\nSent 13: \"He's going to be so missed by everybody.\nSent 14: He was a light of so many lives.\". \nQuestion: how many people were injured.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Eight-year-old Tineyi takes my hand and leads me into her mud-thatched hut in my home village of Matau in rural Zimbabwe.\nSent 2: There, in a dark corner of the room, is a wooden bookshelf.\nSent 3: Carefully crafted by her father, it protects her word-filled treasures from the smoky fire inside the small hut where her mother cooks.\nSent 4: I smile, knowing that her father has recognized the value these books will bring to his little bookworm -- a life ahead of her with limitless opportunities.\nSent 5: It was not a life intended for many girls in Africa.\nSent 6: As a cattle-herding tomboy, I was bound to follow in the footsteps of generations of women before me: early marriage, illiteracy and poverty.\nSent 7: Back then, most kids in my village never had a chance to attend pre-school because it didn't exist.\nSent 8: Instead, we would spend hours chasing birds and monkeys from our parents' fields.\nSent 9: Gold mines and urban factories employed men, while women remained at home to look after their children.\nSent 10: The more men could read and write, the better their chances of being employed and able to provide for their family.\nSent 11: As a result, families wanted to educate their sons, who became village role models.\nSent 12: Without an education, how could girls compete?\nSent 13: How could they become role models, too?\nSent 14: That was more than 40 years ago.\nSent 15: Today, change is happening in my beloved Matau, and all across the long red dirt roads, verdant mountains and open blue skies of Africa.\nSent 16: The leaders of African countries have made education more of a priority, even for girls.\nSent 17: Now, girls can be role models.\nSent 18: Girls like me, a cattle herder who married young, and by age 18 had three children and no high school diploma. \nQuestion: Who crafted the wooden bookshelf that sits in the dark corner of the room?.", "pos": "Paragraph- Sent 1: (CNN) -- Eight-year-old Tineyi takes my hand and leads me into her mud-thatched hut in my home village of Matau in rural Zimbabwe.\nSent 2: There, in a dark corner of the room, is a wooden bookshelf.\nSent 3: Carefully crafted by her father, it protects her word-filled treasures from the smoky fire inside the small hut where her mother cooks.\nSent 4: I smile, knowing that her father has recognized the value these books will bring to his little bookworm -- a life ahead of her with limitless opportunities.\nSent 5: It was not a life intended for many girls in Africa.\nSent 6: As a cattle-herding tomboy, I was bound to follow in the footsteps of generations of women before me: early marriage, illiteracy and poverty.\nSent 7: Back then, most kids in my village never had a chance to attend pre-school because it didn't exist.\nSent 8: Instead, we would spend hours chasing birds and monkeys from our parents' fields.\nSent 9: Gold mines and urban factories employed men, while women remained at home to look after their children.\nSent 10: The more men could read and write, the better their chances of being employed and able to provide for their family.\nSent 11: As a result, families wanted to educate their sons, who became village role models.\nSent 12: Without an education, how could girls compete?\nSent 13: How could they become role models, too?\nSent 14: That was more than 40 years ago.\nSent 15: Today, change is happening in my beloved Matau, and all across the long red dirt roads, verdant mountains and open blue skies of Africa.\nSent 16: The leaders of African countries have made education more of a priority, even for girls.\nSent 17: Now, girls can be role models.\nSent 18: Girls like me, a cattle herder who married young, and by age 18 had three children and no high school diploma. \nQuestion: What protects Tineyi's word-filled treasures?.", "neg": "Paragraph- Sent 1: (CNN) -- Eight-year-old Tineyi takes my hand and leads me into her mud-thatched hut in my home village of Matau in rural Zimbabwe.\nSent 2: There, in a dark corner of the room, is a wooden bookshelf.\nSent 3: Carefully crafted by her father, it protects her word-filled treasures from the smoky fire inside the small hut where her mother cooks.\nSent 4: I smile, knowing that her father has recognized the value these books will bring to his little bookworm -- a life ahead of her with limitless opportunities.\nSent 5: It was not a life intended for many girls in Africa.\nSent 6: As a cattle-herding tomboy, I was bound to follow in the footsteps of generations of women before me: early marriage, illiteracy and poverty.\nSent 7: Back then, most kids in my village never had a chance to attend pre-school because it didn't exist.\nSent 8: Instead, we would spend hours chasing birds and monkeys from our parents' fields.\nSent 9: Gold mines and urban factories employed men, while women remained at home to look after their children.\nSent 10: The more men could read and write, the better their chances of being employed and able to provide for their family.\nSent 11: As a result, families wanted to educate their sons, who became village role models.\nSent 12: Without an education, how could girls compete?\nSent 13: How could they become role models, too?\nSent 14: That was more than 40 years ago.\nSent 15: Today, change is happening in my beloved Matau, and all across the long red dirt roads, verdant mountains and open blue skies of Africa.\nSent 16: The leaders of African countries have made education more of a priority, even for girls.\nSent 17: Now, girls can be role models.\nSent 18: Girls like me, a cattle herder who married young, and by age 18 had three children and no high school diploma. \nQuestion: Do girls get an education now?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On his return to Nuremberg in 1495, Durer opened his own workshop (being married was a requirement for this).\nSent 2: Over the next five years his style increasingly integrated Italian influences into underlying Northern forms.\nSent 3: Durer's father died in 1502, and his mother died in 1513.\nSent 4: His best works in the first years of the workshop were his woodcut prints, mostly religious, but including secular scenes such as The Men's Bath House (ca.\nSent 5: 1496).\nSent 6: These were larger and more finely cut than the great majority of German woodcuts hitherto, and far more complex and balanced in composition.\nSent 7: It is now thought unlikely that Durer cut any of the woodblocks himself; this task would have been performed by a specialist craftsman.\nSent 8: However, his training in Wolgemut's studio, which made many carved and painted altarpieces and both designed and cut woodblocks for woodcut, evidently gave him great understanding of what the technique could be made to produce, and how to work with block cutters.\nSent 9: Durer either drew his design directly onto the woodblock itself, or glued a paper drawing to the block.\nSent 10: Either way, his drawings were destroyed during the cutting of the block. \nQuestion: Whether the designs were drawn directly onto the block or were paper drawings glued to the block, what was the end result of the original work?.", "pos": "Paragraph- Sent 1: On his return to Nuremberg in 1495, Durer opened his own workshop (being married was a requirement for this).\nSent 2: Over the next five years his style increasingly integrated Italian influences into underlying Northern forms.\nSent 3: Durer's father died in 1502, and his mother died in 1513.\nSent 4: His best works in the first years of the workshop were his woodcut prints, mostly religious, but including secular scenes such as The Men's Bath House (ca.\nSent 5: 1496).\nSent 6: These were larger and more finely cut than the great majority of German woodcuts hitherto, and far more complex and balanced in composition.\nSent 7: It is now thought unlikely that Durer cut any of the woodblocks himself; this task would have been performed by a specialist craftsman.\nSent 8: However, his training in Wolgemut's studio, which made many carved and painted altarpieces and both designed and cut woodblocks for woodcut, evidently gave him great understanding of what the technique could be made to produce, and how to work with block cutters.\nSent 9: Durer either drew his design directly onto the woodblock itself, or glued a paper drawing to the block.\nSent 10: Either way, his drawings were destroyed during the cutting of the block. \nQuestion: Durer's drawings which he cut or drew himself were destroyed how?.", "neg": "Paragraph- Sent 1: On his return to Nuremberg in 1495, Durer opened his own workshop (being married was a requirement for this).\nSent 2: Over the next five years his style increasingly integrated Italian influences into underlying Northern forms.\nSent 3: Durer's father died in 1502, and his mother died in 1513.\nSent 4: His best works in the first years of the workshop were his woodcut prints, mostly religious, but including secular scenes such as The Men's Bath House (ca.\nSent 5: 1496).\nSent 6: These were larger and more finely cut than the great majority of German woodcuts hitherto, and far more complex and balanced in composition.\nSent 7: It is now thought unlikely that Durer cut any of the woodblocks himself; this task would have been performed by a specialist craftsman.\nSent 8: However, his training in Wolgemut's studio, which made many carved and painted altarpieces and both designed and cut woodblocks for woodcut, evidently gave him great understanding of what the technique could be made to produce, and how to work with block cutters.\nSent 9: Durer either drew his design directly onto the woodblock itself, or glued a paper drawing to the block.\nSent 10: Either way, his drawings were destroyed during the cutting of the block. \nQuestion: How long after opening his shop did Durer's father die?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In spring 333 BC, Alexander crossed the Taurus into Cilicia.\nSent 2: After a long pause due to illness, he marched on towards Syria.\nSent 3: Though outmanoeuvered by Darius' significantly larger army, he marched back to Cilicia, where he defeated Darius at Issos.\nSent 4: Darius fled the battle, causing his army to collapse, and left behind his wife, his two daughters, his mother Sisygambis, and a fabulous treasure.\nSent 5: He offered a peace treaty that included the lands he had already lost, and a ransom of 10,000 talents for his family.\nSent 6: Alexander replied that since he was now king of Asia, it was he alone who decided territorial divisions.\nSent 7: Alexander proceeded to take possession of Syria, and most of the coast of the Levant.\nSent 8: In the following year, 332 BC, he was forced to attack Tyre, which he captured after a long and difficult siege.\nSent 9: Alexander massacred the men of military age and sold the women and children into slavery. \nQuestion: Where did Alexander stop on his way to Syria?.", "pos": "Paragraph- Sent 1: In spring 333 BC, Alexander crossed the Taurus into Cilicia.\nSent 2: After a long pause due to illness, he marched on towards Syria.\nSent 3: Though outmanoeuvered by Darius' significantly larger army, he marched back to Cilicia, where he defeated Darius at Issos.\nSent 4: Darius fled the battle, causing his army to collapse, and left behind his wife, his two daughters, his mother Sisygambis, and a fabulous treasure.\nSent 5: He offered a peace treaty that included the lands he had already lost, and a ransom of 10,000 talents for his family.\nSent 6: Alexander replied that since he was now king of Asia, it was he alone who decided territorial divisions.\nSent 7: Alexander proceeded to take possession of Syria, and most of the coast of the Levant.\nSent 8: In the following year, 332 BC, he was forced to attack Tyre, which he captured after a long and difficult siege.\nSent 9: Alexander massacred the men of military age and sold the women and children into slavery. \nQuestion: In what year did Alexander March towards Syria?.", "neg": "Paragraph- Sent 1: In spring 333 BC, Alexander crossed the Taurus into Cilicia.\nSent 2: After a long pause due to illness, he marched on towards Syria.\nSent 3: Though outmanoeuvered by Darius' significantly larger army, he marched back to Cilicia, where he defeated Darius at Issos.\nSent 4: Darius fled the battle, causing his army to collapse, and left behind his wife, his two daughters, his mother Sisygambis, and a fabulous treasure.\nSent 5: He offered a peace treaty that included the lands he had already lost, and a ransom of 10,000 talents for his family.\nSent 6: Alexander replied that since he was now king of Asia, it was he alone who decided territorial divisions.\nSent 7: Alexander proceeded to take possession of Syria, and most of the coast of the Levant.\nSent 8: In the following year, 332 BC, he was forced to attack Tyre, which he captured after a long and difficult siege.\nSent 9: Alexander massacred the men of military age and sold the women and children into slavery. \nQuestion: How did Alexander rule?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: What camp is Dhuruvan at?.", "pos": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Who runs the camp where Dhuruvan is a trainer?.", "neg": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Where did the expedition take place?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.\nSent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.\nSent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.\nSent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.\nSent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.\nSent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.\nSent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.\nSent 8: All five men cleared the checkpoint and made their way to the gate for American 11.\nSent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).\nSent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.\nSent 11: They boarded American 11 between 7:31 and 7:40.\nSent 12: The aircraft pushed back from the gate at 7:40.\nSent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).\nSent 14: Their aircraft pushed back from the gate just before 8:00.\nSent 15: Washington Dulles: American 77.\nSent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.\nSent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.\nSent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi. \nQuestion: When did United 175 push back from the gate.", "pos": "Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.\nSent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.\nSent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.\nSent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.\nSent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.\nSent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.\nSent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.\nSent 8: All five men cleared the checkpoint and made their way to the gate for American 11.\nSent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).\nSent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.\nSent 11: They boarded American 11 between 7:31 and 7:40.\nSent 12: The aircraft pushed back from the gate at 7:40.\nSent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).\nSent 14: Their aircraft pushed back from the gate just before 8:00.\nSent 15: Washington Dulles: American 77.\nSent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.\nSent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.\nSent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi. \nQuestion: What time did American 11 push back from the gate ?.", "neg": "Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.\nSent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.\nSent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.\nSent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.\nSent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.\nSent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.\nSent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.\nSent 8: All five men cleared the checkpoint and made their way to the gate for American 11.\nSent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).\nSent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.\nSent 11: They boarded American 11 between 7:31 and 7:40.\nSent 12: The aircraft pushed back from the gate at 7:40.\nSent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).\nSent 14: Their aircraft pushed back from the gate just before 8:00.\nSent 15: Washington Dulles: American 77.\nSent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.\nSent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.\nSent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi. \nQuestion: Under what circumstances would a person be screened with a hand wand?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: For most lawyers, full waiting rooms and appointments booked out to mid-July would equate to a lucrative law practice.\nSent 2: But Frank Smith drives a 6-year-old car with 140,000 miles on it, and paying his senior paralegal minimum wage the last few months has put him in the red.\nSent 3: Hoped-for federal grants haven\"t come through, so he\"s had to raise his rates.\nSent 4: As of last week he charges $50 an hour minimum instead of $25 for the services of his yearling Northern Utah Legal Aid Foundation.\nSent 5: That\"s in a lawyer\"s market where fees range in the $150 to $250 an hour range in the Ogden area, and up to $400 an hour in the Salt Lake area.\nSent 6: Smith\"s one-lawyer foundation basically helps the folks who have too much money to qualify for the federally funded Utah Legal Services, but not enough money to afford a lawyer. \nQuestion: Who charges more for services: Frank Smith, or the lawyer's market in general?.", "pos": "Paragraph- Sent 1: For most lawyers, full waiting rooms and appointments booked out to mid-July would equate to a lucrative law practice.\nSent 2: But Frank Smith drives a 6-year-old car with 140,000 miles on it, and paying his senior paralegal minimum wage the last few months has put him in the red.\nSent 3: Hoped-for federal grants haven\"t come through, so he\"s had to raise his rates.\nSent 4: As of last week he charges $50 an hour minimum instead of $25 for the services of his yearling Northern Utah Legal Aid Foundation.\nSent 5: That\"s in a lawyer\"s market where fees range in the $150 to $250 an hour range in the Ogden area, and up to $400 an hour in the Salt Lake area.\nSent 6: Smith\"s one-lawyer foundation basically helps the folks who have too much money to qualify for the federally funded Utah Legal Services, but not enough money to afford a lawyer. \nQuestion: Is the average hourly rate in the Ogden area lower or higher than Frank Smith's hourly rate?.", "neg": "Paragraph- Sent 1: Backers of Legal Aid services for the poor are pushing a measure that would increase court filing fees in Kentucky to raise money for the program, which faces steep funding cuts.\nSent 2: The proposed bill, sponsored by Rep. Charles Geveden, D-Wickliffe, would double the portion of the fee that goes to Legal Aid -- in district court to $10 from $5 and in circuit court to $20 from $10.\nSent 3: Kentucky's current fee for filing a case in district court is $50.50, and in circuit court $108.\nSent 4: The increase still would leave Kentucky's filing fee costs below those of surrounding states and would raise about $1.3 million a year -- almost enough to replace what Legal Aid is losing from federal and other sources, said Jamie Hamon, executive director of the Access to Justice Foundation, a state poverty law resource center in Lexington.\nSent 5: Geveden said his measure appears to be the only potential source of money for the program, which is being forced to lay off workers and close offices around the state.\nSent 6: Geveden said he's concerned because federal funding hasn't increased in recent years, and states with increased poverty are taking a greater share of the money.\nSent 7: ''If you don't come up with the money somewhere, legal services to people in need will diminish or go away,'' he said.\nSent 8: Hamon said the proposed bill has attracted a number of co-sponsors, and Legal Aid backers are hoping to get it passed in the upcoming legislative session.\nSent 9: Hamon said she knows fee increases aren't popular with lawmakers but hopes they realize the crisis Legal Aid is facing.\nSent 10: ''A lot of poor people are not going to get served,'' she said.\nSent 11: The measure has the endorsement of the Kentucky Bar Association.\nSent 12: The association's board of governors voted unanimously last month to back the bill, said KBA President Stephen Catron, a Bowling Green lawyer.\nSent 13: Legal Aid ''has been a godsend to a great number of people in this state,'' Catron said.\nSent 14: ''We simply must find a way to provide those services to the public.''Sent 15: Larry York, executive director of Appalachian Regional Defense Fund, which provides Legal Aid services in 37 Eastern Kentucky counties and is a KBA board member, said he hopes the measure is approved.\nSent 16: ''It would really offset the current cuts,'' he said. \nQuestion: What organization has endorses the measure to increase legal aid fees?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Our only sources for what intelligence officials thought at the time are what they said in informal briefings.\nSent 2: Soon after the Cole attack and for the remainder of the Clinton administration, analysts stopped distributing written reports about who was responsible.\nSent 3: The topic was obviously sensitive, and both Ambassador Bodine in Yemen and CIA analysts in Washington presumed that the government did not want reports circulating around the agencies that might become public, impeding law enforcement actions or backing the President into a corner.\nSent 4: Instead the White House and other principals relied on informal updates as more evidence came in.\nSent 5: Though Clarke worried that the CIA might be equivocating in assigning responsibility to al Qaeda, he wrote Berger on November 7 that the analysts had described their case by saying that \"it has web feet, flies, and quacks.\"Sent 6: On November 10, CIA analysts briefed the Small Group of principals on their preliminary findings that the attack was carried out by a cell of Yemeni residents with some ties to the transnational mujahideen network.\nSent 7: According to the briefing, these residents likely had some support from al Qaeda.\nSent 8: But the information on outside sponsorship, support, and direction of the operation was inconclusive.\nSent 9: The next day, Berger and Clarke told President Clinton that while the investigation was continuing, it was becoming increasingly clear that al Qaeda had planned and directed the bombing.\nSent 10: In mid-November, as the evidence of al Qaeda involvement mounted, Berger asked General Shelton to reevaluate military plans to act quickly against Bin Ladin.\nSent 11: General Shelton tasked General Tommy Franks, the new commander of CENTCOM, to look again at the options.\nSent 12: Shelton wanted to demonstrate that the military was imaginative and knowledgeable enough to move on an array of options, and to show the complexity of the operations.\nSent 13: He briefed Berger on the \"Infinite Resolve\" strike options developed since 1998, which the Joint Staff and CENTCOM had refined during the summer into a list of 13 possibilities or combinations.\nSent 14: CENTCOM added a new \"phased campaign\"concept for wider-ranging strikes, including attacks against the Taliban.\nSent 15: For the first time, these strikes envisioned an air campaign against Afghanistan of indefinite duration.\nSent 16: Military planners did not include contingency planning for an invasion of Afghanistan.\nSent 17: The concept was briefed to Deputy National Security Advisor Donald Kerrick on December 20, and to other officials.\nSent 18: On November 25, Berger and Clarke wrote President Clinton that although the FBI and CIA investigations had not reached a formal conclusion, they believed the investigations would soon conclude that the attack had been carried out by a large cell whose senior members belonged to al Qaeda. \nQuestion: What are the only sources for what intelligence officials thought at the time son after the Cole attack and for the remainder of the Clinton administration and why?.", "pos": "Paragraph- Sent 1: On January 25, Tenet briefed the President on the Cole investigation.\nSent 2: The written briefing repeated for top officials of the new administration what the CIA had told the Clinton White House in November.\nSent 3: This included the \"preliminary judgment\" that al Qaeda was responsible, with the caveat that no evidence had yet been found that Bin Ladin himself ordered the attack.\nSent 4: Tenet told us he had no recollection of a conversation with the President about this briefing.\nSent 5: In his January 25 memo, Clarke had advised Rice that the government should respond to the Cole attack, but \"should take advantage of the policy that 'we will respond at a time, place and manner of our own choosing' and not be forced into knee-jerk responses.\"Sent 6: Before Vice President Cheney visited the CIA in mid-February, Clarke sent him a memo-outside the usual White House document-management system-suggesting that he ask CIA officials \"what additional information is needed before CIA can definitively conclude that al-Qida was responsible\" for the Cole.\nSent 7: In March 2001, the CIA's briefing slides for Rice were still describing the CIA's \"preliminary judgment\" that a \"strong circumstantial case\" could be made against al Qaeda but noting that the CIA continued to lack \"conclusive information on external command and control\" of the attack.\nSent 8: Clarke and his aides continued to provide Rice and Hadley with evidence reinforcing the case against al Qaeda and urging action.\nSent 9: The President explained to us that he had been concerned lest an ineffectual air strike just serve to give Bin Ladin a propaganda advantage.\nSent 10: He said he had not been told about Clinton administration warnings to the Taliban.\nSent 11: The President told us that he had concluded that the United States must use ground forces for a job like this.\nSent 12: Rice told us that there was never a formal, recorded decision not to retaliate specifically for the Cole attack.\nSent 13: Exchanges with the President, between the President and Tenet, and between herself and Powell and Rumsfeld had produced a consensus that \"tit-for-tat\" responses were likely to be counterproductive.\nSent 14: This had been the case, she thought, with the cruise missile strikes of August 1998.\nSent 15: The new team at the Pentagon did not push for action.\nSent 16: On the contrary, Rumsfeld thought that too much time had passed and his deputy, Paul Wolfowitz, thought that the Cole attack was \"stale.\"Sent 17: Hadley said that in the end, the administration's real response to the Cole would be a new, more aggressive strategy against al Qaeda.\nSent 18: The administration decided to propose to Congress a substantial increase in counterterrorism funding for national security agencies, including the CIA and the FBI. \nQuestion: On what date did top officials of the new administration receive a repeat of  what the CIA had told the Clinton?.", "neg": "Paragraph- Sent 1: Our only sources for what intelligence officials thought at the time are what they said in informal briefings.\nSent 2: Soon after the Cole attack and for the remainder of the Clinton administration, analysts stopped distributing written reports about who was responsible.\nSent 3: The topic was obviously sensitive, and both Ambassador Bodine in Yemen and CIA analysts in Washington presumed that the government did not want reports circulating around the agencies that might become public, impeding law enforcement actions or backing the President into a corner.\nSent 4: Instead the White House and other principals relied on informal updates as more evidence came in.\nSent 5: Though Clarke worried that the CIA might be equivocating in assigning responsibility to al Qaeda, he wrote Berger on November 7 that the analysts had described their case by saying that \"it has web feet, flies, and quacks.\"Sent 6: On November 10, CIA analysts briefed the Small Group of principals on their preliminary findings that the attack was carried out by a cell of Yemeni residents with some ties to the transnational mujahideen network.\nSent 7: According to the briefing, these residents likely had some support from al Qaeda.\nSent 8: But the information on outside sponsorship, support, and direction of the operation was inconclusive.\nSent 9: The next day, Berger and Clarke told President Clinton that while the investigation was continuing, it was becoming increasingly clear that al Qaeda had planned and directed the bombing.\nSent 10: In mid-November, as the evidence of al Qaeda involvement mounted, Berger asked General Shelton to reevaluate military plans to act quickly against Bin Ladin.\nSent 11: General Shelton tasked General Tommy Franks, the new commander of CENTCOM, to look again at the options.\nSent 12: Shelton wanted to demonstrate that the military was imaginative and knowledgeable enough to move on an array of options, and to show the complexity of the operations.\nSent 13: He briefed Berger on the \"Infinite Resolve\" strike options developed since 1998, which the Joint Staff and CENTCOM had refined during the summer into a list of 13 possibilities or combinations.\nSent 14: CENTCOM added a new \"phased campaign\"concept for wider-ranging strikes, including attacks against the Taliban.\nSent 15: For the first time, these strikes envisioned an air campaign against Afghanistan of indefinite duration.\nSent 16: Military planners did not include contingency planning for an invasion of Afghanistan.\nSent 17: The concept was briefed to Deputy National Security Advisor Donald Kerrick on December 20, and to other officials.\nSent 18: On November 25, Berger and Clarke wrote President Clinton that although the FBI and CIA investigations had not reached a formal conclusion, they believed the investigations would soon conclude that the attack had been carried out by a large cell whose senior members belonged to al Qaeda. \nQuestion: Who briefed Berger on the \"Infinite Resolve\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: Is Fukuda responsible for Jin's father's death?.", "pos": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: How did Jin Wu's father die?.", "neg": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: Who is the spiritual boxer's son?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: How did Alexander die?.", "pos": "Paragraph- Sent 1: As Philip marched south, his opponents blocked him near Chaeronea, Boeotia.\nSent 2: During the ensuing Battle of Chaeronea, Philip commanded the right wing and Alexander the left, accompanied by a group of Philip's trusted generals.\nSent 3: According to the ancient sources, the two sides fought bitterly for some time.\nSent 4: Philip deliberately commanded his troops to retreat, counting on the untested Athenian hoplites to follow, thus breaking their line.\nSent 5: Alexander was the first to break the Theban lines, followed by Philip's generals.\nSent 6: Having damaged the enemy's cohesion, Philip ordered his troops to press forward and quickly routed them.\nSent 7: With the Athenians lost, the Thebans were surrounded.\nSent 8: Left to fight alone, they were defeated.\nSent 9: After the victory at Chaeronea, Philip and Alexander marched unopposed into the Peloponnese, welcomed by all cities; however, when they reached Sparta, they were refused, but did not resort to war.\nSent 10: At Corinth, Philip established a \"Hellenic Alliance\" (modeled on the old anti-Persian alliance of the Greco-Persian Wars), which included most Greek city-states except Sparta.\nSent 11: Philip was then named Hegemon (often translated as \"Supreme Commander\") of this league (known by modern scholars as the League of Corinth), and announced his plans to attack the Persian Empire. \nQuestion: Why was Sparta not part of the \"Hellenic Alliance\"?.", "neg": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: According to Plutarch, did Alexander's symptoms include fever?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Energy is stored in chemical compounds.\nSent 2: This energy is called chemical energy.\nSent 3: Chemical energy is a form of potential energy.\nSent 4: When bonds between atoms are broken, energy is released.\nSent 5: The wood in fireplaces has chemical energy.\nSent 6: The energy is released as heat and light when the wood burns.\nSent 7: Most living things get their energy from food.\nSent 8: When food molecules are broken down, the energy is released.\nSent 9: It may then be used to do work, like playing ball or studying science.\nSent 10: If you have ever heard, “Eat a good breakfast”, thats why.\nSent 11: You need energy to do things during the day.\nSent 12: To do those things you need energy.\nSent 13: You get your energy from the food you eat.\nSent 14: That energy is stored in your body until you need it.\nSent 15: How did you get to school today?\nSent 16: If you walked, you used chemical energy from the food you ate.\nSent 17: What if you rode the bus or were driven in a car?\nSent 18: Where did that energy come from?. \nQuestion: When energy is released as heat and light from wood, what happening to the atoms in the wood?.", "pos": "Paragraph- Sent 1: Energy can exist in many forms.\nSent 2: It also has the ability to do work.\nSent 3: Think about when you do work.\nSent 4: You need a lot of energy.\nSent 5: Maybe your energy comes from a good breakfast.\nSent 6: Your body turns the food you eat into energy.\nSent 7: This energy gives you the strength to do work.\nSent 8: There are many forms of energy.\nSent 9: They all have the ability to do work.\nSent 10: From the picture above, can you find six forms of energy?\nSent 11: The guitarist can play because he eats food.\nSent 12: Food contains chemical energy.\nSent 13: His body then turns chemical energy into motion.\nSent 14: His hands can move to play the guitar.\nSent 15: The motion of the guitar players hands is a form of mechanical energy.\nSent 16: Chemical energy is just one form of energy.\nSent 17: Thats why its important for you to eat right.\nSent 18: What about some other forms of energy in this picture?. \nQuestion: When you work, you need a lot of energy and where does your body get that energy from?.", "neg": "Paragraph- Sent 1: Energy is stored in chemical compounds.\nSent 2: This energy is called chemical energy.\nSent 3: Chemical energy is a form of potential energy.\nSent 4: When bonds between atoms are broken, energy is released.\nSent 5: The wood in fireplaces has chemical energy.\nSent 6: The energy is released as heat and light when the wood burns.\nSent 7: Most living things get their energy from food.\nSent 8: When food molecules are broken down, the energy is released.\nSent 9: It may then be used to do work, like playing ball or studying science.\nSent 10: If you have ever heard, “Eat a good breakfast”, thats why.\nSent 11: You need energy to do things during the day.\nSent 12: To do those things you need energy.\nSent 13: You get your energy from the food you eat.\nSent 14: That energy is stored in your body until you need it.\nSent 15: How did you get to school today?\nSent 16: If you walked, you used chemical energy from the food you ate.\nSent 17: What if you rode the bus or were driven in a car?\nSent 18: Where did that energy come from?. \nQuestion: What kind of energy is stored in chemical compounds?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Sevilla have sacked coach Manolo Jimenez after their disappointing home draw to bottom-club Xerez on Tuesday extended the club's winless run to seven games.\nSent 2: Despite lying fifth in the Spanish Primera Liga table, Sevilla were knocked out of the lucrative European Champions League by Russian side CSKA Moscow last week.\nSent 3: Jimenez had also secured a Copa del Rey final against Atletico Madrid but it wasn't enough to save the 46-year-old's job.\nSent 4: The club's sporting director Ramon Rodriguez admitted the decision had been difficult but said he had \"done what I had to.\"Sent 5: He told the club's official Web site: \"It was an unavoidable situation and we had to find a solution, and the pain that it brings.\nSent 6: \"Tuesday was the end of the story but the decision comes from the image and dynamics of the team.\nSent 7: Without doubt we are grateful to Manolo.\nSent 8: He is an excellent professional, he has made all this possible and impossible.\nSent 9: However it is obvious that he could not get a response out of the team.\nSent 10: \"Fortunately we believe that there is time.\nSent 11: The growth and the ambition of the club is shown in the change of the manager.\nSent 12: We are fighting for important things.\"Sent 13: Xerez's injury-time equaliser on Tuesday meant Sevilla's last league success was against Real Mallorca back in February.\nSent 14: Ironically, it is Mallorca who occupy the much-coveted fourth spot in the table that guarantees Champions League football next season.\nSent 15: Jimenez took charge in October 2007 when former coach Juande Ramos left to take over at English Premier League team Tottenham. \nQuestion: Name three factors that contributed to the removal of coach Manolo Jimenez:.", "pos": "Paragraph- Sent 1: (CNN) -- Sevilla have sacked coach Manolo Jimenez after their disappointing home draw to bottom-club Xerez on Tuesday extended the club's winless run to seven games.\nSent 2: Despite lying fifth in the Spanish Primera Liga table, Sevilla were knocked out of the lucrative European Champions League by Russian side CSKA Moscow last week.\nSent 3: Jimenez had also secured a Copa del Rey final against Atletico Madrid but it wasn't enough to save the 46-year-old's job.\nSent 4: The club's sporting director Ramon Rodriguez admitted the decision had been difficult but said he had \"done what I had to.\"Sent 5: He told the club's official Web site: \"It was an unavoidable situation and we had to find a solution, and the pain that it brings.\nSent 6: \"Tuesday was the end of the story but the decision comes from the image and dynamics of the team.\nSent 7: Without doubt we are grateful to Manolo.\nSent 8: He is an excellent professional, he has made all this possible and impossible.\nSent 9: However it is obvious that he could not get a response out of the team.\nSent 10: \"Fortunately we believe that there is time.\nSent 11: The growth and the ambition of the club is shown in the change of the manager.\nSent 12: We are fighting for important things.\"Sent 13: Xerez's injury-time equaliser on Tuesday meant Sevilla's last league success was against Real Mallorca back in February.\nSent 14: Ironically, it is Mallorca who occupy the much-coveted fourth spot in the table that guarantees Champions League football next season.\nSent 15: Jimenez took charge in October 2007 when former coach Juande Ramos left to take over at English Premier League team Tottenham. \nQuestion: While being an excellent professional who could not get a response out of the team?.", "neg": "Paragraph- Sent 1: (CNN) -- Sevilla have sacked coach Manolo Jimenez after their disappointing home draw to bottom-club Xerez on Tuesday extended the club's winless run to seven games.\nSent 2: Despite lying fifth in the Spanish Primera Liga table, Sevilla were knocked out of the lucrative European Champions League by Russian side CSKA Moscow last week.\nSent 3: Jimenez had also secured a Copa del Rey final against Atletico Madrid but it wasn't enough to save the 46-year-old's job.\nSent 4: The club's sporting director Ramon Rodriguez admitted the decision had been difficult but said he had \"done what I had to.\"Sent 5: He told the club's official Web site: \"It was an unavoidable situation and we had to find a solution, and the pain that it brings.\nSent 6: \"Tuesday was the end of the story but the decision comes from the image and dynamics of the team.\nSent 7: Without doubt we are grateful to Manolo.\nSent 8: He is an excellent professional, he has made all this possible and impossible.\nSent 9: However it is obvious that he could not get a response out of the team.\nSent 10: \"Fortunately we believe that there is time.\nSent 11: The growth and the ambition of the club is shown in the change of the manager.\nSent 12: We are fighting for important things.\"Sent 13: Xerez's injury-time equaliser on Tuesday meant Sevilla's last league success was against Real Mallorca back in February.\nSent 14: Ironically, it is Mallorca who occupy the much-coveted fourth spot in the table that guarantees Champions League football next season.\nSent 15: Jimenez took charge in October 2007 when former coach Juande Ramos left to take over at English Premier League team Tottenham. \nQuestion: What was Sevilla's last league success, and where does that team now rank in the Champions League football table?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: Of the people who had initially entered Joe's house with an intention of cleaning it up, who didn't make it out at the end?.", "pos": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: Did Macy's boyfriend survive the alien attack?.", "neg": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: Why did Joe covered the house with iron?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Victims of domestic violence will have access to quality legal representation through a campaign undertaken by Idaho Supreme Court Chief Justice Linda Copple Trout and corporate leaders.\nSent 2: \"Thousands of times a year, Idahoans are victims of domestic violence.\nSent 3: The victims are often women and their children and they frequently have few resources with which to pursue their legal rights,\" Trout said Tuesday.\nSent 4: \"This campaign helps fill that gap in legal services for women who need the help at a time when they are in crisis.\"Sent 5: The Idaho Partners for Justice Project has already secured pledges of more than $35,000 from law firms, attorneys, corporations and individuals.\nSent 6: The goal is $100,000.\nSent 7: The drive to pay for free legal services will continue for the next two months.\nSent 8: The money goes to Idaho Legal Aid Services and the Idaho Volunteer Lawyers Program.\nSent 9: Last year, more than 5,000 petitions were filed in Idaho for protection orders in domestic violence cases.\nSent 10: More than 12,000 victims contacted shelters or crisis hotlines.\nSent 11: Joining Trout in the announcement was Idaho Bar Association President Fred Hoopes of Idaho Falls and Ida-West Energy Co. Chief Executive Officer Randy Hill, members of the project's executive committee.\nSent 12: Also on hand were some women who were victims of such violence, but benefited from free legal services.\nSent 13: Last year's campaign generated enough money and resources to help more than 450 victims.\nSent 14: The help ranged from representation in protection order hearings to legal assistance in divorce, visitation and child support cases.\nSent 15: The donations are tax deductible. \nQuestion: How many more months will the drive to reach their goal of $100,000 and pay for free legal services last?.", "pos": "Paragraph- Sent 1: Lark Johnson, executive director at the shelter, said some of the women would never have received legal help had it not been for the program.\nSent 2: \"In the past, they would have had to report their spouse's income and that would be included in determining whether they were eligible to get legal help, whether they had access to that money or not,\" she said.\nSent 3: \"They can get help now with no barriers for custody cases, protective orders and other things.\"Sent 4: Johnson said through the program her shelter, which served 187 women and children last year, has been able to form better relationships with those who work with domestic violence victims.\nSent 5: \"Judges and law enforcement officers are trained to help them understand what their options are to stabilize a violent home,\" Johnson said.\nSent 6: \"They are also trained to detect evidence of domestic violence in a home.\nSent 7: So they won't have to solely rely on the testimony of the victim.\"Sent 8: Educating court and law enforcement officers is a program priority, Crockett said, because in that emotional and painful situation \"sensitivity and education is absent\" among some who deal with victims.\nSent 9: For details about the Domestic Violence Legal Assistance Program, call 601-948-6752. \nQuestion: Why is proper training on how to detect signs of domestic violence in a home important when it comes to trial?.", "neg": "Paragraph- Sent 1: Victims of domestic violence will have access to quality legal representation through a campaign undertaken by Idaho Supreme Court Chief Justice Linda Copple Trout and corporate leaders.\nSent 2: \"Thousands of times a year, Idahoans are victims of domestic violence.\nSent 3: The victims are often women and their children and they frequently have few resources with which to pursue their legal rights,\" Trout said Tuesday.\nSent 4: \"This campaign helps fill that gap in legal services for women who need the help at a time when they are in crisis.\"Sent 5: The Idaho Partners for Justice Project has already secured pledges of more than $35,000 from law firms, attorneys, corporations and individuals.\nSent 6: The goal is $100,000.\nSent 7: The drive to pay for free legal services will continue for the next two months.\nSent 8: The money goes to Idaho Legal Aid Services and the Idaho Volunteer Lawyers Program.\nSent 9: Last year, more than 5,000 petitions were filed in Idaho for protection orders in domestic violence cases.\nSent 10: More than 12,000 victims contacted shelters or crisis hotlines.\nSent 11: Joining Trout in the announcement was Idaho Bar Association President Fred Hoopes of Idaho Falls and Ida-West Energy Co. Chief Executive Officer Randy Hill, members of the project's executive committee.\nSent 12: Also on hand were some women who were victims of such violence, but benefited from free legal services.\nSent 13: Last year's campaign generated enough money and resources to help more than 450 victims.\nSent 14: The help ranged from representation in protection order hearings to legal assistance in divorce, visitation and child support cases.\nSent 15: The donations are tax deductible. \nQuestion: VIctims of domestic violence are often what types of people?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: New York (CNN) -- Three defendants pleaded guilty in federal court Wednesday to conspiring to defraud a Holocaust reparations organization out of $57.3 million, according to court documents.\nSent 2: Genrikh Kolontyrskiy, Moysey Kucher and Dora Kucher, all of Brooklyn, helped produce and process some of the thousands of fraudulent applications for the Conference on Jewish Material Claims Against Germany that are under investigation.\nSent 3: The organization, also known as the Claims Conference, distributes more than $400 million a year from funds provided by the German government to victims of the Holocaust.\nSent 4: \"Our efforts to hold to account all of the individuals who participated in defrauding an organization that exists solely for the purpose of aiding victims of Nazi atrocities continues,\" said Preet Bharara, U.S. Attorney for the Southern District of New York, in a statement.\nSent 5: The defendants aided in defrauding two funds managed by the Claims Conference, the Article 2 Fund and the Hardship Fund, of $45 million and $12.3 million, respectively, according to court documents.\nSent 6: The Article 2 Fund makes monthly payments of around $400 to survivors of Nazi persecution who make less than $16,000 per year \"and either lived in hiding or under a false identity for at least 18 months,\" according to a news release from the U.S. Attorney's office.\nSent 7: The Hardship Fund pays a one-time payment of $3,500 to \"victims of Nazi persecution who evacuated the cities in which they lived and were forced to become refugees.\"Sent 8: Kolontyrskiy, 80, knowingly processed fraudulent applications for payment while employed with the Article 2 Fund, according to court documents.\nSent 9: Moysey Kucher, 66, and Dora Kucher, 58, recruited individuals to provide identification documents that were used to prepare fraudulent applications for both funds, in exchange for money paid out to the false applicants, according to court documents.\nSent 10: Jesse Siegel, Kolontyrskiy's attorney, said his client was by no means a major instigator, but he takes responsibility for his actions. \nQuestion: How much was the organization out of.", "pos": "Paragraph- Sent 1: New York (CNN) -- Three defendants pleaded guilty in federal court Wednesday to conspiring to defraud a Holocaust reparations organization out of $57.3 million, according to court documents.\nSent 2: Genrikh Kolontyrskiy, Moysey Kucher and Dora Kucher, all of Brooklyn, helped produce and process some of the thousands of fraudulent applications for the Conference on Jewish Material Claims Against Germany that are under investigation.\nSent 3: The organization, also known as the Claims Conference, distributes more than $400 million a year from funds provided by the German government to victims of the Holocaust.\nSent 4: \"Our efforts to hold to account all of the individuals who participated in defrauding an organization that exists solely for the purpose of aiding victims of Nazi atrocities continues,\" said Preet Bharara, U.S. Attorney for the Southern District of New York, in a statement.\nSent 5: The defendants aided in defrauding two funds managed by the Claims Conference, the Article 2 Fund and the Hardship Fund, of $45 million and $12.3 million, respectively, according to court documents.\nSent 6: The Article 2 Fund makes monthly payments of around $400 to survivors of Nazi persecution who make less than $16,000 per year \"and either lived in hiding or under a false identity for at least 18 months,\" according to a news release from the U.S. Attorney's office.\nSent 7: The Hardship Fund pays a one-time payment of $3,500 to \"victims of Nazi persecution who evacuated the cities in which they lived and were forced to become refugees.\"Sent 8: Kolontyrskiy, 80, knowingly processed fraudulent applications for payment while employed with the Article 2 Fund, according to court documents.\nSent 9: Moysey Kucher, 66, and Dora Kucher, 58, recruited individuals to provide identification documents that were used to prepare fraudulent applications for both funds, in exchange for money paid out to the false applicants, according to court documents.\nSent 10: Jesse Siegel, Kolontyrskiy's attorney, said his client was by no means a major instigator, but he takes responsibility for his actions. \nQuestion: How much has the hardship foundation make.", "neg": "Paragraph- Sent 1: New York (CNN) -- Three defendants pleaded guilty in federal court Wednesday to conspiring to defraud a Holocaust reparations organization out of $57.3 million, according to court documents.\nSent 2: Genrikh Kolontyrskiy, Moysey Kucher and Dora Kucher, all of Brooklyn, helped produce and process some of the thousands of fraudulent applications for the Conference on Jewish Material Claims Against Germany that are under investigation.\nSent 3: The organization, also known as the Claims Conference, distributes more than $400 million a year from funds provided by the German government to victims of the Holocaust.\nSent 4: \"Our efforts to hold to account all of the individuals who participated in defrauding an organization that exists solely for the purpose of aiding victims of Nazi atrocities continues,\" said Preet Bharara, U.S. Attorney for the Southern District of New York, in a statement.\nSent 5: The defendants aided in defrauding two funds managed by the Claims Conference, the Article 2 Fund and the Hardship Fund, of $45 million and $12.3 million, respectively, according to court documents.\nSent 6: The Article 2 Fund makes monthly payments of around $400 to survivors of Nazi persecution who make less than $16,000 per year \"and either lived in hiding or under a false identity for at least 18 months,\" according to a news release from the U.S. Attorney's office.\nSent 7: The Hardship Fund pays a one-time payment of $3,500 to \"victims of Nazi persecution who evacuated the cities in which they lived and were forced to become refugees.\"Sent 8: Kolontyrskiy, 80, knowingly processed fraudulent applications for payment while employed with the Article 2 Fund, according to court documents.\nSent 9: Moysey Kucher, 66, and Dora Kucher, 58, recruited individuals to provide identification documents that were used to prepare fraudulent applications for both funds, in exchange for money paid out to the false applicants, according to court documents.\nSent 10: Jesse Siegel, Kolontyrskiy's attorney, said his client was by no means a major instigator, but he takes responsibility for his actions. \nQuestion: When Genrikh Kolontyrskiy, Moysey Kucher and Dora Kucher submitted applications fradulently, what two organizations did their money come from?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: PARIS, France (CNN) -- Hundreds of French workers, angry about proposed layoffs at a Caterpillar factory, were holding executives of the company hostage Tuesday, a spokesman for the workers said.\nSent 2: Caterpillar's French staff say they are angry about a lack of negotiations over layoffs.\nSent 3: It is at least the third time this month that French workers threatened with cutbacks have blockaded managers in their offices to demand negotiations.\nSent 4: Executives were released unharmed in both previous situations.\nSent 5: The latest incident started Tuesday morning at the office of the construction equipment company in the southeastern city of Grenoble.\nSent 6: The workers were angry that Caterpillar had proposed cutting more than 700 jobs and would not negotiate, said Nicolas Benoit, a spokesman for the workers' union.\nSent 7: They did not want to harm the Caterpillar executives, Benoit told CNN.\nSent 8: One hostage was released Tuesday evening leaving workers with four captives inside the Caterpillar building.\nSent 9: The released man was a human resources director identified only as Mr. Petit, because he has heart problems, union representative Bernard Patrick told CNN.\nSent 10: Petit had a heart attack a few weeks ago, Patrick said.\nSent 11: The four others still being held are Nicolas Polutnik, the head of operations; two other executives; and Petit's personal assistant, he said.\nSent 12: About 500 employees were also outside the building protesting. \nQuestion: Who gave comments on behalf on the protestors' actions?.", "pos": "Paragraph- Sent 1: PARIS, France (CNN) -- Hundreds of French workers, angry about proposed layoffs at a Caterpillar factory, were holding executives of the company hostage Tuesday, a spokesman for the workers said.\nSent 2: Caterpillar's French staff say they are angry about a lack of negotiations over layoffs.\nSent 3: It is at least the third time this month that French workers threatened with cutbacks have blockaded managers in their offices to demand negotiations.\nSent 4: Executives were released unharmed in both previous situations.\nSent 5: The latest incident started Tuesday morning at the office of the construction equipment company in the southeastern city of Grenoble.\nSent 6: The workers were angry that Caterpillar had proposed cutting more than 700 jobs and would not negotiate, said Nicolas Benoit, a spokesman for the workers' union.\nSent 7: They did not want to harm the Caterpillar executives, Benoit told CNN.\nSent 8: One hostage was released Tuesday evening leaving workers with four captives inside the Caterpillar building.\nSent 9: The released man was a human resources director identified only as Mr. Petit, because he has heart problems, union representative Bernard Patrick told CNN.\nSent 10: Petit had a heart attack a few weeks ago, Patrick said.\nSent 11: The four others still being held are Nicolas Polutnik, the head of operations; two other executives; and Petit's personal assistant, he said.\nSent 12: About 500 employees were also outside the building protesting. \nQuestion: What is the first name of the man who tells CNN that workers do not want to harm Caterpillar executives?.", "neg": "Paragraph- Sent 1: PARIS, France (CNN) -- Hundreds of French workers, angry about proposed layoffs at a Caterpillar factory, were holding executives of the company hostage Tuesday, a spokesman for the workers said.\nSent 2: Caterpillar's French staff say they are angry about a lack of negotiations over layoffs.\nSent 3: It is at least the third time this month that French workers threatened with cutbacks have blockaded managers in their offices to demand negotiations.\nSent 4: Executives were released unharmed in both previous situations.\nSent 5: The latest incident started Tuesday morning at the office of the construction equipment company in the southeastern city of Grenoble.\nSent 6: The workers were angry that Caterpillar had proposed cutting more than 700 jobs and would not negotiate, said Nicolas Benoit, a spokesman for the workers' union.\nSent 7: They did not want to harm the Caterpillar executives, Benoit told CNN.\nSent 8: One hostage was released Tuesday evening leaving workers with four captives inside the Caterpillar building.\nSent 9: The released man was a human resources director identified only as Mr. Petit, because he has heart problems, union representative Bernard Patrick told CNN.\nSent 10: Petit had a heart attack a few weeks ago, Patrick said.\nSent 11: The four others still being held are Nicolas Polutnik, the head of operations; two other executives; and Petit's personal assistant, he said.\nSent 12: About 500 employees were also outside the building protesting. \nQuestion: Have any executives from the Caterpillar factory been hurt by the workers so far?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Brad, Texas (CNN) -- Authorities were working on plans Friday for residents who were forced to flee a wildfire in northern Texas to return home, a day after firefighters made progress battling the blaze that destroyed dozens of homes.\nSent 2: The blaze in Palo Pinto County scorched 6,200 acres by Thursday, according to the Texas Forest Service.\nSent 3: The fire is burning near the resort of Possum Kingdom Lake, near the town of Brad, about 100 miles west of Dallas.\nSent 4: \"We feel much better about this fire today,\" as the blaze is now 50% contained, said John Nichols, a spokesman for the Forest Service.\nSent 5: He said evacuations were lifted for some residents forced to evacuate the fire, which was driven by high temperatures and dry winds.\nSent 6: The wildfire has destroyed 40 homes and nine RVs since it began Tuesday, the Forest Service said Thursday.\nSent 7: Firefighters were receiving support from aerial tankers and helicopters.\nSent 8: Authorities are mapping out plans to allow residents to return to their homes, said Palo Pinto County Sheriff Ira Mercer.\nSent 9: Authorities also are trying to open the lake for the Labor Day holiday, he said.\nSent 10: On Wednesday, evacuations were ordered in several communities on the north side of the lake after the fire charged over a ridge and approached a dam on the lake, CNN affiliate WFAA reported.\nSent 11: The wildfire was moving so fast that the Forest Service pulled out of its command observation post, telling journalists and onlookers to get out of the way of the fire.\nSent 12: \"My house is right through here, though it may be gone,\" Tom Hardeston told WFAA as he watched the fire.\nSent 13: Nearby ranchers battled to save their herds from the encroaching fire.\nSent 14: \"I'm just moving them from pasture to pasture,\" Cindi McCoy told WFAA, referring to her livestock.\nSent 15: \"As one pasture burns, I'm moving them back to that one and bring(ing) them back around.\". \nQuestion: What kind of government officals were involved?.", "pos": "Paragraph- Sent 1: Brad, Texas (CNN) -- Authorities were working on plans Friday for residents who were forced to flee a wildfire in northern Texas to return home, a day after firefighters made progress battling the blaze that destroyed dozens of homes.\nSent 2: The blaze in Palo Pinto County scorched 6,200 acres by Thursday, according to the Texas Forest Service.\nSent 3: The fire is burning near the resort of Possum Kingdom Lake, near the town of Brad, about 100 miles west of Dallas.\nSent 4: \"We feel much better about this fire today,\" as the blaze is now 50% contained, said John Nichols, a spokesman for the Forest Service.\nSent 5: He said evacuations were lifted for some residents forced to evacuate the fire, which was driven by high temperatures and dry winds.\nSent 6: The wildfire has destroyed 40 homes and nine RVs since it began Tuesday, the Forest Service said Thursday.\nSent 7: Firefighters were receiving support from aerial tankers and helicopters.\nSent 8: Authorities are mapping out plans to allow residents to return to their homes, said Palo Pinto County Sheriff Ira Mercer.\nSent 9: Authorities also are trying to open the lake for the Labor Day holiday, he said.\nSent 10: On Wednesday, evacuations were ordered in several communities on the north side of the lake after the fire charged over a ridge and approached a dam on the lake, CNN affiliate WFAA reported.\nSent 11: The wildfire was moving so fast that the Forest Service pulled out of its command observation post, telling journalists and onlookers to get out of the way of the fire.\nSent 12: \"My house is right through here, though it may be gone,\" Tom Hardeston told WFAA as he watched the fire.\nSent 13: Nearby ranchers battled to save their herds from the encroaching fire.\nSent 14: \"I'm just moving them from pasture to pasture,\" Cindi McCoy told WFAA, referring to her livestock.\nSent 15: \"As one pasture burns, I'm moving them back to that one and bring(ing) them back around.\". \nQuestion: When was the blaze 50 percent contained?.", "neg": "Paragraph- Sent 1: Brad, Texas (CNN) -- Authorities were working on plans Friday for residents who were forced to flee a wildfire in northern Texas to return home, a day after firefighters made progress battling the blaze that destroyed dozens of homes.\nSent 2: The blaze in Palo Pinto County scorched 6,200 acres by Thursday, according to the Texas Forest Service.\nSent 3: The fire is burning near the resort of Possum Kingdom Lake, near the town of Brad, about 100 miles west of Dallas.\nSent 4: \"We feel much better about this fire today,\" as the blaze is now 50% contained, said John Nichols, a spokesman for the Forest Service.\nSent 5: He said evacuations were lifted for some residents forced to evacuate the fire, which was driven by high temperatures and dry winds.\nSent 6: The wildfire has destroyed 40 homes and nine RVs since it began Tuesday, the Forest Service said Thursday.\nSent 7: Firefighters were receiving support from aerial tankers and helicopters.\nSent 8: Authorities are mapping out plans to allow residents to return to their homes, said Palo Pinto County Sheriff Ira Mercer.\nSent 9: Authorities also are trying to open the lake for the Labor Day holiday, he said.\nSent 10: On Wednesday, evacuations were ordered in several communities on the north side of the lake after the fire charged over a ridge and approached a dam on the lake, CNN affiliate WFAA reported.\nSent 11: The wildfire was moving so fast that the Forest Service pulled out of its command observation post, telling journalists and onlookers to get out of the way of the fire.\nSent 12: \"My house is right through here, though it may be gone,\" Tom Hardeston told WFAA as he watched the fire.\nSent 13: Nearby ranchers battled to save their herds from the encroaching fire.\nSent 14: \"I'm just moving them from pasture to pasture,\" Cindi McCoy told WFAA, referring to her livestock.\nSent 15: \"As one pasture burns, I'm moving them back to that one and bring(ing) them back around.\". \nQuestion: Where does the event take place?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: What world does Captain Paranoia come back from when he tells El and Pee what happened to him?.", "pos": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: What are the names of the crew members?.", "neg": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: WHICH COLOUR THE EPONYMOUS MAGIC PORTAL.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Charlie Y. Reader is a 35-year-old theatrical agent in New York , living a seemingly idyllic life as a bachelor .\nSent 2: Numerous women ( among them Poppy , Helen , and Jessica come and go , cleaning and cooking for him .\nSent 3: Charlie 's best friend since kindergarten , Joe McCall , who has a wife named Ethel and children in Indianapolis , comes to New York for a stay at Charlie 's apartment , claiming that the excitement is gone from his 11-year marriage and that he wants to leave his wife .\nSent 4: Joe envies and is amazed by Charlie 's parade of girlfriends , while Charlie professes admiration for Joe 's married life and family .\nSent 5: At an audition , Charlie meets singer-actress Julie Gillis .\nSent 6: She has her life planned to a tight schedule , determined to marry and retire from performing to a life of child-rearing by 22 .\nSent 7: Although at first she wards off Charlie 's advances , she comes to see him as the ideal man for her plans .\nSent 8: Julie demands that Charlie stop seeing other women .\nSent 9: Charlie balks , but he begins to fall in love with her .\nSent 10: Joe starts keeping company with Sylvia Crewes , a sophisticated classical musician and a typically neglected lover of Charlie 's .\nSent 11: Sylvia is approaching 33 and desires marriage as much as the younger Julie does .\nSent 12: One day , annoyed by Julie and possibly jealous of Joe 's attentions , Charlie blurts out a proposal of marriage to Sylvia .\nSent 13: She is thrilled , only to discover the morning after their engagement party that he has proposed to Julie as well .\nSent 14: Joe confesses his love to Sylvia and asks her to marry him . \nQuestion: Charlie begins to fall in love with who?.", "pos": "Paragraph- Sent 1: Charlie Y. Reader is a 35-year-old theatrical agent in New York , living a seemingly idyllic life as a bachelor .\nSent 2: Numerous women ( among them Poppy , Helen , and Jessica come and go , cleaning and cooking for him .\nSent 3: Charlie 's best friend since kindergarten , Joe McCall , who has a wife named Ethel and children in Indianapolis , comes to New York for a stay at Charlie 's apartment , claiming that the excitement is gone from his 11-year marriage and that he wants to leave his wife .\nSent 4: Joe envies and is amazed by Charlie 's parade of girlfriends , while Charlie professes admiration for Joe 's married life and family .\nSent 5: At an audition , Charlie meets singer-actress Julie Gillis .\nSent 6: She has her life planned to a tight schedule , determined to marry and retire from performing to a life of child-rearing by 22 .\nSent 7: Although at first she wards off Charlie 's advances , she comes to see him as the ideal man for her plans .\nSent 8: Julie demands that Charlie stop seeing other women .\nSent 9: Charlie balks , but he begins to fall in love with her .\nSent 10: Joe starts keeping company with Sylvia Crewes , a sophisticated classical musician and a typically neglected lover of Charlie 's .\nSent 11: Sylvia is approaching 33 and desires marriage as much as the younger Julie does .\nSent 12: One day , annoyed by Julie and possibly jealous of Joe 's attentions , Charlie blurts out a proposal of marriage to Sylvia .\nSent 13: She is thrilled , only to discover the morning after their engagement party that he has proposed to Julie as well .\nSent 14: Joe confesses his love to Sylvia and asks her to marry him . \nQuestion: Who proposes to the classical musician?.", "neg": "Paragraph- Sent 1: Charlie Y. Reader is a 35-year-old theatrical agent in New York , living a seemingly idyllic life as a bachelor .\nSent 2: Numerous women ( among them Poppy , Helen , and Jessica come and go , cleaning and cooking for him .\nSent 3: Charlie 's best friend since kindergarten , Joe McCall , who has a wife named Ethel and children in Indianapolis , comes to New York for a stay at Charlie 's apartment , claiming that the excitement is gone from his 11-year marriage and that he wants to leave his wife .\nSent 4: Joe envies and is amazed by Charlie 's parade of girlfriends , while Charlie professes admiration for Joe 's married life and family .\nSent 5: At an audition , Charlie meets singer-actress Julie Gillis .\nSent 6: She has her life planned to a tight schedule , determined to marry and retire from performing to a life of child-rearing by 22 .\nSent 7: Although at first she wards off Charlie 's advances , she comes to see him as the ideal man for her plans .\nSent 8: Julie demands that Charlie stop seeing other women .\nSent 9: Charlie balks , but he begins to fall in love with her .\nSent 10: Joe starts keeping company with Sylvia Crewes , a sophisticated classical musician and a typically neglected lover of Charlie 's .\nSent 11: Sylvia is approaching 33 and desires marriage as much as the younger Julie does .\nSent 12: One day , annoyed by Julie and possibly jealous of Joe 's attentions , Charlie blurts out a proposal of marriage to Sylvia .\nSent 13: She is thrilled , only to discover the morning after their engagement party that he has proposed to Julie as well .\nSent 14: Joe confesses his love to Sylvia and asks her to marry him . \nQuestion: Who cooks for Charlie?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: MALS was formed here more than 30 years ago.\nSent 2: Today, 14 staff attorneys, 26 office workers and 21 University of Memphis third- year law students work out of rented offices in the old Claridge Hotel building at 109 N. Main.\nSent 3: Offices are spartan.\nSent 4: There are no lush rugs or stylish furniture.\nSent 5: The large table in the conference room is simple varnished wood.\nSent 6: Offices are small and mostly plain, except for the eclectic mix of pop art, African statuary and neon that adorns litigation director Webb Brewer's space.\nSent 7: Brewer, who has been at the agency 20 years, said there is a need for lawyers of all stripes to help with the problems of the poor.\nSent 8: \"The private bar could meet more of the need through pro bono work, but there are still cases that involve the systemic problems for low-income people that we would need to do,\" said Brewer.\nSent 9: \"The legal system marketplace just doesn't serve low-income people too well, except in fee-generat-ing type cases,\" Brewer said.\nSent 10: \"If a poor person gets run over by a bus, an attorney might take that case because they might be able to recover part of the damage award as attorney fees.\nSent 11: But so many of the cases we handle have to do with basic rights and a decent life.\nSent 12: There is just no profit motive.\"Sent 13: Larry Pivnick, law professor at the University of Memphis Law School and director of political programs at MALS, said Legal Services is a great learning laboratory for law students.\nSent 14: \"There are thousands and thousands of people who have problems that never get an opportunity to appear in court,\" Pivnick said.\nSent 15: \"Some people may not be particularly articulate.\nSent 16: Courts have rules that clients don't always understand.\"Sent 17: Brewer said a major focus of the agency's work involves housing.\nSent 18: \"Although a lot of our work is grant-driven, we find that the lack of safe and decent affordable housing and the prevalence of predatory lending are the biggest problems in our client population,\" Brewer said, referring to clients such as James. \nQuestion: The director of political programs at MALS said that there are a lot of people who don't get the opportunity to what?.", "pos": "Paragraph- Sent 1: Her career started more than 20 years ago in a garage behind a Catholic Worker soup kitchen on skid row in Los Angeles.\nSent 2: She lived on a $3-a-week stipend that she spent on pantyhose and bus fare.\nSent 3: Her law practice grew to an organization that brought in millions of dollars of damages through its cases against L.A. slumlords, allowing poor families to set up college funds and buy homes.\nSent 4: In all those years, she never lost a case.\nSent 5: When she stepped down, she had time to notice what was happening to the field of poverty law.\nSent 6: \"I realized with a shock that the work had really disintegrated and we had lost a whole generation of public-interest lawyers,\" she said.\nSent 7: \"It had gone from being an economic sacrifice as it was in my day to an economic impossibility.\nSent 8: ... The whole system has essentially collapsed.\"Sent 9: Mintie also started to ask questions about the medical field.\nSent 10: Almost every person who walks into a free medical clinic, she said, faces some legal problem such as an eviction or the loss of Social Security benefits.\nSent 11: And many of her clients had medical problems from living in slum housing such as cockroaches lodged in ear canals and rat bite fever, a nonfatal malady that particularly affects children.\nSent 12: Mintie noticed that health-care professionals were graduating with staggering debts and also couldn't afford to work with the poor.\nSent 13: Her work was noticed by Oprah Winfrey, who invited her on the TV show March 26, 2001.\nSent 14: Mintie received a $100,000 \"Use Your Life Award\" from Oprah's Angel Network, a nonprofit organization that awards money to those who help others.\nSent 15: Mintie said that all of the money has gone to her recipients -- none was spent on overhead.\nSent 16: She will be out of funds by spring.\nSent 17: She is trying to get religious organizations to sponsor recipients.\nSent 18: It is a secular organization, but one that grew out of Mintie's religious convictions. \nQuestion: What was offered to Mintie in March of 2001?.", "neg": "Paragraph- Sent 1: MALS was formed here more than 30 years ago.\nSent 2: Today, 14 staff attorneys, 26 office workers and 21 University of Memphis third- year law students work out of rented offices in the old Claridge Hotel building at 109 N. Main.\nSent 3: Offices are spartan.\nSent 4: There are no lush rugs or stylish furniture.\nSent 5: The large table in the conference room is simple varnished wood.\nSent 6: Offices are small and mostly plain, except for the eclectic mix of pop art, African statuary and neon that adorns litigation director Webb Brewer's space.\nSent 7: Brewer, who has been at the agency 20 years, said there is a need for lawyers of all stripes to help with the problems of the poor.\nSent 8: \"The private bar could meet more of the need through pro bono work, but there are still cases that involve the systemic problems for low-income people that we would need to do,\" said Brewer.\nSent 9: \"The legal system marketplace just doesn't serve low-income people too well, except in fee-generat-ing type cases,\" Brewer said.\nSent 10: \"If a poor person gets run over by a bus, an attorney might take that case because they might be able to recover part of the damage award as attorney fees.\nSent 11: But so many of the cases we handle have to do with basic rights and a decent life.\nSent 12: There is just no profit motive.\"Sent 13: Larry Pivnick, law professor at the University of Memphis Law School and director of political programs at MALS, said Legal Services is a great learning laboratory for law students.\nSent 14: \"There are thousands and thousands of people who have problems that never get an opportunity to appear in court,\" Pivnick said.\nSent 15: \"Some people may not be particularly articulate.\nSent 16: Courts have rules that clients don't always understand.\"Sent 17: Brewer said a major focus of the agency's work involves housing.\nSent 18: \"Although a lot of our work is grant-driven, we find that the lack of safe and decent affordable housing and the prevalence of predatory lending are the biggest problems in our client population,\" Brewer said, referring to clients such as James. \nQuestion: Webb Brewer's office is located in what old hotel?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Water flowing over Earths surface or underground causes erosion and deposition.\nSent 2: Water flowing over a steeper slope moves faster and causes more erosion.\nSent 3: How water transports particles depends on their size.\nSent 4: When water slows down, it starts depositing sediment.\nSent 5: This process starts with the largest particles first.\nSent 6: Runoff erodes the land after a heavy rain.\nSent 7: It picks up sediment.\nSent 8: Runoff carries most of the sediment to bodies of water.\nSent 9: Mountain streams erode narrow, V-shaped valleys and waterfalls.\nSent 10: Erosion and deposition by slow-flowing rivers create broad floodplains and meanders.\nSent 11: Deposition by streams and rivers may form alluvial fans and deltas.\nSent 12: Floodwaters may deposit natural levees.\nSent 13: Erosion and deposition by groundwater can form caves and sinkholes.\nSent 14: Stalactites and stalagmites are mineral deposits.\nSent 15: They build up in caves as water continues to drip. \nQuestion: What kind of deposits build up in caves as water continues to drip?.", "pos": "Paragraph- Sent 1: Water flowing over Earths surface or underground causes erosion and deposition.\nSent 2: Water flowing over a steeper slope moves faster and causes more erosion.\nSent 3: How water transports particles depends on their size.\nSent 4: When water slows down, it starts depositing sediment.\nSent 5: This process starts with the largest particles first.\nSent 6: Runoff erodes the land after a heavy rain.\nSent 7: It picks up sediment.\nSent 8: Runoff carries most of the sediment to bodies of water.\nSent 9: Mountain streams erode narrow, V-shaped valleys and waterfalls.\nSent 10: Erosion and deposition by slow-flowing rivers create broad floodplains and meanders.\nSent 11: Deposition by streams and rivers may form alluvial fans and deltas.\nSent 12: Floodwaters may deposit natural levees.\nSent 13: Erosion and deposition by groundwater can form caves and sinkholes.\nSent 14: Stalactites and stalagmites are mineral deposits.\nSent 15: They build up in caves as water continues to drip. \nQuestion: Where do stalactites and stalagmites occur?.", "neg": "Paragraph- Sent 1: Water flowing over Earths surface or underground causes erosion and deposition.\nSent 2: Water flowing over a steeper slope moves faster and causes more erosion.\nSent 3: How water transports particles depends on their size.\nSent 4: When water slows down, it starts depositing sediment.\nSent 5: This process starts with the largest particles first.\nSent 6: Runoff erodes the land after a heavy rain.\nSent 7: It picks up sediment.\nSent 8: Runoff carries most of the sediment to bodies of water.\nSent 9: Mountain streams erode narrow, V-shaped valleys and waterfalls.\nSent 10: Erosion and deposition by slow-flowing rivers create broad floodplains and meanders.\nSent 11: Deposition by streams and rivers may form alluvial fans and deltas.\nSent 12: Floodwaters may deposit natural levees.\nSent 13: Erosion and deposition by groundwater can form caves and sinkholes.\nSent 14: Stalactites and stalagmites are mineral deposits.\nSent 15: They build up in caves as water continues to drip. \nQuestion: Which particles are deposited first when water flowing over Earth's surface begins to slow down?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: He repeatedly calls on his followers to embrace martyrdom since \"the walls of oppression and humiliation cannot be demolished except in a rain of bullets.\"Sent 2: For those yearning for a lost sense of order in an older, more tranquil world, he offers his \"Caliphate\" as an imagined alternative to today's uncertainty.\nSent 3: For others, he offers simplistic conspiracies to explain their world.\nSent 4: Bin Ladin also relies heavily on the Egyptian writer Sayyid Qutb.\nSent 5: A member of the Muslim Brotherhood executed in 1966 on charges of attempting to overthrow the government, Qutb mixed Islamic scholarship with a very superficial acquaintance with Western history and thought.\nSent 6: Sent by the Egyptian government to study in the United States in the late 1940s, Qutb returned with an enormous loathing of Western society and history.\nSent 7: He dismissed Western achievements as entirely material, arguing that Western society possesses \"nothing that will satisfy its own conscience and justify its existence.\"Sent 8: Three basic themes emerge from Qutb's writings.\nSent 9: First, he claimed that the world was beset with barbarism, licentiousness, and unbelief (a condition he called jahiliyya, the religious term for the period of ignorance prior to the revelations given to the Prophet Mohammed).\nSent 10: Qutb argued that humans can choose only between Islam and jahiliyya.\nSent 11: Second, he warned that more people, including Muslims, were attracted to jahiliyya and its material comforts than to his view of Islam; jahiliyya could therefore triumph over Islam.\nSent 12: Third, no middle ground exists in what Qutb conceived as a struggle between God and Satan.\nSent 13: All Muslims-as he defined them-therefore must take up arms in this fight.\nSent 14: Any Muslim who rejects his ideas is just one more nonbeliever worthy of destruction.\nSent 15: Bin Ladin shares Qutb's stark view, permitting him and his followers to rationalize even unprovoked mass murder as righteous defense of an embattled faith.\nSent 16: Many Americans have wondered, \"Why do 'they' hate us?\"Sent 17: Some also ask, \"What can we do to stop these attacks?\"Sent 18: Bin Ladin and al Qaeda have given answers to both these questions. \nQuestion: How did Sayyid Qutb learn about the Western World, such as the US?.", "pos": "Paragraph- Sent 1: He repeatedly calls on his followers to embrace martyrdom since \"the walls of oppression and humiliation cannot be demolished except in a rain of bullets.\"Sent 2: For those yearning for a lost sense of order in an older, more tranquil world, he offers his \"Caliphate\" as an imagined alternative to today's uncertainty.\nSent 3: For others, he offers simplistic conspiracies to explain their world.\nSent 4: Bin Ladin also relies heavily on the Egyptian writer Sayyid Qutb.\nSent 5: A member of the Muslim Brotherhood executed in 1966 on charges of attempting to overthrow the government, Qutb mixed Islamic scholarship with a very superficial acquaintance with Western history and thought.\nSent 6: Sent by the Egyptian government to study in the United States in the late 1940s, Qutb returned with an enormous loathing of Western society and history.\nSent 7: He dismissed Western achievements as entirely material, arguing that Western society possesses \"nothing that will satisfy its own conscience and justify its existence.\"Sent 8: Three basic themes emerge from Qutb's writings.\nSent 9: First, he claimed that the world was beset with barbarism, licentiousness, and unbelief (a condition he called jahiliyya, the religious term for the period of ignorance prior to the revelations given to the Prophet Mohammed).\nSent 10: Qutb argued that humans can choose only between Islam and jahiliyya.\nSent 11: Second, he warned that more people, including Muslims, were attracted to jahiliyya and its material comforts than to his view of Islam; jahiliyya could therefore triumph over Islam.\nSent 12: Third, no middle ground exists in what Qutb conceived as a struggle between God and Satan.\nSent 13: All Muslims-as he defined them-therefore must take up arms in this fight.\nSent 14: Any Muslim who rejects his ideas is just one more nonbeliever worthy of destruction.\nSent 15: Bin Ladin shares Qutb's stark view, permitting him and his followers to rationalize even unprovoked mass murder as righteous defense of an embattled faith.\nSent 16: Many Americans have wondered, \"Why do 'they' hate us?\"Sent 17: Some also ask, \"What can we do to stop these attacks?\"Sent 18: Bin Ladin and al Qaeda have given answers to both these questions. \nQuestion: Why was Sayyid Qutb important to Bin Ladin?.", "neg": "Paragraph- Sent 1: He repeatedly calls on his followers to embrace martyrdom since \"the walls of oppression and humiliation cannot be demolished except in a rain of bullets.\"Sent 2: For those yearning for a lost sense of order in an older, more tranquil world, he offers his \"Caliphate\" as an imagined alternative to today's uncertainty.\nSent 3: For others, he offers simplistic conspiracies to explain their world.\nSent 4: Bin Ladin also relies heavily on the Egyptian writer Sayyid Qutb.\nSent 5: A member of the Muslim Brotherhood executed in 1966 on charges of attempting to overthrow the government, Qutb mixed Islamic scholarship with a very superficial acquaintance with Western history and thought.\nSent 6: Sent by the Egyptian government to study in the United States in the late 1940s, Qutb returned with an enormous loathing of Western society and history.\nSent 7: He dismissed Western achievements as entirely material, arguing that Western society possesses \"nothing that will satisfy its own conscience and justify its existence.\"Sent 8: Three basic themes emerge from Qutb's writings.\nSent 9: First, he claimed that the world was beset with barbarism, licentiousness, and unbelief (a condition he called jahiliyya, the religious term for the period of ignorance prior to the revelations given to the Prophet Mohammed).\nSent 10: Qutb argued that humans can choose only between Islam and jahiliyya.\nSent 11: Second, he warned that more people, including Muslims, were attracted to jahiliyya and its material comforts than to his view of Islam; jahiliyya could therefore triumph over Islam.\nSent 12: Third, no middle ground exists in what Qutb conceived as a struggle between God and Satan.\nSent 13: All Muslims-as he defined them-therefore must take up arms in this fight.\nSent 14: Any Muslim who rejects his ideas is just one more nonbeliever worthy of destruction.\nSent 15: Bin Ladin shares Qutb's stark view, permitting him and his followers to rationalize even unprovoked mass murder as righteous defense of an embattled faith.\nSent 16: Many Americans have wondered, \"Why do 'they' hate us?\"Sent 17: Some also ask, \"What can we do to stop these attacks?\"Sent 18: Bin Ladin and al Qaeda have given answers to both these questions. \nQuestion: What are the basic themes of Qutb's writings?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In 1989 , Kevin Flynn , software engineer and the CEO of ENCOM International , disappears .\nSent 2: Twenty years later , his son , Sam , now ENCOM 's primary shareholder , takes little interest in the company beyond playing an annual trick on the board of directors ; but is requested by his father 's friend , ENCOM executive Alan Bradley , to investigate a message originating from Flynn 's shuttered Video arcade .\nSent 3: There , Sam discovers a hidden basement in which Sam unintentionally teleports himself to the Grid , a virtual reality created by his father .\nSent 4: On the Grid , Sam is sent to compete against a masked program called Rinzler who , having realized that Sam is a human User after seeing him bleed , takes him before CLU , an alter ego of Kevin Flynn who rules the Grid .\nSent 5: CLU nearly kills Sam in a Light Cycle match ; but the latter is rescued by Quorra , an `` apprentice '' of Flynn 's , who conveys him to his father outside CLU 's territory .\nSent 6: There , Flynn reveals to Sam that he had been working to create a `` perfect '' computer system and had appointed CLU and Tron its co-creators .\nSent 7: During this construction , the trio discover a species of naturally-occurring `` isomorphic algorithms '' , not conceived by Flynn , bearing the potential to resolve various mysteries in science , religion , and medicine .\nSent 8: CLU , having deemed them an aberration , betrayed Flynn , captured Tron , and destroyed the ISOs .\nSent 9: Meanwhile , the `` I\\/O portal '' permitting travel between the two worlds had closed , leaving Flynn captive . \nQuestion: What was the algorithms not conceived by Flynn?.", "pos": "Paragraph- Sent 1: In 1989 , Kevin Flynn , software engineer and the CEO of ENCOM International , disappears .\nSent 2: Twenty years later , his son , Sam , now ENCOM 's primary shareholder , takes little interest in the company beyond playing an annual trick on the board of directors ; but is requested by his father 's friend , ENCOM executive Alan Bradley , to investigate a message originating from Flynn 's shuttered Video arcade .\nSent 3: There , Sam discovers a hidden basement in which Sam unintentionally teleports himself to the Grid , a virtual reality created by his father .\nSent 4: On the Grid , Sam is sent to compete against a masked program called Rinzler who , having realized that Sam is a human User after seeing him bleed , takes him before CLU , an alter ego of Kevin Flynn who rules the Grid .\nSent 5: CLU nearly kills Sam in a Light Cycle match ; but the latter is rescued by Quorra , an `` apprentice '' of Flynn 's , who conveys him to his father outside CLU 's territory .\nSent 6: There , Flynn reveals to Sam that he had been working to create a `` perfect '' computer system and had appointed CLU and Tron its co-creators .\nSent 7: During this construction , the trio discover a species of naturally-occurring `` isomorphic algorithms '' , not conceived by Flynn , bearing the potential to resolve various mysteries in science , religion , and medicine .\nSent 8: CLU , having deemed them an aberration , betrayed Flynn , captured Tron , and destroyed the ISOs .\nSent 9: Meanwhile , the `` I\\/O portal '' permitting travel between the two worlds had closed , leaving Flynn captive . \nQuestion: What is nearly kills sam in a light Cycle match?.", "neg": "Paragraph- Sent 1: In 1989 , Kevin Flynn , software engineer and the CEO of ENCOM International , disappears .\nSent 2: Twenty years later , his son , Sam , now ENCOM 's primary shareholder , takes little interest in the company beyond playing an annual trick on the board of directors ; but is requested by his father 's friend , ENCOM executive Alan Bradley , to investigate a message originating from Flynn 's shuttered Video arcade .\nSent 3: There , Sam discovers a hidden basement in which Sam unintentionally teleports himself to the Grid , a virtual reality created by his father .\nSent 4: On the Grid , Sam is sent to compete against a masked program called Rinzler who , having realized that Sam is a human User after seeing him bleed , takes him before CLU , an alter ego of Kevin Flynn who rules the Grid .\nSent 5: CLU nearly kills Sam in a Light Cycle match ; but the latter is rescued by Quorra , an `` apprentice '' of Flynn 's , who conveys him to his father outside CLU 's territory .\nSent 6: There , Flynn reveals to Sam that he had been working to create a `` perfect '' computer system and had appointed CLU and Tron its co-creators .\nSent 7: During this construction , the trio discover a species of naturally-occurring `` isomorphic algorithms '' , not conceived by Flynn , bearing the potential to resolve various mysteries in science , religion , and medicine .\nSent 8: CLU , having deemed them an aberration , betrayed Flynn , captured Tron , and destroyed the ISOs .\nSent 9: Meanwhile , the `` I\\/O portal '' permitting travel between the two worlds had closed , leaving Flynn captive . \nQuestion: Who discovered the naturally-occuring \"isomorphic algorithms\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: Was Jake only able to see his grandfather in the summer since he moved last year?.", "pos": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: Why does Jake only see his grandfather in the summer now?.", "neg": "Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.\nSent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.\nSent 3: The more he played, the better he got.\nSent 4: Only Frank was better than he was.\nSent 5: He liked playing third base, but he often played in the field.\nSent 6: He was carrying his favorite mitt that his Grandfather had bought him.\nSent 7: His Grandfather had taught him to catch.\nSent 8: He loved spending time with him when he was younger, but he had moved last year.\nSent 9: Now he only saw his Grandfather in the summer.\nSent 10: Jake was really excited to show him his skills when he came to their next game.\nSent 11: He could throw really fast now.\nSent 12: He was sure his Grandfather would want to sit in the front to watch him.\nSent 13: He knew he would jump up and down.\nSent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year. \nQuestion: What did Jake get better at the more he played?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: MADRID, Spain (CNN) -- Relatives of a woman killed in a Spanish airline crash were erroneously given the remains of another victim, and then were asked by authorities to return them, CNN partner network CNN+ reported Thursday.\nSent 2: The victims of the crash were first laid out at a Madria convention center.\nSent 3: A Madrid judge has opened an investigation into the error, and judicial sources say the initial indication is that the mixup occurred not in the proper identification of the victim, but in delivering the wrong remains to the family in question, CNN+ reported.\nSent 4: The family Wednesday received an urn numbered 104, and were told it contained the ashes of their loved one, Pilar Gonzalez Ferreira, who died in the crash.\nSent 5: But as the family was preparing to leave Madrid, officials called to tell them about the error and asked for the return of urn 104, CNN+ reported.\nSent 6: Instead of urn 104, the family was supposed to have received urn 134, which actually contains the remains of Pilar Gonzalez, CNN+ reported, citing judicial sources and another family which also lost a relative in the crash.\nSent 7: The Spanair MD82 jet crashed last week at Madrid's airport as the plane was trying to take off, killing 154 people.\nSent 8: The aircraft, bound for Spain's Canary Islands, managed to rise only slightly before coming down quickly to the right of the runway, its tail section hitting the ground first, just off the asphalt.\nSent 9: Then the out-of-control plane skidded and bounced at least three times as it careered 1,200 meters (3,840 feet) across uneven terrain and exploded, coming to rest in a gully, a top official of the investigative commission told a news conference in Madrid on Tuesday.\nSent 10: Many of the bodies were badly charred from the fire, and authorities have used DNA samples to carry out numerous identifications. \nQuestion: What descriptive characteristics does the text provide about the border?.", "pos": "Paragraph- Sent 1: MADRID, Spain (CNN) -- Relatives of a woman killed in a Spanish airline crash were erroneously given the remains of another victim, and then were asked by authorities to return them, CNN partner network CNN+ reported Thursday.\nSent 2: The victims of the crash were first laid out at a Madria convention center.\nSent 3: A Madrid judge has opened an investigation into the error, and judicial sources say the initial indication is that the mixup occurred not in the proper identification of the victim, but in delivering the wrong remains to the family in question, CNN+ reported.\nSent 4: The family Wednesday received an urn numbered 104, and were told it contained the ashes of their loved one, Pilar Gonzalez Ferreira, who died in the crash.\nSent 5: But as the family was preparing to leave Madrid, officials called to tell them about the error and asked for the return of urn 104, CNN+ reported.\nSent 6: Instead of urn 104, the family was supposed to have received urn 134, which actually contains the remains of Pilar Gonzalez, CNN+ reported, citing judicial sources and another family which also lost a relative in the crash.\nSent 7: The Spanair MD82 jet crashed last week at Madrid's airport as the plane was trying to take off, killing 154 people.\nSent 8: The aircraft, bound for Spain's Canary Islands, managed to rise only slightly before coming down quickly to the right of the runway, its tail section hitting the ground first, just off the asphalt.\nSent 9: Then the out-of-control plane skidded and bounced at least three times as it careered 1,200 meters (3,840 feet) across uneven terrain and exploded, coming to rest in a gully, a top official of the investigative commission told a news conference in Madrid on Tuesday.\nSent 10: Many of the bodies were badly charred from the fire, and authorities have used DNA samples to carry out numerous identifications. \nQuestion: Did the relatives of Pilar Gonzalez Ferreira receive her remains in the first urn provided them?.", "neg": "Paragraph- Sent 1: MADRID, Spain (CNN) -- Relatives of a woman killed in a Spanish airline crash were erroneously given the remains of another victim, and then were asked by authorities to return them, CNN partner network CNN+ reported Thursday.\nSent 2: The victims of the crash were first laid out at a Madria convention center.\nSent 3: A Madrid judge has opened an investigation into the error, and judicial sources say the initial indication is that the mixup occurred not in the proper identification of the victim, but in delivering the wrong remains to the family in question, CNN+ reported.\nSent 4: The family Wednesday received an urn numbered 104, and were told it contained the ashes of their loved one, Pilar Gonzalez Ferreira, who died in the crash.\nSent 5: But as the family was preparing to leave Madrid, officials called to tell them about the error and asked for the return of urn 104, CNN+ reported.\nSent 6: Instead of urn 104, the family was supposed to have received urn 134, which actually contains the remains of Pilar Gonzalez, CNN+ reported, citing judicial sources and another family which also lost a relative in the crash.\nSent 7: The Spanair MD82 jet crashed last week at Madrid's airport as the plane was trying to take off, killing 154 people.\nSent 8: The aircraft, bound for Spain's Canary Islands, managed to rise only slightly before coming down quickly to the right of the runway, its tail section hitting the ground first, just off the asphalt.\nSent 9: Then the out-of-control plane skidded and bounced at least three times as it careered 1,200 meters (3,840 feet) across uneven terrain and exploded, coming to rest in a gully, a top official of the investigative commission told a news conference in Madrid on Tuesday.\nSent 10: Many of the bodies were badly charred from the fire, and authorities have used DNA samples to carry out numerous identifications. \nQuestion: Where was the Spanish MD82 bound for when the crash occurred?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.\nSent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.\nSent 3: Johnny's friend Kevin used a straw to blow paint on his paper.\nSent 4: It looked very cool.\nSent 5: Lisa used markers to make a picture of her and her dog.\nSent 6: Lisa has several pets, but her favorite one is her dog, Ben.\nSent 7: Tony used a potato to make stars.\nSent 8: He then put the potato into different colors of paint and made a nice pattern.\nSent 9: Johnny used feathers to make his picture.\nSent 10: When they had finished, the class chose which picture was the best.\nSent 11: Johnny got second place and was very excited.\nSent 12: Then it was time for lunch and the class had a party.\nSent 13: They had hamburgers with ketchup and had cake for dessert.\nSent 14: It was a very fun day for the whole class.\nSent 15: They all went home tired and happy.\nSent 16: Johnny took a nap when he went home. \nQuestion: What items are the students using to make the pictures?.", "pos": "Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.\nSent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.\nSent 3: Johnny's friend Kevin used a straw to blow paint on his paper.\nSent 4: It looked very cool.\nSent 5: Lisa used markers to make a picture of her and her dog.\nSent 6: Lisa has several pets, but her favorite one is her dog, Ben.\nSent 7: Tony used a potato to make stars.\nSent 8: He then put the potato into different colors of paint and made a nice pattern.\nSent 9: Johnny used feathers to make his picture.\nSent 10: When they had finished, the class chose which picture was the best.\nSent 11: Johnny got second place and was very excited.\nSent 12: Then it was time for lunch and the class had a party.\nSent 13: They had hamburgers with ketchup and had cake for dessert.\nSent 14: It was a very fun day for the whole class.\nSent 15: They all went home tired and happy.\nSent 16: Johnny took a nap when he went home. \nQuestion: What items did Johnny and his classmates use in art class as art mediums?.", "neg": "Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.\nSent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.\nSent 3: Johnny's friend Kevin used a straw to blow paint on his paper.\nSent 4: It looked very cool.\nSent 5: Lisa used markers to make a picture of her and her dog.\nSent 6: Lisa has several pets, but her favorite one is her dog, Ben.\nSent 7: Tony used a potato to make stars.\nSent 8: He then put the potato into different colors of paint and made a nice pattern.\nSent 9: Johnny used feathers to make his picture.\nSent 10: When they had finished, the class chose which picture was the best.\nSent 11: Johnny got second place and was very excited.\nSent 12: Then it was time for lunch and the class had a party.\nSent 13: They had hamburgers with ketchup and had cake for dessert.\nSent 14: It was a very fun day for the whole class.\nSent 15: They all went home tired and happy.\nSent 16: Johnny took a nap when he went home. \nQuestion: What did the class do before Johnny went home?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Ghost Inside tells the story of a young mother , Lin Xiaoyue , who flees an abusive husband , taking their young daughter with her .\nSent 2: She rents an apartment in a new apartment block but soon regrets the move as a neighbor tells her the apartment is haunted by the spirit of a young mother who threw her daughter out of the window before jumping to her death herself .\nSent 3: A series of strange occurrences convince Lin there really is a ghost before the spirit finally reveals herself to Lin .\nSent 4: The ghost tells Lin she too will one day committed murder\\/suicide in the same fashion .\nSent 5: Lin finds some solace in the company of a male neighbor who helps fend off Lin 's husband when he finally manages to track Lin and his daughter down .\nSent 6: But something about this neighbor and several other inhabitants of the building does n't seem right .\nSent 7: When Lin 's husband shows up at the apartment late one night with two goons intent on taking his daughter back by force , Lin finds herself standing on her balcony , under encouragement from the ghost , considering whether or not to throw her daughter and herself off to stop her abusive husband from parting her from her daughter .\nSent 8: The police arrive and Lin is committed to a psychiatric institute . \nQuestion: Who does the ghost talk to?.", "pos": "Paragraph- Sent 1: The Ghost Inside tells the story of a young mother , Lin Xiaoyue , who flees an abusive husband , taking their young daughter with her .\nSent 2: She rents an apartment in a new apartment block but soon regrets the move as a neighbor tells her the apartment is haunted by the spirit of a young mother who threw her daughter out of the window before jumping to her death herself .\nSent 3: A series of strange occurrences convince Lin there really is a ghost before the spirit finally reveals herself to Lin .\nSent 4: The ghost tells Lin she too will one day committed murder\\/suicide in the same fashion .\nSent 5: Lin finds some solace in the company of a male neighbor who helps fend off Lin 's husband when he finally manages to track Lin and his daughter down .\nSent 6: But something about this neighbor and several other inhabitants of the building does n't seem right .\nSent 7: When Lin 's husband shows up at the apartment late one night with two goons intent on taking his daughter back by force , Lin finds herself standing on her balcony , under encouragement from the ghost , considering whether or not to throw her daughter and herself off to stop her abusive husband from parting her from her daughter .\nSent 8: The police arrive and Lin is committed to a psychiatric institute . \nQuestion: What was the ghost trying to encourage Lin to do?.", "neg": "Paragraph- Sent 1: The Ghost Inside tells the story of a young mother , Lin Xiaoyue , who flees an abusive husband , taking their young daughter with her .\nSent 2: She rents an apartment in a new apartment block but soon regrets the move as a neighbor tells her the apartment is haunted by the spirit of a young mother who threw her daughter out of the window before jumping to her death herself .\nSent 3: A series of strange occurrences convince Lin there really is a ghost before the spirit finally reveals herself to Lin .\nSent 4: The ghost tells Lin she too will one day committed murder\\/suicide in the same fashion .\nSent 5: Lin finds some solace in the company of a male neighbor who helps fend off Lin 's husband when he finally manages to track Lin and his daughter down .\nSent 6: But something about this neighbor and several other inhabitants of the building does n't seem right .\nSent 7: When Lin 's husband shows up at the apartment late one night with two goons intent on taking his daughter back by force , Lin finds herself standing on her balcony , under encouragement from the ghost , considering whether or not to throw her daughter and herself off to stop her abusive husband from parting her from her daughter .\nSent 8: The police arrive and Lin is committed to a psychiatric institute . \nQuestion: What happen to the young mother?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: \"The impact of her interest and work on the provision of legal services in the state of California is immeasurable,\" said Patricia Phillips, senior of-counsel for Los Angeles' Morrison & Foerster.\nSent 2: \"Its value is felt every day by someone who would otherwise be floundering around in the legal system yet dealing with very serious problems.\"Sent 3: Zelon's public-interest work has not gone unnoticed.\nSent 4: Several organizations that share her commitment to public service - including the National Legal Aid & Defender Association and the State Bar of California - have honored her.\nSent 5: Two years ago, Zelon received the Laurie D. Zelon Pro Bono Award, which had been named for her one year earlier by the Law Firm Pro Bono Project, which she'd helped found.\nSent 6: \"I didn't find out until I was standing in the great hall of the Supreme Court, surrounded by 300 people who were there, that the award had been named for me and was thereafter going to be given in my name.\nSent 7: It's very hard to believe, for anyone who knows me well, but I was actually speechless for a period,\" Zelon said.\nSent 8: Zelon faced one of the greatest challenges of her legal career, she said, when her appointment to the bench forced her to switch gears from civil litigation to criminal law.\nSent 9: \"It was a steep learning curve for me,\" she said.\nSent 10: \"It's a whole different set of processes.\nSent 11: The rules are different.\nSent 12: The case law is a whole body unto itself.\"Sent 13: Attorneys praise Zelon for her thorough understanding of the law.\nSent 14: \"She's extremely well-versed in the law,\" Leon said.\nSent 15: \"She's very thorough in her research,\" Wong said.\nSent 16: Of course, not all attorneys concur with every decision Zelon makes in court.\nSent 17: Some city attorneys disagree with her interpretation of evidentiary statutes when Zelon puts limits on their use of hearsay testimony.\nSent 18: But lawyers who have appeared before her say that they appreciate her intelligent interpretation of the law. \nQuestion: Why were the city attorneys not supportive of Zelon's testimony?.", "pos": "Paragraph- Sent 1: \"The impact of her interest and work on the provision of legal services in the state of California is immeasurable,\" said Patricia Phillips, senior of-counsel for Los Angeles' Morrison & Foerster.\nSent 2: \"Its value is felt every day by someone who would otherwise be floundering around in the legal system yet dealing with very serious problems.\"Sent 3: Zelon's public-interest work has not gone unnoticed.\nSent 4: Several organizations that share her commitment to public service - including the National Legal Aid & Defender Association and the State Bar of California - have honored her.\nSent 5: Two years ago, Zelon received the Laurie D. Zelon Pro Bono Award, which had been named for her one year earlier by the Law Firm Pro Bono Project, which she'd helped found.\nSent 6: \"I didn't find out until I was standing in the great hall of the Supreme Court, surrounded by 300 people who were there, that the award had been named for me and was thereafter going to be given in my name.\nSent 7: It's very hard to believe, for anyone who knows me well, but I was actually speechless for a period,\" Zelon said.\nSent 8: Zelon faced one of the greatest challenges of her legal career, she said, when her appointment to the bench forced her to switch gears from civil litigation to criminal law.\nSent 9: \"It was a steep learning curve for me,\" she said.\nSent 10: \"It's a whole different set of processes.\nSent 11: The rules are different.\nSent 12: The case law is a whole body unto itself.\"Sent 13: Attorneys praise Zelon for her thorough understanding of the law.\nSent 14: \"She's extremely well-versed in the law,\" Leon said.\nSent 15: \"She's very thorough in her research,\" Wong said.\nSent 16: Of course, not all attorneys concur with every decision Zelon makes in court.\nSent 17: Some city attorneys disagree with her interpretation of evidentiary statutes when Zelon puts limits on their use of hearsay testimony.\nSent 18: But lawyers who have appeared before her say that they appreciate her intelligent interpretation of the law. \nQuestion: Name two attorneys who praised Zelon?.", "neg": "Paragraph- Sent 1: \"The impact of her interest and work on the provision of legal services in the state of California is immeasurable,\" said Patricia Phillips, senior of-counsel for Los Angeles' Morrison & Foerster.\nSent 2: \"Its value is felt every day by someone who would otherwise be floundering around in the legal system yet dealing with very serious problems.\"Sent 3: Zelon's public-interest work has not gone unnoticed.\nSent 4: Several organizations that share her commitment to public service - including the National Legal Aid & Defender Association and the State Bar of California - have honored her.\nSent 5: Two years ago, Zelon received the Laurie D. Zelon Pro Bono Award, which had been named for her one year earlier by the Law Firm Pro Bono Project, which she'd helped found.\nSent 6: \"I didn't find out until I was standing in the great hall of the Supreme Court, surrounded by 300 people who were there, that the award had been named for me and was thereafter going to be given in my name.\nSent 7: It's very hard to believe, for anyone who knows me well, but I was actually speechless for a period,\" Zelon said.\nSent 8: Zelon faced one of the greatest challenges of her legal career, she said, when her appointment to the bench forced her to switch gears from civil litigation to criminal law.\nSent 9: \"It was a steep learning curve for me,\" she said.\nSent 10: \"It's a whole different set of processes.\nSent 11: The rules are different.\nSent 12: The case law is a whole body unto itself.\"Sent 13: Attorneys praise Zelon for her thorough understanding of the law.\nSent 14: \"She's extremely well-versed in the law,\" Leon said.\nSent 15: \"She's very thorough in her research,\" Wong said.\nSent 16: Of course, not all attorneys concur with every decision Zelon makes in court.\nSent 17: Some city attorneys disagree with her interpretation of evidentiary statutes when Zelon puts limits on their use of hearsay testimony.\nSent 18: But lawyers who have appeared before her say that they appreciate her intelligent interpretation of the law. \nQuestion: Which award did Zelon receive in the great Hall of The Supreme Court?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As noted above, the 9/11 plotters spent somewhere between $400,000 and $500,000 to plan and conduct their attack.\nSent 2: The available evidence indicates that the 19 operatives were funded by al Qaeda, either through wire transfers or cash provided by KSM, which they carried into the United States or deposited in foreign accounts and accessed from this country.\nSent 3: Our investigation has uncovered no credible evidence that any person in the United States gave the hijackers substantial financial assistance.\nSent 4: Similarly, we have seen no evidence that any foreign government-or foreign government official-supplied any funding.\nSent 5: We have found no evidence that the Hamburg cell members (Atta, Shehhi, Jarrah, and Binalshibh) received funds from al Qaeda before late 1999.\nSent 6: It appears they supported themselves.\nSent 7: KSM, Binalshibh, and another plot facilitator, Mustafa al Hawsawi, each received money, in some cases perhaps as much as $10,000, to perform their roles in the plot.\nSent 8: After the Hamburg recruits joined the 9/11 conspiracy, al Qaeda began giving them money.\nSent 9: Our knowledge of the funding during this period, before the operatives entered the United States, remains murky.\nSent 10: According to KSM, the Hamburg cell members each received $5,000 to pay for their return to Germany from Afghanistan after they had been selected to join the plot, and they received additional funds for travel from Germany to the United States.\nSent 11: Financial transactions of the plotters are discussed in more detail in chapter 7.\nSent 12: Requirements for a Successful Attack As some of the core operatives prepared to leave for the United States, al Qaeda's leaders could have reflected on what they needed to be able to do in order to organize and conduct a complex international terrorist operation to inflict catastrophic harm.\nSent 13: We believe such a list of requirements would have included leaders able to evaluate, approve, and supervise the planning and direction of the operation; communications sufficient to enable planning and direction of the operatives and those who would be helping them; a personnel system that could recruit candidates, vet them, indoctrinate them, and give them necessary training; an intelligence effort to gather required information and form assessments of enemy strengths and weaknesses; the ability to move people; and the ability to raise and move the necessary money.\nSent 14: The information we have presented about the development of the planes operation shows how, by the spring and summer of 2000, al Qaeda was able to meet these requirements.\nSent 15: By late May 2000, two operatives assigned to the planes operation were already in the United States.\nSent 16: Three of the four Hamburg cell members would soon arrive. \nQuestion: After what time would three of four Hamburg cell members soon arrive?.", "pos": "Paragraph- Sent 1: As noted above, the 9/11 plotters spent somewhere between $400,000 and $500,000 to plan and conduct their attack.\nSent 2: The available evidence indicates that the 19 operatives were funded by al Qaeda, either through wire transfers or cash provided by KSM, which they carried into the United States or deposited in foreign accounts and accessed from this country.\nSent 3: Our investigation has uncovered no credible evidence that any person in the United States gave the hijackers substantial financial assistance.\nSent 4: Similarly, we have seen no evidence that any foreign government-or foreign government official-supplied any funding.\nSent 5: We have found no evidence that the Hamburg cell members (Atta, Shehhi, Jarrah, and Binalshibh) received funds from al Qaeda before late 1999.\nSent 6: It appears they supported themselves.\nSent 7: KSM, Binalshibh, and another plot facilitator, Mustafa al Hawsawi, each received money, in some cases perhaps as much as $10,000, to perform their roles in the plot.\nSent 8: After the Hamburg recruits joined the 9/11 conspiracy, al Qaeda began giving them money.\nSent 9: Our knowledge of the funding during this period, before the operatives entered the United States, remains murky.\nSent 10: According to KSM, the Hamburg cell members each received $5,000 to pay for their return to Germany from Afghanistan after they had been selected to join the plot, and they received additional funds for travel from Germany to the United States.\nSent 11: Financial transactions of the plotters are discussed in more detail in chapter 7.\nSent 12: Requirements for a Successful Attack As some of the core operatives prepared to leave for the United States, al Qaeda's leaders could have reflected on what they needed to be able to do in order to organize and conduct a complex international terrorist operation to inflict catastrophic harm.\nSent 13: We believe such a list of requirements would have included leaders able to evaluate, approve, and supervise the planning and direction of the operation; communications sufficient to enable planning and direction of the operatives and those who would be helping them; a personnel system that could recruit candidates, vet them, indoctrinate them, and give them necessary training; an intelligence effort to gather required information and form assessments of enemy strengths and weaknesses; the ability to move people; and the ability to raise and move the necessary money.\nSent 14: The information we have presented about the development of the planes operation shows how, by the spring and summer of 2000, al Qaeda was able to meet these requirements.\nSent 15: By late May 2000, two operatives assigned to the planes operation were already in the United States.\nSent 16: Three of the four Hamburg cell members would soon arrive. \nQuestion: What cell operatives arrived in the US shortly after May 2000?.", "neg": "Paragraph- Sent 1: As noted above, the 9/11 plotters spent somewhere between $400,000 and $500,000 to plan and conduct their attack.\nSent 2: The available evidence indicates that the 19 operatives were funded by al Qaeda, either through wire transfers or cash provided by KSM, which they carried into the United States or deposited in foreign accounts and accessed from this country.\nSent 3: Our investigation has uncovered no credible evidence that any person in the United States gave the hijackers substantial financial assistance.\nSent 4: Similarly, we have seen no evidence that any foreign government-or foreign government official-supplied any funding.\nSent 5: We have found no evidence that the Hamburg cell members (Atta, Shehhi, Jarrah, and Binalshibh) received funds from al Qaeda before late 1999.\nSent 6: It appears they supported themselves.\nSent 7: KSM, Binalshibh, and another plot facilitator, Mustafa al Hawsawi, each received money, in some cases perhaps as much as $10,000, to perform their roles in the plot.\nSent 8: After the Hamburg recruits joined the 9/11 conspiracy, al Qaeda began giving them money.\nSent 9: Our knowledge of the funding during this period, before the operatives entered the United States, remains murky.\nSent 10: According to KSM, the Hamburg cell members each received $5,000 to pay for their return to Germany from Afghanistan after they had been selected to join the plot, and they received additional funds for travel from Germany to the United States.\nSent 11: Financial transactions of the plotters are discussed in more detail in chapter 7.\nSent 12: Requirements for a Successful Attack As some of the core operatives prepared to leave for the United States, al Qaeda's leaders could have reflected on what they needed to be able to do in order to organize and conduct a complex international terrorist operation to inflict catastrophic harm.\nSent 13: We believe such a list of requirements would have included leaders able to evaluate, approve, and supervise the planning and direction of the operation; communications sufficient to enable planning and direction of the operatives and those who would be helping them; a personnel system that could recruit candidates, vet them, indoctrinate them, and give them necessary training; an intelligence effort to gather required information and form assessments of enemy strengths and weaknesses; the ability to move people; and the ability to raise and move the necessary money.\nSent 14: The information we have presented about the development of the planes operation shows how, by the spring and summer of 2000, al Qaeda was able to meet these requirements.\nSent 15: By late May 2000, two operatives assigned to the planes operation were already in the United States.\nSent 16: Three of the four Hamburg cell members would soon arrive. \nQuestion: Where did money to fund the 9/11 plotters come from and where didn't it come from?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In collaboration with Sigmund Freud and a small group of Freud's colleagues, Adler was among the co-founders of the psychoanalytic movement and a core member of the Vienna Psychoanalytic Society: indeed, to Freud he was \"the only personality there\".\nSent 2: He was the first major figure to break away from psychoanalysis to form an independent school of psychotherapy and personality theory, which he called individual psychology because he believed a human to be an indivisible whole, an individuum.\nSent 3: He also imagined a person to be connected or associated with the surrounding world.\nSent 4: This was after Freud declared Adler's ideas as too contrary, leading to an ultimatum to all members of the Society (which Freud had shepherded) to drop Adler or be expelled, disavowing the right to dissent (Makari, 2008).\nSent 5: Nevertheless Freud always took Adler's ideas seriously, calling them \"... honorable errors.\nSent 6: Though one rejects the content of Adler's views, one can recognize their consistency and significance\".\nSent 7: Following this split, Adler would come to have an enormous, independent effect on the disciplines of counseling and psychotherapy as they developed over the course of the 20th century (Ellenberger, 1970).\nSent 8: He influenced notable figures in subsequent schools of psychotherapy such as Rollo May, Viktor Frankl, Abraham Maslow and Albert Ellis.\nSent 9: His writings preceded, and were at times surprisingly consistent with, later neo-Freudian insights such as those evidenced in the works of Otto Rank, Karen Horney, Harry Stack Sullivan and Erich Fromm, some considering that it would take several decades for Freudian ego psychology to catch up with Adler's ground-breaking approach.\nSent 10: Adler emphasized the importance of equality in preventing various forms of psychopathology, and espoused the development of social interest and democratic family structures for raising children.\nSent 11: His most famous concept is the inferiority complex which speaks to the problem of self-esteem and its negative effects on human health (e.g.\nSent 12: sometimes producing a paradoxical superiority striving).\nSent 13: His emphasis on power dynamics is rooted in the philosophy of Nietzsche, whose works were published a few decades before Adler's.\nSent 14: However, Adler's conceptualization of the \"Will to Power\" focuses on the individual's creative power to change for the better.\nSent 15: Adler argued for holism, viewing the individual holistically rather than reductively, the latter being the dominant lens for viewing human psychology.\nSent 16: Adler was also among the first in psychology to argue in favor of feminism, and the female analyst, making the case that power dynamics between men and women (and associations with masculinity and femininity) are crucial to understanding human psychology (Connell, 1995).\nSent 17: Adler is considered, along with Freud and Jung, to be one of the three founding figures of depth psychology, which emphasizes the unconscious and psychodynamics (Ellenberger, 1970; Ehrenwald, 1991); and thus to be one of the three great psychologists/philosophers of the twentieth century. \nQuestion: The concept of the inferiority complex was developed by which person?.", "pos": "Paragraph- Sent 1: In collaboration with Sigmund Freud and a small group of Freud's colleagues, Adler was among the co-founders of the psychoanalytic movement and a core member of the Vienna Psychoanalytic Society: indeed, to Freud he was \"the only personality there\".\nSent 2: He was the first major figure to break away from psychoanalysis to form an independent school of psychotherapy and personality theory, which he called individual psychology because he believed a human to be an indivisible whole, an individuum.\nSent 3: He also imagined a person to be connected or associated with the surrounding world.\nSent 4: This was after Freud declared Adler's ideas as too contrary, leading to an ultimatum to all members of the Society (which Freud had shepherded) to drop Adler or be expelled, disavowing the right to dissent (Makari, 2008).\nSent 5: Nevertheless Freud always took Adler's ideas seriously, calling them \"... honorable errors.\nSent 6: Though one rejects the content of Adler's views, one can recognize their consistency and significance\".\nSent 7: Following this split, Adler would come to have an enormous, independent effect on the disciplines of counseling and psychotherapy as they developed over the course of the 20th century (Ellenberger, 1970).\nSent 8: He influenced notable figures in subsequent schools of psychotherapy such as Rollo May, Viktor Frankl, Abraham Maslow and Albert Ellis.\nSent 9: His writings preceded, and were at times surprisingly consistent with, later neo-Freudian insights such as those evidenced in the works of Otto Rank, Karen Horney, Harry Stack Sullivan and Erich Fromm, some considering that it would take several decades for Freudian ego psychology to catch up with Adler's ground-breaking approach.\nSent 10: Adler emphasized the importance of equality in preventing various forms of psychopathology, and espoused the development of social interest and democratic family structures for raising children.\nSent 11: His most famous concept is the inferiority complex which speaks to the problem of self-esteem and its negative effects on human health (e.g.\nSent 12: sometimes producing a paradoxical superiority striving).\nSent 13: His emphasis on power dynamics is rooted in the philosophy of Nietzsche, whose works were published a few decades before Adler's.\nSent 14: However, Adler's conceptualization of the \"Will to Power\" focuses on the individual's creative power to change for the better.\nSent 15: Adler argued for holism, viewing the individual holistically rather than reductively, the latter being the dominant lens for viewing human psychology.\nSent 16: Adler was also among the first in psychology to argue in favor of feminism, and the female analyst, making the case that power dynamics between men and women (and associations with masculinity and femininity) are crucial to understanding human psychology (Connell, 1995).\nSent 17: Adler is considered, along with Freud and Jung, to be one of the three founding figures of depth psychology, which emphasizes the unconscious and psychodynamics (Ellenberger, 1970; Ehrenwald, 1991); and thus to be one of the three great psychologists/philosophers of the twentieth century. \nQuestion: What did Adler's famous concept rooted in the philosophy of Nietzsche entail?.", "neg": "Paragraph- Sent 1: In collaboration with Sigmund Freud and a small group of Freud's colleagues, Adler was among the co-founders of the psychoanalytic movement and a core member of the Vienna Psychoanalytic Society: indeed, to Freud he was \"the only personality there\".\nSent 2: He was the first major figure to break away from psychoanalysis to form an independent school of psychotherapy and personality theory, which he called individual psychology because he believed a human to be an indivisible whole, an individuum.\nSent 3: He also imagined a person to be connected or associated with the surrounding world.\nSent 4: This was after Freud declared Adler's ideas as too contrary, leading to an ultimatum to all members of the Society (which Freud had shepherded) to drop Adler or be expelled, disavowing the right to dissent (Makari, 2008).\nSent 5: Nevertheless Freud always took Adler's ideas seriously, calling them \"... honorable errors.\nSent 6: Though one rejects the content of Adler's views, one can recognize their consistency and significance\".\nSent 7: Following this split, Adler would come to have an enormous, independent effect on the disciplines of counseling and psychotherapy as they developed over the course of the 20th century (Ellenberger, 1970).\nSent 8: He influenced notable figures in subsequent schools of psychotherapy such as Rollo May, Viktor Frankl, Abraham Maslow and Albert Ellis.\nSent 9: His writings preceded, and were at times surprisingly consistent with, later neo-Freudian insights such as those evidenced in the works of Otto Rank, Karen Horney, Harry Stack Sullivan and Erich Fromm, some considering that it would take several decades for Freudian ego psychology to catch up with Adler's ground-breaking approach.\nSent 10: Adler emphasized the importance of equality in preventing various forms of psychopathology, and espoused the development of social interest and democratic family structures for raising children.\nSent 11: His most famous concept is the inferiority complex which speaks to the problem of self-esteem and its negative effects on human health (e.g.\nSent 12: sometimes producing a paradoxical superiority striving).\nSent 13: His emphasis on power dynamics is rooted in the philosophy of Nietzsche, whose works were published a few decades before Adler's.\nSent 14: However, Adler's conceptualization of the \"Will to Power\" focuses on the individual's creative power to change for the better.\nSent 15: Adler argued for holism, viewing the individual holistically rather than reductively, the latter being the dominant lens for viewing human psychology.\nSent 16: Adler was also among the first in psychology to argue in favor of feminism, and the female analyst, making the case that power dynamics between men and women (and associations with masculinity and femininity) are crucial to understanding human psychology (Connell, 1995).\nSent 17: Adler is considered, along with Freud and Jung, to be one of the three founding figures of depth psychology, which emphasizes the unconscious and psychodynamics (Ellenberger, 1970; Ehrenwald, 1991); and thus to be one of the three great psychologists/philosophers of the twentieth century. \nQuestion: What was the ultimatum issued to all members of the Society?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Victims of domestic violence will have access to quality legal representation through a campaign undertaken by Idaho Supreme Court Chief Justice Linda Copple Trout and corporate leaders.\nSent 2: \"Thousands of times a year, Idahoans are victims of domestic violence.\nSent 3: The victims are often women and their children and they frequently have few resources with which to pursue their legal rights,\" Trout said Tuesday.\nSent 4: \"This campaign helps fill that gap in legal services for women who need the help at a time when they are in crisis.\"Sent 5: The Idaho Partners for Justice Project has already secured pledges of more than $35,000 from law firms, attorneys, corporations and individuals.\nSent 6: The goal is $100,000.\nSent 7: The drive to pay for free legal services will continue for the next two months.\nSent 8: The money goes to Idaho Legal Aid Services and the Idaho Volunteer Lawyers Program.\nSent 9: Last year, more than 5,000 petitions were filed in Idaho for protection orders in domestic violence cases.\nSent 10: More than 12,000 victims contacted shelters or crisis hotlines.\nSent 11: Joining Trout in the announcement was Idaho Bar Association President Fred Hoopes of Idaho Falls and Ida-West Energy Co. Chief Executive Officer Randy Hill, members of the project's executive committee.\nSent 12: Also on hand were some women who were victims of such violence, but benefited from free legal services.\nSent 13: Last year's campaign generated enough money and resources to help more than 450 victims.\nSent 14: The help ranged from representation in protection order hearings to legal assistance in divorce, visitation and child support cases.\nSent 15: The donations are tax deductible. \nQuestion: How much more money does the Idaho Partners for Legal Justice project need to raise to meet their goal?.", "pos": "Paragraph- Sent 1: Victims of domestic violence will have access to quality legal representation through a campaign undertaken by Idaho Supreme Court Chief Justice Linda Copple Trout and corporate leaders.\nSent 2: \"Thousands of times a year, Idahoans are victims of domestic violence.\nSent 3: The victims are often women and their children and they frequently have few resources with which to pursue their legal rights,\" Trout said Tuesday.\nSent 4: \"This campaign helps fill that gap in legal services for women who need the help at a time when they are in crisis.\"Sent 5: The Idaho Partners for Justice Project has already secured pledges of more than $35,000 from law firms, attorneys, corporations and individuals.\nSent 6: The goal is $100,000.\nSent 7: The drive to pay for free legal services will continue for the next two months.\nSent 8: The money goes to Idaho Legal Aid Services and the Idaho Volunteer Lawyers Program.\nSent 9: Last year, more than 5,000 petitions were filed in Idaho for protection orders in domestic violence cases.\nSent 10: More than 12,000 victims contacted shelters or crisis hotlines.\nSent 11: Joining Trout in the announcement was Idaho Bar Association President Fred Hoopes of Idaho Falls and Ida-West Energy Co. Chief Executive Officer Randy Hill, members of the project's executive committee.\nSent 12: Also on hand were some women who were victims of such violence, but benefited from free legal services.\nSent 13: Last year's campaign generated enough money and resources to help more than 450 victims.\nSent 14: The help ranged from representation in protection order hearings to legal assistance in divorce, visitation and child support cases.\nSent 15: The donations are tax deductible. \nQuestion: What percent of the pledge goal has been reached?.", "neg": "Paragraph- Sent 1: Victims of domestic violence will have access to quality legal representation through a campaign undertaken by Idaho Supreme Court Chief Justice Linda Copple Trout and corporate leaders.\nSent 2: \"Thousands of times a year, Idahoans are victims of domestic violence.\nSent 3: The victims are often women and their children and they frequently have few resources with which to pursue their legal rights,\" Trout said Tuesday.\nSent 4: \"This campaign helps fill that gap in legal services for women who need the help at a time when they are in crisis.\"Sent 5: The Idaho Partners for Justice Project has already secured pledges of more than $35,000 from law firms, attorneys, corporations and individuals.\nSent 6: The goal is $100,000.\nSent 7: The drive to pay for free legal services will continue for the next two months.\nSent 8: The money goes to Idaho Legal Aid Services and the Idaho Volunteer Lawyers Program.\nSent 9: Last year, more than 5,000 petitions were filed in Idaho for protection orders in domestic violence cases.\nSent 10: More than 12,000 victims contacted shelters or crisis hotlines.\nSent 11: Joining Trout in the announcement was Idaho Bar Association President Fred Hoopes of Idaho Falls and Ida-West Energy Co. Chief Executive Officer Randy Hill, members of the project's executive committee.\nSent 12: Also on hand were some women who were victims of such violence, but benefited from free legal services.\nSent 13: Last year's campaign generated enough money and resources to help more than 450 victims.\nSent 14: The help ranged from representation in protection order hearings to legal assistance in divorce, visitation and child support cases.\nSent 15: The donations are tax deductible. \nQuestion: VIctims of domestic violence are often what types of people?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- As Iranian President Mahmoud Ahmadinejad visited the U.N. General Assembly in New York last month, the spotlight was once again on Iran.\nSent 2: And true to form, the Iranian president made his fair share of provocative statements for the Western media.\nSent 3: But while Ahmadinejad's mercurial rants captured our media's attention, back in Iran a coordinated strategy against the women's movement continued.\nSent 4: On the eve of Ahmadinejad's arrival to New York, Shiva Nazar Ahari, a prominent young female defender of human rights, received a heavy sentence of six years in prison on charges including the vague crime of \"waging war against God\" -- a convenient catch-all offense for anyone who criticizes the regime and its human rights record.\nSent 5: There's no denying it -- Iran's women have had a bad year.\nSent 6: Nazar Ahari joins a steadily increasing number of other women's rights activists who are in prison for no greater crime than their attempt to fight for the rights of the women.\nSent 7: Hengameh Shahidi, Alieh Eghdam Doust, Bahareh Hedayat and Mahdiyeh Golrou have all been sent to Tehran's notorious Evin Prison on trumped-up charges related to their activism.\nSent 8: And while Nobel Peace Prize laureate Shirin Ebadi, arguably the most internationally recognized Iranian women's rights activist, remains unable to safely return to her country, the government is targeting those affiliated with her for arrest and imprisonment, including her lawyer Nasrin Sotoudeh and her former aide Jinous Sobhani.\nSent 9: Since the 2009 disputed elections and associated government crackdown on the overall reform movement, the government has increasingly targeted women activists.\nSent 10: The reasons behind this go well beyond the misogynist nature of Iran's religious leadership.\nSent 11: Rather, it is more part of a deliberate and calculated strategy of the Iranian authorities to strike at the heart of the regime's greatest vulnerability -- internal legitimacy with its own people.\nSent 12: See more CNN.com opinion articles Iran's government recognizes and fears the broader power of the women activists who have been on the front line of reform in Iran for more than a decade.\nSent 13: One can roughly draw an analogy between the women's movement in Iran to movements of religious groups in Burma or Tibet, or the labor \"solidarity\" movements in the former Eastern bloc and associated labor-Roman Catholic solidarity in Poland -- all advocating initially for the freedoms of a specific group but which provoked government fears for their transformative power to promote broader human rights progress.\nSent 14: While the outside world occasionally reacts to the most egregious manifestations of Iran's repression of women -- such as the international condemnation associated with Sakineh Mohammadi Ashtiani, an Iranian widow sentenced to stoning on charges of alleged adultery -- these events are often portrayed simply as a consequence of the regime's archaic viewpoint about gender. \nQuestion: How does the Iranian President speak to the Western media?.", "pos": "Paragraph- Sent 1: (CNN) -- As Iranian President Mahmoud Ahmadinejad visited the U.N. General Assembly in New York last month, the spotlight was once again on Iran.\nSent 2: And true to form, the Iranian president made his fair share of provocative statements for the Western media.\nSent 3: But while Ahmadinejad's mercurial rants captured our media's attention, back in Iran a coordinated strategy against the women's movement continued.\nSent 4: On the eve of Ahmadinejad's arrival to New York, Shiva Nazar Ahari, a prominent young female defender of human rights, received a heavy sentence of six years in prison on charges including the vague crime of \"waging war against God\" -- a convenient catch-all offense for anyone who criticizes the regime and its human rights record.\nSent 5: There's no denying it -- Iran's women have had a bad year.\nSent 6: Nazar Ahari joins a steadily increasing number of other women's rights activists who are in prison for no greater crime than their attempt to fight for the rights of the women.\nSent 7: Hengameh Shahidi, Alieh Eghdam Doust, Bahareh Hedayat and Mahdiyeh Golrou have all been sent to Tehran's notorious Evin Prison on trumped-up charges related to their activism.\nSent 8: And while Nobel Peace Prize laureate Shirin Ebadi, arguably the most internationally recognized Iranian women's rights activist, remains unable to safely return to her country, the government is targeting those affiliated with her for arrest and imprisonment, including her lawyer Nasrin Sotoudeh and her former aide Jinous Sobhani.\nSent 9: Since the 2009 disputed elections and associated government crackdown on the overall reform movement, the government has increasingly targeted women activists.\nSent 10: The reasons behind this go well beyond the misogynist nature of Iran's religious leadership.\nSent 11: Rather, it is more part of a deliberate and calculated strategy of the Iranian authorities to strike at the heart of the regime's greatest vulnerability -- internal legitimacy with its own people.\nSent 12: See more CNN.com opinion articles Iran's government recognizes and fears the broader power of the women activists who have been on the front line of reform in Iran for more than a decade.\nSent 13: One can roughly draw an analogy between the women's movement in Iran to movements of religious groups in Burma or Tibet, or the labor \"solidarity\" movements in the former Eastern bloc and associated labor-Roman Catholic solidarity in Poland -- all advocating initially for the freedoms of a specific group but which provoked government fears for their transformative power to promote broader human rights progress.\nSent 14: While the outside world occasionally reacts to the most egregious manifestations of Iran's repression of women -- such as the international condemnation associated with Sakineh Mohammadi Ashtiani, an Iranian widow sentenced to stoning on charges of alleged adultery -- these events are often portrayed simply as a consequence of the regime's archaic viewpoint about gender. \nQuestion: Where was President Mahmoud Ahmadinejad in when a coordinated strategy against the women's movement continued in Iran?.", "neg": "Paragraph- Sent 1: (CNN) -- As Iranian President Mahmoud Ahmadinejad visited the U.N. General Assembly in New York last month, the spotlight was once again on Iran.\nSent 2: And true to form, the Iranian president made his fair share of provocative statements for the Western media.\nSent 3: But while Ahmadinejad's mercurial rants captured our media's attention, back in Iran a coordinated strategy against the women's movement continued.\nSent 4: On the eve of Ahmadinejad's arrival to New York, Shiva Nazar Ahari, a prominent young female defender of human rights, received a heavy sentence of six years in prison on charges including the vague crime of \"waging war against God\" -- a convenient catch-all offense for anyone who criticizes the regime and its human rights record.\nSent 5: There's no denying it -- Iran's women have had a bad year.\nSent 6: Nazar Ahari joins a steadily increasing number of other women's rights activists who are in prison for no greater crime than their attempt to fight for the rights of the women.\nSent 7: Hengameh Shahidi, Alieh Eghdam Doust, Bahareh Hedayat and Mahdiyeh Golrou have all been sent to Tehran's notorious Evin Prison on trumped-up charges related to their activism.\nSent 8: And while Nobel Peace Prize laureate Shirin Ebadi, arguably the most internationally recognized Iranian women's rights activist, remains unable to safely return to her country, the government is targeting those affiliated with her for arrest and imprisonment, including her lawyer Nasrin Sotoudeh and her former aide Jinous Sobhani.\nSent 9: Since the 2009 disputed elections and associated government crackdown on the overall reform movement, the government has increasingly targeted women activists.\nSent 10: The reasons behind this go well beyond the misogynist nature of Iran's religious leadership.\nSent 11: Rather, it is more part of a deliberate and calculated strategy of the Iranian authorities to strike at the heart of the regime's greatest vulnerability -- internal legitimacy with its own people.\nSent 12: See more CNN.com opinion articles Iran's government recognizes and fears the broader power of the women activists who have been on the front line of reform in Iran for more than a decade.\nSent 13: One can roughly draw an analogy between the women's movement in Iran to movements of religious groups in Burma or Tibet, or the labor \"solidarity\" movements in the former Eastern bloc and associated labor-Roman Catholic solidarity in Poland -- all advocating initially for the freedoms of a specific group but which provoked government fears for their transformative power to promote broader human rights progress.\nSent 14: While the outside world occasionally reacts to the most egregious manifestations of Iran's repression of women -- such as the international condemnation associated with Sakineh Mohammadi Ashtiani, an Iranian widow sentenced to stoning on charges of alleged adultery -- these events are often portrayed simply as a consequence of the regime's archaic viewpoint about gender. \nQuestion: How many women are named in the paragraph?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Expansion quickly peaked however, and the European powers who had carved up the New World set about testing each other in dynastic conflicts and colonial rivalry.\nSent 2: The English were the main rivals of the Dutch on the high seas, and there were several wars between the two in the 17th and 18th centuries.\nSent 3: In 1665–1667 the Dutch sailed up the River Medway and sank the British fleet moored there.\nSent 4: The 18th century saw Amsterdam grow into the foremost financial center in the world, but the seeds of decline had already been planted.\nSent 5: When the English colonies in New England rose up in revolt against the British, they found ready allies in the Dutch.\nSent 6: From their colonies in the Caribbean they sent caches of arms and ammunition.\nSent 7: The British were furious and went to war in 1780, destroying the Dutch navy and signaling a sudden decline in power and influence from which the Netherlands never recovered.\nSent 8: Trade suffered to such an extent that in 1791 the VOC went into liquidation.\nSent 9: In the latter part of the century there were anti-Orange demonstrations by pro-French factions in the country, and in 1795 Napoleon Bonaparte took the Netherlands in his epic march across Europe.\nSent 10: Under the yoke of another foreign power, and with trade at an all time low, the Golden Age was truly dead.\nSent 11: The Return of the House of Orange Napoleon installed his brother Louis as King of Holland and he chose to take the fine Town Hall on Dam Square as his palace — now the Koninklijk Palace.\nSent 12: But only four years later he fled the city after civil disturbances broke out when he raised taxes.\nSent 13: When Napoleon’s bubble burst and French power began to wane, William of Orange emerged from exile and was proclaimed king in 1813.\nSent 14: Amsterdam had to work its way out of economic decline, but throughout the 19th century the city grew steadily.\nSent 15: Industrialization changed the city.\nSent 16: With the building of the Central Station at the end of the century, Amsterdam turned its back on its seafaring past and looked towards the mechanical age for its future.\nSent 17: The station was built over the old harbor wall and some of the oldest canals in the city center were filled in to allow better access to motorized vehicles.\nSent 18: Dam Square was landlocked for the first time in its history. \nQuestion: Did Amsterdam grow into the foremost financial center in the world before or after the Dutch sailed up the River Medway and sank a British fleet?.", "pos": "Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.\nSent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.\nSent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.\nSent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.\nSent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.\nSent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.\nSent 7: Sebastião’s untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.\nSent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.\nSent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.\nSent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.\nSent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal’s neighbor and long-time antagonist became its master.\nSent 12: Spanish rule dictated Portugal’s inadvertent involvement in Spain’s ongoing wars.\nSent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a “legitimate target” as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.\nSent 14: Nine years later Faro was torched.\nSent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.\nSent 16: Portugal’s empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.\nSent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.\nSent 18: The Great Disaster Portugal’s greatest misfortune struck on All Saint’s Day, 1 November 1755. \nQuestion: What policy played an important role in helping Portugal to have relatively few blood-soaked episodes in its colonial history?.", "neg": "Paragraph- Sent 1: Expansion quickly peaked however, and the European powers who had carved up the New World set about testing each other in dynastic conflicts and colonial rivalry.\nSent 2: The English were the main rivals of the Dutch on the high seas, and there were several wars between the two in the 17th and 18th centuries.\nSent 3: In 1665–1667 the Dutch sailed up the River Medway and sank the British fleet moored there.\nSent 4: The 18th century saw Amsterdam grow into the foremost financial center in the world, but the seeds of decline had already been planted.\nSent 5: When the English colonies in New England rose up in revolt against the British, they found ready allies in the Dutch.\nSent 6: From their colonies in the Caribbean they sent caches of arms and ammunition.\nSent 7: The British were furious and went to war in 1780, destroying the Dutch navy and signaling a sudden decline in power and influence from which the Netherlands never recovered.\nSent 8: Trade suffered to such an extent that in 1791 the VOC went into liquidation.\nSent 9: In the latter part of the century there were anti-Orange demonstrations by pro-French factions in the country, and in 1795 Napoleon Bonaparte took the Netherlands in his epic march across Europe.\nSent 10: Under the yoke of another foreign power, and with trade at an all time low, the Golden Age was truly dead.\nSent 11: The Return of the House of Orange Napoleon installed his brother Louis as King of Holland and he chose to take the fine Town Hall on Dam Square as his palace — now the Koninklijk Palace.\nSent 12: But only four years later he fled the city after civil disturbances broke out when he raised taxes.\nSent 13: When Napoleon’s bubble burst and French power began to wane, William of Orange emerged from exile and was proclaimed king in 1813.\nSent 14: Amsterdam had to work its way out of economic decline, but throughout the 19th century the city grew steadily.\nSent 15: Industrialization changed the city.\nSent 16: With the building of the Central Station at the end of the century, Amsterdam turned its back on its seafaring past and looked towards the mechanical age for its future.\nSent 17: The station was built over the old harbor wall and some of the oldest canals in the city center were filled in to allow better access to motorized vehicles.\nSent 18: Dam Square was landlocked for the first time in its history. \nQuestion: What year signaled that the Netherlands's \"Golden Age was truly dead?\".", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: What happens a few hours later? What does Tillie try to do?.", "pos": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: What color is the train that was told she is too small to help Jebediah?.", "neg": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: Who all were asked by Rollo to pull the train?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: Name two affects the rocks and sediments frozen to a glacier may have on the earth's surface?.", "pos": "Paragraph- Sent 1: Rivers flowing over gentle slopes move more slowly.\nSent 2: They move much more slowly than a mountain stream.\nSent 3: These slow moving streams create different types of features than mountain streams.\nSent 4: Slow moving water erodes the sides of their channels more than the bottom.\nSent 5: Also, large curves in the stream form.\nSent 6: These curves are called meanders.\nSent 7: Meanders are caused by erosion and deposition.\nSent 8: Remember, faster moving water causes erosion more quickly.\nSent 9: Slower moving water erodes material more slowly.\nSent 10: If water is moving slowly enough, the sediment being carried may settle out.\nSent 11: This settling out, or dropping off, of sediment is deposition.\nSent 12: The curves are called meanders because they slowly wander over the land.\nSent 13: As meanders erode from side to side, they create a floodplain.\nSent 14: This is a broad, flat area on both sides of a river.\nSent 15: Eventually, a meander may become cut off from the rest of the river.\nSent 16: This forms an oxbow lake. \nQuestion: What type of stream can create deposition?.", "neg": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: How can glaciers cause erosion?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Einstein's political view was in favor of socialism and critical of capitalism, which he detailed in his essays such as \"Why Socialism?\".\nSent 2: Einstein offered and was called on to give judgments and opinions on matters often unrelated to theoretical physics or mathematics.\nSent 3: He strongly advocated the idea of a democratic global government that would check the power of nation-states in the framework of a world federation.\nSent 4: Einstein's views about religious belief have been collected from interviews and original writings.\nSent 5: He called himself an agnostic, while disassociating himself from the label atheist.\nSent 6: He said he believed in the \"pantheistic\" God of Baruch Spinoza, but not in a personal god, a belief he criticized.\nSent 7: Einstein once wrote: \"I do not believe in a personal God and I have never denied this but expressed it clearly\". \nQuestion: What topics was Einstein asked about besides mathematics and physics?.", "pos": "Paragraph- Sent 1: To make certain the U.S. was aware of the danger, in July 1939, a few months before the beginning of World War II in Europe, Szilard and Wigner visited Einstein to explain the possibility of atomic bombs, which Einstein, a pacifist, said he had never considered.\nSent 2: He was asked to lend his support by writing a letter, with Szilard, to President Roosevelt, recommending the U.S. pay attention and engage in its own nuclear weapons research.\nSent 3: A secret German facility, apparently the largest of the Third Reich, covering 75 acres in an underground complex, was being re-excavated in Austria in December 2014 and may have been planned for use in nuclear research and development.\nSent 4: The letter is believed to be \"arguably the key stimulus for the U.S. adoption of serious investigations into nuclear weapons on the eve of the U.S. entry into World War II\".\nSent 5: In addition to the letter, Einstein used his connections with the Belgian Royal Family and the Belgian queen mother to get access with a personal envoy to the White House's Oval Office.\nSent 6: President Roosevelt could not take the risk of allowing Hitler to possess atomic bombs first.\nSent 7: As a result of Einstein's letter and his meetings with Roosevelt, the U.S. entered the \"race\" to develop the bomb, drawing on its \"immense material, financial, and scientific resources\" to initiate the Manhattan Project.\nSent 8: It became the only country to successfully develop an atomic bomb during World War II.\nSent 9: For Einstein, \"war was a disease ... [and] he called for resistance to war.\"Sent 10: By signing the letter to Roosevelt he went against his pacifist principles.\nSent 11: In 1954, a year before his death, Einstein said to his old friend, Linus Pauling, \"I made one great mistake in my life--when I signed the letter to President Roosevelt recommending that atom bombs be made; but there was some justification--the danger that the Germans would make them ...\". \nQuestion: What was arguably the key stimulus for the U.S. adoption of serious investigations into nuclear weapons on the eve of the U.S. entry into World War II?.", "neg": "Paragraph- Sent 1: Einstein's political view was in favor of socialism and critical of capitalism, which he detailed in his essays such as \"Why Socialism?\".\nSent 2: Einstein offered and was called on to give judgments and opinions on matters often unrelated to theoretical physics or mathematics.\nSent 3: He strongly advocated the idea of a democratic global government that would check the power of nation-states in the framework of a world federation.\nSent 4: Einstein's views about religious belief have been collected from interviews and original writings.\nSent 5: He called himself an agnostic, while disassociating himself from the label atheist.\nSent 6: He said he believed in the \"pantheistic\" God of Baruch Spinoza, but not in a personal god, a belief he criticized.\nSent 7: Einstein once wrote: \"I do not believe in a personal God and I have never denied this but expressed it clearly\". \nQuestion: What were Einstein's religious views?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: At 9:48, a representative from the White House shelter asked if there were any indications of another hijacked aircraft.\nSent 2: The deputy director for operations mentioned the Delta flight and concluded that \"that would be the fourth possible hijack.\"Sent 3: At 9:49, the commander of NORAD directed all air sovereignty aircraft to battle stations, fully armed.\nSent 4: At 9:59, an Air Force lieutenant colonel working in the White House Military Office joined the conference and stated he had just talked to Deputy National Security Advisor Stephen Hadley.\nSent 5: The White House requested (1) the implementation of continuity of government measures, (2) fighter escorts for Air Force One, and (3) a fighter combat air patrol over Washington, D.C.\nSent 6: By 10:03, when United 93 crashed in Pennsylvania, there had been no mention of its hijacking and the FAA had not yet been added to the teleconference.\nSent 7: The President and the Vice President The President was seated in a classroom when, at 9:05, Andrew Card whispered to him: \"A second plane hit the second tower.\nSent 8: America is under attack.\"Sent 9: The President told us his instinct was to project calm, not to have the country see an excited reaction at a moment of crisis.\nSent 10: The press was standing behind the children; he saw their phones and pagers start to ring.\nSent 11: The President felt he should project strength and calm until he could better understand what was happening.\nSent 12: The President remained in the classroom for another five to seven minutes, while the children continued reading.\nSent 13: He then returned to a holding room shortly before 9:15, where he was briefed by staff and saw television coverage.\nSent 14: He next spoke to Vice President Cheney, Dr. Rice, New York Governor George Pataki, and FBI Director Robert Mueller.\nSent 15: He decided to make a brief statement from the school before leaving for the airport.\nSent 16: The Secret Service told us they were anxious to move the President to a safer location, but did not think it imperative for him to run out the door.\nSent 17: Between 9:15 and 9:30, the staff was busy arranging a return to Washington, while the President consulted his senior advisers about his remarks.\nSent 18: No one in the traveling party had any information during this time that other aircraft were hijacked or missing.\nSent 19: Staff was in contact with the White House Situation Room, but as far as we could determine, no one with the President was in contact with the Pentagon. \nQuestion: How was America attacked?.", "pos": "Paragraph- Sent 1: At 9:48, a representative from the White House shelter asked if there were any indications of another hijacked aircraft.\nSent 2: The deputy director for operations mentioned the Delta flight and concluded that \"that would be the fourth possible hijack.\"Sent 3: At 9:49, the commander of NORAD directed all air sovereignty aircraft to battle stations, fully armed.\nSent 4: At 9:59, an Air Force lieutenant colonel working in the White House Military Office joined the conference and stated he had just talked to Deputy National Security Advisor Stephen Hadley.\nSent 5: The White House requested (1) the implementation of continuity of government measures, (2) fighter escorts for Air Force One, and (3) a fighter combat air patrol over Washington, D.C.\nSent 6: By 10:03, when United 93 crashed in Pennsylvania, there had been no mention of its hijacking and the FAA had not yet been added to the teleconference.\nSent 7: The President and the Vice President The President was seated in a classroom when, at 9:05, Andrew Card whispered to him: \"A second plane hit the second tower.\nSent 8: America is under attack.\"Sent 9: The President told us his instinct was to project calm, not to have the country see an excited reaction at a moment of crisis.\nSent 10: The press was standing behind the children; he saw their phones and pagers start to ring.\nSent 11: The President felt he should project strength and calm until he could better understand what was happening.\nSent 12: The President remained in the classroom for another five to seven minutes, while the children continued reading.\nSent 13: He then returned to a holding room shortly before 9:15, where he was briefed by staff and saw television coverage.\nSent 14: He next spoke to Vice President Cheney, Dr. Rice, New York Governor George Pataki, and FBI Director Robert Mueller.\nSent 15: He decided to make a brief statement from the school before leaving for the airport.\nSent 16: The Secret Service told us they were anxious to move the President to a safer location, but did not think it imperative for him to run out the door.\nSent 17: Between 9:15 and 9:30, the staff was busy arranging a return to Washington, while the President consulted his senior advisers about his remarks.\nSent 18: No one in the traveling party had any information during this time that other aircraft were hijacked or missing.\nSent 19: Staff was in contact with the White House Situation Room, but as far as we could determine, no one with the President was in contact with the Pentagon. \nQuestion: Who first told the president of the attack and what were his exaxt words?.", "neg": "Paragraph- Sent 1: At 9:48, a representative from the White House shelter asked if there were any indications of another hijacked aircraft.\nSent 2: The deputy director for operations mentioned the Delta flight and concluded that \"that would be the fourth possible hijack.\"Sent 3: At 9:49, the commander of NORAD directed all air sovereignty aircraft to battle stations, fully armed.\nSent 4: At 9:59, an Air Force lieutenant colonel working in the White House Military Office joined the conference and stated he had just talked to Deputy National Security Advisor Stephen Hadley.\nSent 5: The White House requested (1) the implementation of continuity of government measures, (2) fighter escorts for Air Force One, and (3) a fighter combat air patrol over Washington, D.C.\nSent 6: By 10:03, when United 93 crashed in Pennsylvania, there had been no mention of its hijacking and the FAA had not yet been added to the teleconference.\nSent 7: The President and the Vice President The President was seated in a classroom when, at 9:05, Andrew Card whispered to him: \"A second plane hit the second tower.\nSent 8: America is under attack.\"Sent 9: The President told us his instinct was to project calm, not to have the country see an excited reaction at a moment of crisis.\nSent 10: The press was standing behind the children; he saw their phones and pagers start to ring.\nSent 11: The President felt he should project strength and calm until he could better understand what was happening.\nSent 12: The President remained in the classroom for another five to seven minutes, while the children continued reading.\nSent 13: He then returned to a holding room shortly before 9:15, where he was briefed by staff and saw television coverage.\nSent 14: He next spoke to Vice President Cheney, Dr. Rice, New York Governor George Pataki, and FBI Director Robert Mueller.\nSent 15: He decided to make a brief statement from the school before leaving for the airport.\nSent 16: The Secret Service told us they were anxious to move the President to a safer location, but did not think it imperative for him to run out the door.\nSent 17: Between 9:15 and 9:30, the staff was busy arranging a return to Washington, while the President consulted his senior advisers about his remarks.\nSent 18: No one in the traveling party had any information during this time that other aircraft were hijacked or missing.\nSent 19: Staff was in contact with the White House Situation Room, but as far as we could determine, no one with the President was in contact with the Pentagon. \nQuestion: who made a brief statement before going to the airport.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: It's just this hard when I try to answer the question: Why do older Oklahomans need lawyers?\nSent 2: The answers are important enough that they will be a discussion topic of this year's Senior Day at 9 a.m.\nSent 3: March 25 in the House Chamber at the Capitol.\nSent 4: The following is a preview of some of the answers for review: We can all agree that older Oklahomans need medical care.\nSent 5: But even the best care is worthless if an older patient can't drive to the doctor for ongoing treatment because his or her car has been wrongfully seized in a debt dispute.\nSent 6: Therefore, lawyers are part of the prescription for regular medical care for many of the 600,000 Oklahomans age 60 and older.\nSent 7: Another example: if a doctor treats an elderly patient for a lung ailment, the doctor's treatment will be undone and he will see the patient again and again, if the patient is sent home to an unheated apartment.\nSent 8: Lawyers know how to make landlords heat apartments so the medical treatment can stick.\nSent 9: (By the way, a May 16, 2001, article in The New York Times reports on a program at Boston Medical Center providing a walk-in legal clinic in the hospital to help fight their patients' legal and administrative battles.) We also can agree that older Oklahomans - like all citizens - have rights to control their health care until they become incapacitated or these rights are transferred to another by legal document or process.\nSent 10: \"Old\" is not a legal classification that results in automatic loss of these rights.\nSent 11: Moreover, having an old parent does not automatically confer on children the right to make the parents' health care choices.\nSent 12: It follows that an important role lawyers provide for aging Oklahomans is not only to create rights - transferring documents such as durable powers of attorney and guardianship orders, but also to monitor their use.\nSent 13: In family situations, for example, lawyers must ensure that powers of attorney and guardianships are used to serve only the person transferring or losing rights.\nSent 14: They are not to be used to help a family \"manage\" their mother or help a doctor or nursing home get permission for a pill or procedure they feel is in the best interest of a patient.\nSent 15: Good news: Oklahoma now has a Public Guardianship Program, albeit unfunded, that will supply lawyers to perform this rights-monitoring process Oklahoma grandparents should be able to enjoy their grandchildren, not raise them.\nSent 16: But owing to the social problems of divorce and drug use, grandparents are increasingly being called on to raise their grandchildren because of missing parents.\nSent 17: Adding to the physical, emotional and financial burden they take on, grandparents face legal problems.\nSent 18: All the decisions parents made without a second thought now require evidence of legal authority when made by grandparents. \nQuestion: What can lawyers do for old people?.", "pos": "Paragraph- Sent 1: It's just this hard when I try to answer the question: Why do older Oklahomans need lawyers?\nSent 2: The answers are important enough that they will be a discussion topic of this year's Senior Day at 9 a.m.\nSent 3: March 25 in the House Chamber at the Capitol.\nSent 4: The following is a preview of some of the answers for review: We can all agree that older Oklahomans need medical care.\nSent 5: But even the best care is worthless if an older patient can't drive to the doctor for ongoing treatment because his or her car has been wrongfully seized in a debt dispute.\nSent 6: Therefore, lawyers are part of the prescription for regular medical care for many of the 600,000 Oklahomans age 60 and older.\nSent 7: Another example: if a doctor treats an elderly patient for a lung ailment, the doctor's treatment will be undone and he will see the patient again and again, if the patient is sent home to an unheated apartment.\nSent 8: Lawyers know how to make landlords heat apartments so the medical treatment can stick.\nSent 9: (By the way, a May 16, 2001, article in The New York Times reports on a program at Boston Medical Center providing a walk-in legal clinic in the hospital to help fight their patients' legal and administrative battles.) We also can agree that older Oklahomans - like all citizens - have rights to control their health care until they become incapacitated or these rights are transferred to another by legal document or process.\nSent 10: \"Old\" is not a legal classification that results in automatic loss of these rights.\nSent 11: Moreover, having an old parent does not automatically confer on children the right to make the parents' health care choices.\nSent 12: It follows that an important role lawyers provide for aging Oklahomans is not only to create rights - transferring documents such as durable powers of attorney and guardianship orders, but also to monitor their use.\nSent 13: In family situations, for example, lawyers must ensure that powers of attorney and guardianships are used to serve only the person transferring or losing rights.\nSent 14: They are not to be used to help a family \"manage\" their mother or help a doctor or nursing home get permission for a pill or procedure they feel is in the best interest of a patient.\nSent 15: Good news: Oklahoma now has a Public Guardianship Program, albeit unfunded, that will supply lawyers to perform this rights-monitoring process Oklahoma grandparents should be able to enjoy their grandchildren, not raise them.\nSent 16: But owing to the social problems of divorce and drug use, grandparents are increasingly being called on to raise their grandchildren because of missing parents.\nSent 17: Adding to the physical, emotional and financial burden they take on, grandparents face legal problems.\nSent 18: All the decisions parents made without a second thought now require evidence of legal authority when made by grandparents. \nQuestion: How are power of attorneys and guardianships supposed to be used?.", "neg": "Paragraph- Sent 1: It's just this hard when I try to answer the question: Why do older Oklahomans need lawyers?\nSent 2: The answers are important enough that they will be a discussion topic of this year's Senior Day at 9 a.m.\nSent 3: March 25 in the House Chamber at the Capitol.\nSent 4: The following is a preview of some of the answers for review: We can all agree that older Oklahomans need medical care.\nSent 5: But even the best care is worthless if an older patient can't drive to the doctor for ongoing treatment because his or her car has been wrongfully seized in a debt dispute.\nSent 6: Therefore, lawyers are part of the prescription for regular medical care for many of the 600,000 Oklahomans age 60 and older.\nSent 7: Another example: if a doctor treats an elderly patient for a lung ailment, the doctor's treatment will be undone and he will see the patient again and again, if the patient is sent home to an unheated apartment.\nSent 8: Lawyers know how to make landlords heat apartments so the medical treatment can stick.\nSent 9: (By the way, a May 16, 2001, article in The New York Times reports on a program at Boston Medical Center providing a walk-in legal clinic in the hospital to help fight their patients' legal and administrative battles.) We also can agree that older Oklahomans - like all citizens - have rights to control their health care until they become incapacitated or these rights are transferred to another by legal document or process.\nSent 10: \"Old\" is not a legal classification that results in automatic loss of these rights.\nSent 11: Moreover, having an old parent does not automatically confer on children the right to make the parents' health care choices.\nSent 12: It follows that an important role lawyers provide for aging Oklahomans is not only to create rights - transferring documents such as durable powers of attorney and guardianship orders, but also to monitor their use.\nSent 13: In family situations, for example, lawyers must ensure that powers of attorney and guardianships are used to serve only the person transferring or losing rights.\nSent 14: They are not to be used to help a family \"manage\" their mother or help a doctor or nursing home get permission for a pill or procedure they feel is in the best interest of a patient.\nSent 15: Good news: Oklahoma now has a Public Guardianship Program, albeit unfunded, that will supply lawyers to perform this rights-monitoring process Oklahoma grandparents should be able to enjoy their grandchildren, not raise them.\nSent 16: But owing to the social problems of divorce and drug use, grandparents are increasingly being called on to raise their grandchildren because of missing parents.\nSent 17: Adding to the physical, emotional and financial burden they take on, grandparents face legal problems.\nSent 18: All the decisions parents made without a second thought now require evidence of legal authority when made by grandparents. \nQuestion: Where will this year's Senior Day be held?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Japan's prime minister conceded defeat in parliamentary elections Sunday, signaling the return to power of the Liberal Democratic Party and ending the brief rule of the disappointing upstart Democratic Party of Japan.\nSent 2: Prime Minister Yoshihiko Noda pledged to step down as party president after exit polls showed a smashing loss in lower house voting.\nSent 3: The party, once seen as a breath of fresh air in Japanese politics, came to be regarded as increasingly ineffective.\nSent 4: \"We got a regrettable result,\" Noda said.\nSent 5: \"The result is everything in the politics.\nSent 6: The biggest responsibility lies on me.\nSent 7: I will quit as the partly leader of DPJ.\"Sent 8: The move clears the way for the return to power of former Prime Minister Shinzo Abe, the current leader of the conservative-leaning Liberal Democratic Party, or LDP.\nSent 9: \"The Japanese people will be keenly looking whether the LDP can meet with their expectations,\" Abe said in interviews after the polling.\nSent 10: The LDP ruled the country almost continuously since its establishment in 1955 until it was forced from power three years ago by the DPJ.\nSent 11: Public broadcaster NHK said the LDP and its coalition partner, the new Komei party, gained at least 302 seats in the 480-seat lower house.\nSent 12: CNN's main affiliate, TV Asahi, reports the LDP/Komei coalition gained at least 312 seats.\nSent 13: The official count is expected to be released Monday.\nSent 14: The LDP is inheriting a struggling economy, regional tensions and questions over Japan's role in Asia.\nSent 15: \"The economy is at the bottom.\nSent 16: It's our first mission to turn it around,\" Abe said. \nQuestion: Who is the Prime Minister of Japan?.", "pos": "Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.\nSent 2: Edo was renamed Tokyo (“Eastern Capital”), and Mitsuhito took over the Tokugawa castle as his palace.\nSent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji (“Enlightened Rule”) was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.\nSent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.\nSent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.\nSent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.\nSent 7: And to show just how fast Japan’s new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.\nSent 8: There was an inevitable reaction to rapid Westernization.\nSent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.\nSent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.\nSent 11: If the singing in school of military songs such as “Come, Foes, Come!\nSent 12: ” or “Though the Enemy Be Tens of Thousands Strong” seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.\nSent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.\nSent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan’s modernized army over China’s larger but much less well-organized forces.\nSent 15: More impressive still was Japan’s success against the powerful war machine of Czarist Russia (1904–1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.\nSent 16: The West was forced to accept Japan’s occupation of southern Manchuria and the annexation of Korea in 1910.\nSent 17: In just 40 years, Japan had established itself as a viable world power. \nQuestion: How old was Mitsuhito when he took over the Tokugawa castle as his palace?.", "neg": "Paragraph- Sent 1: (CNN) -- Japan's prime minister conceded defeat in parliamentary elections Sunday, signaling the return to power of the Liberal Democratic Party and ending the brief rule of the disappointing upstart Democratic Party of Japan.\nSent 2: Prime Minister Yoshihiko Noda pledged to step down as party president after exit polls showed a smashing loss in lower house voting.\nSent 3: The party, once seen as a breath of fresh air in Japanese politics, came to be regarded as increasingly ineffective.\nSent 4: \"We got a regrettable result,\" Noda said.\nSent 5: \"The result is everything in the politics.\nSent 6: The biggest responsibility lies on me.\nSent 7: I will quit as the partly leader of DPJ.\"Sent 8: The move clears the way for the return to power of former Prime Minister Shinzo Abe, the current leader of the conservative-leaning Liberal Democratic Party, or LDP.\nSent 9: \"The Japanese people will be keenly looking whether the LDP can meet with their expectations,\" Abe said in interviews after the polling.\nSent 10: The LDP ruled the country almost continuously since its establishment in 1955 until it was forced from power three years ago by the DPJ.\nSent 11: Public broadcaster NHK said the LDP and its coalition partner, the new Komei party, gained at least 302 seats in the 480-seat lower house.\nSent 12: CNN's main affiliate, TV Asahi, reports the LDP/Komei coalition gained at least 312 seats.\nSent 13: The official count is expected to be released Monday.\nSent 14: The LDP is inheriting a struggling economy, regional tensions and questions over Japan's role in Asia.\nSent 15: \"The economy is at the bottom.\nSent 16: It's our first mission to turn it around,\" Abe said. \nQuestion: What is the first mission of the LDP?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: At age 16, Alexander's education under Aristotle ended.\nSent 2: Philip waged war against Byzantion, leaving Alexander in charge as regent and heir apparent.\nSent 3: During Philip's absence, the Thracian Maedi revolted against Macedonia.\nSent 4: Alexander responded quickly, driving them from their territory.\nSent 5: He colonized it with Greeks, and founded a city named Alexandropolis.\nSent 6: Upon Philip's return, he dispatched Alexander with a small force to subdue revolts in southern Thrace.\nSent 7: Campaigning against the Greek city of Perinthus, Alexander is reported to have saved his father's life.\nSent 8: Meanwhile, the city of Amphissa began to work lands that were sacred to Apollo near Delphi, a sacrilege that gave Philip the opportunity to further intervene in Greek affairs.\nSent 9: Still occupied in Thrace, he ordered Alexander to muster an army for a campaign in Greece.\nSent 10: Concerned that other Greek states might intervene, Alexander made it look as though he was preparing to attack Illyria instead.\nSent 11: During this turmoil, the Illyrians invaded Macedonia, only to be repelled by Alexander.\nSent 12: Philip and his army joined his son in 338 BC, and they marched south through Thermopylae, taking it after stubborn resistance from its Theban garrison.\nSent 13: They went on to occupy the city of Elatea, only a few days' march from both Athens and Thebes.\nSent 14: The Athenians, led by Demosthenes, voted to seek alliance with Thebes against Macedonia.\nSent 15: Both Athens and Philip sent embassies to win Thebes' favor, but Athens won the contest.\nSent 16: Philip marched on Amphissa (ostensibly acting on the request of the Amphictyonic League), capturing the mercenaries sent there by Demosthenes and accepting the city's surrender.\nSent 17: Philip then returned to Elatea, sending a final offer of peace to Athens and Thebes, who both rejected it. \nQuestion: Who founded Alexandropolis?.", "pos": "Paragraph- Sent 1: Alexander then chased Darius, first into Media, and then Parthia.\nSent 2: The Persian king no longer controlled his own destiny, and was taken prisoner by Bessus, his Bactrian satrap and kinsman.\nSent 3: As Alexander approached, Bessus had his men fatally stab the Great King and then declared himself Darius' successor as Artaxerxes V, before retreating into Central Asia to launch a guerrilla campaign against Alexander.\nSent 4: Alexander buried Darius' remains next to his Achaemenid predecessors in a regal funeral.\nSent 5: He claimed that, while dying, Darius had named him as his successor to the Achaemenid throne.\nSent 6: The Achaemenid Empire is normally considered to have fallen with Darius.\nSent 7: Alexander viewed Bessus as a usurper and set out to defeat him.\nSent 8: This campaign, initially against Bessus, turned into a grand tour of central Asia.\nSent 9: Alexander founded a series of new cities, all called Alexandria, including modern Kandahar in Afghanistan, and Alexandria Eschate (\"The Furthest\") in modern Tajikistan.\nSent 10: The campaign took Alexander through Media, Parthia, Aria (West Afghanistan), Drangiana, Arachosia (South and Central Afghanistan), Bactria (North and Central Afghanistan), and Scythia.\nSent 11: Spitamenes, who held an undefined position in the satrapy of Sogdiana, in 329 BC betrayed Bessus to Ptolemy, one of Alexander's trusted companions, and Bessus was executed.\nSent 12: However, when, at some point later, Alexander was on the Jaxartes dealing with an incursion by a horse nomad army, Spitamenes raised Sogdiana in revolt.\nSent 13: Alexander personally defeated the Scythians at the Battle of Jaxartes and immediately launched a campaign against Spitamenes, defeating him in the Battle of Gabai.\nSent 14: After the defeat, Spitamenes was killed by his own men, who then sued for peace. \nQuestion: Who claimed that Darius named him his successor as he died?.", "neg": "Paragraph- Sent 1: At age 16, Alexander's education under Aristotle ended.\nSent 2: Philip waged war against Byzantion, leaving Alexander in charge as regent and heir apparent.\nSent 3: During Philip's absence, the Thracian Maedi revolted against Macedonia.\nSent 4: Alexander responded quickly, driving them from their territory.\nSent 5: He colonized it with Greeks, and founded a city named Alexandropolis.\nSent 6: Upon Philip's return, he dispatched Alexander with a small force to subdue revolts in southern Thrace.\nSent 7: Campaigning against the Greek city of Perinthus, Alexander is reported to have saved his father's life.\nSent 8: Meanwhile, the city of Amphissa began to work lands that were sacred to Apollo near Delphi, a sacrilege that gave Philip the opportunity to further intervene in Greek affairs.\nSent 9: Still occupied in Thrace, he ordered Alexander to muster an army for a campaign in Greece.\nSent 10: Concerned that other Greek states might intervene, Alexander made it look as though he was preparing to attack Illyria instead.\nSent 11: During this turmoil, the Illyrians invaded Macedonia, only to be repelled by Alexander.\nSent 12: Philip and his army joined his son in 338 BC, and they marched south through Thermopylae, taking it after stubborn resistance from its Theban garrison.\nSent 13: They went on to occupy the city of Elatea, only a few days' march from both Athens and Thebes.\nSent 14: The Athenians, led by Demosthenes, voted to seek alliance with Thebes against Macedonia.\nSent 15: Both Athens and Philip sent embassies to win Thebes' favor, but Athens won the contest.\nSent 16: Philip marched on Amphissa (ostensibly acting on the request of the Amphictyonic League), capturing the mercenaries sent there by Demosthenes and accepting the city's surrender.\nSent 17: Philip then returned to Elatea, sending a final offer of peace to Athens and Thebes, who both rejected it. \nQuestion: In 338 B.C. what two places did Phillip and his son occupy or overtake?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Sam Farragut is a sociopathic business executive in Southern California who forces a team of advertising agency employees to embark on a dangerous dirtbike trip to the Baja California desert in order to compete for his business .\nSent 2: The men are Warren Summerfield , a suicidal middle-aged ad executive who has been fired from the agency ; the straightlaced Paul McIlvain who is inattentive to his wife , and brash art designer Maxon who feels suddenly trapped after his girlfriend announces she is pregnant .\nSent 3: There are numerous long sequences of motorcycle riding on desert backroads .\nSent 4: Summerfield has been having an affair with McIlvian 's wife .\nSent 5: He has not told his wife that he was fired and is simply serving out his tenure at the agency while looking for a new position .\nSent 6: His wife is actually aware of the affair .\nSent 7: Farragut convinces the ad men to make the motorcycle journey on the pretext of looking for a location to shoot a commercial .\nSent 8: In reality , Farragut is reckless and looking to involve the men in spontaneous edgy adventure of his own manipulation .\nSent 9: After they leave , McIlvain 's wife suspects that Summerfield is planning to kill himself for the insurance money , but she can not convince Summerfield 's wife to instigate a search .\nSent 10: The four men travel deeper into Mexico on isolated dirt roads .\nSent 11: At one point Summerfield contemplates plunging off a cliff .\nSent 12: After being humiliated by a young American couple in a Baja bar , Farragut tracks them down on the beach while accompanied by Maxon . \nQuestion: Whose wife is having an affair with Summerfield?.", "pos": "Paragraph- Sent 1: Sam Farragut is a sociopathic business executive in Southern California who forces a team of advertising agency employees to embark on a dangerous dirtbike trip to the Baja California desert in order to compete for his business .\nSent 2: The men are Warren Summerfield , a suicidal middle-aged ad executive who has been fired from the agency ; the straightlaced Paul McIlvain who is inattentive to his wife , and brash art designer Maxon who feels suddenly trapped after his girlfriend announces she is pregnant .\nSent 3: There are numerous long sequences of motorcycle riding on desert backroads .\nSent 4: Summerfield has been having an affair with McIlvian 's wife .\nSent 5: He has not told his wife that he was fired and is simply serving out his tenure at the agency while looking for a new position .\nSent 6: His wife is actually aware of the affair .\nSent 7: Farragut convinces the ad men to make the motorcycle journey on the pretext of looking for a location to shoot a commercial .\nSent 8: In reality , Farragut is reckless and looking to involve the men in spontaneous edgy adventure of his own manipulation .\nSent 9: After they leave , McIlvain 's wife suspects that Summerfield is planning to kill himself for the insurance money , but she can not convince Summerfield 's wife to instigate a search .\nSent 10: The four men travel deeper into Mexico on isolated dirt roads .\nSent 11: At one point Summerfield contemplates plunging off a cliff .\nSent 12: After being humiliated by a young American couple in a Baja bar , Farragut tracks them down on the beach while accompanied by Maxon . \nQuestion: Whose wife is having an affair with a suicidal man?.", "neg": "Paragraph- Sent 1: Sam Farragut is a sociopathic business executive in Southern California who forces a team of advertising agency employees to embark on a dangerous dirtbike trip to the Baja California desert in order to compete for his business .\nSent 2: The men are Warren Summerfield , a suicidal middle-aged ad executive who has been fired from the agency ; the straightlaced Paul McIlvain who is inattentive to his wife , and brash art designer Maxon who feels suddenly trapped after his girlfriend announces she is pregnant .\nSent 3: There are numerous long sequences of motorcycle riding on desert backroads .\nSent 4: Summerfield has been having an affair with McIlvian 's wife .\nSent 5: He has not told his wife that he was fired and is simply serving out his tenure at the agency while looking for a new position .\nSent 6: His wife is actually aware of the affair .\nSent 7: Farragut convinces the ad men to make the motorcycle journey on the pretext of looking for a location to shoot a commercial .\nSent 8: In reality , Farragut is reckless and looking to involve the men in spontaneous edgy adventure of his own manipulation .\nSent 9: After they leave , McIlvain 's wife suspects that Summerfield is planning to kill himself for the insurance money , but she can not convince Summerfield 's wife to instigate a search .\nSent 10: The four men travel deeper into Mexico on isolated dirt roads .\nSent 11: At one point Summerfield contemplates plunging off a cliff .\nSent 12: After being humiliated by a young American couple in a Baja bar , Farragut tracks them down on the beach while accompanied by Maxon . \nQuestion: After traveling further into Mexico on isolated dirt roads, Summerfield contemplates what extreme action?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Patricia Cross and her boyfriend Larry Osborne , two students in a San Francisco school , become expelled for the publication of an off-campus underground paper .\nSent 2: As a result , a philosophy professor , Dr. Jonathon Barnett , resigns his teaching position and decides to become an advocate for the counterculture youth movement and , specifically , the use of LSD .\nSent 3: The hippies of the Haight-Ashbury district first see him as a hero and then as something even more .\nSent 4: Dr. Barnett even makes an appearance on the Joe Pyne TV show to voice his support of the hippie community and the use of LSD .\nSent 5: One scheming young man sees the opportunity to build Dr. Barnett as a the head of a cult centered around the use of LSD .\nSent 6: He hopes to earn profit from the users , Dr. Barnett 's speeches known as `` happenings , '' and their lifestyles .\nSent 7: At a massive LSD-fueled dance , Patricia begins to have a bad trip which leads to an argument between her and Pat , ultimately splitting the couple up .\nSent 8: After Patricia realizes that she 's pregnant , Dr. Barnett advises her to have an abortion , ultimately leading to Patricia attempting suicide .\nSent 9: However , Larry saves her and makes the destruction of Dr. Barnett 's cult his primary objective .\nSent 10: Larry shoots Dr. Barnett from the crowd at one of his massive speeches .\nSent 11: As another hippie in attendance calms the audience and Elliot sees his new leader for their cult-like organization , Larry realizes that his assassination of Dr. Barnett simply made him a martyr for the hippie movement . \nQuestion: Larry shoots Barnett after vowing what?.", "pos": "Paragraph- Sent 1: Patricia Cross and her boyfriend Larry Osborne , two students in a San Francisco school , become expelled for the publication of an off-campus underground paper .\nSent 2: As a result , a philosophy professor , Dr. Jonathon Barnett , resigns his teaching position and decides to become an advocate for the counterculture youth movement and , specifically , the use of LSD .\nSent 3: The hippies of the Haight-Ashbury district first see him as a hero and then as something even more .\nSent 4: Dr. Barnett even makes an appearance on the Joe Pyne TV show to voice his support of the hippie community and the use of LSD .\nSent 5: One scheming young man sees the opportunity to build Dr. Barnett as a the head of a cult centered around the use of LSD .\nSent 6: He hopes to earn profit from the users , Dr. Barnett 's speeches known as `` happenings , '' and their lifestyles .\nSent 7: At a massive LSD-fueled dance , Patricia begins to have a bad trip which leads to an argument between her and Pat , ultimately splitting the couple up .\nSent 8: After Patricia realizes that she 's pregnant , Dr. Barnett advises her to have an abortion , ultimately leading to Patricia attempting suicide .\nSent 9: However , Larry saves her and makes the destruction of Dr. Barnett 's cult his primary objective .\nSent 10: Larry shoots Dr. Barnett from the crowd at one of his massive speeches .\nSent 11: As another hippie in attendance calms the audience and Elliot sees his new leader for their cult-like organization , Larry realizes that his assassination of Dr. Barnett simply made him a martyr for the hippie movement . \nQuestion: Which event drives Larry to destroy the cult?.", "neg": "Paragraph- Sent 1: Patricia Cross and her boyfriend Larry Osborne , two students in a San Francisco school , become expelled for the publication of an off-campus underground paper .\nSent 2: As a result , a philosophy professor , Dr. Jonathon Barnett , resigns his teaching position and decides to become an advocate for the counterculture youth movement and , specifically , the use of LSD .\nSent 3: The hippies of the Haight-Ashbury district first see him as a hero and then as something even more .\nSent 4: Dr. Barnett even makes an appearance on the Joe Pyne TV show to voice his support of the hippie community and the use of LSD .\nSent 5: One scheming young man sees the opportunity to build Dr. Barnett as a the head of a cult centered around the use of LSD .\nSent 6: He hopes to earn profit from the users , Dr. Barnett 's speeches known as `` happenings , '' and their lifestyles .\nSent 7: At a massive LSD-fueled dance , Patricia begins to have a bad trip which leads to an argument between her and Pat , ultimately splitting the couple up .\nSent 8: After Patricia realizes that she 's pregnant , Dr. Barnett advises her to have an abortion , ultimately leading to Patricia attempting suicide .\nSent 9: However , Larry saves her and makes the destruction of Dr. Barnett 's cult his primary objective .\nSent 10: Larry shoots Dr. Barnett from the crowd at one of his massive speeches .\nSent 11: As another hippie in attendance calms the audience and Elliot sees his new leader for their cult-like organization , Larry realizes that his assassination of Dr. Barnett simply made him a martyr for the hippie movement . \nQuestion: What drug does Dr. Barnett support the use of?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: what is Ben 's cross-country drive.", "pos": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: What was the consequence of Ben talking back to the Judge?.", "neg": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: What humbles Ben while working at the clinic?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: States like Minnesota and New Jersey spend three times more than California to meet the poor's legal needs, Connecticut and Massachusetts spend more than twice as much, and countries like England, Canada, Australia, Scotland and New Zealand spend anywhere from two to 14 times more proportionately than California, despite the fact that California has the world's sixth largest economy.\nSent 2: The report says the state would need to triple its combined public and private investment in legal services to adequately meet the legal needs of low-income Californians.\nSent 3: The 1996 welfare reform legisla tion, in particular, brought dramatic changes to the lives of those living in poverty, for while fewer people now receive welfare benefits, those who left welfare to work are still poor.\nSent 4: And the legal issues they face \"have become more numerous and complex,\" the report said.\nSent 5: \"Parents who found only low-paying jobs without health benefits did not improve the well-being of their children.\nSent 6: Women who entered the workforce in low-skilled positions with no opportunity to acquire marketable skills lack realistic long-term options.\nSent 7: Obstacles to employment such as lack of child care and transportation, domestic violence and job discrimination raise a host of new legal issues.\"Sent 8: Those issues revolve around an extensive universe of problems, including housing, education, domestic violence, immigration, employment, grandparent guardianships, bankruptcy and consumer debt, veterans' issues, elder abuse and home equity fraud, the report said.\nSent 9: To meet all those needs, there is only one legal aid lawyer for every 10,000 poor Californians.\nSent 10: Despite this bleak picture, the state's civil justice community has taken significant steps to close the gap between need and services in the past five years: The legislature and the governor established the Equal Access Fund, which has provided $10 million annually since 1999 for more than 100 local legal services programs.\nSent 11: Access to the courts has been enhanced through a variety of self-help options, including online assistance in every county, a system of family law facilitators, increased funding for alternative dispute resolution and simplified forms and procedures.\nSent 12: The Judicial Council is addressing language barriers by increasing the availability of qualified interpreters and translating forms and instructions into Spanish, Vietnam-ese, Korean and Chinese.\nSent 13: Legal services programs have been strengthened by offering a wide range of services, including self-help clinics and hotlines and working relationships with social services agencies to meet all of a client's needs.\nSent 14: Still, when more than 70 percent of the poor's legal needs are not being met, much remains to be done, the report points out.\nSent 15: It recommends adding to the access fund, increasing both the number of pro bono hours and financial contributions from attorneys, improved assistance for unrepresented litigants and access to an attorney for those who require one, and development of a statewide plan to distribute legal services more evenly throughout the state to insure that the rural population also is served.\nSent 16: \"I know my fe llow judges want to do justice and not inflict injustice,\" observed Justice Earl Johnson of the California Court of Appeal, who chaired the committee that researched and wrote the report.\nSent 17: \"More than anyone, they know it can be nearly impossible to do the former and avoid the latter in a one-sided contest where only one litigant has a lawyer.\"Sent 18: \"Our whole society is harmed when access and fairness are denied,\" said Londen. \nQuestion: Who is addressing language barriers by increasing the availability of qualified interpreters and translating forms and instructions into Spanish, Vietnam-ese, Korean and Chinese.", "pos": "Paragraph- Sent 1: States like Minnesota and New Jersey spend three times more than California to meet the poor's legal needs, Connecticut and Massachusetts spend more than twice as much, and countries like England, Canada, Australia, Scotland and New Zealand spend anywhere from two to 14 times more proportionately than California, despite the fact that California has the world's sixth largest economy.\nSent 2: The report says the state would need to triple its combined public and private investment in legal services to adequately meet the legal needs of low-income Californians.\nSent 3: The 1996 welfare reform legisla tion, in particular, brought dramatic changes to the lives of those living in poverty, for while fewer people now receive welfare benefits, those who left welfare to work are still poor.\nSent 4: And the legal issues they face \"have become more numerous and complex,\" the report said.\nSent 5: \"Parents who found only low-paying jobs without health benefits did not improve the well-being of their children.\nSent 6: Women who entered the workforce in low-skilled positions with no opportunity to acquire marketable skills lack realistic long-term options.\nSent 7: Obstacles to employment such as lack of child care and transportation, domestic violence and job discrimination raise a host of new legal issues.\"Sent 8: Those issues revolve around an extensive universe of problems, including housing, education, domestic violence, immigration, employment, grandparent guardianships, bankruptcy and consumer debt, veterans' issues, elder abuse and home equity fraud, the report said.\nSent 9: To meet all those needs, there is only one legal aid lawyer for every 10,000 poor Californians.\nSent 10: Despite this bleak picture, the state's civil justice community has taken significant steps to close the gap between need and services in the past five years: The legislature and the governor established the Equal Access Fund, which has provided $10 million annually since 1999 for more than 100 local legal services programs.\nSent 11: Access to the courts has been enhanced through a variety of self-help options, including online assistance in every county, a system of family law facilitators, increased funding for alternative dispute resolution and simplified forms and procedures.\nSent 12: The Judicial Council is addressing language barriers by increasing the availability of qualified interpreters and translating forms and instructions into Spanish, Vietnam-ese, Korean and Chinese.\nSent 13: Legal services programs have been strengthened by offering a wide range of services, including self-help clinics and hotlines and working relationships with social services agencies to meet all of a client's needs.\nSent 14: Still, when more than 70 percent of the poor's legal needs are not being met, much remains to be done, the report points out.\nSent 15: It recommends adding to the access fund, increasing both the number of pro bono hours and financial contributions from attorneys, improved assistance for unrepresented litigants and access to an attorney for those who require one, and development of a statewide plan to distribute legal services more evenly throughout the state to insure that the rural population also is served.\nSent 16: \"I know my fe llow judges want to do justice and not inflict injustice,\" observed Justice Earl Johnson of the California Court of Appeal, who chaired the committee that researched and wrote the report.\nSent 17: \"More than anyone, they know it can be nearly impossible to do the former and avoid the latter in a one-sided contest where only one litigant has a lawyer.\"Sent 18: \"Our whole society is harmed when access and fairness are denied,\" said Londen. \nQuestion: who said \"\"I know my fellow judges want to do justice and not inflict injustice,\".", "neg": "Paragraph- Sent 1: States like Minnesota and New Jersey spend three times more than California to meet the poor's legal needs, Connecticut and Massachusetts spend more than twice as much, and countries like England, Canada, Australia, Scotland and New Zealand spend anywhere from two to 14 times more proportionately than California, despite the fact that California has the world's sixth largest economy.\nSent 2: The report says the state would need to triple its combined public and private investment in legal services to adequately meet the legal needs of low-income Californians.\nSent 3: The 1996 welfare reform legisla tion, in particular, brought dramatic changes to the lives of those living in poverty, for while fewer people now receive welfare benefits, those who left welfare to work are still poor.\nSent 4: And the legal issues they face \"have become more numerous and complex,\" the report said.\nSent 5: \"Parents who found only low-paying jobs without health benefits did not improve the well-being of their children.\nSent 6: Women who entered the workforce in low-skilled positions with no opportunity to acquire marketable skills lack realistic long-term options.\nSent 7: Obstacles to employment such as lack of child care and transportation, domestic violence and job discrimination raise a host of new legal issues.\"Sent 8: Those issues revolve around an extensive universe of problems, including housing, education, domestic violence, immigration, employment, grandparent guardianships, bankruptcy and consumer debt, veterans' issues, elder abuse and home equity fraud, the report said.\nSent 9: To meet all those needs, there is only one legal aid lawyer for every 10,000 poor Californians.\nSent 10: Despite this bleak picture, the state's civil justice community has taken significant steps to close the gap between need and services in the past five years: The legislature and the governor established the Equal Access Fund, which has provided $10 million annually since 1999 for more than 100 local legal services programs.\nSent 11: Access to the courts has been enhanced through a variety of self-help options, including online assistance in every county, a system of family law facilitators, increased funding for alternative dispute resolution and simplified forms and procedures.\nSent 12: The Judicial Council is addressing language barriers by increasing the availability of qualified interpreters and translating forms and instructions into Spanish, Vietnam-ese, Korean and Chinese.\nSent 13: Legal services programs have been strengthened by offering a wide range of services, including self-help clinics and hotlines and working relationships with social services agencies to meet all of a client's needs.\nSent 14: Still, when more than 70 percent of the poor's legal needs are not being met, much remains to be done, the report points out.\nSent 15: It recommends adding to the access fund, increasing both the number of pro bono hours and financial contributions from attorneys, improved assistance for unrepresented litigants and access to an attorney for those who require one, and development of a statewide plan to distribute legal services more evenly throughout the state to insure that the rural population also is served.\nSent 16: \"I know my fe llow judges want to do justice and not inflict injustice,\" observed Justice Earl Johnson of the California Court of Appeal, who chaired the committee that researched and wrote the report.\nSent 17: \"More than anyone, they know it can be nearly impossible to do the former and avoid the latter in a one-sided contest where only one litigant has a lawyer.\"Sent 18: \"Our whole society is harmed when access and fairness are denied,\" said Londen. \nQuestion: Since the 1996 welfare reform legislation was enacted, have legal issues for the poor become fewer?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: ROME, Italy (CNN) -- A U.N. report says hunger is on the rise globally and blames higher food prices.\nSent 2: Populations within conflict zones such as the Democratic Republic of Congo are particularly vulnerable.\nSent 3: The Food and Agriculture Organization has issued preliminary estimates classifying 963 million people as undernourished -- an increase of 40 million people over the past year.\nSent 4: \"One out of seven people -- about 15 percent -- suffer chronically of not having enough to eat,\" said Mark Smulders, an FAO economist.\nSent 5: The hunger report -- titled \"The State of Food Insecurity in the World 2008\" -- said the world's financial and economic problems could throw more people into poverty.\nSent 6: The number of hungry had been increasing over the years before the rise in food prices, with warfare and political instability continuing to be among the factors causing poverty.\nSent 7: The preliminary estimates lack a firm country breakdown, but last year's figures are an accurate measure of where the problems are.\nSent 8: About 907 out of 923 million undernourished people in 2007, or 65 percent of the hungry, live in India, China, the war-wracked Democratic Republic of Congo, Bangladesh, Indonesia, Pakistan and Ethiopia.\nSent 9: Smulders said about 27 percent of the world's hungry live in India and 15 percent in China.\nSent 10: The other countries each represent 4 to 5 percent of the world's total.\nSent 11: There has been progress in fighting hunger in the Asian nations of Thailand and Vietnam, and in the sub-Saharan African nations of Ghana, Republic of Congo, Nigeria, Mozambique and Malawi, the report said. \nQuestion: What are some possible solutions to the issue of poverty that has been increasing throughout the past years?.", "pos": "Paragraph- Sent 1: ROME, Italy (CNN) -- A U.N. report says hunger is on the rise globally and blames higher food prices.\nSent 2: Populations within conflict zones such as the Democratic Republic of Congo are particularly vulnerable.\nSent 3: The Food and Agriculture Organization has issued preliminary estimates classifying 963 million people as undernourished -- an increase of 40 million people over the past year.\nSent 4: \"One out of seven people -- about 15 percent -- suffer chronically of not having enough to eat,\" said Mark Smulders, an FAO economist.\nSent 5: The hunger report -- titled \"The State of Food Insecurity in the World 2008\" -- said the world's financial and economic problems could throw more people into poverty.\nSent 6: The number of hungry had been increasing over the years before the rise in food prices, with warfare and political instability continuing to be among the factors causing poverty.\nSent 7: The preliminary estimates lack a firm country breakdown, but last year's figures are an accurate measure of where the problems are.\nSent 8: About 907 out of 923 million undernourished people in 2007, or 65 percent of the hungry, live in India, China, the war-wracked Democratic Republic of Congo, Bangladesh, Indonesia, Pakistan and Ethiopia.\nSent 9: Smulders said about 27 percent of the world's hungry live in India and 15 percent in China.\nSent 10: The other countries each represent 4 to 5 percent of the world's total.\nSent 11: There has been progress in fighting hunger in the Asian nations of Thailand and Vietnam, and in the sub-Saharan African nations of Ghana, Republic of Congo, Nigeria, Mozambique and Malawi, the report said. \nQuestion: What is the main issue of poverty?.", "neg": "Paragraph- Sent 1: ROME, Italy (CNN) -- A U.N. report says hunger is on the rise globally and blames higher food prices.\nSent 2: Populations within conflict zones such as the Democratic Republic of Congo are particularly vulnerable.\nSent 3: The Food and Agriculture Organization has issued preliminary estimates classifying 963 million people as undernourished -- an increase of 40 million people over the past year.\nSent 4: \"One out of seven people -- about 15 percent -- suffer chronically of not having enough to eat,\" said Mark Smulders, an FAO economist.\nSent 5: The hunger report -- titled \"The State of Food Insecurity in the World 2008\" -- said the world's financial and economic problems could throw more people into poverty.\nSent 6: The number of hungry had been increasing over the years before the rise in food prices, with warfare and political instability continuing to be among the factors causing poverty.\nSent 7: The preliminary estimates lack a firm country breakdown, but last year's figures are an accurate measure of where the problems are.\nSent 8: About 907 out of 923 million undernourished people in 2007, or 65 percent of the hungry, live in India, China, the war-wracked Democratic Republic of Congo, Bangladesh, Indonesia, Pakistan and Ethiopia.\nSent 9: Smulders said about 27 percent of the world's hungry live in India and 15 percent in China.\nSent 10: The other countries each represent 4 to 5 percent of the world's total.\nSent 11: There has been progress in fighting hunger in the Asian nations of Thailand and Vietnam, and in the sub-Saharan African nations of Ghana, Republic of Congo, Nigeria, Mozambique and Malawi, the report said. \nQuestion: Is global hunger on the rise?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- A Christian evangelical group said Thursday that a Bible school -- backed by American evangelist Franklin Graham -- was destroyed in the latest bombing raid to hit South Kordofan, an oil-rich Sudanese province that borders the newly created independent country of South Sudan.\nSent 2: At least eight bombs were dropped in the area Wednesday during the school's first day of classes, according to a statement by Samaritan's Purse, Graham's Christian humanitarian group, which supports the school.\nSent 3: Two bombs landed inside the compound -- located in the region's Nuba Mountains -- destroying two Heiban Bible College buildings and igniting grass fires across the area, the group said in a statement No injuries were reported.\nSent 4: \"It was a miracle that no one was injured,\" the statement added.\nSent 5: Graham, who has called on the international community to take out Sudan's air assets and establish a no-fly zone in the region, said in a statement Thursday that he blamed Sudan's air force for the strike.\nSent 6: At least four churches have been destroyed since August, the group said.\nSent 7: \"We are deeply concerned for the welfare and lives of the people of South Kordofan and we condemn the bombing of churches and Christian facilities,\" added Graham, son of the famed Rev. Billy Graham.\nSent 8: More than 78,000 people have fled South Kordofan and Blue Nile states since August of last year after an armed rebellion took root, the United Nations reported.\nSent 9: The Sudanese government is thought to have responded to the rebellion by conducting sustained air raids with the use of Russian-made Antonov bombers, which have raised concerns over civilian casualties.\nSent 10: Decades of civil war between the north and south, costing as many as 2 million lives, formally ended with a U.S.-brokered peace treaty in 2005. \nQuestion: Who dropped at least eight bombs in South Kordofan?.", "pos": "Paragraph- Sent 1: (CNN) -- A Christian evangelical group said Thursday that a Bible school -- backed by American evangelist Franklin Graham -- was destroyed in the latest bombing raid to hit South Kordofan, an oil-rich Sudanese province that borders the newly created independent country of South Sudan.\nSent 2: At least eight bombs were dropped in the area Wednesday during the school's first day of classes, according to a statement by Samaritan's Purse, Graham's Christian humanitarian group, which supports the school.\nSent 3: Two bombs landed inside the compound -- located in the region's Nuba Mountains -- destroying two Heiban Bible College buildings and igniting grass fires across the area, the group said in a statement No injuries were reported.\nSent 4: \"It was a miracle that no one was injured,\" the statement added.\nSent 5: Graham, who has called on the international community to take out Sudan's air assets and establish a no-fly zone in the region, said in a statement Thursday that he blamed Sudan's air force for the strike.\nSent 6: At least four churches have been destroyed since August, the group said.\nSent 7: \"We are deeply concerned for the welfare and lives of the people of South Kordofan and we condemn the bombing of churches and Christian facilities,\" added Graham, son of the famed Rev. Billy Graham.\nSent 8: More than 78,000 people have fled South Kordofan and Blue Nile states since August of last year after an armed rebellion took root, the United Nations reported.\nSent 9: The Sudanese government is thought to have responded to the rebellion by conducting sustained air raids with the use of Russian-made Antonov bombers, which have raised concerns over civilian casualties.\nSent 10: Decades of civil war between the north and south, costing as many as 2 million lives, formally ended with a U.S.-brokered peace treaty in 2005. \nQuestion: Who did Franklin Graham blame for the bombs that destroyed the Bible school?.", "neg": "Paragraph- Sent 1: (CNN) -- A Christian evangelical group said Thursday that a Bible school -- backed by American evangelist Franklin Graham -- was destroyed in the latest bombing raid to hit South Kordofan, an oil-rich Sudanese province that borders the newly created independent country of South Sudan.\nSent 2: At least eight bombs were dropped in the area Wednesday during the school's first day of classes, according to a statement by Samaritan's Purse, Graham's Christian humanitarian group, which supports the school.\nSent 3: Two bombs landed inside the compound -- located in the region's Nuba Mountains -- destroying two Heiban Bible College buildings and igniting grass fires across the area, the group said in a statement No injuries were reported.\nSent 4: \"It was a miracle that no one was injured,\" the statement added.\nSent 5: Graham, who has called on the international community to take out Sudan's air assets and establish a no-fly zone in the region, said in a statement Thursday that he blamed Sudan's air force for the strike.\nSent 6: At least four churches have been destroyed since August, the group said.\nSent 7: \"We are deeply concerned for the welfare and lives of the people of South Kordofan and we condemn the bombing of churches and Christian facilities,\" added Graham, son of the famed Rev. Billy Graham.\nSent 8: More than 78,000 people have fled South Kordofan and Blue Nile states since August of last year after an armed rebellion took root, the United Nations reported.\nSent 9: The Sudanese government is thought to have responded to the rebellion by conducting sustained air raids with the use of Russian-made Antonov bombers, which have raised concerns over civilian casualties.\nSent 10: Decades of civil war between the north and south, costing as many as 2 million lives, formally ended with a U.S.-brokered peace treaty in 2005. \nQuestion: What was the Sudanese government response to an armed rebellion that took place in August of last year?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: What animal was Kim Jong Un's uncle rumored to have been feed to?.", "pos": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: Who is the passive player in Rodman's tragicomedy as North Korea gives him an avenue for his antics?.", "neg": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: How many trips has Dennis Rodman made to North Korea in under 12 months?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Over the centuries, the living here has always been easy enough to attract a steady stream of immigrants.\nSent 2: Bountiful food sources might have made Malaysia an inviting place for the contemporaries of Java Man — in 230,000 b.c.\nSent 3: But thus far, the country’s earliest traces of homo sapiens, found in the Niah Caves of northern Sarawak, are fragments of a skull dating to 40,000 b.c.\nSent 4: On the peninsula, the oldest human-related relics (10,000 b.c.\nSent 5: ) are Stone Age tools of the Negritos.\nSent 6: These small, dark Melanesians are related in type to Australian aborigines and are confined today to the forests of the northern highlands.\nSent 7: By 2,000 b.c.\nSent 8: , these timid, gentle nomads hunting with bow and arrow were driven back from the coasts by waves of sturdy immigrants arriving in outrigger canoes equipped with sails.\nSent 9: Mongolians from South China and Polynesian and Malay peoples from the Philippines and the Indonesian islands settled along the rivers of the peninsula and northern Borneo.\nSent 10: They practiced a slash-and-burn agriculture of yams and millet, a technique that exhausted the soil and imposed a semi-nomadic existence from one jungle clearing to another.\nSent 11: Families lived in wooden longhouses like those still to be seen today among the Iban peoples of Sarawak.\nSent 12: Another unit was added on to the communal dwelling each time a marriage created a new family.\nSent 13: Other tough migrants from the South Seas settled along the coasts — sailors, fishermen, traders (for the most part pirates) — known euphemistically as orang laut (sea people). \nQuestion: What peoples practiced slash and burn agriculture techniques?.", "pos": "Paragraph- Sent 1: Over the centuries, the living here has always been easy enough to attract a steady stream of immigrants.\nSent 2: Bountiful food sources might have made Malaysia an inviting place for the contemporaries of Java Man — in 230,000 b.c.\nSent 3: But thus far, the country’s earliest traces of homo sapiens, found in the Niah Caves of northern Sarawak, are fragments of a skull dating to 40,000 b.c.\nSent 4: On the peninsula, the oldest human-related relics (10,000 b.c.\nSent 5: ) are Stone Age tools of the Negritos.\nSent 6: These small, dark Melanesians are related in type to Australian aborigines and are confined today to the forests of the northern highlands.\nSent 7: By 2,000 b.c.\nSent 8: , these timid, gentle nomads hunting with bow and arrow were driven back from the coasts by waves of sturdy immigrants arriving in outrigger canoes equipped with sails.\nSent 9: Mongolians from South China and Polynesian and Malay peoples from the Philippines and the Indonesian islands settled along the rivers of the peninsula and northern Borneo.\nSent 10: They practiced a slash-and-burn agriculture of yams and millet, a technique that exhausted the soil and imposed a semi-nomadic existence from one jungle clearing to another.\nSent 11: Families lived in wooden longhouses like those still to be seen today among the Iban peoples of Sarawak.\nSent 12: Another unit was added on to the communal dwelling each time a marriage created a new family.\nSent 13: Other tough migrants from the South Seas settled along the coasts — sailors, fishermen, traders (for the most part pirates) — known euphemistically as orang laut (sea people). \nQuestion: Who used to practice a slash-and-burn agriculture of yams and millet?.", "neg": "Paragraph- Sent 1: Over the centuries, the living here has always been easy enough to attract a steady stream of immigrants.\nSent 2: Bountiful food sources might have made Malaysia an inviting place for the contemporaries of Java Man — in 230,000 b.c.\nSent 3: But thus far, the country’s earliest traces of homo sapiens, found in the Niah Caves of northern Sarawak, are fragments of a skull dating to 40,000 b.c.\nSent 4: On the peninsula, the oldest human-related relics (10,000 b.c.\nSent 5: ) are Stone Age tools of the Negritos.\nSent 6: These small, dark Melanesians are related in type to Australian aborigines and are confined today to the forests of the northern highlands.\nSent 7: By 2,000 b.c.\nSent 8: , these timid, gentle nomads hunting with bow and arrow were driven back from the coasts by waves of sturdy immigrants arriving in outrigger canoes equipped with sails.\nSent 9: Mongolians from South China and Polynesian and Malay peoples from the Philippines and the Indonesian islands settled along the rivers of the peninsula and northern Borneo.\nSent 10: They practiced a slash-and-burn agriculture of yams and millet, a technique that exhausted the soil and imposed a semi-nomadic existence from one jungle clearing to another.\nSent 11: Families lived in wooden longhouses like those still to be seen today among the Iban peoples of Sarawak.\nSent 12: Another unit was added on to the communal dwelling each time a marriage created a new family.\nSent 13: Other tough migrants from the South Seas settled along the coasts — sailors, fishermen, traders (for the most part pirates) — known euphemistically as orang laut (sea people). \nQuestion: What might have attracted early immigrants  to Malaysia?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: WASHINGTON (CNN) -- The Pacific island nation of Palau has agreed to take in 17 Chinese Muslims held at the U.S. prison camp at Guantanamo Bay, Cuba, the country's ambassador to the United States said Wednesday.\nSent 2: The map shows the Pacific island nation of Palau in relation to China.\nSent 3: Details of the transfer are still being worked out, Ambassador Hersey Kyota told CNN.\nSent 4: But Kyota said his country, a former U.S. Pacific trust territory, has agreed to take in the ethnic Uighur detainees \"for humanitarian reasons\" and because of the \"special relationship\" between Palau and the United States.\nSent 5: U.S. State Department spokesman Ian Kelly would not comment on the announcement, telling reporters, \"We're still involved in ongoing discussions.\"Sent 6: The agreement includes some U.S. aid for Palau, Kyota said, but he said those details remained to be worked out as well.\nSent 7: The country, with a population of about 20,000, is about 1,000 miles southeast of Manila, Philippines, and about 4,600 miles west of Hawaii.\nSent 8: Palau has received nearly $900 million in U.S. aid since independence in 1994, according to congressional auditors, and depends on Washington for defense.\nSent 9: The \"Compact of Free Association\" between Palau and the United States is up for review, but Kelly said any additional aid offer \"is not linked to any other discussions we may be having with the government of Palau.\"Sent 10: The Uighurs were accused of receiving weapons and military training in Afghanistan. \nQuestion: What is the agreement between Palau and United States?.", "pos": "Paragraph- Sent 1: WASHINGTON (CNN) -- The Pacific island nation of Palau has agreed to take in 17 Chinese Muslims held at the U.S. prison camp at Guantanamo Bay, Cuba, the country's ambassador to the United States said Wednesday.\nSent 2: The map shows the Pacific island nation of Palau in relation to China.\nSent 3: Details of the transfer are still being worked out, Ambassador Hersey Kyota told CNN.\nSent 4: But Kyota said his country, a former U.S. Pacific trust territory, has agreed to take in the ethnic Uighur detainees \"for humanitarian reasons\" and because of the \"special relationship\" between Palau and the United States.\nSent 5: U.S. State Department spokesman Ian Kelly would not comment on the announcement, telling reporters, \"We're still involved in ongoing discussions.\"Sent 6: The agreement includes some U.S. aid for Palau, Kyota said, but he said those details remained to be worked out as well.\nSent 7: The country, with a population of about 20,000, is about 1,000 miles southeast of Manila, Philippines, and about 4,600 miles west of Hawaii.\nSent 8: Palau has received nearly $900 million in U.S. aid since independence in 1994, according to congressional auditors, and depends on Washington for defense.\nSent 9: The \"Compact of Free Association\" between Palau and the United States is up for review, but Kelly said any additional aid offer \"is not linked to any other discussions we may be having with the government of Palau.\"Sent 10: The Uighurs were accused of receiving weapons and military training in Afghanistan. \nQuestion: What is the ethnicity of the 17 Chinese muslims held in Guantanamo Bay?.", "neg": "Paragraph- Sent 1: WASHINGTON (CNN) -- The Pacific island nation of Palau has agreed to take in 17 Chinese Muslims held at the U.S. prison camp at Guantanamo Bay, Cuba, the country's ambassador to the United States said Wednesday.\nSent 2: The map shows the Pacific island nation of Palau in relation to China.\nSent 3: Details of the transfer are still being worked out, Ambassador Hersey Kyota told CNN.\nSent 4: But Kyota said his country, a former U.S. Pacific trust territory, has agreed to take in the ethnic Uighur detainees \"for humanitarian reasons\" and because of the \"special relationship\" between Palau and the United States.\nSent 5: U.S. State Department spokesman Ian Kelly would not comment on the announcement, telling reporters, \"We're still involved in ongoing discussions.\"Sent 6: The agreement includes some U.S. aid for Palau, Kyota said, but he said those details remained to be worked out as well.\nSent 7: The country, with a population of about 20,000, is about 1,000 miles southeast of Manila, Philippines, and about 4,600 miles west of Hawaii.\nSent 8: Palau has received nearly $900 million in U.S. aid since independence in 1994, according to congressional auditors, and depends on Washington for defense.\nSent 9: The \"Compact of Free Association\" between Palau and the United States is up for review, but Kelly said any additional aid offer \"is not linked to any other discussions we may be having with the government of Palau.\"Sent 10: The Uighurs were accused of receiving weapons and military training in Afghanistan. \nQuestion: Which country has a population of about 20,000?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: How does El reach the world of passageways?.", "pos": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: What happens in the  world of passageways?.", "neg": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: WHOM TO IN THE SHIP IS HAPPENED IN A PORTAL.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Three years after the events of the original film , the authorities are attempting to return law and order to ravaged District 13 .\nSent 2: The death of gang overlord Taha Ben Mahmoud has left a power vacuum , and total control of the area is now being fought over by five rival territorial gang lords who want to step into Taha 's position .\nSent 3: After taking out a major drug dealer , Damien is framed for drug dealing and arrested , but manages to make a call to Le to .\nSent 4: Meanwhile , corrupt government agents from the Department of Internal State Security , led by Gassman are bent on destroying the five tower blocks at the heart of District 13 with tactical precision bombing , and building luxury flats after the area is cleared .\nSent 5: In order to spark conflict with the district 's gangs , they shoot several cops , dump their car in District 13 , and prompt several gang members into gunning down the vehicle .\nSent 6: The footage of the incident convinces the President to carry out the strike .\nSent 7: However , a group of teens videotaped the agents as they shot the cops themselves .\nSent 8: The DISS agents soon come after the teen to arrest him and seize the recording , but the youth manages to slip his memory card to Le to .\nSent 9: Le to escapes the cops in District 13 and goes to rescue Damien .\nSent 10: After freeing Damien from his cell , they discuss the events and further plans , resolving to gather enough proof to expose the DISS agents .\nSent 11: While Damien distracts the guards , Le to breaks into Gassman 's office to steal his hard-drive for the evidence that they need . \nQuestion: Who murdered several police officers and who captured the evidence of their crime on video tape?.", "pos": "Paragraph- Sent 1: Three years after the events of the original film , the authorities are attempting to return law and order to ravaged District 13 .\nSent 2: The death of gang overlord Taha Ben Mahmoud has left a power vacuum , and total control of the area is now being fought over by five rival territorial gang lords who want to step into Taha 's position .\nSent 3: After taking out a major drug dealer , Damien is framed for drug dealing and arrested , but manages to make a call to Le to .\nSent 4: Meanwhile , corrupt government agents from the Department of Internal State Security , led by Gassman are bent on destroying the five tower blocks at the heart of District 13 with tactical precision bombing , and building luxury flats after the area is cleared .\nSent 5: In order to spark conflict with the district 's gangs , they shoot several cops , dump their car in District 13 , and prompt several gang members into gunning down the vehicle .\nSent 6: The footage of the incident convinces the President to carry out the strike .\nSent 7: However , a group of teens videotaped the agents as they shot the cops themselves .\nSent 8: The DISS agents soon come after the teen to arrest him and seize the recording , but the youth manages to slip his memory card to Le to .\nSent 9: Le to escapes the cops in District 13 and goes to rescue Damien .\nSent 10: After freeing Damien from his cell , they discuss the events and further plans , resolving to gather enough proof to expose the DISS agents .\nSent 11: While Damien distracts the guards , Le to breaks into Gassman 's office to steal his hard-drive for the evidence that they need . \nQuestion: Besides the footage which convinces the president to order the strike, what else was captured as it happened?.", "neg": "Paragraph- Sent 1: Three years after the events of the original film , the authorities are attempting to return law and order to ravaged District 13 .\nSent 2: The death of gang overlord Taha Ben Mahmoud has left a power vacuum , and total control of the area is now being fought over by five rival territorial gang lords who want to step into Taha 's position .\nSent 3: After taking out a major drug dealer , Damien is framed for drug dealing and arrested , but manages to make a call to Le to .\nSent 4: Meanwhile , corrupt government agents from the Department of Internal State Security , led by Gassman are bent on destroying the five tower blocks at the heart of District 13 with tactical precision bombing , and building luxury flats after the area is cleared .\nSent 5: In order to spark conflict with the district 's gangs , they shoot several cops , dump their car in District 13 , and prompt several gang members into gunning down the vehicle .\nSent 6: The footage of the incident convinces the President to carry out the strike .\nSent 7: However , a group of teens videotaped the agents as they shot the cops themselves .\nSent 8: The DISS agents soon come after the teen to arrest him and seize the recording , but the youth manages to slip his memory card to Le to .\nSent 9: Le to escapes the cops in District 13 and goes to rescue Damien .\nSent 10: After freeing Damien from his cell , they discuss the events and further plans , resolving to gather enough proof to expose the DISS agents .\nSent 11: While Damien distracts the guards , Le to breaks into Gassman 's office to steal his hard-drive for the evidence that they need . \nQuestion: Who did Damien kill?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   He was gone, like the shades of which he had spoken, and Mademoiselle and I were left staring at the black rectangle of the broken door.\nSent 2: I drew a deep breath and looked about me quickly.\nSent 3: It seemed somehow as though a spell were broken, as though the curtain had lowered on some final act in the theatre.\nSent 4: Slowly my mind seemed to free itself from a hundred illusions, and to move along more logical paths.\nSent 5: Brutus went to the arms rack in the corner, and selected a rusted cutlass from the small arms that still rested there, thrust it at me playfully and grinned.\nSent 6: For a minute or even more, the single log that was still burning in the fireplace hissed drowsily, and I could hear the vines tapping gently on the windows.\nSent 7: Then I heard a pistol shot, followed by a hoarse cry.\nSent 8: Mademoiselle started to her feet, and then sank back in her chair again, and from where I was standing I could see that her face was white and her hands were trembling.\nSent 9: So she loved him.\nSent 10: My hand gripped hard against the back of a chair.\nSent 11: Why should I have hoped she did not?. \nQuestion: About how long does it take for the person who left the room to be involved in a shooting?.", "pos": "Paragraph- Sent 1:   He was gone, like the shades of which he had spoken, and Mademoiselle and I were left staring at the black rectangle of the broken door.\nSent 2: I drew a deep breath and looked about me quickly.\nSent 3: It seemed somehow as though a spell were broken, as though the curtain had lowered on some final act in the theatre.\nSent 4: Slowly my mind seemed to free itself from a hundred illusions, and to move along more logical paths.\nSent 5: Brutus went to the arms rack in the corner, and selected a rusted cutlass from the small arms that still rested there, thrust it at me playfully and grinned.\nSent 6: For a minute or even more, the single log that was still burning in the fireplace hissed drowsily, and I could hear the vines tapping gently on the windows.\nSent 7: Then I heard a pistol shot, followed by a hoarse cry.\nSent 8: Mademoiselle started to her feet, and then sank back in her chair again, and from where I was standing I could see that her face was white and her hands were trembling.\nSent 9: So she loved him.\nSent 10: My hand gripped hard against the back of a chair.\nSent 11: Why should I have hoped she did not?. \nQuestion: What causes the speaker to become upset and grab the back of the chair?.", "neg": "Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.\nSent 2: I did not listen.\nSent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.\nSent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.\nSent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.\nSent 6: But I was probably only looking at my reflection in the capturador's lens.\nSent 7: Had he said then that I should use it on myself, I might have.\nSent 8: That moment passed.\nSent 9: I looked at Malaquez.\nSent 10: His eyes opened wider while we watched each other.\nSent 11: His lips contorted as if they had lost their ability to shape sound.\nSent 12: I turned to touch the cube that was Tasha's crypt.\nSent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.\nSent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.\nSent 15: I could free Tasha.\nSent 16: If I did, one of three things would happen.\nSent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.\nSent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.\nSent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.\nSent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door. \nQuestion: What is very unlikely to happen if the protagonist freed Tasha?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As controversies over lethal injection drugs surge, Tennessee has found a way around the issue: It is bringing back the electric chair.\nSent 2: Eight states authorize electrocution as a method of execution but only at the inmate's discretion.\nSent 3: Now Tennessee is the first state to make use of the electric chair mandatory when lethal injection drugs are unavailable.\nSent 4: Tennessee Gov. Bill Haslam signed the measure into law Thursday.\nSent 5: \"This is unusual and might be both cruel and unusual punishment,\" said Richard Dieter, president of the Death Penalty Information Center.\nSent 6: Related story: No more complex lethal cocktails, say experts \"No state says what Tennessee says.\nSent 7: This is forcing the inmate to use electrocution,\" according to Dieter, who believes \"the inmate would have an automatic Eighth Amendment challenge.\"Sent 8: The amendment protects against cruel and unusual punishment.\nSent 9: \"The electric chair is clearly a brutal alternative,\" Dieter said.\nSent 10: Related story: Botched injection stirs debate. \nQuestion: What amendment is this possibly violating and why?.", "pos": "Paragraph- Sent 1: As controversies over lethal injection drugs surge, Tennessee has found a way around the issue: It is bringing back the electric chair.\nSent 2: Eight states authorize electrocution as a method of execution but only at the inmate's discretion.\nSent 3: Now Tennessee is the first state to make use of the electric chair mandatory when lethal injection drugs are unavailable.\nSent 4: Tennessee Gov. Bill Haslam signed the measure into law Thursday.\nSent 5: \"This is unusual and might be both cruel and unusual punishment,\" said Richard Dieter, president of the Death Penalty Information Center.\nSent 6: Related story: No more complex lethal cocktails, say experts \"No state says what Tennessee says.\nSent 7: This is forcing the inmate to use electrocution,\" according to Dieter, who believes \"the inmate would have an automatic Eighth Amendment challenge.\"Sent 8: The amendment protects against cruel and unusual punishment.\nSent 9: \"The electric chair is clearly a brutal alternative,\" Dieter said.\nSent 10: Related story: Botched injection stirs debate. \nQuestion: Which representative of the Death Penalty Information Center believes the electric chair would prompt an Eighth Amendment challenge from inmates?.", "neg": "Paragraph- Sent 1: As controversies over lethal injection drugs surge, Tennessee has found a way around the issue: It is bringing back the electric chair.\nSent 2: Eight states authorize electrocution as a method of execution but only at the inmate's discretion.\nSent 3: Now Tennessee is the first state to make use of the electric chair mandatory when lethal injection drugs are unavailable.\nSent 4: Tennessee Gov. Bill Haslam signed the measure into law Thursday.\nSent 5: \"This is unusual and might be both cruel and unusual punishment,\" said Richard Dieter, president of the Death Penalty Information Center.\nSent 6: Related story: No more complex lethal cocktails, say experts \"No state says what Tennessee says.\nSent 7: This is forcing the inmate to use electrocution,\" according to Dieter, who believes \"the inmate would have an automatic Eighth Amendment challenge.\"Sent 8: The amendment protects against cruel and unusual punishment.\nSent 9: \"The electric chair is clearly a brutal alternative,\" Dieter said.\nSent 10: Related story: Botched injection stirs debate. \nQuestion: How can an inmate in Tennessee be executed via electric chair?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: “Smuggling,” responded Kishori.\nSent 2: Matter-of-fact.\nSent 3: Jefferson snorted, amused.\nSent 4: “Think about it,” Kishori continued, “where else would we get the money to buy all this?” “Renegade smugglers.\nSent 5: So what's our cargo, eh, captain?” Zheng joked, leaning back in his chair with his glass of wine.\nSent 6: Jefferson shook his head and stood up.\nSent 7: “I'll leave you to your speculation,” he said.\nSent 8: A chorus of good nights followed him out the door.\nSent 9: After the captain left, Zheng leaned in.\nSent 10: He set his glass down on an end table, steepled his fingers together.\nSent 11: “We're revolting,” he told us.\nSent 12: “And I don't mean that you disgust me.\nSent 13: No, we're the start of a rebellion.\nSent 14: Did you hear what the captain said earlier?\nSent 15: He means, we're going to change the future.\nSent 16: The universe as we know it won't be the same.” “That's dumb,” said Sarah.\nSent 17: “Wouldn't we know it if we were part of a rebellion?\nSent 18: Zheng shook his head.\nSent 19: “The captain selected us for a reason.\nSent 20: He has inside intelligence—how else would he know where to find us?. \nQuestion: What does Zheng mean by saying they are revolting?.", "pos": "Paragraph- Sent 1: “Smuggling,” responded Kishori.\nSent 2: Matter-of-fact.\nSent 3: Jefferson snorted, amused.\nSent 4: “Think about it,” Kishori continued, “where else would we get the money to buy all this?” “Renegade smugglers.\nSent 5: So what's our cargo, eh, captain?” Zheng joked, leaning back in his chair with his glass of wine.\nSent 6: Jefferson shook his head and stood up.\nSent 7: “I'll leave you to your speculation,” he said.\nSent 8: A chorus of good nights followed him out the door.\nSent 9: After the captain left, Zheng leaned in.\nSent 10: He set his glass down on an end table, steepled his fingers together.\nSent 11: “We're revolting,” he told us.\nSent 12: “And I don't mean that you disgust me.\nSent 13: No, we're the start of a rebellion.\nSent 14: Did you hear what the captain said earlier?\nSent 15: He means, we're going to change the future.\nSent 16: The universe as we know it won't be the same.” “That's dumb,” said Sarah.\nSent 17: “Wouldn't we know it if we were part of a rebellion?\nSent 18: Zheng shook his head.\nSent 19: “The captain selected us for a reason.\nSent 20: He has inside intelligence—how else would he know where to find us?. \nQuestion: What individuals are talking about the start of the rebellion?.", "neg": "Paragraph- Sent 1: “Smuggling,” responded Kishori.\nSent 2: Matter-of-fact.\nSent 3: Jefferson snorted, amused.\nSent 4: “Think about it,” Kishori continued, “where else would we get the money to buy all this?” “Renegade smugglers.\nSent 5: So what's our cargo, eh, captain?” Zheng joked, leaning back in his chair with his glass of wine.\nSent 6: Jefferson shook his head and stood up.\nSent 7: “I'll leave you to your speculation,” he said.\nSent 8: A chorus of good nights followed him out the door.\nSent 9: After the captain left, Zheng leaned in.\nSent 10: He set his glass down on an end table, steepled his fingers together.\nSent 11: “We're revolting,” he told us.\nSent 12: “And I don't mean that you disgust me.\nSent 13: No, we're the start of a rebellion.\nSent 14: Did you hear what the captain said earlier?\nSent 15: He means, we're going to change the future.\nSent 16: The universe as we know it won't be the same.” “That's dumb,” said Sarah.\nSent 17: “Wouldn't we know it if we were part of a rebellion?\nSent 18: Zheng shook his head.\nSent 19: “The captain selected us for a reason.\nSent 20: He has inside intelligence—how else would he know where to find us?. \nQuestion: Where did they get the money to buy the cargo?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: What is the role of Callimaco in this play?.", "pos": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Who helped Callimaco masquerade as a doctor?.", "neg": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Who finally slept with Lucrezia?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: After Gifford glances back, how much farther down the road had Henshaw travelled?.", "pos": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: What was Henshaw doing?.", "neg": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: Where did Gifford see Gervase Henshaw?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Clashes between security forces and protesters left 15 people dead across Syria on Saturday, an activist group said Sunday.\nSent 2: The deaths included eight in Homs and three in Daraa, said Rami Abdulrahman, the head of the Syrian Observatory for Human Rights.\nSent 3: The report came days after Syrian security forces barged into a hospital and snatched 18 wounded patients, including five from an operating room, the Human Rights Watch reported, citing witness accounts.\nSent 4: That event occurred Wednesday at al-Barr hospital in the western city of Homs during a major military operation.\nSent 5: Human Rights Watch also reported that security forces had prevented medical personnel from reaching wounded people in several Homs neighborhoods.\nSent 6: Days after the hospital raid, demonstrators took to the streets Friday, leaving 11 people dead across the country, said the Local Coordination Committees of Syria, an opposition group that documents and organizes protests.\nSent 7: Human Rights Watch said Syria's actions violate its obligation \"to respect and protect the right to life and the right to health and not to subject anyone to inhuman treatment.\"Sent 8: \"Snatching wounded people from the operating room is inhumane and illegal, not to mention life-threatening,\" said Sarah Leah Whitson, Middle East director at Human Rights Watch.\nSent 9: \"Cutting people off from essential medical care causes grave suffering and perhaps irreparable harm.\"Sent 10: A doctor at al-Barr hospital said security forces beat people as they moved the wounded from the hospital.\nSent 11: The actions stirred panic and prompted families to remove patients who they thought might be detained, the doctor told Human Rights Watch.\nSent 12: \"They were looking for a specific person called Bilal.\nSent 13: The administrator told them that there had been a Bilal who arrived at the hospital, but he had died from his wounds and his family had already taken the body,\" the doctor said.\nSent 14: \"The security forces then asked the administration for lists of wounded who had arrived that day, and then I saw them go through the rooms of the hospitals taking anyone with a bullet wound, regardless of when they had arrived.\nSent 15: In total, they took 18 wounded from the hospital.\nSent 16: Five of them were taken from the operating room, including two who were still unconscious.\". \nQuestion: What event occurred Wednesday at al-Barr hospital in the western city of Homs?.", "pos": "Paragraph- Sent 1: (CNN) -- Clashes between security forces and protesters left 15 people dead across Syria on Saturday, an activist group said Sunday.\nSent 2: The deaths included eight in Homs and three in Daraa, said Rami Abdulrahman, the head of the Syrian Observatory for Human Rights.\nSent 3: The report came days after Syrian security forces barged into a hospital and snatched 18 wounded patients, including five from an operating room, the Human Rights Watch reported, citing witness accounts.\nSent 4: That event occurred Wednesday at al-Barr hospital in the western city of Homs during a major military operation.\nSent 5: Human Rights Watch also reported that security forces had prevented medical personnel from reaching wounded people in several Homs neighborhoods.\nSent 6: Days after the hospital raid, demonstrators took to the streets Friday, leaving 11 people dead across the country, said the Local Coordination Committees of Syria, an opposition group that documents and organizes protests.\nSent 7: Human Rights Watch said Syria's actions violate its obligation \"to respect and protect the right to life and the right to health and not to subject anyone to inhuman treatment.\"Sent 8: \"Snatching wounded people from the operating room is inhumane and illegal, not to mention life-threatening,\" said Sarah Leah Whitson, Middle East director at Human Rights Watch.\nSent 9: \"Cutting people off from essential medical care causes grave suffering and perhaps irreparable harm.\"Sent 10: A doctor at al-Barr hospital said security forces beat people as they moved the wounded from the hospital.\nSent 11: The actions stirred panic and prompted families to remove patients who they thought might be detained, the doctor told Human Rights Watch.\nSent 12: \"They were looking for a specific person called Bilal.\nSent 13: The administrator told them that there had been a Bilal who arrived at the hospital, but he had died from his wounds and his family had already taken the body,\" the doctor said.\nSent 14: \"The security forces then asked the administration for lists of wounded who had arrived that day, and then I saw them go through the rooms of the hospitals taking anyone with a bullet wound, regardless of when they had arrived.\nSent 15: In total, they took 18 wounded from the hospital.\nSent 16: Five of them were taken from the operating room, including two who were still unconscious.\". \nQuestion: How many wounded patients were snatched on Wednesday from al-Barr hospital?.", "neg": "Paragraph- Sent 1: (CNN) -- Clashes between security forces and protesters left 15 people dead across Syria on Saturday, an activist group said Sunday.\nSent 2: The deaths included eight in Homs and three in Daraa, said Rami Abdulrahman, the head of the Syrian Observatory for Human Rights.\nSent 3: The report came days after Syrian security forces barged into a hospital and snatched 18 wounded patients, including five from an operating room, the Human Rights Watch reported, citing witness accounts.\nSent 4: That event occurred Wednesday at al-Barr hospital in the western city of Homs during a major military operation.\nSent 5: Human Rights Watch also reported that security forces had prevented medical personnel from reaching wounded people in several Homs neighborhoods.\nSent 6: Days after the hospital raid, demonstrators took to the streets Friday, leaving 11 people dead across the country, said the Local Coordination Committees of Syria, an opposition group that documents and organizes protests.\nSent 7: Human Rights Watch said Syria's actions violate its obligation \"to respect and protect the right to life and the right to health and not to subject anyone to inhuman treatment.\"Sent 8: \"Snatching wounded people from the operating room is inhumane and illegal, not to mention life-threatening,\" said Sarah Leah Whitson, Middle East director at Human Rights Watch.\nSent 9: \"Cutting people off from essential medical care causes grave suffering and perhaps irreparable harm.\"Sent 10: A doctor at al-Barr hospital said security forces beat people as they moved the wounded from the hospital.\nSent 11: The actions stirred panic and prompted families to remove patients who they thought might be detained, the doctor told Human Rights Watch.\nSent 12: \"They were looking for a specific person called Bilal.\nSent 13: The administrator told them that there had been a Bilal who arrived at the hospital, but he had died from his wounds and his family had already taken the body,\" the doctor said.\nSent 14: \"The security forces then asked the administration for lists of wounded who had arrived that day, and then I saw them go through the rooms of the hospitals taking anyone with a bullet wound, regardless of when they had arrived.\nSent 15: In total, they took 18 wounded from the hospital.\nSent 16: Five of them were taken from the operating room, including two who were still unconscious.\". \nQuestion: What were the Syrian forces looking for at the hospital?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: What does the city where Durer's father is from mean in Hungarian?.", "pos": "Paragraph- Sent 1: On his return to Nuremberg in 1495, Durer opened his own workshop (being married was a requirement for this).\nSent 2: Over the next five years his style increasingly integrated Italian influences into underlying Northern forms.\nSent 3: Durer's father died in 1502, and his mother died in 1513.\nSent 4: His best works in the first years of the workshop were his woodcut prints, mostly religious, but including secular scenes such as The Men's Bath House (ca.\nSent 5: 1496).\nSent 6: These were larger and more finely cut than the great majority of German woodcuts hitherto, and far more complex and balanced in composition.\nSent 7: It is now thought unlikely that Durer cut any of the woodblocks himself; this task would have been performed by a specialist craftsman.\nSent 8: However, his training in Wolgemut's studio, which made many carved and painted altarpieces and both designed and cut woodblocks for woodcut, evidently gave him great understanding of what the technique could be made to produce, and how to work with block cutters.\nSent 9: Durer either drew his design directly onto the woodblock itself, or glued a paper drawing to the block.\nSent 10: Either way, his drawings were destroyed during the cutting of the block. \nQuestion: How long after opening his shop did Durer's father die?.", "neg": "Paragraph- Sent 1: Durer was born on 21 May 1471, third child and second son of his parents, who had between fourteen and eighteen children.\nSent 2: His father, Albrecht Durer the Elder, was a successful goldsmith, originally Ajtosi, who in 1455 had moved to Nuremberg from Ajtos, near Gyula in Hungary.\nSent 3: The German name \"Durer\" is a translation from the Hungarian, \"Ajtosi\".\nSent 4: Initially, it was \"Turer,\" meaning doormaker, which is \"ajtos\" in Hungarian (from \"ajto\", meaning door).\nSent 5: A door is featured in the coat-of-arms the family acquired.\nSent 6: Albrecht Durer the Younger later changed \"Turer\", his father's diction of the family's surname, to \"Durer\", to adapt to the local Nuremberg dialect.\nSent 7: Albrecht Durer the Elder married Barbara Holper, the daughter of his master, when he himself became a master in 1467.\nSent 8: Durer's godfather was Anton Koberger, who left goldsmithing to become a printer and publisher in the year of Durer's birth and quickly became the most successful publisher in Germany, eventually owning twenty-four printing-presses and having many offices in Germany and abroad.\nSent 9: Koberger's most famous publication was the Nuremberg Chronicle, published in 1493 in German and Latin editions.\nSent 10: It contained an unprecedented 1,809 woodcut illustrations (albeit with many repeated uses of the same block) by the Wolgemut workshop.\nSent 11: Durer may well have worked on some of these, as the work on the project began while he was with Wolgemut.\nSent 12: Because Durer left autobiographical writings and became very famous by his mid-twenties, his life is well documented by several sources.\nSent 13: After a few years of school, Durer started to learn the basics of goldsmithing and drawing from his father.\nSent 14: Though his father wanted him to continue his training as a goldsmith, he showed such a precocious talent in drawing that he started as an apprentice to Michael Wolgemut at the age of fifteen in 1486.\nSent 15: A self-portrait, a drawing in silverpoint, is dated 1484 (Albertina, Vienna) \"when I was a child,\" as his later inscription says.\nSent 16: Wolgemut was the leading artist in Nuremberg at the time, with a large workshop producing a variety of works of art, in particular woodcuts for books.\nSent 17: Nuremberg was then an important and prosperous city, a centre for publishing and many luxury trades.\nSent 18: It had strong links with Italy, especially Venice, a relatively short distance across the Alps. \nQuestion: Wolgemut was the leading artist in a city known for publishing and what kind of trades?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A supporter of Cavaignac and of the parti de l'Ordre, Tocqueville, however, accepted an invitation to enter Odilon Barrot's government as Minister of Foreign Affairs from 3 June to 31 October 1849.\nSent 2: There, during the troubled days of June 1849, he pleaded with Jules Dufaure, Interior Minister, for the reestablishment of the state of siege in the capital and approved the arrest of demonstrators.\nSent 3: Tocqueville, who since February 1848 had supported laws restricting political freedoms, approved the two laws voted immediately after the June 1849 days, which restricted the liberty of clubs and freedom of the press.\nSent 4: This active support in favor of laws restricting political freedoms stands in contrast of his defense of freedoms in Democracy in America.\nSent 5: According to Tocqueville, he favored order as \"the sine qua non for the conduct of serious politics.\nSent 6: He [hoped] to bring the kind of stability to French political life that would permit the steady growth of liberty unimpeded by the regular rumblings of the earthquakes of revolutionary change.''Sent 7: Tocqueville had supported Cavaignac against Louis Napoleon Bonaparte for the presidential election of 1848.\nSent 8: Opposed to Louis Napoleon's 2 December 1851 coup which followed his election, Tocqueville was among the deputies who gathered at the 10th arrondissement of Paris in an attempt to resist the coup and have Napoleon III judged for \"high treason\", as he had violated the constitutional limit on terms of office.\nSent 9: Detained at Vincennes and then released, Tocqueville, who supported the Restoration of the Bourbons against Napoleon III's Second Empire (1851-1871), quit political life and retreated to his castle (Chateau de Tocqueville).\nSent 10: Against this image of Tocqueville, biographer Joseph Epstein has concluded: \"Tocqueville could never bring himself to serve a man he considered a usurper and despot.\nSent 11: He fought as best he could for the political liberty in which he so ardently believed - had given it, in all, thirteen years of his life [....] He would spend the days remaining to him fighting the same fight, but conducting it now from libraries, archives, and his own desk.\"Sent 12: There, he began the draft of L'Ancien Regime et la Revolution, publishing the first tome in 1856, but leaving the second one unfinished. \nQuestion: Who pleaded with Jules Dufaure for the reestablishment of the siege in the capital and to give approval for arrest of demonstrators?.", "pos": "Paragraph- Sent 1: A supporter of Cavaignac and of the parti de l'Ordre, Tocqueville, however, accepted an invitation to enter Odilon Barrot's government as Minister of Foreign Affairs from 3 June to 31 October 1849.\nSent 2: There, during the troubled days of June 1849, he pleaded with Jules Dufaure, Interior Minister, for the reestablishment of the state of siege in the capital and approved the arrest of demonstrators.\nSent 3: Tocqueville, who since February 1848 had supported laws restricting political freedoms, approved the two laws voted immediately after the June 1849 days, which restricted the liberty of clubs and freedom of the press.\nSent 4: This active support in favor of laws restricting political freedoms stands in contrast of his defense of freedoms in Democracy in America.\nSent 5: According to Tocqueville, he favored order as \"the sine qua non for the conduct of serious politics.\nSent 6: He [hoped] to bring the kind of stability to French political life that would permit the steady growth of liberty unimpeded by the regular rumblings of the earthquakes of revolutionary change.''Sent 7: Tocqueville had supported Cavaignac against Louis Napoleon Bonaparte for the presidential election of 1848.\nSent 8: Opposed to Louis Napoleon's 2 December 1851 coup which followed his election, Tocqueville was among the deputies who gathered at the 10th arrondissement of Paris in an attempt to resist the coup and have Napoleon III judged for \"high treason\", as he had violated the constitutional limit on terms of office.\nSent 9: Detained at Vincennes and then released, Tocqueville, who supported the Restoration of the Bourbons against Napoleon III's Second Empire (1851-1871), quit political life and retreated to his castle (Chateau de Tocqueville).\nSent 10: Against this image of Tocqueville, biographer Joseph Epstein has concluded: \"Tocqueville could never bring himself to serve a man he considered a usurper and despot.\nSent 11: He fought as best he could for the political liberty in which he so ardently believed - had given it, in all, thirteen years of his life [....] He would spend the days remaining to him fighting the same fight, but conducting it now from libraries, archives, and his own desk.\"Sent 12: There, he began the draft of L'Ancien Regime et la Revolution, publishing the first tome in 1856, but leaving the second one unfinished. \nQuestion: Which government position did Tocqueville hold when he approved the arrest of demonstrators?.", "neg": "Paragraph- Sent 1: A supporter of Cavaignac and of the parti de l'Ordre, Tocqueville, however, accepted an invitation to enter Odilon Barrot's government as Minister of Foreign Affairs from 3 June to 31 October 1849.\nSent 2: There, during the troubled days of June 1849, he pleaded with Jules Dufaure, Interior Minister, for the reestablishment of the state of siege in the capital and approved the arrest of demonstrators.\nSent 3: Tocqueville, who since February 1848 had supported laws restricting political freedoms, approved the two laws voted immediately after the June 1849 days, which restricted the liberty of clubs and freedom of the press.\nSent 4: This active support in favor of laws restricting political freedoms stands in contrast of his defense of freedoms in Democracy in America.\nSent 5: According to Tocqueville, he favored order as \"the sine qua non for the conduct of serious politics.\nSent 6: He [hoped] to bring the kind of stability to French political life that would permit the steady growth of liberty unimpeded by the regular rumblings of the earthquakes of revolutionary change.''Sent 7: Tocqueville had supported Cavaignac against Louis Napoleon Bonaparte for the presidential election of 1848.\nSent 8: Opposed to Louis Napoleon's 2 December 1851 coup which followed his election, Tocqueville was among the deputies who gathered at the 10th arrondissement of Paris in an attempt to resist the coup and have Napoleon III judged for \"high treason\", as he had violated the constitutional limit on terms of office.\nSent 9: Detained at Vincennes and then released, Tocqueville, who supported the Restoration of the Bourbons against Napoleon III's Second Empire (1851-1871), quit political life and retreated to his castle (Chateau de Tocqueville).\nSent 10: Against this image of Tocqueville, biographer Joseph Epstein has concluded: \"Tocqueville could never bring himself to serve a man he considered a usurper and despot.\nSent 11: He fought as best he could for the political liberty in which he so ardently believed - had given it, in all, thirteen years of his life [....] He would spend the days remaining to him fighting the same fight, but conducting it now from libraries, archives, and his own desk.\"Sent 12: There, he began the draft of L'Ancien Regime et la Revolution, publishing the first tome in 1856, but leaving the second one unfinished. \nQuestion: Where did Tocqueville begin writing L’Ancien Regime et la Revolution?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: Who is a surrogate father to Jay?.", "pos": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: What was the profession of Jay's surrogate father?.", "neg": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: What two characters fight on top of Jay's family temple due to a misunderstanding?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Traveling salesman Tom Phillips is driving home to Boston , Massachusetts for Christmas when he encounters a drunken driver on a rain-streaked road .\nSent 2: He can not avoid a collision , and is hospitalized with spinal damage .\nSent 3: Since he can not be a traveling salesman anymore , his brother arranges for Tom to buy a remote motel in the desert town of Mayville , California .\nSent 4: Tom is reluctant , since he has never been an innkeeper before but in the end he decides that he must travel in order to get as far away from the site of his accident as possible , as soon as possible .\nSent 5: So Tom sets out for California with his wife , teen-aged daughter , and son .\nSent 6: But when they reach the desert they are accosted by a pair of drag racers and a `` party girl '' in a modified , high-performance 1958 Chevrolet Corvette who jokingly force them to swerve and avoid a collision .\nSent 7: This is only the first of a series of escalating encounters with the local youth .\nSent 8: Teenaged children of relatively well-off local farmers , they are apparently given `` everything they want '' but are still bored and are locked in a never-ending desire for `` kicks '' in which they will never be satisfied .\nSent 9: The adults , including the owner of a local filling station , are fed-up with them .\nSent 10: One of these adults , however , turns out to own the very motel that Tom Phillips has bought and he is selling out after having let the wayward youth use his motel as an illicit trysting place for years .\nSent 11: When Tom tells the filling-station owner that he has `` just bought himself a motel , '' one of the kids , named Ernie , overhears . \nQuestion: What terms would one use to describe the community where Tom is relocating?.", "pos": "Paragraph- Sent 1: Traveling salesman Tom Phillips is driving home to Boston , Massachusetts for Christmas when he encounters a drunken driver on a rain-streaked road .\nSent 2: He can not avoid a collision , and is hospitalized with spinal damage .\nSent 3: Since he can not be a traveling salesman anymore , his brother arranges for Tom to buy a remote motel in the desert town of Mayville , California .\nSent 4: Tom is reluctant , since he has never been an innkeeper before but in the end he decides that he must travel in order to get as far away from the site of his accident as possible , as soon as possible .\nSent 5: So Tom sets out for California with his wife , teen-aged daughter , and son .\nSent 6: But when they reach the desert they are accosted by a pair of drag racers and a `` party girl '' in a modified , high-performance 1958 Chevrolet Corvette who jokingly force them to swerve and avoid a collision .\nSent 7: This is only the first of a series of escalating encounters with the local youth .\nSent 8: Teenaged children of relatively well-off local farmers , they are apparently given `` everything they want '' but are still bored and are locked in a never-ending desire for `` kicks '' in which they will never be satisfied .\nSent 9: The adults , including the owner of a local filling station , are fed-up with them .\nSent 10: One of these adults , however , turns out to own the very motel that Tom Phillips has bought and he is selling out after having let the wayward youth use his motel as an illicit trysting place for years .\nSent 11: When Tom tells the filling-station owner that he has `` just bought himself a motel , '' one of the kids , named Ernie , overhears . \nQuestion: Who are the adults fed up with?.", "neg": "Paragraph- Sent 1: Traveling salesman Tom Phillips is driving home to Boston , Massachusetts for Christmas when he encounters a drunken driver on a rain-streaked road .\nSent 2: He can not avoid a collision , and is hospitalized with spinal damage .\nSent 3: Since he can not be a traveling salesman anymore , his brother arranges for Tom to buy a remote motel in the desert town of Mayville , California .\nSent 4: Tom is reluctant , since he has never been an innkeeper before but in the end he decides that he must travel in order to get as far away from the site of his accident as possible , as soon as possible .\nSent 5: So Tom sets out for California with his wife , teen-aged daughter , and son .\nSent 6: But when they reach the desert they are accosted by a pair of drag racers and a `` party girl '' in a modified , high-performance 1958 Chevrolet Corvette who jokingly force them to swerve and avoid a collision .\nSent 7: This is only the first of a series of escalating encounters with the local youth .\nSent 8: Teenaged children of relatively well-off local farmers , they are apparently given `` everything they want '' but are still bored and are locked in a never-ending desire for `` kicks '' in which they will never be satisfied .\nSent 9: The adults , including the owner of a local filling station , are fed-up with them .\nSent 10: One of these adults , however , turns out to own the very motel that Tom Phillips has bought and he is selling out after having let the wayward youth use his motel as an illicit trysting place for years .\nSent 11: When Tom tells the filling-station owner that he has `` just bought himself a motel , '' one of the kids , named Ernie , overhears . \nQuestion: What was Tom Phillip's home state before he set out for California?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Whose fault was it that the troop had to stay the night in the forest?.", "pos": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: What happened to the vehicle after the girls tried to run it down the slope?.", "neg": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Who are the two main characters in this film?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Flowing water causes sediment to move.\nSent 2: Flowing water can erode both rocks and soil.\nSent 3: You have already learned that materials can dissolve in water.\nSent 4: With enough time, even rocks can be dissolved by water.\nSent 5: This process happens really slowly.\nSent 6: It may take over a million years to dissolve a rock.\nSent 7: It doesnt matter how big the rock is.\nSent 8: With enough time, flowing water can dissolve it.\nSent 9: Moving water also has the ability to move small pieces of rock and soil.\nSent 10: How can water move a rock?\nSent 11: Doesnt it need energy?\nSent 12: Of course, water gets its energy because it is moving.\nSent 13: Moving water has kinetic energy.\nSent 14: Things that have more energy can do more work.\nSent 15: When water stops moving it will have no energy.\nSent 16: It will no longer be able to move the rock and soil.\nSent 17: When this happens the rock and soil will settle to the bottom of the calm water.\nSent 18: Scientists call this process deposition. \nQuestion: Would deposition of or the moving of a particular rock take more energy?.", "pos": "Paragraph- Sent 1: Flowing water causes sediment to move.\nSent 2: Flowing water can erode both rocks and soil.\nSent 3: You have already learned that materials can dissolve in water.\nSent 4: With enough time, even rocks can be dissolved by water.\nSent 5: This process happens really slowly.\nSent 6: It may take over a million years to dissolve a rock.\nSent 7: It doesnt matter how big the rock is.\nSent 8: With enough time, flowing water can dissolve it.\nSent 9: Moving water also has the ability to move small pieces of rock and soil.\nSent 10: How can water move a rock?\nSent 11: Doesnt it need energy?\nSent 12: Of course, water gets its energy because it is moving.\nSent 13: Moving water has kinetic energy.\nSent 14: Things that have more energy can do more work.\nSent 15: When water stops moving it will have no energy.\nSent 16: It will no longer be able to move the rock and soil.\nSent 17: When this happens the rock and soil will settle to the bottom of the calm water.\nSent 18: Scientists call this process deposition. \nQuestion: What happens when water stops moving?.", "neg": "Paragraph- Sent 1: Flowing water causes sediment to move.\nSent 2: Flowing water can erode both rocks and soil.\nSent 3: You have already learned that materials can dissolve in water.\nSent 4: With enough time, even rocks can be dissolved by water.\nSent 5: This process happens really slowly.\nSent 6: It may take over a million years to dissolve a rock.\nSent 7: It doesnt matter how big the rock is.\nSent 8: With enough time, flowing water can dissolve it.\nSent 9: Moving water also has the ability to move small pieces of rock and soil.\nSent 10: How can water move a rock?\nSent 11: Doesnt it need energy?\nSent 12: Of course, water gets its energy because it is moving.\nSent 13: Moving water has kinetic energy.\nSent 14: Things that have more energy can do more work.\nSent 15: When water stops moving it will have no energy.\nSent 16: It will no longer be able to move the rock and soil.\nSent 17: When this happens the rock and soil will settle to the bottom of the calm water.\nSent 18: Scientists call this process deposition. \nQuestion: Does moving water have kinetic energy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: `` The Octopus , '' a masked crime lord , is bent on crippling the nation with a wave of terror .\nSent 2: He starts with the transportation system and then moves onto industry .\nSent 3: He demands tribute from railroad magnates and other captains of industry .\nSent 4: Richard Wentworth , an amateur criminologist who is friendly with the police , is secretly `` The Spider , '' a masked vigilante equally determined to wipe the Octopus and his gang off the face of the earth .\nSent 5: Pleasant and smiling in civilian life , Wentworth is often ruthless as the Spider , slinging two guns against the public enemies who attack him .\nSent 6: Wentworth also masquerades as affable underworld lowlife Blinky McQuade .\nSent 7: Disguised as McQuade , Wentworth can infiltrate gangland at the hired-gun level and keep current on the gang 's plans .\nSent 8: The only people who know Wentworth 's other identities are his assistants Jackson and Ram Singh , his butler Jenkins , and his fianc e Nita .\nSent 9: The Octopus was a villain in a single issue pulp believed to have been written by Norvell Page who wrote most of The Spider pulp stories .\nSent 10: He is garbed completely in white and is only ever seen sitting in a chair .\nSent 11: Unlike the pulps , The Spider is garbed in a lightweight full length costume with web-like markings on it which resemble Spiderman 's costume .\nSent 12: The serial follows the standard formula of fights , shoot-outs , Wentworth 's friends being kidnapped at various times and having to be rescued .\nSent 13: Each chapter ends with The Spider or his friends in deep trouble , often about to be killed , but the effect is spoiled by a trailer for the next episode which shows them in full health and fighting the villains . \nQuestion: What is the name of the Spider's butler?.", "pos": "Paragraph- Sent 1: `` The Octopus , '' a masked crime lord , is bent on crippling the nation with a wave of terror .\nSent 2: He starts with the transportation system and then moves onto industry .\nSent 3: He demands tribute from railroad magnates and other captains of industry .\nSent 4: Richard Wentworth , an amateur criminologist who is friendly with the police , is secretly `` The Spider , '' a masked vigilante equally determined to wipe the Octopus and his gang off the face of the earth .\nSent 5: Pleasant and smiling in civilian life , Wentworth is often ruthless as the Spider , slinging two guns against the public enemies who attack him .\nSent 6: Wentworth also masquerades as affable underworld lowlife Blinky McQuade .\nSent 7: Disguised as McQuade , Wentworth can infiltrate gangland at the hired-gun level and keep current on the gang 's plans .\nSent 8: The only people who know Wentworth 's other identities are his assistants Jackson and Ram Singh , his butler Jenkins , and his fianc e Nita .\nSent 9: The Octopus was a villain in a single issue pulp believed to have been written by Norvell Page who wrote most of The Spider pulp stories .\nSent 10: He is garbed completely in white and is only ever seen sitting in a chair .\nSent 11: Unlike the pulps , The Spider is garbed in a lightweight full length costume with web-like markings on it which resemble Spiderman 's costume .\nSent 12: The serial follows the standard formula of fights , shoot-outs , Wentworth 's friends being kidnapped at various times and having to be rescued .\nSent 13: Each chapter ends with The Spider or his friends in deep trouble , often about to be killed , but the effect is spoiled by a trailer for the next episode which shows them in full health and fighting the villains . \nQuestion: Who knows the spider's  other identity and why?.", "neg": "Paragraph- Sent 1: `` The Octopus , '' a masked crime lord , is bent on crippling the nation with a wave of terror .\nSent 2: He starts with the transportation system and then moves onto industry .\nSent 3: He demands tribute from railroad magnates and other captains of industry .\nSent 4: Richard Wentworth , an amateur criminologist who is friendly with the police , is secretly `` The Spider , '' a masked vigilante equally determined to wipe the Octopus and his gang off the face of the earth .\nSent 5: Pleasant and smiling in civilian life , Wentworth is often ruthless as the Spider , slinging two guns against the public enemies who attack him .\nSent 6: Wentworth also masquerades as affable underworld lowlife Blinky McQuade .\nSent 7: Disguised as McQuade , Wentworth can infiltrate gangland at the hired-gun level and keep current on the gang 's plans .\nSent 8: The only people who know Wentworth 's other identities are his assistants Jackson and Ram Singh , his butler Jenkins , and his fianc e Nita .\nSent 9: The Octopus was a villain in a single issue pulp believed to have been written by Norvell Page who wrote most of The Spider pulp stories .\nSent 10: He is garbed completely in white and is only ever seen sitting in a chair .\nSent 11: Unlike the pulps , The Spider is garbed in a lightweight full length costume with web-like markings on it which resemble Spiderman 's costume .\nSent 12: The serial follows the standard formula of fights , shoot-outs , Wentworth 's friends being kidnapped at various times and having to be rescued .\nSent 13: Each chapter ends with The Spider or his friends in deep trouble , often about to be killed , but the effect is spoiled by a trailer for the next episode which shows them in full health and fighting the villains . \nQuestion: Who demands tribute from railroad mandates?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: MADRID, Spain (CNN) -- Relatives of a woman killed in a Spanish airline crash were erroneously given the remains of another victim, and then were asked by authorities to return them, CNN partner network CNN+ reported Thursday.\nSent 2: The victims of the crash were first laid out at a Madria convention center.\nSent 3: A Madrid judge has opened an investigation into the error, and judicial sources say the initial indication is that the mixup occurred not in the proper identification of the victim, but in delivering the wrong remains to the family in question, CNN+ reported.\nSent 4: The family Wednesday received an urn numbered 104, and were told it contained the ashes of their loved one, Pilar Gonzalez Ferreira, who died in the crash.\nSent 5: But as the family was preparing to leave Madrid, officials called to tell them about the error and asked for the return of urn 104, CNN+ reported.\nSent 6: Instead of urn 104, the family was supposed to have received urn 134, which actually contains the remains of Pilar Gonzalez, CNN+ reported, citing judicial sources and another family which also lost a relative in the crash.\nSent 7: The Spanair MD82 jet crashed last week at Madrid's airport as the plane was trying to take off, killing 154 people.\nSent 8: The aircraft, bound for Spain's Canary Islands, managed to rise only slightly before coming down quickly to the right of the runway, its tail section hitting the ground first, just off the asphalt.\nSent 9: Then the out-of-control plane skidded and bounced at least three times as it careered 1,200 meters (3,840 feet) across uneven terrain and exploded, coming to rest in a gully, a top official of the investigative commission told a news conference in Madrid on Tuesday.\nSent 10: Many of the bodies were badly charred from the fire, and authorities have used DNA samples to carry out numerous identifications. \nQuestion: Whas it a bad plane crash?.", "pos": "Paragraph- Sent 1: MADRID, Spain (CNN) -- Relatives of a woman killed in a Spanish airline crash were erroneously given the remains of another victim, and then were asked by authorities to return them, CNN partner network CNN+ reported Thursday.\nSent 2: The victims of the crash were first laid out at a Madria convention center.\nSent 3: A Madrid judge has opened an investigation into the error, and judicial sources say the initial indication is that the mixup occurred not in the proper identification of the victim, but in delivering the wrong remains to the family in question, CNN+ reported.\nSent 4: The family Wednesday received an urn numbered 104, and were told it contained the ashes of their loved one, Pilar Gonzalez Ferreira, who died in the crash.\nSent 5: But as the family was preparing to leave Madrid, officials called to tell them about the error and asked for the return of urn 104, CNN+ reported.\nSent 6: Instead of urn 104, the family was supposed to have received urn 134, which actually contains the remains of Pilar Gonzalez, CNN+ reported, citing judicial sources and another family which also lost a relative in the crash.\nSent 7: The Spanair MD82 jet crashed last week at Madrid's airport as the plane was trying to take off, killing 154 people.\nSent 8: The aircraft, bound for Spain's Canary Islands, managed to rise only slightly before coming down quickly to the right of the runway, its tail section hitting the ground first, just off the asphalt.\nSent 9: Then the out-of-control plane skidded and bounced at least three times as it careered 1,200 meters (3,840 feet) across uneven terrain and exploded, coming to rest in a gully, a top official of the investigative commission told a news conference in Madrid on Tuesday.\nSent 10: Many of the bodies were badly charred from the fire, and authorities have used DNA samples to carry out numerous identifications. \nQuestion: How did the crash happen?.", "neg": "Paragraph- Sent 1: MADRID, Spain (CNN) -- Relatives of a woman killed in a Spanish airline crash were erroneously given the remains of another victim, and then were asked by authorities to return them, CNN partner network CNN+ reported Thursday.\nSent 2: The victims of the crash were first laid out at a Madria convention center.\nSent 3: A Madrid judge has opened an investigation into the error, and judicial sources say the initial indication is that the mixup occurred not in the proper identification of the victim, but in delivering the wrong remains to the family in question, CNN+ reported.\nSent 4: The family Wednesday received an urn numbered 104, and were told it contained the ashes of their loved one, Pilar Gonzalez Ferreira, who died in the crash.\nSent 5: But as the family was preparing to leave Madrid, officials called to tell them about the error and asked for the return of urn 104, CNN+ reported.\nSent 6: Instead of urn 104, the family was supposed to have received urn 134, which actually contains the remains of Pilar Gonzalez, CNN+ reported, citing judicial sources and another family which also lost a relative in the crash.\nSent 7: The Spanair MD82 jet crashed last week at Madrid's airport as the plane was trying to take off, killing 154 people.\nSent 8: The aircraft, bound for Spain's Canary Islands, managed to rise only slightly before coming down quickly to the right of the runway, its tail section hitting the ground first, just off the asphalt.\nSent 9: Then the out-of-control plane skidded and bounced at least three times as it careered 1,200 meters (3,840 feet) across uneven terrain and exploded, coming to rest in a gully, a top official of the investigative commission told a news conference in Madrid on Tuesday.\nSent 10: Many of the bodies were badly charred from the fire, and authorities have used DNA samples to carry out numerous identifications. \nQuestion: Where were the remains of Pilar Gonzalez Ferreira first laid out?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: Why does Jin Wu sail to China?.", "pos": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: Does Uncle Foo live in China?.", "neg": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: What happended to Jay's father?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: You approach the door of your friends house.\nSent 2: What is the first thing you do before entering?\nSent 3: Of course, you wipe your feet.\nSent 4: You are a thoughtful visitor.\nSent 5: Fortunately, there is a nice piece of carpet by the door to wipe your shoes.\nSent 6: Too bad your caring comes at a price.\nSent 7: After wiping your feet on the mat you reach out to touch the brass knocker on the door.\nSent 8: A spark suddenly jumps between your hand and the metal.\nSent 9: You feel an electric shock.\nSent 10: Why do you think an electric shock occurs?\nSent 11: An electric shock occurs when there is a sudden discharge of static electricity.\nSent 12: Has this ever happened to you?\nSent 13: You reached out to touch a metal doorknob and received an unpleasant electric shock?\nSent 14: The reason you get a shock is because of moving electric charges.\nSent 15: Moving electric charges also create lightning bolts.\nSent 16: It is also the same reason electric current flows through cables and wires. \nQuestion: You get shocked because of moving electric charges and moving electric charges also creates what?.", "pos": "Paragraph- Sent 1: You approach the door of a friend.\nSent 2: What is the first thing you do?\nSent 3: Of course, you wipe your feet.\nSent 4: You are a thoughtful visitor.\nSent 5: Fortunately, there is a piece of carpet to wipe your shoes.\nSent 6: Too bad your caring comes at a price.\nSent 7: You now reach out to touch the brass knocker on the door.\nSent 8: A spark appears between you and the door.\nSent 9: You feel an electric shock.\nSent 10: Why do you think this happened?\nSent 11: Where did the electricity come from?This was a discharge of static electricity.\nSent 12: Has this ever happened to you?\nSent 13: Why do you think you felt a shock?\nSent 14: What causes the electric charge to form?\nSent 15: Lightning is created in much the same way.\nSent 16: Both are caused by the build-up of electric charges.\nSent 17: This is also the same reason electric current flows through cables and wires. \nQuestion: What is the reason electric current flows through cables and wires?.", "neg": "Paragraph- Sent 1: You approach the door of your friends house.\nSent 2: What is the first thing you do before entering?\nSent 3: Of course, you wipe your feet.\nSent 4: You are a thoughtful visitor.\nSent 5: Fortunately, there is a nice piece of carpet by the door to wipe your shoes.\nSent 6: Too bad your caring comes at a price.\nSent 7: After wiping your feet on the mat you reach out to touch the brass knocker on the door.\nSent 8: A spark suddenly jumps between your hand and the metal.\nSent 9: You feel an electric shock.\nSent 10: Why do you think an electric shock occurs?\nSent 11: An electric shock occurs when there is a sudden discharge of static electricity.\nSent 12: Has this ever happened to you?\nSent 13: You reached out to touch a metal doorknob and received an unpleasant electric shock?\nSent 14: The reason you get a shock is because of moving electric charges.\nSent 15: Moving electric charges also create lightning bolts.\nSent 16: It is also the same reason electric current flows through cables and wires. \nQuestion: When you approach a friends house, what is the first thing you do before entering?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Energy is stored in chemical compounds.\nSent 2: This energy is called chemical energy.\nSent 3: Chemical energy is a form of potential energy.\nSent 4: When bonds between atoms are broken, energy is released.\nSent 5: The wood in fireplaces has chemical energy.\nSent 6: The energy is released as heat and light when the wood burns.\nSent 7: Most living things get their energy from food.\nSent 8: When food molecules are broken down, the energy is released.\nSent 9: It may then be used to do work, like playing ball or studying science.\nSent 10: If you have ever heard, “Eat a good breakfast”, thats why.\nSent 11: You need energy to do things during the day.\nSent 12: To do those things you need energy.\nSent 13: You get your energy from the food you eat.\nSent 14: That energy is stored in your body until you need it.\nSent 15: How did you get to school today?\nSent 16: If you walked, you used chemical energy from the food you ate.\nSent 17: What if you rode the bus or were driven in a car?\nSent 18: Where did that energy come from?. \nQuestion: Does wood have potential energy?.", "pos": "Paragraph- Sent 1: Energy is stored in chemical compounds.\nSent 2: This energy is called chemical energy.\nSent 3: Chemical energy is a form of potential energy.\nSent 4: When bonds between atoms are broken, energy is released.\nSent 5: The wood in fireplaces has chemical energy.\nSent 6: The energy is released as heat and light when the wood burns.\nSent 7: Most living things get their energy from food.\nSent 8: When food molecules are broken down, the energy is released.\nSent 9: It may then be used to do work, like playing ball or studying science.\nSent 10: If you have ever heard, “Eat a good breakfast”, thats why.\nSent 11: You need energy to do things during the day.\nSent 12: To do those things you need energy.\nSent 13: You get your energy from the food you eat.\nSent 14: That energy is stored in your body until you need it.\nSent 15: How did you get to school today?\nSent 16: If you walked, you used chemical energy from the food you ate.\nSent 17: What if you rode the bus or were driven in a car?\nSent 18: Where did that energy come from?. \nQuestion: what is released when chemical compounds break down?.", "neg": "Paragraph- Sent 1: Energy is stored in chemical compounds.\nSent 2: This energy is called chemical energy.\nSent 3: Chemical energy is a form of potential energy.\nSent 4: When bonds between atoms are broken, energy is released.\nSent 5: The wood in fireplaces has chemical energy.\nSent 6: The energy is released as heat and light when the wood burns.\nSent 7: Most living things get their energy from food.\nSent 8: When food molecules are broken down, the energy is released.\nSent 9: It may then be used to do work, like playing ball or studying science.\nSent 10: If you have ever heard, “Eat a good breakfast”, thats why.\nSent 11: You need energy to do things during the day.\nSent 12: To do those things you need energy.\nSent 13: You get your energy from the food you eat.\nSent 14: That energy is stored in your body until you need it.\nSent 15: How did you get to school today?\nSent 16: If you walked, you used chemical energy from the food you ate.\nSent 17: What if you rode the bus or were driven in a car?\nSent 18: Where did that energy come from?. \nQuestion: Why do they say you should eat a good breakfast?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After the loss of her family home, Belle Reve, to creditors, Blanche DuBois travels from the small town of Laurel, Mississippi to the New Orleans French Quarter to live with her younger, married sister, Stella, and brother-in-law, Stanley Kowalski.\nSent 2: Blanche is in her thirties, and with no money, she has nowhere else to go.\nSent 3: Blanche tells Stella that she has taken a leave of absence from her English teaching position because of her nerves.\nSent 4: Blanche laments the shabbiness of her sister's two-room flat.\nSent 5: She finds Stanley loud and rough, eventually referring to him as \"common.\"Sent 6: Stanley, in return, does not care for Blanche's manners and dislikes her presence.\nSent 7: Stanley later questions Blanche about her earlier marriage.\nSent 8: Blanche had married when she was very young, but her husband died, leaving her widowed and alone.\nSent 9: The memory of her dead husband causes Blanche some obvious distress.\nSent 10: Stanley, worried that he has been cheated out of an inheritance, demands to know what happened to Belle Reve, once a large plantation and the DuBois family home.\nSent 11: Blanche hands over all the documents pertaining to Belle Reve.\nSent 12: While looking at the papers, Stanley notices a bundle of letters that Blanche emotionally proclaims are personal love letters from her dead husband.\nSent 13: For a moment, Stanley seems caught off guard over her proclaimed feelings.\nSent 14: Afterwards, he informs Blanche that Stella is going to have a baby.\nSent 15: The night after Blanche's arrival, during one of Stanley's poker parties, Blanche meets Mitch, one of Stanley's poker player buddies.\nSent 16: His courteous manner sets him apart from the other men.\nSent 17: Their chat becomes flirtatious and friendly, and Blanche easily charms him; they like each other.\nSent 18: Suddenly becoming upset over multiple interruptions, Stanley explodes in a drunken rage and strikes Stella. \nQuestion: Where did Blanche DuBois travel to and who will she be staying with?.", "pos": "Paragraph- Sent 1: After the loss of her family home, Belle Reve, to creditors, Blanche DuBois travels from the small town of Laurel, Mississippi to the New Orleans French Quarter to live with her younger, married sister, Stella, and brother-in-law, Stanley Kowalski.\nSent 2: Blanche is in her thirties, and with no money, she has nowhere else to go.\nSent 3: Blanche tells Stella that she has taken a leave of absence from her English teaching position because of her nerves.\nSent 4: Blanche laments the shabbiness of her sister's two-room flat.\nSent 5: She finds Stanley loud and rough, eventually referring to him as \"common.\"Sent 6: Stanley, in return, does not care for Blanche's manners and dislikes her presence.\nSent 7: Stanley later questions Blanche about her earlier marriage.\nSent 8: Blanche had married when she was very young, but her husband died, leaving her widowed and alone.\nSent 9: The memory of her dead husband causes Blanche some obvious distress.\nSent 10: Stanley, worried that he has been cheated out of an inheritance, demands to know what happened to Belle Reve, once a large plantation and the DuBois family home.\nSent 11: Blanche hands over all the documents pertaining to Belle Reve.\nSent 12: While looking at the papers, Stanley notices a bundle of letters that Blanche emotionally proclaims are personal love letters from her dead husband.\nSent 13: For a moment, Stanley seems caught off guard over her proclaimed feelings.\nSent 14: Afterwards, he informs Blanche that Stella is going to have a baby.\nSent 15: The night after Blanche's arrival, during one of Stanley's poker parties, Blanche meets Mitch, one of Stanley's poker player buddies.\nSent 16: His courteous manner sets him apart from the other men.\nSent 17: Their chat becomes flirtatious and friendly, and Blanche easily charms him; they like each other.\nSent 18: Suddenly becoming upset over multiple interruptions, Stanley explodes in a drunken rage and strikes Stella. \nQuestion: What does Stanley notice that belonged to Blanche's Dead husband?.", "neg": "Paragraph- Sent 1: After the loss of her family home, Belle Reve, to creditors, Blanche DuBois travels from the small town of Laurel, Mississippi to the New Orleans French Quarter to live with her younger, married sister, Stella, and brother-in-law, Stanley Kowalski.\nSent 2: Blanche is in her thirties, and with no money, she has nowhere else to go.\nSent 3: Blanche tells Stella that she has taken a leave of absence from her English teaching position because of her nerves.\nSent 4: Blanche laments the shabbiness of her sister's two-room flat.\nSent 5: She finds Stanley loud and rough, eventually referring to him as \"common.\"Sent 6: Stanley, in return, does not care for Blanche's manners and dislikes her presence.\nSent 7: Stanley later questions Blanche about her earlier marriage.\nSent 8: Blanche had married when she was very young, but her husband died, leaving her widowed and alone.\nSent 9: The memory of her dead husband causes Blanche some obvious distress.\nSent 10: Stanley, worried that he has been cheated out of an inheritance, demands to know what happened to Belle Reve, once a large plantation and the DuBois family home.\nSent 11: Blanche hands over all the documents pertaining to Belle Reve.\nSent 12: While looking at the papers, Stanley notices a bundle of letters that Blanche emotionally proclaims are personal love letters from her dead husband.\nSent 13: For a moment, Stanley seems caught off guard over her proclaimed feelings.\nSent 14: Afterwards, he informs Blanche that Stella is going to have a baby.\nSent 15: The night after Blanche's arrival, during one of Stanley's poker parties, Blanche meets Mitch, one of Stanley's poker player buddies.\nSent 16: His courteous manner sets him apart from the other men.\nSent 17: Their chat becomes flirtatious and friendly, and Blanche easily charms him; they like each other.\nSent 18: Suddenly becoming upset over multiple interruptions, Stanley explodes in a drunken rage and strikes Stella. \nQuestion: Did Blanche enjoy Stanley asking about her marriage?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Amateur tennis star Guy Haines wants to divorce his vulgar and unfaithful wife Miriam , so he can marry the elegant and beautiful Anne Morton , daughter of a senator .\nSent 2: While on a train to meet Miriam , Haines meets Bruno Anthony , a forward stranger who recognizes Guy from gossip items in the newspapers that detail his marital problems .\nSent 3: During lunch in Bruno 's compartment , Bruno tells Guy about his idea for the perfect `` Criss-cross '' murder : he will kill Miriam and in exchange , Guy will kill Bruno 's father .\nSent 4: Since both are strangers , otherwise unconnected , there is no identifiable motive for the crimes , Bruno contends , hence no suspicion .\nSent 5: Guy hurriedly leaves the compartment but leaves Bruno thinking he has agreed to the deal .\nSent 6: Guy accidentally leaves his cigarette lighter behind , a gift from Anne to Guy , which Bruno pockets .\nSent 7: Bruno heads to Guy 's hometown of Metcalf and follows Miriam and her two beaux to an amusement park , where he briefly illuminates her face with Guy 's lighter , then strangles her to death .\nSent 8: Guy 's problems begin when his alibi an inebriated college professor on the same train as Guy can not remember their meeting .\nSent 9: But they increase exponentially when Bruno makes repeated appearances into Guy 's life as he seeks to remind Guy that he is now obliged to kill Bruno 's father , according to the bargain he thinks they struck on the train .\nSent 10: Bruno sends Guy the keys to his house , a map to his father 's room , and a pistol .\nSent 11: Soon after , Bruno appears at a party at Senator Morton 's house and hobnobs with the guests , much to Guy 's apprehension and Anne 's increasing suspicion . \nQuestion: What are the things given by Bruno to kill his father?.", "pos": "Paragraph- Sent 1: Amateur tennis star Guy Haines wants to divorce his vulgar and unfaithful wife Miriam , so he can marry the elegant and beautiful Anne Morton , daughter of a senator .\nSent 2: While on a train to meet Miriam , Haines meets Bruno Anthony , a forward stranger who recognizes Guy from gossip items in the newspapers that detail his marital problems .\nSent 3: During lunch in Bruno 's compartment , Bruno tells Guy about his idea for the perfect `` Criss-cross '' murder : he will kill Miriam and in exchange , Guy will kill Bruno 's father .\nSent 4: Since both are strangers , otherwise unconnected , there is no identifiable motive for the crimes , Bruno contends , hence no suspicion .\nSent 5: Guy hurriedly leaves the compartment but leaves Bruno thinking he has agreed to the deal .\nSent 6: Guy accidentally leaves his cigarette lighter behind , a gift from Anne to Guy , which Bruno pockets .\nSent 7: Bruno heads to Guy 's hometown of Metcalf and follows Miriam and her two beaux to an amusement park , where he briefly illuminates her face with Guy 's lighter , then strangles her to death .\nSent 8: Guy 's problems begin when his alibi an inebriated college professor on the same train as Guy can not remember their meeting .\nSent 9: But they increase exponentially when Bruno makes repeated appearances into Guy 's life as he seeks to remind Guy that he is now obliged to kill Bruno 's father , according to the bargain he thinks they struck on the train .\nSent 10: Bruno sends Guy the keys to his house , a map to his father 's room , and a pistol .\nSent 11: Soon after , Bruno appears at a party at Senator Morton 's house and hobnobs with the guests , much to Guy 's apprehension and Anne 's increasing suspicion . \nQuestion: when did Guy 's problems begin.", "neg": "Paragraph- Sent 1: Amateur tennis star Guy Haines wants to divorce his vulgar and unfaithful wife Miriam , so he can marry the elegant and beautiful Anne Morton , daughter of a senator .\nSent 2: While on a train to meet Miriam , Haines meets Bruno Anthony , a forward stranger who recognizes Guy from gossip items in the newspapers that detail his marital problems .\nSent 3: During lunch in Bruno 's compartment , Bruno tells Guy about his idea for the perfect `` Criss-cross '' murder : he will kill Miriam and in exchange , Guy will kill Bruno 's father .\nSent 4: Since both are strangers , otherwise unconnected , there is no identifiable motive for the crimes , Bruno contends , hence no suspicion .\nSent 5: Guy hurriedly leaves the compartment but leaves Bruno thinking he has agreed to the deal .\nSent 6: Guy accidentally leaves his cigarette lighter behind , a gift from Anne to Guy , which Bruno pockets .\nSent 7: Bruno heads to Guy 's hometown of Metcalf and follows Miriam and her two beaux to an amusement park , where he briefly illuminates her face with Guy 's lighter , then strangles her to death .\nSent 8: Guy 's problems begin when his alibi an inebriated college professor on the same train as Guy can not remember their meeting .\nSent 9: But they increase exponentially when Bruno makes repeated appearances into Guy 's life as he seeks to remind Guy that he is now obliged to kill Bruno 's father , according to the bargain he thinks they struck on the train .\nSent 10: Bruno sends Guy the keys to his house , a map to his father 's room , and a pistol .\nSent 11: Soon after , Bruno appears at a party at Senator Morton 's house and hobnobs with the guests , much to Guy 's apprehension and Anne 's increasing suspicion . \nQuestion: Why did Guy feel comfortable about telling Bruno about this murder plan?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Not all waves are caused by winds.\nSent 2: A shock to the ocean can also send waves through water.\nSent 3: A tsunami is a wave, or set of waves, that is usually caused by an earthquake.\nSent 4: As we have seen in recent years, the waves can be enormous and extremely destructive.\nSent 5: Tsunamis can travel at speeds of 800 kilometers per hour (500 miles per hour).\nSent 6: Usually tsunami waves travel through the ocean unnoticed.\nSent 7: Tsunami waves have very small wave heights.\nSent 8: In contrast, they have very long wavelengths.\nSent 9: If you were at sea, you would not notice it pass under your ship.\nSent 10: But when they reach the shore they become enormous.\nSent 11: Tsunami waves can flood entire regions.\nSent 12: They destroy property and cause many deaths. \nQuestion: How are tsunamis dangerous?.", "pos": "Paragraph- Sent 1: Not all waves are caused by winds.\nSent 2: A shock to the ocean can also send waves through water.\nSent 3: A tsunami is a wave, or set of waves, that is usually caused by an earthquake.\nSent 4: As we have seen in recent years, the waves can be enormous and extremely destructive.\nSent 5: Tsunamis can travel at speeds of 800 kilometers per hour (500 miles per hour).\nSent 6: Usually tsunami waves travel through the ocean unnoticed.\nSent 7: Tsunami waves have very small wave heights.\nSent 8: In contrast, they have very long wavelengths.\nSent 9: If you were at sea, you would not notice it pass under your ship.\nSent 10: But when they reach the shore they become enormous.\nSent 11: Tsunami waves can flood entire regions.\nSent 12: They destroy property and cause many deaths. \nQuestion: What are the characteristics of tsunami waves?.", "neg": "Paragraph- Sent 1: Not all waves are caused by winds.\nSent 2: A shock to the ocean can also send waves through water.\nSent 3: A tsunami is a wave, or set of waves, that is usually caused by an earthquake.\nSent 4: As we have seen in recent years, the waves can be enormous and extremely destructive.\nSent 5: Tsunamis can travel at speeds of 800 kilometers per hour (500 miles per hour).\nSent 6: Usually tsunami waves travel through the ocean unnoticed.\nSent 7: Tsunami waves have very small wave heights.\nSent 8: In contrast, they have very long wavelengths.\nSent 9: If you were at sea, you would not notice it pass under your ship.\nSent 10: But when they reach the shore they become enormous.\nSent 11: Tsunami waves can flood entire regions.\nSent 12: They destroy property and cause many deaths. \nQuestion: What makes tsunamis dangerous?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Roberta Adams skipped the thick how-to guide on child-custody forms and sat down at a computer at the Lamoreaux Justice Center in Orange on Wednesday.\nSent 2: The Garden Grove woman answered a series of questions to create and print a form to file with the court.\nSent 3: \"It's easy,\" said Adams, 25.\nSent 4: \"I thought I'd have all kinds of questions and have to take the forms home.\"Sent 5: A University of California, Irvine, study released Wednesday found an interactive computer system effectively helps people fill out paperwork for restraining orders, eviction defense, small-claims cases and requests for filing-fee waivers.\nSent 6: Not only does the system make life easier for people who can't afford a lawyer, but it also might improve efficiency in the courts because the forms, which are printed out when completed, are easy to read and are being filled out correctly, the study found.\nSent 7: Since the program started in 2000, more than 6,000 people have used the free system, located in public buildings throughout Orange County.\nSent 8: The system was developed by the Legal Aid Society of Orange County with about $800,000 in grants.\nSent 9: The program avoids legal jargon, offers a courthouse video tour and sticks to a fifth-grade vocabulary.\nSent 10: Users can choose English, Spanish or Vietnamese.\nSent 11: Kiosks are in courthouses in Fullerton and Orange, the district attorney's family-support office, the Legal Aid Society in Santa Ana, Irvine City Hall and the San Juan Capistrano Library.\nSent 12: The program is also available online.\nSent 13: Bob Cohen, executive director of Legal Aid, said the study should clear the way for expansion throughout California.\nSent 14: Locally, a program for divorce petitions will be added this summer.\nSent 15: Cohen said the system proves the benefit of technology tailored to those who aren't computer-savvy.\nSent 16: He said much of the technology now available requires Internet skills and access.\nSent 17: Low-income people, however, have less access to computers and less experience using them.\nSent 18: \"Our clients have to catch up, and they have to become a part of the mainstream,\" Cohen said. \nQuestion: How did the program come about?.", "pos": "Paragraph- Sent 1: Roberta Adams skipped the thick how-to guide on child-custody forms and sat down at a computer at the Lamoreaux Justice Center in Orange on Wednesday.\nSent 2: The Garden Grove woman answered a series of questions to create and print a form to file with the court.\nSent 3: \"It's easy,\" said Adams, 25.\nSent 4: \"I thought I'd have all kinds of questions and have to take the forms home.\"Sent 5: A University of California, Irvine, study released Wednesday found an interactive computer system effectively helps people fill out paperwork for restraining orders, eviction defense, small-claims cases and requests for filing-fee waivers.\nSent 6: Not only does the system make life easier for people who can't afford a lawyer, but it also might improve efficiency in the courts because the forms, which are printed out when completed, are easy to read and are being filled out correctly, the study found.\nSent 7: Since the program started in 2000, more than 6,000 people have used the free system, located in public buildings throughout Orange County.\nSent 8: The system was developed by the Legal Aid Society of Orange County with about $800,000 in grants.\nSent 9: The program avoids legal jargon, offers a courthouse video tour and sticks to a fifth-grade vocabulary.\nSent 10: Users can choose English, Spanish or Vietnamese.\nSent 11: Kiosks are in courthouses in Fullerton and Orange, the district attorney's family-support office, the Legal Aid Society in Santa Ana, Irvine City Hall and the San Juan Capistrano Library.\nSent 12: The program is also available online.\nSent 13: Bob Cohen, executive director of Legal Aid, said the study should clear the way for expansion throughout California.\nSent 14: Locally, a program for divorce petitions will be added this summer.\nSent 15: Cohen said the system proves the benefit of technology tailored to those who aren't computer-savvy.\nSent 16: He said much of the technology now available requires Internet skills and access.\nSent 17: Low-income people, however, have less access to computers and less experience using them.\nSent 18: \"Our clients have to catch up, and they have to become a part of the mainstream,\" Cohen said. \nQuestion: What forms can be filled out via the kiosk?.", "neg": "Paragraph- Sent 1: Roberta Adams skipped the thick how-to guide on child-custody forms and sat down at a computer at the Lamoreaux Justice Center in Orange on Wednesday.\nSent 2: The Garden Grove woman answered a series of questions to create and print a form to file with the court.\nSent 3: \"It's easy,\" said Adams, 25.\nSent 4: \"I thought I'd have all kinds of questions and have to take the forms home.\"Sent 5: A University of California, Irvine, study released Wednesday found an interactive computer system effectively helps people fill out paperwork for restraining orders, eviction defense, small-claims cases and requests for filing-fee waivers.\nSent 6: Not only does the system make life easier for people who can't afford a lawyer, but it also might improve efficiency in the courts because the forms, which are printed out when completed, are easy to read and are being filled out correctly, the study found.\nSent 7: Since the program started in 2000, more than 6,000 people have used the free system, located in public buildings throughout Orange County.\nSent 8: The system was developed by the Legal Aid Society of Orange County with about $800,000 in grants.\nSent 9: The program avoids legal jargon, offers a courthouse video tour and sticks to a fifth-grade vocabulary.\nSent 10: Users can choose English, Spanish or Vietnamese.\nSent 11: Kiosks are in courthouses in Fullerton and Orange, the district attorney's family-support office, the Legal Aid Society in Santa Ana, Irvine City Hall and the San Juan Capistrano Library.\nSent 12: The program is also available online.\nSent 13: Bob Cohen, executive director of Legal Aid, said the study should clear the way for expansion throughout California.\nSent 14: Locally, a program for divorce petitions will be added this summer.\nSent 15: Cohen said the system proves the benefit of technology tailored to those who aren't computer-savvy.\nSent 16: He said much of the technology now available requires Internet skills and access.\nSent 17: Low-income people, however, have less access to computers and less experience using them.\nSent 18: \"Our clients have to catch up, and they have to become a part of the mainstream,\" Cohen said. \nQuestion: Who said that much of the technology now available requires Internet skills and access?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Five times more needy people ask for help than staff can assist Albany In the morning, the phones ring relentlessly at Albany's Legal Aid office, each call bringing another story of low-income troubles, legal crisis or bureaucratic confusion.\nSent 2: The office usually is so overwhelmed, attorneys who work there say, that they have to stop taking calls and evaluating new cases for the day by 10 a.m.\nSent 3: The calls come from people like Tina Lavery of Scotia, wife of a self-employed auto mechanic.\nSent 4: She called Legal Aid after months of wrangling with federal bureaucrats who denied her request for financial help -- about $6,000 a year -- to provide speech therapy for her 2-year-old son, who was born with autism.\nSent 5: \"They almost always deny you at first,\" Lavery said.\nSent 6: \"You have to have a lawyer to show them you mean business.\"Sent 7: Lavery considers herself among the fortunate few whose cases are accepted by Legal Aid, one of the only places in the Capital Region that provides free legal services for civil matters such as custody battles, landlord-tenant disputes or public assistance appeals.\nSent 8: Legal Aid workers say their 13-attorney staff can provide full services for only about one in every five people who ask for them, leaving many to fend for themselves.\nSent 9: Unlike criminal court, where those accused have a constitutional right to a taxpayerfunded attorney, people facing civil matters either have to hire their own lawyer -- often at rates of more than $200 an hour -- or go it alone.\nSent 10: \"There is a whole class of people who don't get in,\" said Lillian Moy, executive director of the Legal Aid Society of Northeastern New York.\nSent 11: \"And for them, the price for losing your house or losing your kids or not getting the income the household needs is incredibly significant.\"Sent 12: In many cases, poor people have to face off alone against adversaries who have attorneys.\nSent 13: In landlord-tenant cases, landlords are almost always represented, tenants almost never.\nSent 14: In the family courts, single parents who can't afford attorneys sometimes have to go up against former spouses who can afford legal representation.\nSent 15: Although the courts often try to find court-appointed attorneys to represent those who don't have them, there is no guarantee.\nSent 16: \"Clearly, it's not fair.\nSent 17: There is a disparity: People of economic means will generally do better in the judicial system than those without economic means,\" said Thomas Levin, chairman of the New York State Bar Association's Access to Justice Committee.\nSent 18: And the ripple effects can be felt throughout the court system, as judges have to stop and explain basic rules that people with lawyers would already understand. \nQuestion: Who said \"the price of losing your house or losing your kids or not getting the income the household needs is incredibly significant\"?.", "pos": "Paragraph- Sent 1: Shrinking revenue is forcing Legal Aid of West Virginia to close six satellite offices and lay off 17 employees by January.\nSent 2: The agency provides free legal representation in civil cases to about 24,000 low-income people annually.\nSent 3: Legal Aid lawyers help victims of domestic violence, and they supervise the ombudsman program that sends advocates into all the state's nursing homes.\nSent 4: \"We are here for people who have no place to turn,\" Adrienne Worthy, executive director for the agency, said Tuesday.\nSent 5: \"Our phones ring off the hook now.\nSent 6: I do not look forward to saying, 'I'm sorry.\nSent 7: We can't help you.\"' The Legal Aid board agreed Saturday to close satellite offices in Fayetteville, Madison, Pineville, Welch, Winfield and Williamson.\nSent 8: Satellite facilities in Clay, Hamlin and Summersville and all 11 regional offices will remain open.\nSent 9: Decreases in two funding sources prompted the cuts, Worthy said.\nSent 10: Legal Aid gets funding from the federal Legal Services Corp. based on a formula that counts the number of poor people in a service area.\nSent 11: West Virginia lost 30,000 poor people, according to Census figures used by the Legal Services Corp. The population drop will reduce Legal Aid of West Virginia's budget by $400,000.\nSent 12: The agency also receives a percentage of money from the Interest On Lawyers' Trust Accounts.\nSent 13: Lawyers in private practice give a percentage of the interest on money in trust accounts to Legal Aid organizations in all 50 states.\nSent 14: Low interest rates could mean $300,000 less from that source, Worthy said.\nSent 15: Because of the funding cuts, 17 people will lose their jobs, including lawyers, paralegals, management and support staff, she said.\nSent 16: West Virginia has one Legal Aid lawyer for every 7,895 poor people in the state.\nSent 17: For people who can afford lawyers, there is one lawyer to every 368 people, she said.\nSent 18: Nate Bowles, president and chairman of Legal Aid's board, said the agency plans to continue taking on \"the cases that evidence the most desperate need.\". \nQuestion: What effects Legal Aid of West Virginia's funding?.", "neg": "Paragraph- Sent 1: Five times more needy people ask for help than staff can assist Albany In the morning, the phones ring relentlessly at Albany's Legal Aid office, each call bringing another story of low-income troubles, legal crisis or bureaucratic confusion.\nSent 2: The office usually is so overwhelmed, attorneys who work there say, that they have to stop taking calls and evaluating new cases for the day by 10 a.m.\nSent 3: The calls come from people like Tina Lavery of Scotia, wife of a self-employed auto mechanic.\nSent 4: She called Legal Aid after months of wrangling with federal bureaucrats who denied her request for financial help -- about $6,000 a year -- to provide speech therapy for her 2-year-old son, who was born with autism.\nSent 5: \"They almost always deny you at first,\" Lavery said.\nSent 6: \"You have to have a lawyer to show them you mean business.\"Sent 7: Lavery considers herself among the fortunate few whose cases are accepted by Legal Aid, one of the only places in the Capital Region that provides free legal services for civil matters such as custody battles, landlord-tenant disputes or public assistance appeals.\nSent 8: Legal Aid workers say their 13-attorney staff can provide full services for only about one in every five people who ask for them, leaving many to fend for themselves.\nSent 9: Unlike criminal court, where those accused have a constitutional right to a taxpayerfunded attorney, people facing civil matters either have to hire their own lawyer -- often at rates of more than $200 an hour -- or go it alone.\nSent 10: \"There is a whole class of people who don't get in,\" said Lillian Moy, executive director of the Legal Aid Society of Northeastern New York.\nSent 11: \"And for them, the price for losing your house or losing your kids or not getting the income the household needs is incredibly significant.\"Sent 12: In many cases, poor people have to face off alone against adversaries who have attorneys.\nSent 13: In landlord-tenant cases, landlords are almost always represented, tenants almost never.\nSent 14: In the family courts, single parents who can't afford attorneys sometimes have to go up against former spouses who can afford legal representation.\nSent 15: Although the courts often try to find court-appointed attorneys to represent those who don't have them, there is no guarantee.\nSent 16: \"Clearly, it's not fair.\nSent 17: There is a disparity: People of economic means will generally do better in the judicial system than those without economic means,\" said Thomas Levin, chairman of the New York State Bar Association's Access to Justice Committee.\nSent 18: And the ripple effects can be felt throughout the court system, as judges have to stop and explain basic rules that people with lawyers would already understand. \nQuestion: What office is so overwhelmed it has to stop talking calls by 10am?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: Which two characters have gone through a portal by themselves?.", "pos": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: What are the names of the crew members?.", "neg": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: What happens to the car that the Lego creatures build?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: Who coordinates development of intelligence agency budget requests for submission to Congress?.", "pos": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: Where does the CIA submit recommendations for organizational changes based on information collected?.", "neg": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: Does the DCI have any affiliation with the CIA?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Honours and legacy In 1929, Soviet writer Leonid Grossman published a novel The d'Archiac Papers, telling the story of Pushkin's death from the perspective of a French diplomat, being a participant and a witness of the fatal duel.\nSent 2: The book describes him as a liberal and a victim of the Tsarist regime.\nSent 3: In Poland the book was published under the title Death of the Poet.\nSent 4: In 1937, the town of Tsarskoye Selo was renamed Pushkin in his honour.\nSent 5: There are several museums in Russia dedicated to Pushkin, including two in Moscow, one in Saint Petersburg, and a large complex in Mikhaylovskoye.\nSent 6: Pushkin's death was portrayed in the 2006 biographical film Pushkin: The Last Duel.\nSent 7: The film was directed by Natalya Bondarchuk.\nSent 8: Pushkin was portrayed onscreen by Sergei Bezrukov.\nSent 9: The Pushkin Trust was established in 1987 by the Duchess of Abercorn to commemorate the creative legacy and spirit of her ancestor and to release the creativity and imagination of the children of Ireland by providing them with opportunities to communicate their thoughts, feelings and experiences.\nSent 10: A minor planet, 2208 Pushkin, discovered in 1977 by Soviet astronomer Nikolai Stepanovich Chernykh, is named after him.\nSent 11: A crater on Mercury is also named in his honour.\nSent 12: MS Alexandr Pushkin, second ship of the Russian Ivan Franko class (also referred to as \"poet\" or \"writer\" class).\nSent 13: Station of Tashkent metro was named in his honour.\nSent 14: The Pushkin Hills and Pushkin Lake were named in his honour in Ben Nevis Township, Cochrane District, in Ontario, Canada.\nSent 15: UN Russian Language Day, established by the United Nations in 2010 and celebrated each year on 6 June, was scheduled to coincide with Pushkin's birthday. \nQuestion: Other than a crater on Mercury - what other astronomical object is named after Pushkin?.", "pos": "Paragraph- Sent 1: Honours and legacy In 1929, Soviet writer Leonid Grossman published a novel The d'Archiac Papers, telling the story of Pushkin's death from the perspective of a French diplomat, being a participant and a witness of the fatal duel.\nSent 2: The book describes him as a liberal and a victim of the Tsarist regime.\nSent 3: In Poland the book was published under the title Death of the Poet.\nSent 4: In 1937, the town of Tsarskoye Selo was renamed Pushkin in his honour.\nSent 5: There are several museums in Russia dedicated to Pushkin, including two in Moscow, one in Saint Petersburg, and a large complex in Mikhaylovskoye.\nSent 6: Pushkin's death was portrayed in the 2006 biographical film Pushkin: The Last Duel.\nSent 7: The film was directed by Natalya Bondarchuk.\nSent 8: Pushkin was portrayed onscreen by Sergei Bezrukov.\nSent 9: The Pushkin Trust was established in 1987 by the Duchess of Abercorn to commemorate the creative legacy and spirit of her ancestor and to release the creativity and imagination of the children of Ireland by providing them with opportunities to communicate their thoughts, feelings and experiences.\nSent 10: A minor planet, 2208 Pushkin, discovered in 1977 by Soviet astronomer Nikolai Stepanovich Chernykh, is named after him.\nSent 11: A crater on Mercury is also named in his honour.\nSent 12: MS Alexandr Pushkin, second ship of the Russian Ivan Franko class (also referred to as \"poet\" or \"writer\" class).\nSent 13: Station of Tashkent metro was named in his honour.\nSent 14: The Pushkin Hills and Pushkin Lake were named in his honour in Ben Nevis Township, Cochrane District, in Ontario, Canada.\nSent 15: UN Russian Language Day, established by the United Nations in 2010 and celebrated each year on 6 June, was scheduled to coincide with Pushkin's birthday. \nQuestion: What two astronomical features have been named after Pushkin?.", "neg": "Paragraph- Sent 1: Honours and legacy In 1929, Soviet writer Leonid Grossman published a novel The d'Archiac Papers, telling the story of Pushkin's death from the perspective of a French diplomat, being a participant and a witness of the fatal duel.\nSent 2: The book describes him as a liberal and a victim of the Tsarist regime.\nSent 3: In Poland the book was published under the title Death of the Poet.\nSent 4: In 1937, the town of Tsarskoye Selo was renamed Pushkin in his honour.\nSent 5: There are several museums in Russia dedicated to Pushkin, including two in Moscow, one in Saint Petersburg, and a large complex in Mikhaylovskoye.\nSent 6: Pushkin's death was portrayed in the 2006 biographical film Pushkin: The Last Duel.\nSent 7: The film was directed by Natalya Bondarchuk.\nSent 8: Pushkin was portrayed onscreen by Sergei Bezrukov.\nSent 9: The Pushkin Trust was established in 1987 by the Duchess of Abercorn to commemorate the creative legacy and spirit of her ancestor and to release the creativity and imagination of the children of Ireland by providing them with opportunities to communicate their thoughts, feelings and experiences.\nSent 10: A minor planet, 2208 Pushkin, discovered in 1977 by Soviet astronomer Nikolai Stepanovich Chernykh, is named after him.\nSent 11: A crater on Mercury is also named in his honour.\nSent 12: MS Alexandr Pushkin, second ship of the Russian Ivan Franko class (also referred to as \"poet\" or \"writer\" class).\nSent 13: Station of Tashkent metro was named in his honour.\nSent 14: The Pushkin Hills and Pushkin Lake were named in his honour in Ben Nevis Township, Cochrane District, in Ontario, Canada.\nSent 15: UN Russian Language Day, established by the United Nations in 2010 and celebrated each year on 6 June, was scheduled to coincide with Pushkin's birthday. \nQuestion: The book was published on what dates?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In her storage room-turned-office, Jennifer Baum works under an expanding leak that is causing the ceiling to turn brown and crumble.\nSent 2: Mold grows in the buckets positioned to catch the water.\nSent 3: She shrugs it off.\nSent 4: Outside her office she has taped up a clear plastic suit, and a sign that reads, \"All employees must don protective gear before coming in.\"Sent 5: Such is life in limbo.\nSent 6: Nearly a year after Sept. 11, the Legal Aid Society-the lawyers for New York's poor and homeless-remains, well, homeless.\nSent 7: The nonprofit has been barred from returning to its 90 Church St. headquarters, across from the World Trade Center site, because of environmental concerns.\nSent 8: Legal Aid has uncomfortable company.\nSent 9: More than 11,500 New Yorkers continue to work out of temporary space, according to analysis by Manhattan-based real estate brokerage TenantWise.com Inc. and Crain's New York Business.\nSent 10: That's 8% of the 137,000 workers who lost their offices or access to them when the Twin Towers collapsed.\nSent 11: Legal Aid's 450 displaced attorneys and staffers have spent the past 12 months spread among previously unused spaces-some unused for good reason-in the nonprofit's other offices.\nSent 12: It could be another year and a half before they return to their old desks.\nSent 13: They have contended with difficult working conditions as demand for Legal Aid's services is on the rise because of Sept. 11 and the deteriorating economy.\nSent 14: The civil division is spread among a few boroughs.\nSent 15: Their papers and documents, some 20,000 boxes worth, are stuck in a storage facility in Linden, N.J. \"I am counting the days till we can have all the parts back in one place,\" says Steven Banks, Legal Aid's associate attorney in chief.\nSent 16: In the memories of the exiled workers, the old office has achieved mythical proportions.\nSent 17: They say the wood paneling and rugs had the ability to cool emotions and lift spirits.\nSent 18: The Legal Aid office on Montague Street in Brooklyn Heights, where 65 displaced workers have cobbled together space amid the faded and scratched walls, looks more like a bargain basement. \nQuestion: Who put up a sign outside her office that reads: \"All employees must don protective gear before coming in.\".", "pos": "Paragraph- Sent 1: In her storage room-turned-office, Jennifer Baum works under an expanding leak that is causing the ceiling to turn brown and crumble.\nSent 2: Mold grows in the buckets positioned to catch the water.\nSent 3: She shrugs it off.\nSent 4: Outside her office she has taped up a clear plastic suit, and a sign that reads, \"All employees must don protective gear before coming in.\"Sent 5: Such is life in limbo.\nSent 6: Nearly a year after Sept. 11, the Legal Aid Society-the lawyers for New York's poor and homeless-remains, well, homeless.\nSent 7: The nonprofit has been barred from returning to its 90 Church St. headquarters, across from the World Trade Center site, because of environmental concerns.\nSent 8: Legal Aid has uncomfortable company.\nSent 9: More than 11,500 New Yorkers continue to work out of temporary space, according to analysis by Manhattan-based real estate brokerage TenantWise.com Inc. and Crain's New York Business.\nSent 10: That's 8% of the 137,000 workers who lost their offices or access to them when the Twin Towers collapsed.\nSent 11: Legal Aid's 450 displaced attorneys and staffers have spent the past 12 months spread among previously unused spaces-some unused for good reason-in the nonprofit's other offices.\nSent 12: It could be another year and a half before they return to their old desks.\nSent 13: They have contended with difficult working conditions as demand for Legal Aid's services is on the rise because of Sept. 11 and the deteriorating economy.\nSent 14: The civil division is spread among a few boroughs.\nSent 15: Their papers and documents, some 20,000 boxes worth, are stuck in a storage facility in Linden, N.J. \"I am counting the days till we can have all the parts back in one place,\" says Steven Banks, Legal Aid's associate attorney in chief.\nSent 16: In the memories of the exiled workers, the old office has achieved mythical proportions.\nSent 17: They say the wood paneling and rugs had the ability to cool emotions and lift spirits.\nSent 18: The Legal Aid office on Montague Street in Brooklyn Heights, where 65 displaced workers have cobbled together space amid the faded and scratched walls, looks more like a bargain basement. \nQuestion: Why must employees wear protective gear before entering Jennifer Baum's office?.", "neg": "Paragraph- Sent 1: In her storage room-turned-office, Jennifer Baum works under an expanding leak that is causing the ceiling to turn brown and crumble.\nSent 2: Mold grows in the buckets positioned to catch the water.\nSent 3: She shrugs it off.\nSent 4: Outside her office she has taped up a clear plastic suit, and a sign that reads, \"All employees must don protective gear before coming in.\"Sent 5: Such is life in limbo.\nSent 6: Nearly a year after Sept. 11, the Legal Aid Society-the lawyers for New York's poor and homeless-remains, well, homeless.\nSent 7: The nonprofit has been barred from returning to its 90 Church St. headquarters, across from the World Trade Center site, because of environmental concerns.\nSent 8: Legal Aid has uncomfortable company.\nSent 9: More than 11,500 New Yorkers continue to work out of temporary space, according to analysis by Manhattan-based real estate brokerage TenantWise.com Inc. and Crain's New York Business.\nSent 10: That's 8% of the 137,000 workers who lost their offices or access to them when the Twin Towers collapsed.\nSent 11: Legal Aid's 450 displaced attorneys and staffers have spent the past 12 months spread among previously unused spaces-some unused for good reason-in the nonprofit's other offices.\nSent 12: It could be another year and a half before they return to their old desks.\nSent 13: They have contended with difficult working conditions as demand for Legal Aid's services is on the rise because of Sept. 11 and the deteriorating economy.\nSent 14: The civil division is spread among a few boroughs.\nSent 15: Their papers and documents, some 20,000 boxes worth, are stuck in a storage facility in Linden, N.J. \"I am counting the days till we can have all the parts back in one place,\" says Steven Banks, Legal Aid's associate attorney in chief.\nSent 16: In the memories of the exiled workers, the old office has achieved mythical proportions.\nSent 17: They say the wood paneling and rugs had the ability to cool emotions and lift spirits.\nSent 18: The Legal Aid office on Montague Street in Brooklyn Heights, where 65 displaced workers have cobbled together space amid the faded and scratched walls, looks more like a bargain basement. \nQuestion: Where was the original address of the Legal Aid Society headquarters.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Marsha loves playing with her noodle friend.\nSent 2: She had it for a long time so it is now a dark brown color.\nSent 3: When her mom first made it, it was white.\nSent 4: The night she met her noodle friend was spaghetti night.\nSent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.\nSent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.\nSent 7: To Marsha, it looked like a stick man so she kept him.\nSent 8: She named her new noodle friend Joey and took him everywhere she went.\nSent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.\nSent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!\nSent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.\nSent 12: During the day she keeps him in a plastic bag in her pocket.\nSent 13: At night, she puts him under her pillow.\nSent 14: She loves Joey and wants to always be friends with him. \nQuestion: On what day of the week did Marsha meet Joey?.", "pos": "Paragraph- Sent 1: Once upon a time I had a dog named Toodles.\nSent 2: He was black and white and had long floppy ears.\nSent 3: He also had very short legs, but really big paws.\nSent 4: Every Saturday we would go to the park and play Toodles' favorite game.\nSent 5: Toodles loved playing fetch.\nSent 6: One Saturday, Toodles ran over to the pond because he saw ducks swimming there.\nSent 7: He ran all around the pond, barking at the ducks.\nSent 8: The ducks ignored him, and kept swimming.\nSent 9: Toodles wasn't having it!\nSent 10: He jumped into the pond and started swimming toward the ducks, chasing around his new playmates.\nSent 11: One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears!\nSent 12: Toodles barked and ran out of the pond because the duck hurt his ear.\nSent 13: Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better.\nSent 14: After that, whenever he would see a duck, Toodles would run the other way. \nQuestion: where was the pond.", "neg": "Paragraph- Sent 1: Marsha loves playing with her noodle friend.\nSent 2: She had it for a long time so it is now a dark brown color.\nSent 3: When her mom first made it, it was white.\nSent 4: The night she met her noodle friend was spaghetti night.\nSent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.\nSent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.\nSent 7: To Marsha, it looked like a stick man so she kept him.\nSent 8: She named her new noodle friend Joey and took him everywhere she went.\nSent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.\nSent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!\nSent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.\nSent 12: During the day she keeps him in a plastic bag in her pocket.\nSent 13: At night, she puts him under her pillow.\nSent 14: She loves Joey and wants to always be friends with him. \nQuestion: What places can Joey expect to be kept over the course of 24 hours?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Other men followed, and in the fortune of each Mr. Thorndike found himself, to his surprise, taking a personal interest.\nSent 2: It was as good as a play.\nSent 3: It reminded him of the Sicilians he had seen in London in their little sordid tragedies.\nSent 4: Only these actors were appearing in their proper persons in real dramas of a life he did not know, but which appealed to something that had been long untouched, long in disuse.\nSent 5: It was an uncomfortable sensation that left him restless because, as he appreciated, it needed expression, an outlet.\nSent 6: He found this, partially, in praising, through Andrews, the young judge who had publicly rebuked him.\nSent 7: Mr. Thorndike found him astute, sane; his queries intelligent, his comments just.\nSent 8: And this probation officer, she, too, was capable, was she not?\nSent 9: Smiling at his interest in what to him was an old story, the younger man nodded.\nSent 10: “I like her looks,” whispered the great man.\nSent 11: “Like her clear eyes and clean skin.\nSent 12: She strikes me as able, full of energy, and yet womanly.\nSent 13: These men when they come under her charge,” he insisted, eagerly, “need money to start again, don’t they?” He spoke anxiously.\nSent 14: He believed he had found the clew to his restlessness.\nSent 15: It was a desire to help; to be of use to these failures who had fallen and who were being lifted to their feet.\nSent 16: Andrews looked at him curiously.\nSent 17: “Anything you give her,” he answered, “would be well invested.” “If you will tell me her name and address?” whispered the banker.\nSent 18: He was much given to charity, but it had been perfunctory, it was extended on the advice of his secretary.\nSent 19: In helping here, he felt a genial glow of personal pleasure.\nSent 20: It was much more satisfactory than giving an Old Master to his private chapel. \nQuestion: In what sense are the \"failures\" that Mr. Thorndike wants to help \"being lifted to their feet?\".", "pos": "Paragraph- Sent 1: Other men followed, and in the fortune of each Mr. Thorndike found himself, to his surprise, taking a personal interest.\nSent 2: It was as good as a play.\nSent 3: It reminded him of the Sicilians he had seen in London in their little sordid tragedies.\nSent 4: Only these actors were appearing in their proper persons in real dramas of a life he did not know, but which appealed to something that had been long untouched, long in disuse.\nSent 5: It was an uncomfortable sensation that left him restless because, as he appreciated, it needed expression, an outlet.\nSent 6: He found this, partially, in praising, through Andrews, the young judge who had publicly rebuked him.\nSent 7: Mr. Thorndike found him astute, sane; his queries intelligent, his comments just.\nSent 8: And this probation officer, she, too, was capable, was she not?\nSent 9: Smiling at his interest in what to him was an old story, the younger man nodded.\nSent 10: “I like her looks,” whispered the great man.\nSent 11: “Like her clear eyes and clean skin.\nSent 12: She strikes me as able, full of energy, and yet womanly.\nSent 13: These men when they come under her charge,” he insisted, eagerly, “need money to start again, don’t they?” He spoke anxiously.\nSent 14: He believed he had found the clew to his restlessness.\nSent 15: It was a desire to help; to be of use to these failures who had fallen and who were being lifted to their feet.\nSent 16: Andrews looked at him curiously.\nSent 17: “Anything you give her,” he answered, “would be well invested.” “If you will tell me her name and address?” whispered the banker.\nSent 18: He was much given to charity, but it had been perfunctory, it was extended on the advice of his secretary.\nSent 19: In helping here, he felt a genial glow of personal pleasure.\nSent 20: It was much more satisfactory than giving an Old Master to his private chapel. \nQuestion: When the topic of money is first broached, is it a request or an offer?.", "neg": "Paragraph- Sent 1: Other men followed, and in the fortune of each Mr. Thorndike found himself, to his surprise, taking a personal interest.\nSent 2: It was as good as a play.\nSent 3: It reminded him of the Sicilians he had seen in London in their little sordid tragedies.\nSent 4: Only these actors were appearing in their proper persons in real dramas of a life he did not know, but which appealed to something that had been long untouched, long in disuse.\nSent 5: It was an uncomfortable sensation that left him restless because, as he appreciated, it needed expression, an outlet.\nSent 6: He found this, partially, in praising, through Andrews, the young judge who had publicly rebuked him.\nSent 7: Mr. Thorndike found him astute, sane; his queries intelligent, his comments just.\nSent 8: And this probation officer, she, too, was capable, was she not?\nSent 9: Smiling at his interest in what to him was an old story, the younger man nodded.\nSent 10: “I like her looks,” whispered the great man.\nSent 11: “Like her clear eyes and clean skin.\nSent 12: She strikes me as able, full of energy, and yet womanly.\nSent 13: These men when they come under her charge,” he insisted, eagerly, “need money to start again, don’t they?” He spoke anxiously.\nSent 14: He believed he had found the clew to his restlessness.\nSent 15: It was a desire to help; to be of use to these failures who had fallen and who were being lifted to their feet.\nSent 16: Andrews looked at him curiously.\nSent 17: “Anything you give her,” he answered, “would be well invested.” “If you will tell me her name and address?” whispered the banker.\nSent 18: He was much given to charity, but it had been perfunctory, it was extended on the advice of his secretary.\nSent 19: In helping here, he felt a genial glow of personal pleasure.\nSent 20: It was much more satisfactory than giving an Old Master to his private chapel. \nQuestion: Who were the Sicilians that Mr. Thorndike had encountered in London?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Taliban and American aid.\nSent 2: After the September 11 attacks, it was necessary for conservatives to somehow explain away the fact that the US government gave 245 million dollars to the new evildoers du jour.\nSent 3: Never mind the fact that authors such as Robert Scheer warned of aiding the Taliban as early as in May 2001.\nSent 4: Never mind that they did so not out of some humanitarian motivation, but because of the Taliban's violent enforcement of the ban on opium poppies.\nSent 5: Never mind that in a regime that is controlled by warlords, it does not matter who is authorized to distribute the aid -- the ruling regional warlords will seize control of it and use it to their own advantage.\nSent 6: Never mind that this very argument has been used by hawks in opposition to sending humanitarian aid to Iraq's Saddam Hussein.\nSent 7: Never mind that the Taliban continued selling opium in spite of the deal.\nSent 8: Never mind that this is all documented on Michael Moore's website about the film.\nSent 9: Gun homicides.\nSent 10: Statistics are Moore's weakest point, and it is surprising that his critics don't dwell on them longer.\nSent 11: That's because they know all too well that Moore is correct: The United States have a far greater homicide rate (both gun- and non-gun) than most other first world countries.\nSent 12: His main mistake is that he does not use population corrected data, his second mistake is that he does not cite his sources (and, as you correctly point out, he probably uses different reporting methods for the different countries).\nSent 13: A good comparison of international homicide rates can be found on the relatively neutral guncite.com website. \nQuestion: Who continued selling opium in spite of the deal?.", "pos": "Paragraph- Sent 1: After the 1998 embassy bombings, the U.S. government tried to develop a clearer picture of Bin Ladin's finances.\nSent 2: A U.S. interagency group traveled to Saudi Arabia twice, in 1999 and 2000, to get information from the Saudis about their understanding of those finances.\nSent 3: The group eventually concluded that the oft-repeated assertion that Bin Ladin was funding al Qaeda from his personal fortune was in fact not true.\nSent 4: The officials developed a new theory: al Qaeda was getting its money elsewhere, and the United States needed to focus on other sources of funding, such as charities, wealthy donors, and financial facilitators.\nSent 5: Ultimately, although the intelligence community devoted more resources to the issue and produced somewhat more intelligence, it remained difficult to distinguish al Qaeda's financial transactions among the vast sums moving in the international financial system.\nSent 6: The CIA was not able to find or disrupt al Qaeda's money flows.\nSent 7: The NSC staff thought that one possible solution to these weaknesses in the intelligence community was to create an all-source terrorist-financing intelligence analysis center.\nSent 8: Clarke pushed for the funding of such a center at Treasury, but neither Treasury nor the CIA was willing to commit the resources.\nSent 9: Within the United States, various FBI field offices gathered intelligence on organizations suspected of raising funds for al Qaeda or other terrorist groups.\nSent 10: By 9/11, FBI agents understood that there were extremist organizations operating within the United States supporting a global jihadist movement and with substantial connections to al Qaeda.\nSent 11: The FBI operated a web of informants, conducted electronic surveillance, and had opened significant investigations in a number of field offices, including New York, Chicago, Detroit, San Diego, and Minneapolis.\nSent 12: On a national level, however, the FBI never used the information to gain a systematic or strategic understanding of the nature and extent of al Qaeda fundraising.\nSent 13: Treasury regulators, as well as U.S. financial institutions, were generally focused on finding and deterring or disrupting the vast flows of U.S. currency generated by drug trafficking and high-level international fraud.\nSent 14: Large-scale scandals, such as the use of the Bank of New York by Russian money launderers to move millions of dollars out of Russia, captured the attention of the Department of the Treasury and of Congress.\nSent 15: Before 9/11, Treasury did not consider terrorist financing important enough to mention in its national strategy for money laundering. \nQuestion: Who were on opposite sides of the idea to create an all-source terrorist-financing intelligence analysis center?.", "neg": "Paragraph- Sent 1: Taliban and American aid.\nSent 2: After the September 11 attacks, it was necessary for conservatives to somehow explain away the fact that the US government gave 245 million dollars to the new evildoers du jour.\nSent 3: Never mind the fact that authors such as Robert Scheer warned of aiding the Taliban as early as in May 2001.\nSent 4: Never mind that they did so not out of some humanitarian motivation, but because of the Taliban's violent enforcement of the ban on opium poppies.\nSent 5: Never mind that in a regime that is controlled by warlords, it does not matter who is authorized to distribute the aid -- the ruling regional warlords will seize control of it and use it to their own advantage.\nSent 6: Never mind that this very argument has been used by hawks in opposition to sending humanitarian aid to Iraq's Saddam Hussein.\nSent 7: Never mind that the Taliban continued selling opium in spite of the deal.\nSent 8: Never mind that this is all documented on Michael Moore's website about the film.\nSent 9: Gun homicides.\nSent 10: Statistics are Moore's weakest point, and it is surprising that his critics don't dwell on them longer.\nSent 11: That's because they know all too well that Moore is correct: The United States have a far greater homicide rate (both gun- and non-gun) than most other first world countries.\nSent 12: His main mistake is that he does not use population corrected data, his second mistake is that he does not cite his sources (and, as you correctly point out, he probably uses different reporting methods for the different countries).\nSent 13: A good comparison of international homicide rates can be found on the relatively neutral guncite.com website. \nQuestion: Who are the \"evildoers du jour\" that received $245 Million from the US Government?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After arriving in New York City, Einstein was taken to various places and events, including Chinatown, a lunch with the editors of the New York Times, and a performance of Carmen at the Metropolitan Opera, where he was cheered by the audience on his arrival.\nSent 2: During the days following, he was given the keys to the city by Mayor Jimmy Walker and met the president of Columbia University, who described Einstein as \"the ruling monarch of the mind.\"Sent 3: Harry Emerson Fosdick, pastor at New York's Riverside Church, gave Einstein a tour of the church and showed him a full-size statue that the church made of Einstein, standing at the entrance.\nSent 4: Also during his stay in New York, he joined a crowd of 15,000 people at Madison Square Garden during a Hanukkah celebration.\nSent 5: Einstein next traveled to California where he met Caltech president and Nobel laureate, Robert A. Millikan.\nSent 6: His friendship with Millikan was \"awkward\", as Millikan \"had a penchant for patriotic militarism,\" where Einstein was a pronounced pacifist.\nSent 7: During an address to Caltech's students, Einstein noted that science was often inclined to do more harm than good.\nSent 8: This aversion to war also led Einstein to befriend author Upton Sinclair and film star Charlie Chaplin, both noted for their pacifism.\nSent 9: Carl Laemmle, head of Universal Studios, gave Einstein a tour of his studio and introduced him to Chaplin.\nSent 10: They had an instant rapport, with Chaplin inviting Einstein and his wife, Elsa, to his home for dinner.\nSent 11: Chaplin said Einstein's outward persona, calm and gentle, seemed to conceal a \"highly emotional temperament,\" from which came his \"extraordinary intellectual energy.\"Sent 12: Chaplin also remembers Elsa telling him about the time Einstein conceived his theory of relativity.\nSent 13: During breakfast one morning, he seemed lost in thought and ignored his food.\nSent 14: She asked him if something was bothering him.\nSent 15: He sat down at his piano and started playing.\nSent 16: He continued playing and writing notes for half an hour, then went upstairs to his study, where he remained for two weeks, with Elsa bringing up his food.\nSent 17: At the end of the two weeks he came downstairs with two sheets of paper bearing his theory.\nSent 18: Chaplin's film, City Lights, was to premier a few days later in Hollywood, and Chaplin invited Einstein and Elsa to join him as his special guests. \nQuestion: Before leaving for California, Einstein what popular place?.", "pos": "Paragraph- Sent 1: Einstein's political view was in favor of socialism and critical of capitalism, which he detailed in his essays such as \"Why Socialism?\".\nSent 2: Einstein offered and was called on to give judgments and opinions on matters often unrelated to theoretical physics or mathematics.\nSent 3: He strongly advocated the idea of a democratic global government that would check the power of nation-states in the framework of a world federation.\nSent 4: Einstein's views about religious belief have been collected from interviews and original writings.\nSent 5: He called himself an agnostic, while disassociating himself from the label atheist.\nSent 6: He said he believed in the \"pantheistic\" God of Baruch Spinoza, but not in a personal god, a belief he criticized.\nSent 7: Einstein once wrote: \"I do not believe in a personal God and I have never denied this but expressed it clearly\". \nQuestion: What did Einstein consider himself to be from a religious perspective?.", "neg": "Paragraph- Sent 1: After arriving in New York City, Einstein was taken to various places and events, including Chinatown, a lunch with the editors of the New York Times, and a performance of Carmen at the Metropolitan Opera, where he was cheered by the audience on his arrival.\nSent 2: During the days following, he was given the keys to the city by Mayor Jimmy Walker and met the president of Columbia University, who described Einstein as \"the ruling monarch of the mind.\"Sent 3: Harry Emerson Fosdick, pastor at New York's Riverside Church, gave Einstein a tour of the church and showed him a full-size statue that the church made of Einstein, standing at the entrance.\nSent 4: Also during his stay in New York, he joined a crowd of 15,000 people at Madison Square Garden during a Hanukkah celebration.\nSent 5: Einstein next traveled to California where he met Caltech president and Nobel laureate, Robert A. Millikan.\nSent 6: His friendship with Millikan was \"awkward\", as Millikan \"had a penchant for patriotic militarism,\" where Einstein was a pronounced pacifist.\nSent 7: During an address to Caltech's students, Einstein noted that science was often inclined to do more harm than good.\nSent 8: This aversion to war also led Einstein to befriend author Upton Sinclair and film star Charlie Chaplin, both noted for their pacifism.\nSent 9: Carl Laemmle, head of Universal Studios, gave Einstein a tour of his studio and introduced him to Chaplin.\nSent 10: They had an instant rapport, with Chaplin inviting Einstein and his wife, Elsa, to his home for dinner.\nSent 11: Chaplin said Einstein's outward persona, calm and gentle, seemed to conceal a \"highly emotional temperament,\" from which came his \"extraordinary intellectual energy.\"Sent 12: Chaplin also remembers Elsa telling him about the time Einstein conceived his theory of relativity.\nSent 13: During breakfast one morning, he seemed lost in thought and ignored his food.\nSent 14: She asked him if something was bothering him.\nSent 15: He sat down at his piano and started playing.\nSent 16: He continued playing and writing notes for half an hour, then went upstairs to his study, where he remained for two weeks, with Elsa bringing up his food.\nSent 17: At the end of the two weeks he came downstairs with two sheets of paper bearing his theory.\nSent 18: Chaplin's film, City Lights, was to premier a few days later in Hollywood, and Chaplin invited Einstein and Elsa to join him as his special guests. \nQuestion: How long did it take for Einstein to finish his theory of relativity?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.\nSent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.\nSent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling \"the world's most beautiful safety video.\"Sent 4: The \"Safety in Paradise\" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.\nSent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.\nSent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.\nSent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.\nSent 8: Christie Brinkley makes a cameo.\nSent 9: \"It seems that suddenly they are saying that my sexuality is all that matters about me,\" one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.\nSent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.\nSent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.\nSent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past. \nQuestion: Which airline teamed up with Sports Illustrated magazine in order to produce a safety video?.", "pos": "Paragraph- Sent 1: (CNN) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.\nSent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.\nSent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling \"the world's most beautiful safety video.\"Sent 4: The \"Safety in Paradise\" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.\nSent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.\nSent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.\nSent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.\nSent 8: Christie Brinkley makes a cameo.\nSent 9: \"It seems that suddenly they are saying that my sexuality is all that matters about me,\" one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.\nSent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.\nSent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.\nSent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past. \nQuestion: Which company created \"the world's most beautiful safety video\"?.", "neg": "Paragraph- Sent 1: (CNN) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.\nSent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.\nSent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling \"the world's most beautiful safety video.\"Sent 4: The \"Safety in Paradise\" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.\nSent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.\nSent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.\nSent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.\nSent 8: Christie Brinkley makes a cameo.\nSent 9: \"It seems that suddenly they are saying that my sexuality is all that matters about me,\" one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.\nSent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.\nSent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.\nSent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past. \nQuestion: What kind of career does Christie Brinkley have?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.\nSent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.\nSent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.\nSent 4: Christ seemed to have left the world.\nSent 5: The little while that He  had promised to be away seemed to have become a very long while.\nSent 6: Hundreds of years passed, and yet Christ did not come in glory.\nSent 7: And, as  I said, a sadness fell on all the Church.\nSent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.\nSent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory. \nQuestion: Why did the Christians fast, weep, and lament?.", "pos": "Paragraph- Sent 1:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.\nSent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.\nSent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.\nSent 4: Christ seemed to have left the world.\nSent 5: The little while that He  had promised to be away seemed to have become a very long while.\nSent 6: Hundreds of years passed, and yet Christ did not come in glory.\nSent 7: And, as  I said, a sadness fell on all the Church.\nSent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.\nSent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory. \nQuestion: What was the reaction Christians had?.", "neg": "Paragraph- Sent 1:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.\nSent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.\nSent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.\nSent 4: Christ seemed to have left the world.\nSent 5: The little while that He  had promised to be away seemed to have become a very long while.\nSent 6: Hundreds of years passed, and yet Christ did not come in glory.\nSent 7: And, as  I said, a sadness fell on all the Church.\nSent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.\nSent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory. \nQuestion: Who promised to be away a little while?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: what are mutations ?.", "pos": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: can mutations have an effect on survival.", "neg": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: What can cause traits to vary?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: What a time of it Dawson's Landing was having!\nSent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.\nSent 3: The people took more pride in the duel than in all the other events put together, perhaps.\nSent 4: It was a glory to their town to have such a thing happen there.\nSent 5: In their eyes the principals had reached the summit of human honor.\nSent 6: Everybody paid homage to their names; their praises were in all mouths.\nSent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.\nSent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured. \nQuestion: What had Pudd'nhead Wilson assured his success in?.", "pos": "Paragraph- Sent 1: What a time of it Dawson's Landing was having!\nSent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.\nSent 3: The people took more pride in the duel than in all the other events put together, perhaps.\nSent 4: It was a glory to their town to have such a thing happen there.\nSent 5: In their eyes the principals had reached the summit of human honor.\nSent 6: Everybody paid homage to their names; their praises were in all mouths.\nSent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.\nSent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured. \nQuestion: What was Pudd'nhead Wilson asked to do on Saturday?.", "neg": "Paragraph- Sent 1: What a time of it Dawson's Landing was having!\nSent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.\nSent 3: The people took more pride in the duel than in all the other events put together, perhaps.\nSent 4: It was a glory to their town to have such a thing happen there.\nSent 5: In their eyes the principals had reached the summit of human honor.\nSent 6: Everybody paid homage to their names; their praises were in all mouths.\nSent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.\nSent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured. \nQuestion: How had the principals reached the summit of human honor?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: An insect can have one of three types of change in its life.\nSent 2: A metamorphosis describes how insects change.\nSent 3: Some insects do not go through a change.\nSent 4: Instead, the young look like small versions of adults.\nSent 5: The only change between young and mature is size.\nSent 6: Other types of insects go through a change in physical appearance.\nSent 7: There are two types of this type of change.\nSent 8: Some insects change only slightly during their change.\nSent 9: This type is called incomplete metamorphosis.\nSent 10: Other types of insects go through a major change.\nSent 11: They don’t look at all like the adult when they are born.\nSent 12: This type of change is called complete metamorphosis.\nSent 13: Occurs in the most primitive insects.\nSent 14: Newborn insect looks like a tiny version of the adult.\nSent 15: Incomplete Three stages: egg, nymph, and adult.\nSent 16: Young, called nymphs, usually similar to adult.\nSent 17: Growth occurs during the nymph stage. \nQuestion: What happens when an insect goes through incomplete metomorphosis?.", "pos": "Paragraph- Sent 1: When you get sick, your body springs to action.\nSent 2: Your body starts to fight the illness.\nSent 3: Thats why you want to eat right and get plenty of sleep.\nSent 4: You need a strong immune system to fight off illness.\nSent 5: Plants dont have an immune system.\nSent 6: That does not mean they do not get sick.\nSent 7: Plants are affected by disease just like us.\nSent 8: Typically, their first line of defense is the death of part of the plant.\nSent 9: This prevents the infection from spreading.\nSent 10: Many plants also produce special chemicals to fight disease.\nSent 11: For example, willow trees produce a chemical to kill the bacteria.\nSent 12: The same compound is used in many acne products.\nSent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.\nSent 14: No, they cannot talk to each other.\nSent 15: They may be able to send messages, though. \nQuestion: What takes place first, when a disease starts eating away at a plant?.", "neg": "Paragraph- Sent 1: An insect can have one of three types of change in its life.\nSent 2: A metamorphosis describes how insects change.\nSent 3: Some insects do not go through a change.\nSent 4: Instead, the young look like small versions of adults.\nSent 5: The only change between young and mature is size.\nSent 6: Other types of insects go through a change in physical appearance.\nSent 7: There are two types of this type of change.\nSent 8: Some insects change only slightly during their change.\nSent 9: This type is called incomplete metamorphosis.\nSent 10: Other types of insects go through a major change.\nSent 11: They don’t look at all like the adult when they are born.\nSent 12: This type of change is called complete metamorphosis.\nSent 13: Occurs in the most primitive insects.\nSent 14: Newborn insect looks like a tiny version of the adult.\nSent 15: Incomplete Three stages: egg, nymph, and adult.\nSent 16: Young, called nymphs, usually similar to adult.\nSent 17: Growth occurs during the nymph stage. \nQuestion: What is it called when some insects go through one of three types of change?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Lewis Hamilton and Jenson Button secured a McLaren one-two in a dramatic Turkish Grand Prix on Sunday as they took advantage of a collision between Red Bull pair Mark Webber and Sebastian Vettel.\nSent 2: Polesitter Webber was leading when his German teammate tried to overtake him on lap 41 of 58 and succeeded only in crashing into him and going off.\nSent 3: Webber, who looked set for this third straight victory, had to pit to have a new nose cone, leaving Hamilton, who had been strongly challenging in third, to take the lead from Button, the reigning world champion.\nSent 4: The pair then engaged in their own private duel, with Button briefly heading his fellow Briton, before Hamilton took the lead for the final time to secure his first win of the season.\nSent 5: Webber completed the podium and the third place helps him maintain the lead in the title race, five points clear of Button, with Hamilton moving up to third place, four points further adrift.\nSent 6: The Mercedes pair of seven-time champion Michael Schumacher and Nico Rosberg finished a distant fourth and fifth with Robert Kubica sixth for Renault.\nSent 7: The Ferraris of Felipe Massa and Fernando Alonso were seventh and eighth, hardly an auspicious performance to mark the 800th grand prix for the famous red cars.\nSent 8: German Adrian Sutil was ninth for Force India and Japanese Kamui Kobayashi completed the points scoring for Sauber in 10th.\nSent 9: To complete a disappointing afternoon for Red Bull, they lost the lead to McLaren by a single point in the constructors' title race.\nSent 10: \"A big shame for the team -- and not an ideal scenario at all,\" said Webber as he recalled the disastrous incident with Vettel. \nQuestion: Which teams entered into the top ten of the Turkish Grand Prix.", "pos": "Paragraph- Sent 1: (CNN) -- Lewis Hamilton and Jenson Button secured a McLaren one-two in a dramatic Turkish Grand Prix on Sunday as they took advantage of a collision between Red Bull pair Mark Webber and Sebastian Vettel.\nSent 2: Polesitter Webber was leading when his German teammate tried to overtake him on lap 41 of 58 and succeeded only in crashing into him and going off.\nSent 3: Webber, who looked set for this third straight victory, had to pit to have a new nose cone, leaving Hamilton, who had been strongly challenging in third, to take the lead from Button, the reigning world champion.\nSent 4: The pair then engaged in their own private duel, with Button briefly heading his fellow Briton, before Hamilton took the lead for the final time to secure his first win of the season.\nSent 5: Webber completed the podium and the third place helps him maintain the lead in the title race, five points clear of Button, with Hamilton moving up to third place, four points further adrift.\nSent 6: The Mercedes pair of seven-time champion Michael Schumacher and Nico Rosberg finished a distant fourth and fifth with Robert Kubica sixth for Renault.\nSent 7: The Ferraris of Felipe Massa and Fernando Alonso were seventh and eighth, hardly an auspicious performance to mark the 800th grand prix for the famous red cars.\nSent 8: German Adrian Sutil was ninth for Force India and Japanese Kamui Kobayashi completed the points scoring for Sauber in 10th.\nSent 9: To complete a disappointing afternoon for Red Bull, they lost the lead to McLaren by a single point in the constructors' title race.\nSent 10: \"A big shame for the team -- and not an ideal scenario at all,\" said Webber as he recalled the disastrous incident with Vettel. \nQuestion: How many different individual teams ended up with at least one member in scoring positions?.", "neg": "Paragraph- Sent 1: (CNN) -- Lewis Hamilton and Jenson Button secured a McLaren one-two in a dramatic Turkish Grand Prix on Sunday as they took advantage of a collision between Red Bull pair Mark Webber and Sebastian Vettel.\nSent 2: Polesitter Webber was leading when his German teammate tried to overtake him on lap 41 of 58 and succeeded only in crashing into him and going off.\nSent 3: Webber, who looked set for this third straight victory, had to pit to have a new nose cone, leaving Hamilton, who had been strongly challenging in third, to take the lead from Button, the reigning world champion.\nSent 4: The pair then engaged in their own private duel, with Button briefly heading his fellow Briton, before Hamilton took the lead for the final time to secure his first win of the season.\nSent 5: Webber completed the podium and the third place helps him maintain the lead in the title race, five points clear of Button, with Hamilton moving up to third place, four points further adrift.\nSent 6: The Mercedes pair of seven-time champion Michael Schumacher and Nico Rosberg finished a distant fourth and fifth with Robert Kubica sixth for Renault.\nSent 7: The Ferraris of Felipe Massa and Fernando Alonso were seventh and eighth, hardly an auspicious performance to mark the 800th grand prix for the famous red cars.\nSent 8: German Adrian Sutil was ninth for Force India and Japanese Kamui Kobayashi completed the points scoring for Sauber in 10th.\nSent 9: To complete a disappointing afternoon for Red Bull, they lost the lead to McLaren by a single point in the constructors' title race.\nSent 10: \"A big shame for the team -- and not an ideal scenario at all,\" said Webber as he recalled the disastrous incident with Vettel. \nQuestion: Which country is Webber's teammate Vettel from.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Albert Einstein was born in Ulm, in the Kingdom of Wurttemberg in the German Empire on 14 March 1879.\nSent 2: His parents were Hermann Einstein, a salesman and engineer, and Pauline Koch.\nSent 3: In 1880, the family moved to Munich, where his father and his uncle founded Elektrotechnische Fabrik J. Einstein & Cie, a company that manufactured electrical equipment based on direct current.\nSent 4: The Einsteins were non-observant Ashkenazi Jews.\nSent 5: Albert attended a Catholic elementary school from the age of 5 for three years.\nSent 6: At the age of 8, he was transferred to the Luitpold Gymnasium (now known as the Albert Einstein Gymnasium), where he received advanced primary and secondary school education until he left Germany seven years later.\nSent 7: In 1894, his father's company failed: direct current (DC) lost the War of Currents to alternating current (AC).\nSent 8: In search of business, the Einstein family moved to Italy, first to Milan and then, a few months later, to Pavia.\nSent 9: When the family moved to Pavia, Einstein stayed in Munich to finish his studies at the Luitpold Gymnasium.\nSent 10: His father intended for him to pursue electrical engineering, but Einstein clashed with authorities and resented the school's regimen and teaching method.\nSent 11: He later wrote that the spirit of learning and creative thought were lost in strict rote learning.\nSent 12: At the end of December 1894, he travelled to Italy to join his family in Pavia, convincing the school to let him go by using a doctor's note.\nSent 13: It was during his time in Italy that he wrote a short essay with the title \"On the Investigation of the State of the Ether in a Magnetic Field.\nSent 14: In 1895, at the age of 16, Einstein sat the entrance examinations for the Swiss Federal Polytechnic in Zurich (later the Eidgenossische Technische Hochschule ETH).\nSent 15: He failed to reach the required standard in the general part of the examination, but obtained exceptional grades in physics and mathematics.\nSent 16: On the advice of the principal of the Polytechnic, he attended the Argovian cantonal school (gymnasium) in Aarau, Switzerland, in 1895-96 to complete his secondary schooling.\nSent 17: While lodging with the family of Professor Jost Winteler, he fell in love with Winteler's daughter, Marie.\nSent 18: (Albert's sister Maja later married Wintelers' son Paul.) In January 1896, with his father's approval, he renounced his citizenship in the German Kingdom of Wurttemberg to avoid military service. \nQuestion: Albert Einstein attended the Luitpold Gymnasium (now known as the Albert Einstein Gymnasium) after attending what kind of school?.", "pos": "Paragraph- Sent 1: Einstein's political view was in favor of socialism and critical of capitalism, which he detailed in his essays such as \"Why Socialism?\".\nSent 2: Einstein offered and was called on to give judgments and opinions on matters often unrelated to theoretical physics or mathematics.\nSent 3: He strongly advocated the idea of a democratic global government that would check the power of nation-states in the framework of a world federation.\nSent 4: Einstein's views about religious belief have been collected from interviews and original writings.\nSent 5: He called himself an agnostic, while disassociating himself from the label atheist.\nSent 6: He said he believed in the \"pantheistic\" God of Baruch Spinoza, but not in a personal god, a belief he criticized.\nSent 7: Einstein once wrote: \"I do not believe in a personal God and I have never denied this but expressed it clearly\". \nQuestion: What were Einstein's religious views?.", "neg": "Paragraph- Sent 1: Albert Einstein was born in Ulm, in the Kingdom of Wurttemberg in the German Empire on 14 March 1879.\nSent 2: His parents were Hermann Einstein, a salesman and engineer, and Pauline Koch.\nSent 3: In 1880, the family moved to Munich, where his father and his uncle founded Elektrotechnische Fabrik J. Einstein & Cie, a company that manufactured electrical equipment based on direct current.\nSent 4: The Einsteins were non-observant Ashkenazi Jews.\nSent 5: Albert attended a Catholic elementary school from the age of 5 for three years.\nSent 6: At the age of 8, he was transferred to the Luitpold Gymnasium (now known as the Albert Einstein Gymnasium), where he received advanced primary and secondary school education until he left Germany seven years later.\nSent 7: In 1894, his father's company failed: direct current (DC) lost the War of Currents to alternating current (AC).\nSent 8: In search of business, the Einstein family moved to Italy, first to Milan and then, a few months later, to Pavia.\nSent 9: When the family moved to Pavia, Einstein stayed in Munich to finish his studies at the Luitpold Gymnasium.\nSent 10: His father intended for him to pursue electrical engineering, but Einstein clashed with authorities and resented the school's regimen and teaching method.\nSent 11: He later wrote that the spirit of learning and creative thought were lost in strict rote learning.\nSent 12: At the end of December 1894, he travelled to Italy to join his family in Pavia, convincing the school to let him go by using a doctor's note.\nSent 13: It was during his time in Italy that he wrote a short essay with the title \"On the Investigation of the State of the Ether in a Magnetic Field.\nSent 14: In 1895, at the age of 16, Einstein sat the entrance examinations for the Swiss Federal Polytechnic in Zurich (later the Eidgenossische Technische Hochschule ETH).\nSent 15: He failed to reach the required standard in the general part of the examination, but obtained exceptional grades in physics and mathematics.\nSent 16: On the advice of the principal of the Polytechnic, he attended the Argovian cantonal school (gymnasium) in Aarau, Switzerland, in 1895-96 to complete his secondary schooling.\nSent 17: While lodging with the family of Professor Jost Winteler, he fell in love with Winteler's daughter, Marie.\nSent 18: (Albert's sister Maja later married Wintelers' son Paul.) In January 1896, with his father's approval, he renounced his citizenship in the German Kingdom of Wurttemberg to avoid military service. \nQuestion: Did Albert Einstein's family move to Munich before or after Albert was born?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When Alexander destroyed Tyre, most of the towns on the route to Egypt quickly capitulated.\nSent 2: A later tradition recorded his entry into Jerusalem: according to Josephus, Alexander was shown the Book of Daniel's prophecy, presumably chapter 8, which described a mighty Greek king who would conquer the Persian Empire.\nSent 3: He spared Jerusalem and pushed south into Egypt.\nSent 4: However, Alexander met with resistance at Gaza.\nSent 5: The stronghold was heavily fortified and built on a hill, requiring a siege.\nSent 6: When \"his engineers pointed out to him that because of the height of the mound it would be impossible... this encouraged Alexander all the more to make the attempt\".\nSent 7: After three unsuccessful assaults, the stronghold fell, but not before Alexander had received a serious shoulder wound.\nSent 8: As in Tyre, men of military age were put to the sword and the women and children were sold into slavery.\nSent 9: Alexander advanced on Egypt in later 332 BC, where he was regarded as a liberator.\nSent 10: He was pronounced son of the deity Amun at the Oracle of Siwa Oasis in the Libyan desert.\nSent 11: Henceforth, Alexander often referred to Zeus-Ammon as his true father, and after his death, currency depicted him adorned with rams horn as a symbol of his divinity.\nSent 12: During his stay in Egypt, he founded Alexandria-by-Egypt, which would become the prosperous capital of the Ptolemaic Kingdom after his death. \nQuestion: What part of Egypt did he encounter resistance?.", "pos": "Paragraph- Sent 1: In spring 333 BC, Alexander crossed the Taurus into Cilicia.\nSent 2: After a long pause due to illness, he marched on towards Syria.\nSent 3: Though outmanoeuvered by Darius' significantly larger army, he marched back to Cilicia, where he defeated Darius at Issos.\nSent 4: Darius fled the battle, causing his army to collapse, and left behind his wife, his two daughters, his mother Sisygambis, and a fabulous treasure.\nSent 5: He offered a peace treaty that included the lands he had already lost, and a ransom of 10,000 talents for his family.\nSent 6: Alexander replied that since he was now king of Asia, it was he alone who decided territorial divisions.\nSent 7: Alexander proceeded to take possession of Syria, and most of the coast of the Levant.\nSent 8: In the following year, 332 BC, he was forced to attack Tyre, which he captured after a long and difficult siege.\nSent 9: Alexander massacred the men of military age and sold the women and children into slavery. \nQuestion: Why did Darius' flee?.", "neg": "Paragraph- Sent 1: Before crossing to Asia, Alexander wanted to safeguard his northern borders.\nSent 2: In the spring of 335 BC, he advanced to suppress several revolts.\nSent 3: Starting from Amphipolis, he traveled east into the country of the \"Independent Thracians\"; and at Mount Haemus, the Macedonian army attacked and defeated the Thracian forces manning the heights.\nSent 4: The Macedonians marched into the country of the Triballi, and defeated their army near the Lyginus river (a tributary of the Danube).\nSent 5: Alexander then marched for three days to the Danube, encountering the Getae tribe on the opposite shore.\nSent 6: Crossing the river at night, he surprised them and forced their army to retreat after the first cavalry skirmish.\nSent 7: News then reached Alexander that Cleitus, King of Illyria, and King Glaukias of the Taulanti were in open revolt against his authority.\nSent 8: Marching west into Illyria, Alexander defeated each in turn, forcing the two rulers to flee with their troops.\nSent 9: With these victories, he secured his northern frontier.\nSent 10: While Alexander campaigned north, the Thebans and Athenians rebelled once again.\nSent 11: Alexander immediately headed south.\nSent 12: While the other cities again hesitated, Thebes decided to fight.\nSent 13: The Theban resistance was ineffective, and Alexander razed the city and divided its territory between the other Boeotian cities.\nSent 14: The end of Thebes cowed Athens, leaving all of Greece temporarily at peace.\nSent 15: Alexander then set out on his Asian campaign, leaving Antipater as regent. \nQuestion: What was Alexander's immediate response when Thebes and Athens rebelled?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: How did Aristotle develop Alexander's personality?.", "pos": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: Who mentored Alexander on philosophy?.", "neg": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: How did Alexander try to out-do his father?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After the death of Spitamenes and his marriage to Roxana (Roshanak in Bactrian) to cement relations with his new satrapies, Alexander turned to the Indian subcontinent.\nSent 2: He invited the chieftains of the former satrapy of Gandhara, in the north of what is now Pakistan, to come to him and submit to his authority.\nSent 3: Omphis(Indian name Ambhi Kumar), the ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied, but the chieftains of some hill clans, including the Aspasioi and Assakenoi sections of the Kambojas (known in Indian texts also as Ashvayanas and Ashvakayanas), refused to submit.\nSent 4: Ambhi hastened to relieve Alexander of his apprehension and met him with valuable presents, placing himself and all his forces at his disposal.\nSent 5: Alexander not only returned Ambhi his title and the gifts but he also presented him with a wardrobe of \"Persian robes, gold and silver ornaments, 30 horses and 1000 talents in gold\".\nSent 6: Alexander was emboldened to divide his forces, and Ambhi assisted Hephaestion and Perdiccas in constructing a bridge over the Indus where it bends at Hund (Fox 1973), supplied their troops with provisions, and received Alexander himself, and his whole army, in his capital city of Taxila, with every demonstration of friendship and the most liberal hospitality.\nSent 7: On the subsequent advance of the Macedonian king, Taxiles accompanied him with a force of 5000 men and took part in the battle of the Hydaspes River.\nSent 8: After that victory he was sent by Alexander in pursuit of Porus, to whom he was charged to offer favourable terms, but narrowly escaped losing his life at the hands of his old enemy.\nSent 9: Subsequently, however, the two rivals were reconciled by the personal mediation of Alexander; and Taxiles, after having contributed zealously to the equipment of the fleet on the Hydaspes, was entrusted by the king with the government of the whole territory between that river and the Indus.\nSent 10: A considerable accession of power was granted him after the death of Philip, son of Machatas; and he was allowed to retain his authority at the death of Alexander himself (323 BC), as well as in the subsequent partition of the provinces at Triparadisus, 321 BC.\nSent 11: In the winter of 327/326 BC, Alexander personally led a campaign against these clans; the Aspasioi of Kunar valleys, the Guraeans of the Guraeus valley, and the Assakenoi of the Swat and Buner valleys.\nSent 12: A fierce contest ensued with the Aspasioi in which Alexander was wounded in the shoulder by a dart, but eventually the Aspasioi lost.\nSent 13: Alexander then faced the Assakenoi, who fought in the strongholds of Massaga, Ora and Aornos.\nSent 14: The fort of Massaga was reduced only after days of bloody fighting, in which Alexander was wounded seriously in the ankle.\nSent 15: According to Curtius, \"Not only did Alexander slaughter the entire population of Massaga, but also did he reduce its buildings to rubble\".\nSent 16: A similar slaughter followed at Ora.\nSent 17: In the aftermath of Massaga and Ora, numerous Assakenians fled to the fortress of Aornos.\nSent 18: Alexander followed close behind and captured the strategic hill-fort after four bloody days. \nQuestion: What were the reasons for Alexander's invitation and who obliged?.", "pos": "Paragraph- Sent 1: After the death of Spitamenes and his marriage to Roxana (Roshanak in Bactrian) to cement relations with his new satrapies, Alexander turned to the Indian subcontinent.\nSent 2: He invited the chieftains of the former satrapy of Gandhara, in the north of what is now Pakistan, to come to him and submit to his authority.\nSent 3: Omphis(Indian name Ambhi Kumar), the ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied, but the chieftains of some hill clans, including the Aspasioi and Assakenoi sections of the Kambojas (known in Indian texts also as Ashvayanas and Ashvakayanas), refused to submit.\nSent 4: Ambhi hastened to relieve Alexander of his apprehension and met him with valuable presents, placing himself and all his forces at his disposal.\nSent 5: Alexander not only returned Ambhi his title and the gifts but he also presented him with a wardrobe of \"Persian robes, gold and silver ornaments, 30 horses and 1000 talents in gold\".\nSent 6: Alexander was emboldened to divide his forces, and Ambhi assisted Hephaestion and Perdiccas in constructing a bridge over the Indus where it bends at Hund (Fox 1973), supplied their troops with provisions, and received Alexander himself, and his whole army, in his capital city of Taxila, with every demonstration of friendship and the most liberal hospitality.\nSent 7: On the subsequent advance of the Macedonian king, Taxiles accompanied him with a force of 5000 men and took part in the battle of the Hydaspes River.\nSent 8: After that victory he was sent by Alexander in pursuit of Porus, to whom he was charged to offer favourable terms, but narrowly escaped losing his life at the hands of his old enemy.\nSent 9: Subsequently, however, the two rivals were reconciled by the personal mediation of Alexander; and Taxiles, after having contributed zealously to the equipment of the fleet on the Hydaspes, was entrusted by the king with the government of the whole territory between that river and the Indus.\nSent 10: A considerable accession of power was granted him after the death of Philip, son of Machatas; and he was allowed to retain his authority at the death of Alexander himself (323 BC), as well as in the subsequent partition of the provinces at Triparadisus, 321 BC.\nSent 11: In the winter of 327/326 BC, Alexander personally led a campaign against these clans; the Aspasioi of Kunar valleys, the Guraeans of the Guraeus valley, and the Assakenoi of the Swat and Buner valleys.\nSent 12: A fierce contest ensued with the Aspasioi in which Alexander was wounded in the shoulder by a dart, but eventually the Aspasioi lost.\nSent 13: Alexander then faced the Assakenoi, who fought in the strongholds of Massaga, Ora and Aornos.\nSent 14: The fort of Massaga was reduced only after days of bloody fighting, in which Alexander was wounded seriously in the ankle.\nSent 15: According to Curtius, \"Not only did Alexander slaughter the entire population of Massaga, but also did he reduce its buildings to rubble\".\nSent 16: A similar slaughter followed at Ora.\nSent 17: In the aftermath of Massaga and Ora, numerous Assakenians fled to the fortress of Aornos.\nSent 18: Alexander followed close behind and captured the strategic hill-fort after four bloody days. \nQuestion: Who invited the chieftains of the Gandhara satrapy to com to him and submit to his authority?.", "neg": "Paragraph- Sent 1: After the death of Spitamenes and his marriage to Roxana (Roshanak in Bactrian) to cement relations with his new satrapies, Alexander turned to the Indian subcontinent.\nSent 2: He invited the chieftains of the former satrapy of Gandhara, in the north of what is now Pakistan, to come to him and submit to his authority.\nSent 3: Omphis(Indian name Ambhi Kumar), the ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied, but the chieftains of some hill clans, including the Aspasioi and Assakenoi sections of the Kambojas (known in Indian texts also as Ashvayanas and Ashvakayanas), refused to submit.\nSent 4: Ambhi hastened to relieve Alexander of his apprehension and met him with valuable presents, placing himself and all his forces at his disposal.\nSent 5: Alexander not only returned Ambhi his title and the gifts but he also presented him with a wardrobe of \"Persian robes, gold and silver ornaments, 30 horses and 1000 talents in gold\".\nSent 6: Alexander was emboldened to divide his forces, and Ambhi assisted Hephaestion and Perdiccas in constructing a bridge over the Indus where it bends at Hund (Fox 1973), supplied their troops with provisions, and received Alexander himself, and his whole army, in his capital city of Taxila, with every demonstration of friendship and the most liberal hospitality.\nSent 7: On the subsequent advance of the Macedonian king, Taxiles accompanied him with a force of 5000 men and took part in the battle of the Hydaspes River.\nSent 8: After that victory he was sent by Alexander in pursuit of Porus, to whom he was charged to offer favourable terms, but narrowly escaped losing his life at the hands of his old enemy.\nSent 9: Subsequently, however, the two rivals were reconciled by the personal mediation of Alexander; and Taxiles, after having contributed zealously to the equipment of the fleet on the Hydaspes, was entrusted by the king with the government of the whole territory between that river and the Indus.\nSent 10: A considerable accession of power was granted him after the death of Philip, son of Machatas; and he was allowed to retain his authority at the death of Alexander himself (323 BC), as well as in the subsequent partition of the provinces at Triparadisus, 321 BC.\nSent 11: In the winter of 327/326 BC, Alexander personally led a campaign against these clans; the Aspasioi of Kunar valleys, the Guraeans of the Guraeus valley, and the Assakenoi of the Swat and Buner valleys.\nSent 12: A fierce contest ensued with the Aspasioi in which Alexander was wounded in the shoulder by a dart, but eventually the Aspasioi lost.\nSent 13: Alexander then faced the Assakenoi, who fought in the strongholds of Massaga, Ora and Aornos.\nSent 14: The fort of Massaga was reduced only after days of bloody fighting, in which Alexander was wounded seriously in the ankle.\nSent 15: According to Curtius, \"Not only did Alexander slaughter the entire population of Massaga, but also did he reduce its buildings to rubble\".\nSent 16: A similar slaughter followed at Ora.\nSent 17: In the aftermath of Massaga and Ora, numerous Assakenians fled to the fortress of Aornos.\nSent 18: Alexander followed close behind and captured the strategic hill-fort after four bloody days. \nQuestion: After what victory was Ambhi sent to pursue Porus?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: How is a shock and lightning similar?.", "pos": "Paragraph- Sent 1: Electrons are particles in an atom.\nSent 2: They have a negative charge.\nSent 3: Anything that is moving has energy, even electrons.\nSent 4: We often refer to this motion as electricity.\nSent 5: Electricity is the result of the moving electrons.\nSent 6: These electrons can move through wires.\nSent 7: This motion is what makes it possible to watch TV and talk on your cell phone.\nSent 8: Have you ever had to live without electricity?\nSent 9: This can happen after big storms.\nSent 10: Any type of natural disaster can cause a loss of electricity.\nSent 11: In what ways would a loss of electricity affect your family?\nSent 12: Most of the electricity we use comes from power plants.\nSent 13: It arrives in our homes through wires.\nSent 14: There are also other sources of electricity.\nSent 15: You are probably very familiar with two of the most common sources. \nQuestion: What is produced when electrons move through wires?.", "neg": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: How must electric charge be delivered for most devices if it is to be useful?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: Where does the girl live that Fatty loves?.", "pos": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: Who has two loves of his life, Lizzie and Luke?.", "neg": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: Does Fatty rescue Lizzie?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Crew members ran for their lives when overhanging metalwork crashed onto a stage in a Toronto park Saturday afternoon, pinning and killing one man, authorities said.\nSent 2: The collapse happened around 4 p.m., one hour before spectators were set to begin streaming in for a concert by the alternative rock group Radiohead.\nSent 3: Several people were on the stage at the time, preparing for the show, when scaffolding-like material towering about 50 feet above collapsed.\nSent 4: \"Unfortunately, four people were hurt,\" Toronto police Constable Tony Vella said.\nSent 5: \"The remainder of the people, when they heard the stage coming (down), ran from the area.\"Sent 6: Firefighters arrived to find one man \"trapped under the structure,\" said Toronto fire Platoon Chief Tony Bellavance.\nSent 7: They helped to extricate the man, then moved away from what was then still considered an \"unstable structure,\" Bellavance added.\nSent 8: Paramedics, who happened to be at the scene in preparation for the concert, \"immediately rendered aid,\" according to on-site Toronto Emergency Medical Services commander Peter Rotolo.\nSent 9: The victim -- who has not been identified, amid efforts to contact his next of kin -- was pronounced dead at the scene.\nSent 10: Police said he was in his 30s.\nSent 11: Another man who suffered serious injuries due to the collapse was transported to Toronto's Sunnybrook Hospital, Ian McClelland of the city's EMS department said.\nSent 12: The 45-year-old man suffered a head injury that isn't considered life-threatening, according to Toronto police.\nSent 13: Two other men with minor injuries were assessed and released, McClelland said.\nSent 14: Aerial footage afterward showed that some metal framing -- some of it covered in a blue material -- crumpled on the stage, which was in front of a large grassy area.\nSent 15: Some of the scaffolding-like material remained standing, reaching about 50 feet in the sky.\nSent 16: The stage was being set up especially for the Radiohead concert, Vella said.\nSent 17: At the time it came down, the weather was good with no storm rolling through or significant winds, added fellow police Constable Harrison Ford. \nQuestion: Approximately what time did the metalwork crash onto the stage in Toronto killing one man on Saturday?.", "pos": "Paragraph- Sent 1: Crew members ran for their lives when overhanging metalwork crashed onto a stage in a Toronto park Saturday afternoon, pinning and killing one man, authorities said.\nSent 2: The collapse happened around 4 p.m., one hour before spectators were set to begin streaming in for a concert by the alternative rock group Radiohead.\nSent 3: Several people were on the stage at the time, preparing for the show, when scaffolding-like material towering about 50 feet above collapsed.\nSent 4: \"Unfortunately, four people were hurt,\" Toronto police Constable Tony Vella said.\nSent 5: \"The remainder of the people, when they heard the stage coming (down), ran from the area.\"Sent 6: Firefighters arrived to find one man \"trapped under the structure,\" said Toronto fire Platoon Chief Tony Bellavance.\nSent 7: They helped to extricate the man, then moved away from what was then still considered an \"unstable structure,\" Bellavance added.\nSent 8: Paramedics, who happened to be at the scene in preparation for the concert, \"immediately rendered aid,\" according to on-site Toronto Emergency Medical Services commander Peter Rotolo.\nSent 9: The victim -- who has not been identified, amid efforts to contact his next of kin -- was pronounced dead at the scene.\nSent 10: Police said he was in his 30s.\nSent 11: Another man who suffered serious injuries due to the collapse was transported to Toronto's Sunnybrook Hospital, Ian McClelland of the city's EMS department said.\nSent 12: The 45-year-old man suffered a head injury that isn't considered life-threatening, according to Toronto police.\nSent 13: Two other men with minor injuries were assessed and released, McClelland said.\nSent 14: Aerial footage afterward showed that some metal framing -- some of it covered in a blue material -- crumpled on the stage, which was in front of a large grassy area.\nSent 15: Some of the scaffolding-like material remained standing, reaching about 50 feet in the sky.\nSent 16: The stage was being set up especially for the Radiohead concert, Vella said.\nSent 17: At the time it came down, the weather was good with no storm rolling through or significant winds, added fellow police Constable Harrison Ford. \nQuestion: What time was it when overhanging metalwork crashed onto a stage in a Toronto park Saturday afternoon?.", "neg": "Paragraph- Sent 1: Crew members ran for their lives when overhanging metalwork crashed onto a stage in a Toronto park Saturday afternoon, pinning and killing one man, authorities said.\nSent 2: The collapse happened around 4 p.m., one hour before spectators were set to begin streaming in for a concert by the alternative rock group Radiohead.\nSent 3: Several people were on the stage at the time, preparing for the show, when scaffolding-like material towering about 50 feet above collapsed.\nSent 4: \"Unfortunately, four people were hurt,\" Toronto police Constable Tony Vella said.\nSent 5: \"The remainder of the people, when they heard the stage coming (down), ran from the area.\"Sent 6: Firefighters arrived to find one man \"trapped under the structure,\" said Toronto fire Platoon Chief Tony Bellavance.\nSent 7: They helped to extricate the man, then moved away from what was then still considered an \"unstable structure,\" Bellavance added.\nSent 8: Paramedics, who happened to be at the scene in preparation for the concert, \"immediately rendered aid,\" according to on-site Toronto Emergency Medical Services commander Peter Rotolo.\nSent 9: The victim -- who has not been identified, amid efforts to contact his next of kin -- was pronounced dead at the scene.\nSent 10: Police said he was in his 30s.\nSent 11: Another man who suffered serious injuries due to the collapse was transported to Toronto's Sunnybrook Hospital, Ian McClelland of the city's EMS department said.\nSent 12: The 45-year-old man suffered a head injury that isn't considered life-threatening, according to Toronto police.\nSent 13: Two other men with minor injuries were assessed and released, McClelland said.\nSent 14: Aerial footage afterward showed that some metal framing -- some of it covered in a blue material -- crumpled on the stage, which was in front of a large grassy area.\nSent 15: Some of the scaffolding-like material remained standing, reaching about 50 feet in the sky.\nSent 16: The stage was being set up especially for the Radiohead concert, Vella said.\nSent 17: At the time it came down, the weather was good with no storm rolling through or significant winds, added fellow police Constable Harrison Ford. \nQuestion: How old was the man who was transported to the Toronto's Sunny Brook hospital with a serious head injury?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Catherine V. \"Ginny\" Kilgore of Oxford, an attorney with North Mississippi Rural Legal Services, has been recognized for her dedication to serving the indigent.\nSent 2: Kilgore - who oversees delivering legal services to the disabled and elderly in 39 north Mississippi counties - is recipient of the University of Mississippi School of Law's 2002 Public Service Award.\nSent 3: The award was announced recently at a dinne r, held in Kilgore's honor and hosted by law school Dean Samuel M. Davis, who presented her with an engraved plaque.\nSent 4: \"Ginny Kilgore is a public servant in the truest sense,\" said Davis.\nSent 5: \"Her selection continues the tradition of this award in recognizing those who have labored in the trenches, with little or no compensation but with great professional and personal satisfaction in helping to bring justice and equality to those who need it most.\"Sent 6: \"This award means a great deal to me,\" Kilgore said, pointing to others so honored.\nSent 7: \"The work of those who received the award before me has been so important; I feel very honored.\"Sent 8: After earning bachelor's and master's degrees in education and a few years teaching, Kilgore enrolled at the UM law school.\nSent 9: Upon graduation in 1975, she entered private law practice in Oxford, joining NMRLS in 1978.\nSent 10: Since then, she has earned promotions from managing attorney, senior attorney, then director of the Council on Aging project.\nSent 11: Since 1990, she has worked in the Administrative Law Unit and Resource Development, and directed the Elder Law Project, serving the northern half of the state.\nSent 12: She also is an adjunct professor in the UM law school's Civil Law Clinic.\nSent 13: She held a similar post a few years ago in the school's Elder Law Clinic.\nSent 14: Kilgore says she's found her niche.\nSent 15: \"I've always thought it was important to do work to help people.\nSent 16: I really enjoy it.\nSent 17: The issues I've dealt with through the years have been on the side of helping people maintain the basics of life - home, healt h care, jobs and family.\"Sent 18: She says her desire to serve others was sparked early, growing up in a single-parent home, aware that her widowed mother faced certain challenges as she supported her four children through public school and college. \nQuestion: Ginny Kilgore has worked in which two UM law school clinics?.", "pos": "Paragraph- Sent 1: Catherine V. \"Ginny\" Kilgore of Oxford, an attorney with North Mississippi Rural Legal Services, has been recognized for her dedication to serving the indigent.\nSent 2: Kilgore - who oversees delivering legal services to the disabled and elderly in 39 north Mississippi counties - is recipient of the University of Mississippi School of Law's 2002 Public Service Award.\nSent 3: The award was announced recently at a dinne r, held in Kilgore's honor and hosted by law school Dean Samuel M. Davis, who presented her with an engraved plaque.\nSent 4: \"Ginny Kilgore is a public servant in the truest sense,\" said Davis.\nSent 5: \"Her selection continues the tradition of this award in recognizing those who have labored in the trenches, with little or no compensation but with great professional and personal satisfaction in helping to bring justice and equality to those who need it most.\"Sent 6: \"This award means a great deal to me,\" Kilgore said, pointing to others so honored.\nSent 7: \"The work of those who received the award before me has been so important; I feel very honored.\"Sent 8: After earning bachelor's and master's degrees in education and a few years teaching, Kilgore enrolled at the UM law school.\nSent 9: Upon graduation in 1975, she entered private law practice in Oxford, joining NMRLS in 1978.\nSent 10: Since then, she has earned promotions from managing attorney, senior attorney, then director of the Council on Aging project.\nSent 11: Since 1990, she has worked in the Administrative Law Unit and Resource Development, and directed the Elder Law Project, serving the northern half of the state.\nSent 12: She also is an adjunct professor in the UM law school's Civil Law Clinic.\nSent 13: She held a similar post a few years ago in the school's Elder Law Clinic.\nSent 14: Kilgore says she's found her niche.\nSent 15: \"I've always thought it was important to do work to help people.\nSent 16: I really enjoy it.\nSent 17: The issues I've dealt with through the years have been on the side of helping people maintain the basics of life - home, healt h care, jobs and family.\"Sent 18: She says her desire to serve others was sparked early, growing up in a single-parent home, aware that her widowed mother faced certain challenges as she supported her four children through public school and college. \nQuestion: In what parts of UM law school has she worked?.", "neg": "Paragraph- Sent 1: Catherine V. \"Ginny\" Kilgore of Oxford, an attorney with North Mississippi Rural Legal Services, has been recognized for her dedication to serving the indigent.\nSent 2: Kilgore - who oversees delivering legal services to the disabled and elderly in 39 north Mississippi counties - is recipient of the University of Mississippi School of Law's 2002 Public Service Award.\nSent 3: The award was announced recently at a dinne r, held in Kilgore's honor and hosted by law school Dean Samuel M. Davis, who presented her with an engraved plaque.\nSent 4: \"Ginny Kilgore is a public servant in the truest sense,\" said Davis.\nSent 5: \"Her selection continues the tradition of this award in recognizing those who have labored in the trenches, with little or no compensation but with great professional and personal satisfaction in helping to bring justice and equality to those who need it most.\"Sent 6: \"This award means a great deal to me,\" Kilgore said, pointing to others so honored.\nSent 7: \"The work of those who received the award before me has been so important; I feel very honored.\"Sent 8: After earning bachelor's and master's degrees in education and a few years teaching, Kilgore enrolled at the UM law school.\nSent 9: Upon graduation in 1975, she entered private law practice in Oxford, joining NMRLS in 1978.\nSent 10: Since then, she has earned promotions from managing attorney, senior attorney, then director of the Council on Aging project.\nSent 11: Since 1990, she has worked in the Administrative Law Unit and Resource Development, and directed the Elder Law Project, serving the northern half of the state.\nSent 12: She also is an adjunct professor in the UM law school's Civil Law Clinic.\nSent 13: She held a similar post a few years ago in the school's Elder Law Clinic.\nSent 14: Kilgore says she's found her niche.\nSent 15: \"I've always thought it was important to do work to help people.\nSent 16: I really enjoy it.\nSent 17: The issues I've dealt with through the years have been on the side of helping people maintain the basics of life - home, healt h care, jobs and family.\"Sent 18: She says her desire to serve others was sparked early, growing up in a single-parent home, aware that her widowed mother faced certain challenges as she supported her four children through public school and college. \nQuestion: Catherine V Ginny Kilgore is an attorney offering legal services in what state?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Low-income domestic violence victims may find long-term legal help -- representation in divorces or child-custody disputes -- hard to come by, if two organizations now providing such help can't replace their lost funding.\nSent 2: The Legal Aid Society of Salt Lake and Utah Legal Services are already facing cutbacks after they were refused a federal grant of more than $450,000 in September.\nSent 3: The board overseeing the state Office of Crime Victim Reparations [CVR] has voted to deny a stopgap funding request from the two organizations.\nSent 4: While describing the request as a worthy cause, board members agreed Tuesday that funding divorces or custody disputes was outside their focus -- providing direct services for crime victims.\nSent 5: The $175,000 requested would have allowed the legal aid groups to maintain a skeleton staff to continue providing help beyond emergency protective orders for victims, completing existing cases and offering services in limited cases.\nSent 6: The groups also plan to enlist more pro bono attorneys through coordination with the Utah State Bar. \"We don't have a lot more options,\" said Anne Milne, executive director of Utah Legal Services, after learning of the CVR refusal Wednesday.\nSent 7: The organization has already lost some staff through attrition and has turned away some cases, she said.\nSent 8: Milne said she may ask the board overseeing her organization to give her until November to seek funding from additional sources.\nSent 9: Without additional funding, the outlook for longer-term legal help is unclear.\nSent 10: For two years, the groups had received 18-month civil legal assistance grants from the U.S. Department of Justice and had used them to provide such assistance.\nSent 11: But last month, a third request was denied.\nSent 12: Funding used to help victims obtain emergency protective orders remains in place, said Milne and Stewart Ralphs, executive director of the Legal Aid Society of Salt Lake.\nSent 13: Although an order's requirements that an abuser stay away from a victim may remain in effect for years, protective orders only settle issues such as child custody, child support, custody and property arrangements for 150 days.\nSent 14: Many judges are reluctant to address those issues in emergency protective orders, since the decrees stay in effect for such a short time, Milne and Ralphs said.\nSent 15: \"The likelihood a victim will return to her abuser increases if she cannot permanently sever the relationship and establish workable support, custody and property arrangements,\" the funding request to CVR said.\nSent 16: The Department of Justice said it denied the grant application, in part, because evaluators did not see enough collaboration between the organizations and victims' advocates, Ralphs and Milne told CVR board members.\nSent 17: While the two said they believe their organizations coordinate well, the organizations cannot appeal the grant denial.\nSent 18: Although CVR board members considered giving the money as a loan, not a grant, their vote on the funding request -- taken after Milne and Ralphs left the meeting -- was unanimous. \nQuestion: Which two organizations assist domestic abuse victims with long term solutions such as divorce representation and child-custody disputes?.", "pos": "Paragraph- Sent 1: Low-income domestic violence victims may find long-term legal help -- representation in divorces or child-custody disputes -- hard to come by, if two organizations now providing such help can't replace their lost funding.\nSent 2: The Legal Aid Society of Salt Lake and Utah Legal Services are already facing cutbacks after they were refused a federal grant of more than $450,000 in September.\nSent 3: The board overseeing the state Office of Crime Victim Reparations [CVR] has voted to deny a stopgap funding request from the two organizations.\nSent 4: While describing the request as a worthy cause, board members agreed Tuesday that funding divorces or custody disputes was outside their focus -- providing direct services for crime victims.\nSent 5: The $175,000 requested would have allowed the legal aid groups to maintain a skeleton staff to continue providing help beyond emergency protective orders for victims, completing existing cases and offering services in limited cases.\nSent 6: The groups also plan to enlist more pro bono attorneys through coordination with the Utah State Bar. \"We don't have a lot more options,\" said Anne Milne, executive director of Utah Legal Services, after learning of the CVR refusal Wednesday.\nSent 7: The organization has already lost some staff through attrition and has turned away some cases, she said.\nSent 8: Milne said she may ask the board overseeing her organization to give her until November to seek funding from additional sources.\nSent 9: Without additional funding, the outlook for longer-term legal help is unclear.\nSent 10: For two years, the groups had received 18-month civil legal assistance grants from the U.S. Department of Justice and had used them to provide such assistance.\nSent 11: But last month, a third request was denied.\nSent 12: Funding used to help victims obtain emergency protective orders remains in place, said Milne and Stewart Ralphs, executive director of the Legal Aid Society of Salt Lake.\nSent 13: Although an order's requirements that an abuser stay away from a victim may remain in effect for years, protective orders only settle issues such as child custody, child support, custody and property arrangements for 150 days.\nSent 14: Many judges are reluctant to address those issues in emergency protective orders, since the decrees stay in effect for such a short time, Milne and Ralphs said.\nSent 15: \"The likelihood a victim will return to her abuser increases if she cannot permanently sever the relationship and establish workable support, custody and property arrangements,\" the funding request to CVR said.\nSent 16: The Department of Justice said it denied the grant application, in part, because evaluators did not see enough collaboration between the organizations and victims' advocates, Ralphs and Milne told CVR board members.\nSent 17: While the two said they believe their organizations coordinate well, the organizations cannot appeal the grant denial.\nSent 18: Although CVR board members considered giving the money as a loan, not a grant, their vote on the funding request -- taken after Milne and Ralphs left the meeting -- was unanimous. \nQuestion: Why is this help with long term solutions so important for domestic abuse victims?.", "neg": "Paragraph- Sent 1: Low-income domestic violence victims may find long-term legal help -- representation in divorces or child-custody disputes -- hard to come by, if two organizations now providing such help can't replace their lost funding.\nSent 2: The Legal Aid Society of Salt Lake and Utah Legal Services are already facing cutbacks after they were refused a federal grant of more than $450,000 in September.\nSent 3: The board overseeing the state Office of Crime Victim Reparations [CVR] has voted to deny a stopgap funding request from the two organizations.\nSent 4: While describing the request as a worthy cause, board members agreed Tuesday that funding divorces or custody disputes was outside their focus -- providing direct services for crime victims.\nSent 5: The $175,000 requested would have allowed the legal aid groups to maintain a skeleton staff to continue providing help beyond emergency protective orders for victims, completing existing cases and offering services in limited cases.\nSent 6: The groups also plan to enlist more pro bono attorneys through coordination with the Utah State Bar. \"We don't have a lot more options,\" said Anne Milne, executive director of Utah Legal Services, after learning of the CVR refusal Wednesday.\nSent 7: The organization has already lost some staff through attrition and has turned away some cases, she said.\nSent 8: Milne said she may ask the board overseeing her organization to give her until November to seek funding from additional sources.\nSent 9: Without additional funding, the outlook for longer-term legal help is unclear.\nSent 10: For two years, the groups had received 18-month civil legal assistance grants from the U.S. Department of Justice and had used them to provide such assistance.\nSent 11: But last month, a third request was denied.\nSent 12: Funding used to help victims obtain emergency protective orders remains in place, said Milne and Stewart Ralphs, executive director of the Legal Aid Society of Salt Lake.\nSent 13: Although an order's requirements that an abuser stay away from a victim may remain in effect for years, protective orders only settle issues such as child custody, child support, custody and property arrangements for 150 days.\nSent 14: Many judges are reluctant to address those issues in emergency protective orders, since the decrees stay in effect for such a short time, Milne and Ralphs said.\nSent 15: \"The likelihood a victim will return to her abuser increases if she cannot permanently sever the relationship and establish workable support, custody and property arrangements,\" the funding request to CVR said.\nSent 16: The Department of Justice said it denied the grant application, in part, because evaluators did not see enough collaboration between the organizations and victims' advocates, Ralphs and Milne told CVR board members.\nSent 17: While the two said they believe their organizations coordinate well, the organizations cannot appeal the grant denial.\nSent 18: Although CVR board members considered giving the money as a loan, not a grant, their vote on the funding request -- taken after Milne and Ralphs left the meeting -- was unanimous. \nQuestion: Are Utah Legal Services and the Legal Aid Society of Salt Lake well staffed?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: Whats the name of donalds trumps wife.", "pos": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: Whts the president trump most cachi word known for.", "neg": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: Summarize why Pearlie Rucker has sued due to this legislation.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: What is necessary to create the chance to pass traits on to potential offspring?.", "pos": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: What would make offspring more likely to survive?.", "neg": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: Is it natural for some traits to vary from parent to offspring?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: Did Macy's boyfriend survive the alien attack?.", "pos": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: Of the people who had initially entered Joe's house with an intention of cleaning it up, who didn't make it out at the end?.", "neg": "Paragraph- Sent 1: After his cousin Joe dies , Layne Vassimer and his girlfriend Macy , along with their friends Stephen , Maurice , Iris and Katrina , decide to clean up Joe 's house with the intention of selling it .\nSent 2: When they see it for the first time , they discover the house completely covered in plates of iron armor .\nSent 3: The group also finds crop circles in the nearby cornfield .\nSent 4: When Iris , one of their friends , suddenly disappears they realize something is really wrong .\nSent 5: During a blackout , the house is attacked by aliens , who had previously killed Joe and abducted Iris .\nSent 6: The group figures out the aliens are allergic to iron , Joe had covered the house in it to keep them out .\nSent 7: They attempt to fight the aliens off , but the house is eventually blown up with Layne , Macy , and Katrina the only survivors .\nSent 8: In the end , they drive off , listening to the radio .\nSent 9: They hear a news report stating that the blackout they experienced affects five western states and parts of Canada .\nSent 10: They also hear that people everywhere are being attacked by `` strange creatures . ''. \nQuestion: Why did Joe covered the house with iron?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: An archaeological party explore some caverns underground .\nSent 2: Dr. Campbell and Dr. Hughes are the two leaders of the archaeological expedition , and get separated .\nSent 3: While Dr. Hughes finds an alien corpse with a fossilized diamond , Dr. Campbell finds hieroglyphics at the cost of the party except for Hughes and himself .\nSent 4: Two years later , Campbell and his assistant Holly are digging up the bones of Yonggary , a gargantuan dinosaur 50 times the size of a tyrannosaurus rex .\nSent 5: Out of nowhere , people slowly are being killed around the site .\nSent 6: While Holly is working Dr. Hughes , who has been legally dead for 2 years , goes to Holly and tells her to stop the dig .\nSent 7: Dr. Campbell comes into the tent and sends Dr. Hughes off .\nSent 8: Holly quits the expedition when another `` Accident '' occurs .\nSent 9: In the town bar , Dr. Hughes finds Holly and takes her back to her Hotel room to tell her why he thinks the bones of the Dinosaur , which he calls Yonggary , are going to bring the end of the world .\nSent 10: After explaining , Holly and Hughes go to the site to stop Campbell but it is too late and Aliens resurrect Yonggary .\nSent 11: After Yonggary 's first appearance , the Army comes in and takes Holly and Campbell to an army base when Yonggary is dispatched by the aliens again .\nSent 12: The army sends choppers after Yonggary , but he destroys them .\nSent 13: Yonggary is then sent to the city and does some damage , where some jets attack him .\nSent 14: Then Yonggary is transported to a power plant where he is attacked by rocket pack soldiers .\nSent 15: During the fight , Hughes and Holly find out that the diamond on Yonggary 's forehead is the device giving the aliens control of Yonggary . \nQuestion: With whom Holly worked in archelogical sites?.", "pos": "Paragraph- Sent 1: An archaeological party explore some caverns underground .\nSent 2: Dr. Campbell and Dr. Hughes are the two leaders of the archaeological expedition , and get separated .\nSent 3: While Dr. Hughes finds an alien corpse with a fossilized diamond , Dr. Campbell finds hieroglyphics at the cost of the party except for Hughes and himself .\nSent 4: Two years later , Campbell and his assistant Holly are digging up the bones of Yonggary , a gargantuan dinosaur 50 times the size of a tyrannosaurus rex .\nSent 5: Out of nowhere , people slowly are being killed around the site .\nSent 6: While Holly is working Dr. Hughes , who has been legally dead for 2 years , goes to Holly and tells her to stop the dig .\nSent 7: Dr. Campbell comes into the tent and sends Dr. Hughes off .\nSent 8: Holly quits the expedition when another `` Accident '' occurs .\nSent 9: In the town bar , Dr. Hughes finds Holly and takes her back to her Hotel room to tell her why he thinks the bones of the Dinosaur , which he calls Yonggary , are going to bring the end of the world .\nSent 10: After explaining , Holly and Hughes go to the site to stop Campbell but it is too late and Aliens resurrect Yonggary .\nSent 11: After Yonggary 's first appearance , the Army comes in and takes Holly and Campbell to an army base when Yonggary is dispatched by the aliens again .\nSent 12: The army sends choppers after Yonggary , but he destroys them .\nSent 13: Yonggary is then sent to the city and does some damage , where some jets attack him .\nSent 14: Then Yonggary is transported to a power plant where he is attacked by rocket pack soldiers .\nSent 15: During the fight , Hughes and Holly find out that the diamond on Yonggary 's forehead is the device giving the aliens control of Yonggary . \nQuestion: Dr. Hughes tells Holly to stop the dig for what?.", "neg": "Paragraph- Sent 1: An archaeological party explore some caverns underground .\nSent 2: Dr. Campbell and Dr. Hughes are the two leaders of the archaeological expedition , and get separated .\nSent 3: While Dr. Hughes finds an alien corpse with a fossilized diamond , Dr. Campbell finds hieroglyphics at the cost of the party except for Hughes and himself .\nSent 4: Two years later , Campbell and his assistant Holly are digging up the bones of Yonggary , a gargantuan dinosaur 50 times the size of a tyrannosaurus rex .\nSent 5: Out of nowhere , people slowly are being killed around the site .\nSent 6: While Holly is working Dr. Hughes , who has been legally dead for 2 years , goes to Holly and tells her to stop the dig .\nSent 7: Dr. Campbell comes into the tent and sends Dr. Hughes off .\nSent 8: Holly quits the expedition when another `` Accident '' occurs .\nSent 9: In the town bar , Dr. Hughes finds Holly and takes her back to her Hotel room to tell her why he thinks the bones of the Dinosaur , which he calls Yonggary , are going to bring the end of the world .\nSent 10: After explaining , Holly and Hughes go to the site to stop Campbell but it is too late and Aliens resurrect Yonggary .\nSent 11: After Yonggary 's first appearance , the Army comes in and takes Holly and Campbell to an army base when Yonggary is dispatched by the aliens again .\nSent 12: The army sends choppers after Yonggary , but he destroys them .\nSent 13: Yonggary is then sent to the city and does some damage , where some jets attack him .\nSent 14: Then Yonggary is transported to a power plant where he is attacked by rocket pack soldiers .\nSent 15: During the fight , Hughes and Holly find out that the diamond on Yonggary 's forehead is the device giving the aliens control of Yonggary . \nQuestion: What does Hughes say to convince Holly to help him stop Campbell from continuing to dig?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: what makes group to find a new place to practice.", "pos": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: Who is Percy's boss?.", "neg": "Paragraph- Sent 1: Richie Bloom is the last white kid on the block in the tough Stony Island neighborhood on Chicago s South Side .\nSent 2: A sweetly naive 18 year-old guitar player , he dreams of putting together his first band .\nSent 3: Richie has the perfect musical collaborator in his best friend , Kevin Tucker , who has a voice second only to James Brown .\nSent 4: Richie buys a used Les Paul model electric guitar from Jerry Domino , who owns a tropical fish emporium , but also runs a few other `` businesses '' on the side .\nSent 5: Percy Price is a local legend on the saxophone .\nSent 6: The kids used to listen to him practicing at night when they were growing up .\nSent 7: Percy agrees to help Richie and Kevin to form a group , letting them practice at the local mortuary where he works .\nSent 8: However , the owner Lewis Moss wants to sell the business to the local Alderman , who plans to turn it into a disco .\nSent 9: Richie , Kevin and Percy begin to put the band together , searching the city for horn players .\nSent 10: Richie stumbles upon Harold Tate , a hillbilly sax player , while Harold is washing windows at the music store where Richie works .\nSent 11: Harold 's mean uncle yanks him away from an impromptu jam session before Richie can get his name or address .\nSent 12: Richie scours the city to find the young wunderkind and then hilariously conspires with Kevin to get Harold a horn to play .\nSent 13: The band starts coming together , and Percy even manages to set up their first gig in a club where blues legend B.B. King often performs .\nSent 14: However , annoyed with the music during a customer s funeral , Alderman Waller orders Mr. Moss to fire Percy , and the group must find a new place to practice . \nQuestion: what is Richie Bloom ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When Hope, the eagle that towered, could see   No cliff beyond him in the sky,   His pinions were bent droopingly--   And homeward turned his softened eye.\nSent 2: 'Twas sunset: When the sun will part   There comes a sullenness of heart   To him who still would look upon   The glory of the summer sun.\nSent 3: That soul will hate the ev'ning mist   So often lovely, and will list   To the sound of the coming darkness (known   To those whose spirits hearken) as one   Who, in a dream of night, _would_ fly,   But _cannot_, from a danger nigh.\nSent 4: What tho' the moon--tho' the white moon   Shed all the splendor of her noon,   _Her_ smile is chilly--and _her_ beam,   In that time of dreariness, will seem   (So like you gather in your breath)   A portrait taken after death.\nSent 5: And boyhood is a summer sun   Whose waning is the dreariest one--   For all we live to know is known,   And all we seek to keep hath flown--   Let life, then, as the day-flower, fall   With the noon-day beauty--which is all.\nSent 6: I reached my home--my home no more--   For all had flown who made it so.\nSent 7: I passed from out its mossy door,   And, tho' my tread was soft and low,   A voice came from the threshold stone   Of one whom I had earlier known--   O, I defy thee, Hell, to show   On beds of fire that burn below,   An humbler heart--a deeper woe. \nQuestion: What is the season of the passage?.", "pos": "Paragraph- Sent 1: When Hope, the eagle that towered, could see   No cliff beyond him in the sky,   His pinions were bent droopingly--   And homeward turned his softened eye.\nSent 2: 'Twas sunset: When the sun will part   There comes a sullenness of heart   To him who still would look upon   The glory of the summer sun.\nSent 3: That soul will hate the ev'ning mist   So often lovely, and will list   To the sound of the coming darkness (known   To those whose spirits hearken) as one   Who, in a dream of night, _would_ fly,   But _cannot_, from a danger nigh.\nSent 4: What tho' the moon--tho' the white moon   Shed all the splendor of her noon,   _Her_ smile is chilly--and _her_ beam,   In that time of dreariness, will seem   (So like you gather in your breath)   A portrait taken after death.\nSent 5: And boyhood is a summer sun   Whose waning is the dreariest one--   For all we live to know is known,   And all we seek to keep hath flown--   Let life, then, as the day-flower, fall   With the noon-day beauty--which is all.\nSent 6: I reached my home--my home no more--   For all had flown who made it so.\nSent 7: I passed from out its mossy door,   And, tho' my tread was soft and low,   A voice came from the threshold stone   Of one whom I had earlier known--   O, I defy thee, Hell, to show   On beds of fire that burn below,   An humbler heart--a deeper woe. \nQuestion: What is the name of the eagle?.", "neg": "Paragraph- Sent 1: When Hope, the eagle that towered, could see   No cliff beyond him in the sky,   His pinions were bent droopingly--   And homeward turned his softened eye.\nSent 2: 'Twas sunset: When the sun will part   There comes a sullenness of heart   To him who still would look upon   The glory of the summer sun.\nSent 3: That soul will hate the ev'ning mist   So often lovely, and will list   To the sound of the coming darkness (known   To those whose spirits hearken) as one   Who, in a dream of night, _would_ fly,   But _cannot_, from a danger nigh.\nSent 4: What tho' the moon--tho' the white moon   Shed all the splendor of her noon,   _Her_ smile is chilly--and _her_ beam,   In that time of dreariness, will seem   (So like you gather in your breath)   A portrait taken after death.\nSent 5: And boyhood is a summer sun   Whose waning is the dreariest one--   For all we live to know is known,   And all we seek to keep hath flown--   Let life, then, as the day-flower, fall   With the noon-day beauty--which is all.\nSent 6: I reached my home--my home no more--   For all had flown who made it so.\nSent 7: I passed from out its mossy door,   And, tho' my tread was soft and low,   A voice came from the threshold stone   Of one whom I had earlier known--   O, I defy thee, Hell, to show   On beds of fire that burn below,   An humbler heart--a deeper woe. \nQuestion: What emotions does this passage evoke?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Einstein was now without a permanent home, unsure where he would live and work, and equally worried about the fate of countless other scientists still in Germany.\nSent 2: He rented a house in De Haan, Belgium where he lived for a few months.\nSent 3: In late July 1933, he went to England for about six weeks at the personal invitation of British naval officer Commander Oliver Locker-Lampson, who had become friends with Einstein in the preceding years.\nSent 4: To protect Einstein, Locker-Lampson secretly had two assistants watch over him at his secluded cottage outside of London, with the press publishing a photo of them guarding Einstein.\nSent 5: Locker-Lampson took Einstein to meet Winston Churchill at his home, and later, Austen Chamberlain and former Prime Minister Lloyd George.\nSent 6: Einstein asked them to help bring Jewish scientists out of Germany.\nSent 7: British historian Martin Gilbert notes that Churchill responded immediately, and sent his friend, physicist Frederick Lindemann to Germany to seek out Jewish scientists and place them in British universities.\nSent 8: Churchill later observed that as a result of Germany having driven the Jews out, they lowered their \"technical standards,\" and had put the Allies' technology ahead of theirs.\nSent 9: Einstein later contacted leaders of other nations, including Turkey's Prime Minister, Ismet Inonu, who he wrote in September 1933 requesting placement of unemployed German-Jewish scientists.\nSent 10: As a result of Einstein's letter, Jewish invitees to Turkey eventually totaled over \"1,000 saved individuals.\"Sent 11: Locker-Lampson also submitted a bill to parliament to extend British citizenship to Einstein, during which period Einstein made a number of public appearances describing the crisis brewing in Europe.\nSent 12: The bill failed to become law, however, and Einstein then accepted an earlier offer from the Princeton Institute for Advanced Study, in the U.S., to become a resident scholar. \nQuestion: Why did Einstein accept an offer from the Princeton Institute for Advanced Studies in the U.S. instead of staying in England?.", "pos": "Paragraph- Sent 1: Einstein was now without a permanent home, unsure where he would live and work, and equally worried about the fate of countless other scientists still in Germany.\nSent 2: He rented a house in De Haan, Belgium where he lived for a few months.\nSent 3: In late July 1933, he went to England for about six weeks at the personal invitation of British naval officer Commander Oliver Locker-Lampson, who had become friends with Einstein in the preceding years.\nSent 4: To protect Einstein, Locker-Lampson secretly had two assistants watch over him at his secluded cottage outside of London, with the press publishing a photo of them guarding Einstein.\nSent 5: Locker-Lampson took Einstein to meet Winston Churchill at his home, and later, Austen Chamberlain and former Prime Minister Lloyd George.\nSent 6: Einstein asked them to help bring Jewish scientists out of Germany.\nSent 7: British historian Martin Gilbert notes that Churchill responded immediately, and sent his friend, physicist Frederick Lindemann to Germany to seek out Jewish scientists and place them in British universities.\nSent 8: Churchill later observed that as a result of Germany having driven the Jews out, they lowered their \"technical standards,\" and had put the Allies' technology ahead of theirs.\nSent 9: Einstein later contacted leaders of other nations, including Turkey's Prime Minister, Ismet Inonu, who he wrote in September 1933 requesting placement of unemployed German-Jewish scientists.\nSent 10: As a result of Einstein's letter, Jewish invitees to Turkey eventually totaled over \"1,000 saved individuals.\"Sent 11: Locker-Lampson also submitted a bill to parliament to extend British citizenship to Einstein, during which period Einstein made a number of public appearances describing the crisis brewing in Europe.\nSent 12: The bill failed to become law, however, and Einstein then accepted an earlier offer from the Princeton Institute for Advanced Study, in the U.S., to become a resident scholar. \nQuestion: Einstein became a resident scholar in the U.S. after being rejected for citizenship in what country?.", "neg": "Paragraph- Sent 1: In October 1933 Einstein returned to the U.S. and took up a position at the Institute for Advanced Study (in Princeton, New Jersey), noted for having become a refuge for scientists fleeing Nazi Germany.\nSent 2: At the time, most American universities, including Harvard, Princeton and Yale, had minimal or no Jewish faculty or students, as a result of their Jewish quota which lasted until the late 1940s.\nSent 3: Einstein was still undecided on his future.\nSent 4: He had offers from several European universities, including Oxford where he stayed for three short periods between May 1931 and June 1933, however in 1935 he arrived at the decision to remain permanently in the United States and apply for citizenship.\nSent 5: Einstein's affiliation with the Institute for Advanced Study would last until his death in 1955.\nSent 6: He was one of the four first selected (two of the others being John von Neumann and Kurt Godel) at the new Institute, where he soon developed a close friendship with Godel.\nSent 7: The two would take long walks together discussing their work.\nSent 8: Bruria Kaufman, his assistant, later became a physicist.\nSent 9: During this period, Einstein tried to develop a unified field theory and to refute the accepted interpretation of quantum physics, both unsuccessfully. \nQuestion: Why did Einstein have a hard time making a decision?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What did  Preetam  did when he met Nandini?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: While in Madikeri, he meets someone unexpectedly; to whom does he make a grand gesture and profess his love?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What was Preetam doing that led to someone needing to resue him?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Ramzi Binalshibh was born on May 1,1972, in Ghayl Bawazir, Yemen.\nSent 2: There does not seem to be anything remarkable about his family or early background.\nSent 3: A friend who knew Binalshibh in Yemen remembers him as \"religious, but not too religious.\"Sent 4: From 1987 to 1995, Binalshibh worked as a clerk for the International Bank of Yemen.\nSent 5: He first attempted to leave Yemen in 1995, when he applied for a U.S. visa.\nSent 6: After his application was rejected, he went to Germany and applied for asylum under the name Ramzi Omar, claiming to be a Sudanese citizen seeking asylum.\nSent 7: While his asylum petition was pending, Binalshibh lived in Hamburg and associated with individuals from several mosques there.\nSent 8: In 1997, after his asylum application was denied, Binalshibh went home to Yemen but returned to Germany shortly thereafter under his true name, this time registering as a student in Hamburg.\nSent 9: Binalshibh continually had academic problems, failing tests and cutting classes; he was expelled from one school in September 1998.\nSent 10: According to Binalshibh, he and Atta first met at a mosque in Hamburg in 1995.\nSent 11: The two men became close friends and became identified with their shared extremist outlook.\nSent 12: Like Atta, by the late 1990s Binalshibh was decrying what he perceived to be a \"Jewish world conspiracy.\"Sent 13: He proclaimed that the highest duty of every Muslim was to pursue jihad, and that the highest honor was to die during the jihad.\nSent 14: Despite his rhetoric, however, Binalshibh presented a more amiable figure than the austere Atta, and was known within the community as being sociable, extroverted, polite, and adventuresome.\nSent 15: In 1998, Binalshibh and Atta began sharing an apartment in the Harburg section of Hamburg, together with a young student from the United Arab Emirates named Marwan al Shehhi. \nQuestion: When was he expelled from a school in Hamburg?.", "pos": "Paragraph- Sent 1: Ramzi Binalshibh was born on May 1,1972, in Ghayl Bawazir, Yemen.\nSent 2: There does not seem to be anything remarkable about his family or early background.\nSent 3: A friend who knew Binalshibh in Yemen remembers him as \"religious, but not too religious.\"Sent 4: From 1987 to 1995, Binalshibh worked as a clerk for the International Bank of Yemen.\nSent 5: He first attempted to leave Yemen in 1995, when he applied for a U.S. visa.\nSent 6: After his application was rejected, he went to Germany and applied for asylum under the name Ramzi Omar, claiming to be a Sudanese citizen seeking asylum.\nSent 7: While his asylum petition was pending, Binalshibh lived in Hamburg and associated with individuals from several mosques there.\nSent 8: In 1997, after his asylum application was denied, Binalshibh went home to Yemen but returned to Germany shortly thereafter under his true name, this time registering as a student in Hamburg.\nSent 9: Binalshibh continually had academic problems, failing tests and cutting classes; he was expelled from one school in September 1998.\nSent 10: According to Binalshibh, he and Atta first met at a mosque in Hamburg in 1995.\nSent 11: The two men became close friends and became identified with their shared extremist outlook.\nSent 12: Like Atta, by the late 1990s Binalshibh was decrying what he perceived to be a \"Jewish world conspiracy.\"Sent 13: He proclaimed that the highest duty of every Muslim was to pursue jihad, and that the highest honor was to die during the jihad.\nSent 14: Despite his rhetoric, however, Binalshibh presented a more amiable figure than the austere Atta, and was known within the community as being sociable, extroverted, polite, and adventuresome.\nSent 15: In 1998, Binalshibh and Atta began sharing an apartment in the Harburg section of Hamburg, together with a young student from the United Arab Emirates named Marwan al Shehhi. \nQuestion: Compare Binalshibh's and Atta's personalities.", "neg": "Paragraph- Sent 1: Ramzi Binalshibh was born on May 1,1972, in Ghayl Bawazir, Yemen.\nSent 2: There does not seem to be anything remarkable about his family or early background.\nSent 3: A friend who knew Binalshibh in Yemen remembers him as \"religious, but not too religious.\"Sent 4: From 1987 to 1995, Binalshibh worked as a clerk for the International Bank of Yemen.\nSent 5: He first attempted to leave Yemen in 1995, when he applied for a U.S. visa.\nSent 6: After his application was rejected, he went to Germany and applied for asylum under the name Ramzi Omar, claiming to be a Sudanese citizen seeking asylum.\nSent 7: While his asylum petition was pending, Binalshibh lived in Hamburg and associated with individuals from several mosques there.\nSent 8: In 1997, after his asylum application was denied, Binalshibh went home to Yemen but returned to Germany shortly thereafter under his true name, this time registering as a student in Hamburg.\nSent 9: Binalshibh continually had academic problems, failing tests and cutting classes; he was expelled from one school in September 1998.\nSent 10: According to Binalshibh, he and Atta first met at a mosque in Hamburg in 1995.\nSent 11: The two men became close friends and became identified with their shared extremist outlook.\nSent 12: Like Atta, by the late 1990s Binalshibh was decrying what he perceived to be a \"Jewish world conspiracy.\"Sent 13: He proclaimed that the highest duty of every Muslim was to pursue jihad, and that the highest honor was to die during the jihad.\nSent 14: Despite his rhetoric, however, Binalshibh presented a more amiable figure than the austere Atta, and was known within the community as being sociable, extroverted, polite, and adventuresome.\nSent 15: In 1998, Binalshibh and Atta began sharing an apartment in the Harburg section of Hamburg, together with a young student from the United Arab Emirates named Marwan al Shehhi. \nQuestion: How old was Ramzi Binalshibh when he first tried to leave Yemen by applying for a US visa?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When the Algerian War began in 1954, Camus was confronted with a moral dilemma.\nSent 2: He identified with the pieds-noirs such as his own parents and defended the French government's actions against the revolt.\nSent 3: He argued that the Algerian uprising was an integral part of the 'new Arab imperialism' led by Egypt and an 'anti-Western' offensive orchestrated by Russia to 'encircle Europe' and 'isolate the United States'.\nSent 4: Although favouring greater Algerian autonomy or even federation, though not full-scale independence, he believed that the pieds-noirs and Arabs could co-exist.\nSent 5: During the war he advocated a civil truce that would spare the civilians, which was rejected by both sides, who regarded it as foolish.\nSent 6: Behind the scenes, he began to work for imprisoned Algerians who faced the death penalty.\nSent 7: From 1955 to 1956, Camus wrote for L'Express.\nSent 8: In 1957, he was awarded the Nobel Prize in literature \"for his important literary production, which with clear-sighted earnestness illuminates the problems of the human conscience in our times\".\nSent 9: When he spoke to students at the University of Stockholm, he defended his apparent inactivity in the Algerian question; he stated that he was worried about what might happen to his mother, who still lived in Algeria.\nSent 10: This led to further ostracism by French left-wing intellectuals.\nSent 11: Camus remained active and ambitious until the end of his life.\nSent 12: Financed by the money he received with his Nobel Prize, he adapted and directed for the stage Dostoyesvsky's Demons.\nSent 13: The play opened in January 1959 at the Antoine Theatre in Paris.\nSent 14: It was a critical success as well as an artistic and technical tour de force: 33 actors, 4 hours long, 7 sets, 24 scenes.\nSent 15: The walls could move sideways to reduce the size of each depicted location and the whole stage rotated to allow for immediate set transformations.\nSent 16: Camus put the painter and set decorator Mayo, who had already illustrated several of Camus' novels (The Stranger - 1948 Ed.), in charge of the demanding task of designing these multiple and complex theater sets. \nQuestion: What was Camus' moral dilemma?.", "pos": "Paragraph- Sent 1: When the Algerian War began in 1954, Camus was confronted with a moral dilemma.\nSent 2: He identified with the pieds-noirs such as his own parents and defended the French government's actions against the revolt.\nSent 3: He argued that the Algerian uprising was an integral part of the 'new Arab imperialism' led by Egypt and an 'anti-Western' offensive orchestrated by Russia to 'encircle Europe' and 'isolate the United States'.\nSent 4: Although favouring greater Algerian autonomy or even federation, though not full-scale independence, he believed that the pieds-noirs and Arabs could co-exist.\nSent 5: During the war he advocated a civil truce that would spare the civilians, which was rejected by both sides, who regarded it as foolish.\nSent 6: Behind the scenes, he began to work for imprisoned Algerians who faced the death penalty.\nSent 7: From 1955 to 1956, Camus wrote for L'Express.\nSent 8: In 1957, he was awarded the Nobel Prize in literature \"for his important literary production, which with clear-sighted earnestness illuminates the problems of the human conscience in our times\".\nSent 9: When he spoke to students at the University of Stockholm, he defended his apparent inactivity in the Algerian question; he stated that he was worried about what might happen to his mother, who still lived in Algeria.\nSent 10: This led to further ostracism by French left-wing intellectuals.\nSent 11: Camus remained active and ambitious until the end of his life.\nSent 12: Financed by the money he received with his Nobel Prize, he adapted and directed for the stage Dostoyesvsky's Demons.\nSent 13: The play opened in January 1959 at the Antoine Theatre in Paris.\nSent 14: It was a critical success as well as an artistic and technical tour de force: 33 actors, 4 hours long, 7 sets, 24 scenes.\nSent 15: The walls could move sideways to reduce the size of each depicted location and the whole stage rotated to allow for immediate set transformations.\nSent 16: Camus put the painter and set decorator Mayo, who had already illustrated several of Camus' novels (The Stranger - 1948 Ed.), in charge of the demanding task of designing these multiple and complex theater sets. \nQuestion: When did Camus defend the French Government?.", "neg": "Paragraph- Sent 1: When the Algerian War began in 1954, Camus was confronted with a moral dilemma.\nSent 2: He identified with the pieds-noirs such as his own parents and defended the French government's actions against the revolt.\nSent 3: He argued that the Algerian uprising was an integral part of the 'new Arab imperialism' led by Egypt and an 'anti-Western' offensive orchestrated by Russia to 'encircle Europe' and 'isolate the United States'.\nSent 4: Although favouring greater Algerian autonomy or even federation, though not full-scale independence, he believed that the pieds-noirs and Arabs could co-exist.\nSent 5: During the war he advocated a civil truce that would spare the civilians, which was rejected by both sides, who regarded it as foolish.\nSent 6: Behind the scenes, he began to work for imprisoned Algerians who faced the death penalty.\nSent 7: From 1955 to 1956, Camus wrote for L'Express.\nSent 8: In 1957, he was awarded the Nobel Prize in literature \"for his important literary production, which with clear-sighted earnestness illuminates the problems of the human conscience in our times\".\nSent 9: When he spoke to students at the University of Stockholm, he defended his apparent inactivity in the Algerian question; he stated that he was worried about what might happen to his mother, who still lived in Algeria.\nSent 10: This led to further ostracism by French left-wing intellectuals.\nSent 11: Camus remained active and ambitious until the end of his life.\nSent 12: Financed by the money he received with his Nobel Prize, he adapted and directed for the stage Dostoyesvsky's Demons.\nSent 13: The play opened in January 1959 at the Antoine Theatre in Paris.\nSent 14: It was a critical success as well as an artistic and technical tour de force: 33 actors, 4 hours long, 7 sets, 24 scenes.\nSent 15: The walls could move sideways to reduce the size of each depicted location and the whole stage rotated to allow for immediate set transformations.\nSent 16: Camus put the painter and set decorator Mayo, who had already illustrated several of Camus' novels (The Stranger - 1948 Ed.), in charge of the demanding task of designing these multiple and complex theater sets. \nQuestion: How many scenes are portrayed in Dostoyesvsky's Demons?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: How many photographers are in the running for the 1st place prize of the 2009 Prix Pictet photography award for environmental sustainability?.", "pos": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: What theme was the 2009 environmental sustainability awards focused around?.", "neg": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: How are Kashi's photos of Nigeria being used by NGOs?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Crusaders established a feudal Christian state with Godfrey at its head.\nSent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.\nSent 3: During the Sixth Crusade (1228– 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.\nSent 4: The Christians, however, could not hold the city.\nSent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.\nSent 6: The city struggled to rebuild from Crusader wars and invasions.\nSent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.\nSent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.\nSent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.\nSent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.\nSent 11: Fountains, inns, religious schools, and barracks were constructed.\nSent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.\nSent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.\nSent 14: 19th-Century Aspirations At the same time, many Jews sought religious freedom and fulfillment by moving to Palestine (as the Holy Land was traditionally called) and especially to Jerusalem.\nSent 15: In the 1890s, Theodor Herzl (1860–1904) worked to organize a movement, Zionism, to create a Jewish state.\nSent 16: Chaim Weizmann (1874–1952), a scientist born in Russia but later a British subject, did much to put Herzl’s hopes into practice.\nSent 17: Weizmann was an important figure in the negotiations with the British government that led to the Balfour Declaration of 1917, supporting the idea of a Jewish “national home” in Palestine that also respected the rights of existing non-Jewish people already living there.\nSent 18: The problem was that British strategists, who were fighting the Ottoman Turks in 1917, had secretly promised the lands to their World War I Arab allies. \nQuestion: Who built many impressive churches during the term of the first Latin Kingdom of Jerusalem?.", "pos": "Paragraph- Sent 1: The Crusaders established a feudal Christian state with Godfrey at its head.\nSent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.\nSent 3: During the Sixth Crusade (1228– 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.\nSent 4: The Christians, however, could not hold the city.\nSent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.\nSent 6: The city struggled to rebuild from Crusader wars and invasions.\nSent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.\nSent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.\nSent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.\nSent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.\nSent 11: Fountains, inns, religious schools, and barracks were constructed.\nSent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.\nSent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.\nSent 14: 19th-Century Aspirations At the same time, many Jews sought religious freedom and fulfillment by moving to Palestine (as the Holy Land was traditionally called) and especially to Jerusalem.\nSent 15: In the 1890s, Theodor Herzl (1860–1904) worked to organize a movement, Zionism, to create a Jewish state.\nSent 16: Chaim Weizmann (1874–1952), a scientist born in Russia but later a British subject, did much to put Herzl’s hopes into practice.\nSent 17: Weizmann was an important figure in the negotiations with the British government that led to the Balfour Declaration of 1917, supporting the idea of a Jewish “national home” in Palestine that also respected the rights of existing non-Jewish people already living there.\nSent 18: The problem was that British strategists, who were fighting the Ottoman Turks in 1917, had secretly promised the lands to their World War I Arab allies. \nQuestion: Which group built many impressive churches during the term of the first Latin Kingdom of Jerusalem?.", "neg": "Paragraph- Sent 1: The Crusaders established a feudal Christian state with Godfrey at its head.\nSent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.\nSent 3: During the Sixth Crusade (1228– 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.\nSent 4: The Christians, however, could not hold the city.\nSent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.\nSent 6: The city struggled to rebuild from Crusader wars and invasions.\nSent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.\nSent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.\nSent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.\nSent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.\nSent 11: Fountains, inns, religious schools, and barracks were constructed.\nSent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.\nSent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.\nSent 14: 19th-Century Aspirations At the same time, many Jews sought religious freedom and fulfillment by moving to Palestine (as the Holy Land was traditionally called) and especially to Jerusalem.\nSent 15: In the 1890s, Theodor Herzl (1860–1904) worked to organize a movement, Zionism, to create a Jewish state.\nSent 16: Chaim Weizmann (1874–1952), a scientist born in Russia but later a British subject, did much to put Herzl’s hopes into practice.\nSent 17: Weizmann was an important figure in the negotiations with the British government that led to the Balfour Declaration of 1917, supporting the idea of a Jewish “national home” in Palestine that also respected the rights of existing non-Jewish people already living there.\nSent 18: The problem was that British strategists, who were fighting the Ottoman Turks in 1917, had secretly promised the lands to their World War I Arab allies. \nQuestion: Suleiman the Magnificent was leader of what empire?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: who hoo-hoos around the room.", "pos": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: Why did Daffy bounce around the room saying \"hoo hoo !\"?.", "neg": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: What problems does Porky experience sharing a room with Daffy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Ace , a wannabe rock star , is on his way to a concert of the band Guitar Wolf when space aliens invade the Earth .\nSent 2: As a result the dead rise to their feet in the countryside setting of Asahi , Japan , with an appetite for flesh .\nSent 3: Enlisting the help of his rock 'n roll blood brother Guitar Wolf , Ace and the members of the band get entangled in many misadventures with crazy rock managers in very tight shorts , transsexuals , naked women shooting guns in the shower , and bloodthirsty zombies ready to tear them apart .\nSent 4: Leather jackets , loud over-modulated music , laser guitar picks , motorcycles , guns , muscle cars , and fire abound .\nSent 5: Guitar Wolf , a Japanese trio signed to Matador Records in the US and self-proclaimed coolest rock band in the world star as the well-coiffed heroes .\nSent 6: It is also a love story , between Ace and Tobio , a trans woman .\nSent 7: The music , in a garage punk vein , plays an important role in the film .\nSent 8: It features music from Greg Cartwright of Reigning Sound and The Oblivians .\nSent 9: His 1997 song `` Twice as Deep '' by Greg Oblivian & the Tip Tops is featured .\nSent 10: This film is similar to another movie by a Spanish punk group , La matanza can bal de los garrulos lis rgicos produced by Siniestro Total. \nQuestion: Are naked women and laser guitar picks part of Ace's adventures?.", "pos": "Paragraph- Sent 1: Ace , a wannabe rock star , is on his way to a concert of the band Guitar Wolf when space aliens invade the Earth .\nSent 2: As a result the dead rise to their feet in the countryside setting of Asahi , Japan , with an appetite for flesh .\nSent 3: Enlisting the help of his rock 'n roll blood brother Guitar Wolf , Ace and the members of the band get entangled in many misadventures with crazy rock managers in very tight shorts , transsexuals , naked women shooting guns in the shower , and bloodthirsty zombies ready to tear them apart .\nSent 4: Leather jackets , loud over-modulated music , laser guitar picks , motorcycles , guns , muscle cars , and fire abound .\nSent 5: Guitar Wolf , a Japanese trio signed to Matador Records in the US and self-proclaimed coolest rock band in the world star as the well-coiffed heroes .\nSent 6: It is also a love story , between Ace and Tobio , a trans woman .\nSent 7: The music , in a garage punk vein , plays an important role in the film .\nSent 8: It features music from Greg Cartwright of Reigning Sound and The Oblivians .\nSent 9: His 1997 song `` Twice as Deep '' by Greg Oblivian & the Tip Tops is featured .\nSent 10: This film is similar to another movie by a Spanish punk group , La matanza can bal de los garrulos lis rgicos produced by Siniestro Total. \nQuestion: Do part of Ace and the band member's misadventures include motorcycles?.", "neg": "Paragraph- Sent 1: Ace , a wannabe rock star , is on his way to a concert of the band Guitar Wolf when space aliens invade the Earth .\nSent 2: As a result the dead rise to their feet in the countryside setting of Asahi , Japan , with an appetite for flesh .\nSent 3: Enlisting the help of his rock 'n roll blood brother Guitar Wolf , Ace and the members of the band get entangled in many misadventures with crazy rock managers in very tight shorts , transsexuals , naked women shooting guns in the shower , and bloodthirsty zombies ready to tear them apart .\nSent 4: Leather jackets , loud over-modulated music , laser guitar picks , motorcycles , guns , muscle cars , and fire abound .\nSent 5: Guitar Wolf , a Japanese trio signed to Matador Records in the US and self-proclaimed coolest rock band in the world star as the well-coiffed heroes .\nSent 6: It is also a love story , between Ace and Tobio , a trans woman .\nSent 7: The music , in a garage punk vein , plays an important role in the film .\nSent 8: It features music from Greg Cartwright of Reigning Sound and The Oblivians .\nSent 9: His 1997 song `` Twice as Deep '' by Greg Oblivian & the Tip Tops is featured .\nSent 10: This film is similar to another movie by a Spanish punk group , La matanza can bal de los garrulos lis rgicos produced by Siniestro Total. \nQuestion: What genre is the song \"Twice as deep\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Our sun and other stars release light energy.\nSent 2: At least this is what we see.\nSent 3: Our Sun and stars also emit more than just light.\nSent 4: Scientists call the type of energy that our Sun and stars release electromagnetic energy.\nSent 5: This form of energy travels through space.\nSent 6: Electromagnetic energy includes the light we see.\nSent 7: It also includes much more.\nSent 8: Many of these things we know about, but dont always think about.\nSent 9: Electromagnetic energy includes radio waves, microwaves, and X rays.\nSent 10: We now have devices in our homes and offices that release these same forms of energy.\nSent 11: We use electromagnetic energy to make our lives better. \nQuestion: Why do we use radio waves, microwaves, and X rays?.", "pos": "Paragraph- Sent 1: Our sun and other stars release light energy.\nSent 2: At least this is what we see.\nSent 3: Our Sun and stars also emit more than just light.\nSent 4: Scientists call the type of energy that our Sun and stars release electromagnetic energy.\nSent 5: This form of energy travels through space.\nSent 6: Electromagnetic energy includes the light we see.\nSent 7: It also includes much more.\nSent 8: Many of these things we know about, but dont always think about.\nSent 9: Electromagnetic energy includes radio waves, microwaves, and X rays.\nSent 10: We now have devices in our homes and offices that release these same forms of energy.\nSent 11: We use electromagnetic energy to make our lives better. \nQuestion: What do we use electromagnetic energy for?.", "neg": "Paragraph- Sent 1: Our sun and other stars release light energy.\nSent 2: At least this is what we see.\nSent 3: Our Sun and stars also emit more than just light.\nSent 4: Scientists call the type of energy that our Sun and stars release electromagnetic energy.\nSent 5: This form of energy travels through space.\nSent 6: Electromagnetic energy includes the light we see.\nSent 7: It also includes much more.\nSent 8: Many of these things we know about, but dont always think about.\nSent 9: Electromagnetic energy includes radio waves, microwaves, and X rays.\nSent 10: We now have devices in our homes and offices that release these same forms of energy.\nSent 11: We use electromagnetic energy to make our lives better. \nQuestion: Our sun and stars release light energy but they also release what other kind of energy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: Nearing the stile who did Gifford see?.", "pos": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: Where did Gifford see Gervase Henshaw?.", "neg": "Paragraph- Sent 1:   Late on the next Sunday afternoon Gifford had gone for a country walk which he had arranged to bring him round in time for the evening service at the little village church of Wynford standing just outside the park boundary.\nSent 2: His way took him by well-remembered field-paths which, although towards the end of his walk darkness had set in, he had no difficulty in tracing.\nSent 3: The last field he crossed brought him to a by-road joining the highway which ran through Wynford, the junction being about a quarter of a mile from the church.\nSent 4: As he neared the stile which admitted to the road he saw, on the other side of the hedge and showing just above it, the head of a man.\nSent 5: At the sound of his footsteps the man quickly turned, and, as for a moment the fitful moonlight caught his face, Gifford was sure he recognized Gervase Henshaw.\nSent 6: But he took no notice and kept on his way to the stile, which he crossed and gained the road.\nSent 7: As he did so he glanced back.\nSent 8: A horse and trap was waiting there with Henshaw in it.\nSent 9: He was now bending down, probably with the object of concealing his identity, and had moved on a few paces farther down the road. \nQuestion: After Gifford glances back, how much farther down the road had Henshaw travelled?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: He read the telegram again.\nSent 2: In desperation he went back to the long distance booth, but found the line still out of order, and a wire had come giving the details of the damage done by the storm.\nSent 3: It would be several days before communication could be established.\nSent 4: There was no help coming from headquarters, and from the wording of the telegram there seemed to be a reason for their not giving clear details.\nSent 5: He must get a copy of the paper.\nSent 6: Reluctantly he went to the printing office and made known his errand.\nSent 7: Mr. Driggs was delighted to give him the paper--he had it some place, though he very seldom opened any of his exchanges.\nSent 8: He evidently bore Mr. Steadman no ill-will for his plain talk two weeks ago.\nSent 9: With some difficulty he found it, with its wrapper still intact.\nSent 10: It was a loose wrapper, which slipped off and on easily.\nSent 11: Mr. Steadman remarked carelessly that there was an editorial in it to which his attention had been drawn, on hearing which Mr. Driggs turned his head and winked at an imaginary accomplice. \nQuestion: What did Mr. Driggs still have intact around the item he was getting for Mr. Steadman?.", "pos": "Paragraph- Sent 1: He read the telegram again.\nSent 2: In desperation he went back to the long distance booth, but found the line still out of order, and a wire had come giving the details of the damage done by the storm.\nSent 3: It would be several days before communication could be established.\nSent 4: There was no help coming from headquarters, and from the wording of the telegram there seemed to be a reason for their not giving clear details.\nSent 5: He must get a copy of the paper.\nSent 6: Reluctantly he went to the printing office and made known his errand.\nSent 7: Mr. Driggs was delighted to give him the paper--he had it some place, though he very seldom opened any of his exchanges.\nSent 8: He evidently bore Mr. Steadman no ill-will for his plain talk two weeks ago.\nSent 9: With some difficulty he found it, with its wrapper still intact.\nSent 10: It was a loose wrapper, which slipped off and on easily.\nSent 11: Mr. Steadman remarked carelessly that there was an editorial in it to which his attention had been drawn, on hearing which Mr. Driggs turned his head and winked at an imaginary accomplice. \nQuestion: In what condition was the wrapper of the paper that Mr. Driggs gave to Mr. Steadman?.", "neg": "Paragraph- Sent 1: He read the telegram again.\nSent 2: In desperation he went back to the long distance booth, but found the line still out of order, and a wire had come giving the details of the damage done by the storm.\nSent 3: It would be several days before communication could be established.\nSent 4: There was no help coming from headquarters, and from the wording of the telegram there seemed to be a reason for their not giving clear details.\nSent 5: He must get a copy of the paper.\nSent 6: Reluctantly he went to the printing office and made known his errand.\nSent 7: Mr. Driggs was delighted to give him the paper--he had it some place, though he very seldom opened any of his exchanges.\nSent 8: He evidently bore Mr. Steadman no ill-will for his plain talk two weeks ago.\nSent 9: With some difficulty he found it, with its wrapper still intact.\nSent 10: It was a loose wrapper, which slipped off and on easily.\nSent 11: Mr. Steadman remarked carelessly that there was an editorial in it to which his attention had been drawn, on hearing which Mr. Driggs turned his head and winked at an imaginary accomplice. \nQuestion: What was out of order that would take several days to get back on line?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Marsha loves playing with her noodle friend.\nSent 2: She had it for a long time so it is now a dark brown color.\nSent 3: When her mom first made it, it was white.\nSent 4: The night she met her noodle friend was spaghetti night.\nSent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.\nSent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.\nSent 7: To Marsha, it looked like a stick man so she kept him.\nSent 8: She named her new noodle friend Joey and took him everywhere she went.\nSent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.\nSent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!\nSent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.\nSent 12: During the day she keeps him in a plastic bag in her pocket.\nSent 13: At night, she puts him under her pillow.\nSent 14: She loves Joey and wants to always be friends with him. \nQuestion: What color was Marsha's friend before tuning dark brown?.", "pos": "Paragraph- Sent 1: Once upon a time I had a dog named Toodles.\nSent 2: He was black and white and had long floppy ears.\nSent 3: He also had very short legs, but really big paws.\nSent 4: Every Saturday we would go to the park and play Toodles' favorite game.\nSent 5: Toodles loved playing fetch.\nSent 6: One Saturday, Toodles ran over to the pond because he saw ducks swimming there.\nSent 7: He ran all around the pond, barking at the ducks.\nSent 8: The ducks ignored him, and kept swimming.\nSent 9: Toodles wasn't having it!\nSent 10: He jumped into the pond and started swimming toward the ducks, chasing around his new playmates.\nSent 11: One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears!\nSent 12: Toodles barked and ran out of the pond because the duck hurt his ear.\nSent 13: Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better.\nSent 14: After that, whenever he would see a duck, Toodles would run the other way. \nQuestion: What does Toodles the dog look like?.", "neg": "Paragraph- Sent 1: Marsha loves playing with her noodle friend.\nSent 2: She had it for a long time so it is now a dark brown color.\nSent 3: When her mom first made it, it was white.\nSent 4: The night she met her noodle friend was spaghetti night.\nSent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.\nSent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.\nSent 7: To Marsha, it looked like a stick man so she kept him.\nSent 8: She named her new noodle friend Joey and took him everywhere she went.\nSent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.\nSent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!\nSent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.\nSent 12: During the day she keeps him in a plastic bag in her pocket.\nSent 13: At night, she puts him under her pillow.\nSent 14: She loves Joey and wants to always be friends with him. \nQuestion: What was the name of Marsha's noodle friend?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: `` The Octopus , '' a masked crime lord , is bent on crippling the nation with a wave of terror .\nSent 2: He starts with the transportation system and then moves onto industry .\nSent 3: He demands tribute from railroad magnates and other captains of industry .\nSent 4: Richard Wentworth , an amateur criminologist who is friendly with the police , is secretly `` The Spider , '' a masked vigilante equally determined to wipe the Octopus and his gang off the face of the earth .\nSent 5: Pleasant and smiling in civilian life , Wentworth is often ruthless as the Spider , slinging two guns against the public enemies who attack him .\nSent 6: Wentworth also masquerades as affable underworld lowlife Blinky McQuade .\nSent 7: Disguised as McQuade , Wentworth can infiltrate gangland at the hired-gun level and keep current on the gang 's plans .\nSent 8: The only people who know Wentworth 's other identities are his assistants Jackson and Ram Singh , his butler Jenkins , and his fianc e Nita .\nSent 9: The Octopus was a villain in a single issue pulp believed to have been written by Norvell Page who wrote most of The Spider pulp stories .\nSent 10: He is garbed completely in white and is only ever seen sitting in a chair .\nSent 11: Unlike the pulps , The Spider is garbed in a lightweight full length costume with web-like markings on it which resemble Spiderman 's costume .\nSent 12: The serial follows the standard formula of fights , shoot-outs , Wentworth 's friends being kidnapped at various times and having to be rescued .\nSent 13: Each chapter ends with The Spider or his friends in deep trouble , often about to be killed , but the effect is spoiled by a trailer for the next episode which shows them in full health and fighting the villains . \nQuestion: Which crime lord demands tribute from railroad magnates?.", "pos": "Paragraph- Sent 1: `` The Octopus , '' a masked crime lord , is bent on crippling the nation with a wave of terror .\nSent 2: He starts with the transportation system and then moves onto industry .\nSent 3: He demands tribute from railroad magnates and other captains of industry .\nSent 4: Richard Wentworth , an amateur criminologist who is friendly with the police , is secretly `` The Spider , '' a masked vigilante equally determined to wipe the Octopus and his gang off the face of the earth .\nSent 5: Pleasant and smiling in civilian life , Wentworth is often ruthless as the Spider , slinging two guns against the public enemies who attack him .\nSent 6: Wentworth also masquerades as affable underworld lowlife Blinky McQuade .\nSent 7: Disguised as McQuade , Wentworth can infiltrate gangland at the hired-gun level and keep current on the gang 's plans .\nSent 8: The only people who know Wentworth 's other identities are his assistants Jackson and Ram Singh , his butler Jenkins , and his fianc e Nita .\nSent 9: The Octopus was a villain in a single issue pulp believed to have been written by Norvell Page who wrote most of The Spider pulp stories .\nSent 10: He is garbed completely in white and is only ever seen sitting in a chair .\nSent 11: Unlike the pulps , The Spider is garbed in a lightweight full length costume with web-like markings on it which resemble Spiderman 's costume .\nSent 12: The serial follows the standard formula of fights , shoot-outs , Wentworth 's friends being kidnapped at various times and having to be rescued .\nSent 13: Each chapter ends with The Spider or his friends in deep trouble , often about to be killed , but the effect is spoiled by a trailer for the next episode which shows them in full health and fighting the villains . \nQuestion: Who demands tribute from captains of industry?.", "neg": "Paragraph- Sent 1: `` The Octopus , '' a masked crime lord , is bent on crippling the nation with a wave of terror .\nSent 2: He starts with the transportation system and then moves onto industry .\nSent 3: He demands tribute from railroad magnates and other captains of industry .\nSent 4: Richard Wentworth , an amateur criminologist who is friendly with the police , is secretly `` The Spider , '' a masked vigilante equally determined to wipe the Octopus and his gang off the face of the earth .\nSent 5: Pleasant and smiling in civilian life , Wentworth is often ruthless as the Spider , slinging two guns against the public enemies who attack him .\nSent 6: Wentworth also masquerades as affable underworld lowlife Blinky McQuade .\nSent 7: Disguised as McQuade , Wentworth can infiltrate gangland at the hired-gun level and keep current on the gang 's plans .\nSent 8: The only people who know Wentworth 's other identities are his assistants Jackson and Ram Singh , his butler Jenkins , and his fianc e Nita .\nSent 9: The Octopus was a villain in a single issue pulp believed to have been written by Norvell Page who wrote most of The Spider pulp stories .\nSent 10: He is garbed completely in white and is only ever seen sitting in a chair .\nSent 11: Unlike the pulps , The Spider is garbed in a lightweight full length costume with web-like markings on it which resemble Spiderman 's costume .\nSent 12: The serial follows the standard formula of fights , shoot-outs , Wentworth 's friends being kidnapped at various times and having to be rescued .\nSent 13: Each chapter ends with The Spider or his friends in deep trouble , often about to be killed , but the effect is spoiled by a trailer for the next episode which shows them in full health and fighting the villains . \nQuestion: Who is Blinky McQuade's fiancé?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The year is 1980 , and the film opens with the launch of the JX-1 Hayabusa spaceship into outer space .\nSent 2: The ship , originally sent to collect data on Saturn , has its course diverted to investigate the mysterious star Gorath , reported as being 6000 times the size of the Earth .\nSent 3: It is feared that the star 's path could come dangerously close to Earth .\nSent 4: The JX-1 reaches locates Gorath and it 's much smaller than earth but with 6000 times the gravity .\nSent 5: The JX-1 radio 's back any data about the star but gets sucked into the star 's gravitational field which drags the ship into Gorath , incinerating it .\nSent 6: Japan and the rest of the world are stunned by the discovery and , after some reluctance , send up the JX-2 Ootori spaceship for a voyage to investigate Gorath .\nSent 7: The United Nations band together to discover a solution to the problem , and decide that their only solutions are to either destroy Gorath or move the planet out of the way .\nSent 8: Back on Earth , the UN decides on the plan to move the Earth out of the way of Gorath , the South Pole Operation .\nSent 9: The plan is to have atomic energy channeled through huge atomic furnaces 500 meters below the surface , then fed though enormous pipes called thrusters which will all fire in unison .\nSent 10: But for this to work they will need an area 600 kilometers producing an atomic force equal to that of 6,600,000,000 megatons to move the Earth 400,000 kilometers way from Gorath .\nSent 11: This massive project meets some setbacks such as cave-ins , but presses on . \nQuestion: What is the gravity of Gorath and what does the UN decide to do?.", "pos": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Why did the girls complain to Dhuruvan's senior officer about him?.", "neg": "Paragraph- Sent 1: The year is 1980 , and the film opens with the launch of the JX-1 Hayabusa spaceship into outer space .\nSent 2: The ship , originally sent to collect data on Saturn , has its course diverted to investigate the mysterious star Gorath , reported as being 6000 times the size of the Earth .\nSent 3: It is feared that the star 's path could come dangerously close to Earth .\nSent 4: The JX-1 reaches locates Gorath and it 's much smaller than earth but with 6000 times the gravity .\nSent 5: The JX-1 radio 's back any data about the star but gets sucked into the star 's gravitational field which drags the ship into Gorath , incinerating it .\nSent 6: Japan and the rest of the world are stunned by the discovery and , after some reluctance , send up the JX-2 Ootori spaceship for a voyage to investigate Gorath .\nSent 7: The United Nations band together to discover a solution to the problem , and decide that their only solutions are to either destroy Gorath or move the planet out of the way .\nSent 8: Back on Earth , the UN decides on the plan to move the Earth out of the way of Gorath , the South Pole Operation .\nSent 9: The plan is to have atomic energy channeled through huge atomic furnaces 500 meters below the surface , then fed though enormous pipes called thrusters which will all fire in unison .\nSent 10: But for this to work they will need an area 600 kilometers producing an atomic force equal to that of 6,600,000,000 megatons to move the Earth 400,000 kilometers way from Gorath .\nSent 11: This massive project meets some setbacks such as cave-ins , but presses on . \nQuestion: Why was the JX-1 Hayabusa spaceship's course altered?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Reconquest: The aim of the Crusades in Spain was the eviction of the Muslims.\nSent 2: After the recovery of Jerusalem in 1099, it took four hundred years of sieges and battles, treaties, betrayals, and yet more battles, before Christian kings and warlords succeeded in subduing the Moors.\nSent 3: On 10 September 1229, a Catalan army led by King Jaume I of Aragón and Catalunya took the Mallorcan shore near the present-day resort of Santa Ponça.\nSent 4: The defenders retreated inside the walls of Palma, but on the last day of 1229 the city fell, and pockets of resistance throughout the island were also defeated.\nSent 5: Jaume I proved to be an enlightened ruler who profited from the talents of the Moors — converted by force to Christianity — as well as of the island’s large Jewish and Genoese trading communities.\nSent 6: Mallorca prospered.\nSent 7: The Moors on Menorca speedily agreed to pay an annual tribute to Aragón and were left in peace.\nSent 8: The island’s tranquility lasted until 1287, when Alfonso III of Aragón, smarting over a series of humiliations at the hands of his nobles, found a pretext for invasion.\nSent 9: The Moors were defeated and expelled or killed.\nSent 10: In contrast to Mallorca, Menorca’s economy was devastated for decades.\nSent 11: Jaume I died after reigning in Aragón for six decades, but he made the cardinal error of dividing between his sons the lands he had fought for so long to unite.\nSent 12: At first this resulted in an Independent Kingdom of Mallorca, under Jaume II, followed by Sanç and Jaume III.\nSent 13: But family rivalry triggered the overthrow of Jaume III by his cousin Pedro IV, who then seized the Balearics for Aragón.\nSent 14: Attempting a comeback, Jaume was killed in battle near Llucmajor in 1349.\nSent 15: A newly unified Christian Spain under the Catholic Monarchs, Ferdinand and Isabella, completed the Reconquest, defeating the only Moorish enclave left on the Iberian peninsula, Granada, in 1492.\nSent 16: However, the centralized kingdom failed to incorporate the Balearics politically or economically. \nQuestion: What kind of ruler was King Jaume 1?.", "pos": "Paragraph- Sent 1: The Crusaders established a feudal Christian state with Godfrey at its head.\nSent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.\nSent 3: During the Sixth Crusade (1228– 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.\nSent 4: The Christians, however, could not hold the city.\nSent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.\nSent 6: The city struggled to rebuild from Crusader wars and invasions.\nSent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.\nSent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.\nSent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.\nSent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.\nSent 11: Fountains, inns, religious schools, and barracks were constructed.\nSent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.\nSent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.\nSent 14: 19th-Century Aspirations At the same time, many Jews sought religious freedom and fulfillment by moving to Palestine (as the Holy Land was traditionally called) and especially to Jerusalem.\nSent 15: In the 1890s, Theodor Herzl (1860–1904) worked to organize a movement, Zionism, to create a Jewish state.\nSent 16: Chaim Weizmann (1874–1952), a scientist born in Russia but later a British subject, did much to put Herzl’s hopes into practice.\nSent 17: Weizmann was an important figure in the negotiations with the British government that led to the Balfour Declaration of 1917, supporting the idea of a Jewish “national home” in Palestine that also respected the rights of existing non-Jewish people already living there.\nSent 18: The problem was that British strategists, who were fighting the Ottoman Turks in 1917, had secretly promised the lands to their World War I Arab allies. \nQuestion: How many years passed between the end of the Sixth Crusade and when the Mameluke dynasty of Egypt took control of Jerusalem?.", "neg": "Paragraph- Sent 1: The Reconquest: The aim of the Crusades in Spain was the eviction of the Muslims.\nSent 2: After the recovery of Jerusalem in 1099, it took four hundred years of sieges and battles, treaties, betrayals, and yet more battles, before Christian kings and warlords succeeded in subduing the Moors.\nSent 3: On 10 September 1229, a Catalan army led by King Jaume I of Aragón and Catalunya took the Mallorcan shore near the present-day resort of Santa Ponça.\nSent 4: The defenders retreated inside the walls of Palma, but on the last day of 1229 the city fell, and pockets of resistance throughout the island were also defeated.\nSent 5: Jaume I proved to be an enlightened ruler who profited from the talents of the Moors — converted by force to Christianity — as well as of the island’s large Jewish and Genoese trading communities.\nSent 6: Mallorca prospered.\nSent 7: The Moors on Menorca speedily agreed to pay an annual tribute to Aragón and were left in peace.\nSent 8: The island’s tranquility lasted until 1287, when Alfonso III of Aragón, smarting over a series of humiliations at the hands of his nobles, found a pretext for invasion.\nSent 9: The Moors were defeated and expelled or killed.\nSent 10: In contrast to Mallorca, Menorca’s economy was devastated for decades.\nSent 11: Jaume I died after reigning in Aragón for six decades, but he made the cardinal error of dividing between his sons the lands he had fought for so long to unite.\nSent 12: At first this resulted in an Independent Kingdom of Mallorca, under Jaume II, followed by Sanç and Jaume III.\nSent 13: But family rivalry triggered the overthrow of Jaume III by his cousin Pedro IV, who then seized the Balearics for Aragón.\nSent 14: Attempting a comeback, Jaume was killed in battle near Llucmajor in 1349.\nSent 15: A newly unified Christian Spain under the Catholic Monarchs, Ferdinand and Isabella, completed the Reconquest, defeating the only Moorish enclave left on the Iberian peninsula, Granada, in 1492.\nSent 16: However, the centralized kingdom failed to incorporate the Balearics politically or economically. \nQuestion: What caused a tranquility on the island of Menorca that lasted until 1287?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Could Jason be considered as a priest?.", "pos": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: How does Jason react to the stranger who arrives with Susan?.", "neg": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: What is the aim of the stranger?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- An operation to retrieve two Colombian hostages held by the FARC rebel group will resume Tuesday, the Red Cross said, but the government denied that it had authorized such a move.\nSent 2: The conflicting reports come two days after an initial attempt to retrieve the hostages was foiled by inaccurate coordinates.\nSent 3: Christophe Beney, the Red Cross representative for the operation, said that the release of police Maj. Guillermo Solorzano and Army Cpl. Salin Sanmiguel by the Revolutionary Armed Forces of Colombia or FARC will happen in the department of Cauca on Tuesday morning.\nSent 4: But shortly after these comments were reported, the Colombian government said in a statement that \"it is not true that we have authorized the resumption of any operation for the liberation of the hostages.\"Sent 5: The government was awaiting a debrief from the Red Cross before moving forward, the statement said.\nSent 6: Solorzano, Sanmiguel, and police officer Carlos Ocampo were to be released by the FARC on Sunday, but only Ocampo was freed.\nSent 7: Colombian authorities were upset at what they said were wrong coordinates given by the Marxist guerrilla group.\nSent 8: \"Even though the government did its part, the FARC have committed an act that shocks us,\" said Eduardo Pizarro, the government's representative for the liberation operation.\nSent 9: \"Today, the FARC gave us coordinates in the department of Tolima.\nSent 10: The helicopters went to those areas, and it turns out that the hostages aren't in the department of Tolima, but in the department of Cauca.\"Sent 11: He added that \"this behavior surprises, upsets and disturbs us very much.\"Sent 12: In December, the FARC leftist guerrilla group pledged to release five hostages as a humanitarian gesture.\nSent 13: Three of them were released last week, and two others had originally been scheduled to be released Sunday.\nSent 14: However, former Sen. Piedad Cordoba, who helped to coordinate the humanitarian mission, later said that the rebel group would release three hostages Sunday. \nQuestion: Was the government was fully prepared and ready to recover the hostages, but were waiting for public opinion to change.", "pos": "Paragraph- Sent 1: (CNN) -- An operation to retrieve two Colombian hostages held by the FARC rebel group will resume Tuesday, the Red Cross said, but the government denied that it had authorized such a move.\nSent 2: The conflicting reports come two days after an initial attempt to retrieve the hostages was foiled by inaccurate coordinates.\nSent 3: Christophe Beney, the Red Cross representative for the operation, said that the release of police Maj. Guillermo Solorzano and Army Cpl. Salin Sanmiguel by the Revolutionary Armed Forces of Colombia or FARC will happen in the department of Cauca on Tuesday morning.\nSent 4: But shortly after these comments were reported, the Colombian government said in a statement that \"it is not true that we have authorized the resumption of any operation for the liberation of the hostages.\"Sent 5: The government was awaiting a debrief from the Red Cross before moving forward, the statement said.\nSent 6: Solorzano, Sanmiguel, and police officer Carlos Ocampo were to be released by the FARC on Sunday, but only Ocampo was freed.\nSent 7: Colombian authorities were upset at what they said were wrong coordinates given by the Marxist guerrilla group.\nSent 8: \"Even though the government did its part, the FARC have committed an act that shocks us,\" said Eduardo Pizarro, the government's representative for the liberation operation.\nSent 9: \"Today, the FARC gave us coordinates in the department of Tolima.\nSent 10: The helicopters went to those areas, and it turns out that the hostages aren't in the department of Tolima, but in the department of Cauca.\"Sent 11: He added that \"this behavior surprises, upsets and disturbs us very much.\"Sent 12: In December, the FARC leftist guerrilla group pledged to release five hostages as a humanitarian gesture.\nSent 13: Three of them were released last week, and two others had originally been scheduled to be released Sunday.\nSent 14: However, former Sen. Piedad Cordoba, who helped to coordinate the humanitarian mission, later said that the rebel group would release three hostages Sunday. \nQuestion: What non-profit is giving CNN information on the situation?.", "neg": "Paragraph- Sent 1: (CNN) -- An operation to retrieve two Colombian hostages held by the FARC rebel group will resume Tuesday, the Red Cross said, but the government denied that it had authorized such a move.\nSent 2: The conflicting reports come two days after an initial attempt to retrieve the hostages was foiled by inaccurate coordinates.\nSent 3: Christophe Beney, the Red Cross representative for the operation, said that the release of police Maj. Guillermo Solorzano and Army Cpl. Salin Sanmiguel by the Revolutionary Armed Forces of Colombia or FARC will happen in the department of Cauca on Tuesday morning.\nSent 4: But shortly after these comments were reported, the Colombian government said in a statement that \"it is not true that we have authorized the resumption of any operation for the liberation of the hostages.\"Sent 5: The government was awaiting a debrief from the Red Cross before moving forward, the statement said.\nSent 6: Solorzano, Sanmiguel, and police officer Carlos Ocampo were to be released by the FARC on Sunday, but only Ocampo was freed.\nSent 7: Colombian authorities were upset at what they said were wrong coordinates given by the Marxist guerrilla group.\nSent 8: \"Even though the government did its part, the FARC have committed an act that shocks us,\" said Eduardo Pizarro, the government's representative for the liberation operation.\nSent 9: \"Today, the FARC gave us coordinates in the department of Tolima.\nSent 10: The helicopters went to those areas, and it turns out that the hostages aren't in the department of Tolima, but in the department of Cauca.\"Sent 11: He added that \"this behavior surprises, upsets and disturbs us very much.\"Sent 12: In December, the FARC leftist guerrilla group pledged to release five hostages as a humanitarian gesture.\nSent 13: Three of them were released last week, and two others had originally been scheduled to be released Sunday.\nSent 14: However, former Sen. Piedad Cordoba, who helped to coordinate the humanitarian mission, later said that the rebel group would release three hostages Sunday. \nQuestion: How many hostages were released in December?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film is set in Igloolik in the Eastern Arctic wilderness at the dawn of the first millennium .\nSent 2: http:\\/\\/atanarjuat.com\\/legend\\/legend_film.php The wind is blowing over a bleak snowy landscape while a man tries to herd away some marauding dogs .\nSent 3: We hear the voice of an old man singing a childish song .\nSent 4: Inside a stone house a strange shaman by the name of Tungajuaq , who comes from up north , is singing playfully to the gathered community and camp leader Kumaglak .\nSent 5: But among the spectators there are some mistrustful faces .\nSent 6: Flash forward to another day .\nSent 7: Qulitalik is bidding goodbye to his sister Panikpak , wife of Kumaglak , promising to come if she calls for help in her heart .\nSent 8: She gives him her husband 's rabbit 's foot for spiritual power .\nSent 9: Qulitalik tells his sister , `` Tulimaq is the one they 'll go after now . ''\nSent 10: It seems that Qulitalik is leaving to escape a threat , and the hope is that one day he will return to help .\nSent 11: As Panikpak watches him leave , we hear a voice-over from a woman : `` We never knew what he was or why it happened .\nSent 12: Evil came to us like Death .\nSent 13: It just happened and we had to live with it . ''\nSent 14: Flash back to the original scene in the stone house .\nSent 15: The visitor and the camp leader Kumaglak are in a `` friendly '' spiritual duel involving binding in leather thongs .\nSent 16: But Panikpak is startled when the stone lamp in front of her breaks in half , and , to the horror of those present , Kumaglak falls over dead .\nSent 17: The visitor removes the leader 's walrus-tooth necklace from Kumaglak 's body , and , passing by Tulimaq , he puts the necklace around the neck of Sauri , the son of the murdered leader Kumaglak , saying , `` Be careful what you wish for '' . \nQuestion: Who is the brother in law to the camp leader?.", "pos": "Paragraph- Sent 1: The film is set in Igloolik in the Eastern Arctic wilderness at the dawn of the first millennium .\nSent 2: http:\\/\\/atanarjuat.com\\/legend\\/legend_film.php The wind is blowing over a bleak snowy landscape while a man tries to herd away some marauding dogs .\nSent 3: We hear the voice of an old man singing a childish song .\nSent 4: Inside a stone house a strange shaman by the name of Tungajuaq , who comes from up north , is singing playfully to the gathered community and camp leader Kumaglak .\nSent 5: But among the spectators there are some mistrustful faces .\nSent 6: Flash forward to another day .\nSent 7: Qulitalik is bidding goodbye to his sister Panikpak , wife of Kumaglak , promising to come if she calls for help in her heart .\nSent 8: She gives him her husband 's rabbit 's foot for spiritual power .\nSent 9: Qulitalik tells his sister , `` Tulimaq is the one they 'll go after now . ''\nSent 10: It seems that Qulitalik is leaving to escape a threat , and the hope is that one day he will return to help .\nSent 11: As Panikpak watches him leave , we hear a voice-over from a woman : `` We never knew what he was or why it happened .\nSent 12: Evil came to us like Death .\nSent 13: It just happened and we had to live with it . ''\nSent 14: Flash back to the original scene in the stone house .\nSent 15: The visitor and the camp leader Kumaglak are in a `` friendly '' spiritual duel involving binding in leather thongs .\nSent 16: But Panikpak is startled when the stone lamp in front of her breaks in half , and , to the horror of those present , Kumaglak falls over dead .\nSent 17: The visitor removes the leader 's walrus-tooth necklace from Kumaglak 's body , and , passing by Tulimaq , he puts the necklace around the neck of Sauri , the son of the murdered leader Kumaglak , saying , `` Be careful what you wish for '' . \nQuestion: Who is Panikpak's son?.", "neg": "Paragraph- Sent 1: The film is set in Igloolik in the Eastern Arctic wilderness at the dawn of the first millennium .\nSent 2: http:\\/\\/atanarjuat.com\\/legend\\/legend_film.php The wind is blowing over a bleak snowy landscape while a man tries to herd away some marauding dogs .\nSent 3: We hear the voice of an old man singing a childish song .\nSent 4: Inside a stone house a strange shaman by the name of Tungajuaq , who comes from up north , is singing playfully to the gathered community and camp leader Kumaglak .\nSent 5: But among the spectators there are some mistrustful faces .\nSent 6: Flash forward to another day .\nSent 7: Qulitalik is bidding goodbye to his sister Panikpak , wife of Kumaglak , promising to come if she calls for help in her heart .\nSent 8: She gives him her husband 's rabbit 's foot for spiritual power .\nSent 9: Qulitalik tells his sister , `` Tulimaq is the one they 'll go after now . ''\nSent 10: It seems that Qulitalik is leaving to escape a threat , and the hope is that one day he will return to help .\nSent 11: As Panikpak watches him leave , we hear a voice-over from a woman : `` We never knew what he was or why it happened .\nSent 12: Evil came to us like Death .\nSent 13: It just happened and we had to live with it . ''\nSent 14: Flash back to the original scene in the stone house .\nSent 15: The visitor and the camp leader Kumaglak are in a `` friendly '' spiritual duel involving binding in leather thongs .\nSent 16: But Panikpak is startled when the stone lamp in front of her breaks in half , and , to the horror of those present , Kumaglak falls over dead .\nSent 17: The visitor removes the leader 's walrus-tooth necklace from Kumaglak 's body , and , passing by Tulimaq , he puts the necklace around the neck of Sauri , the son of the murdered leader Kumaglak , saying , `` Be careful what you wish for '' . \nQuestion: Where is old man singing?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   This apartment, the best in Fort Laramie, was that usually occupied by the legitimate bourgeois, Papin; in whose absence the command devolved upon Bordeaux.\nSent 2: The latter, a stout, bluff little fellow, much inflated by a sense of his new authority, began to roar for buffalo robes.\nSent 3: These being brought and spread upon the floor formed our beds; much better ones than we had of late been accustomed to.\nSent 4: Our arrangements made, we stepped out to the balcony to take a more leisurely survey of the long looked-for haven at which we had arrived at last.\nSent 5: Beneath us was the square area surrounded by little rooms, or rather cells, which opened upon it.\nSent 6: These were devoted to various purposes, but served chiefly for the accommodation of the men employed at the fort, or of the equally numerous squaws, whom they were allowed to maintain in it.\nSent 7: Opposite to us rose the blockhouse above the gateway; it was adorned with a figure which even now haunts my memory; a horse at full speed, daubed upon the boards with red paint, and exhibiting a degree of skill which might rival that displayed by the Indians in executing similar designs upon their robes and lodges.\nSent 8: A busy scene was enacting in the area.\nSent 9: The wagons of Vaskiss, an old trader, were about to set out for a remote post in the mountains, and the Canadians were going through their preparations with all possible bustle, while here and there an Indian stood looking on with imperturbable gravity. \nQuestion: Who was inflated by a new authority?.", "pos": "Paragraph- Sent 1:   This apartment, the best in Fort Laramie, was that usually occupied by the legitimate bourgeois, Papin; in whose absence the command devolved upon Bordeaux.\nSent 2: The latter, a stout, bluff little fellow, much inflated by a sense of his new authority, began to roar for buffalo robes.\nSent 3: These being brought and spread upon the floor formed our beds; much better ones than we had of late been accustomed to.\nSent 4: Our arrangements made, we stepped out to the balcony to take a more leisurely survey of the long looked-for haven at which we had arrived at last.\nSent 5: Beneath us was the square area surrounded by little rooms, or rather cells, which opened upon it.\nSent 6: These were devoted to various purposes, but served chiefly for the accommodation of the men employed at the fort, or of the equally numerous squaws, whom they were allowed to maintain in it.\nSent 7: Opposite to us rose the blockhouse above the gateway; it was adorned with a figure which even now haunts my memory; a horse at full speed, daubed upon the boards with red paint, and exhibiting a degree of skill which might rival that displayed by the Indians in executing similar designs upon their robes and lodges.\nSent 8: A busy scene was enacting in the area.\nSent 9: The wagons of Vaskiss, an old trader, were about to set out for a remote post in the mountains, and the Canadians were going through their preparations with all possible bustle, while here and there an Indian stood looking on with imperturbable gravity. \nQuestion: What is the name of the stout bluff little fellow?.", "neg": "Paragraph- Sent 1:   This apartment, the best in Fort Laramie, was that usually occupied by the legitimate bourgeois, Papin; in whose absence the command devolved upon Bordeaux.\nSent 2: The latter, a stout, bluff little fellow, much inflated by a sense of his new authority, began to roar for buffalo robes.\nSent 3: These being brought and spread upon the floor formed our beds; much better ones than we had of late been accustomed to.\nSent 4: Our arrangements made, we stepped out to the balcony to take a more leisurely survey of the long looked-for haven at which we had arrived at last.\nSent 5: Beneath us was the square area surrounded by little rooms, or rather cells, which opened upon it.\nSent 6: These were devoted to various purposes, but served chiefly for the accommodation of the men employed at the fort, or of the equally numerous squaws, whom they were allowed to maintain in it.\nSent 7: Opposite to us rose the blockhouse above the gateway; it was adorned with a figure which even now haunts my memory; a horse at full speed, daubed upon the boards with red paint, and exhibiting a degree of skill which might rival that displayed by the Indians in executing similar designs upon their robes and lodges.\nSent 8: A busy scene was enacting in the area.\nSent 9: The wagons of Vaskiss, an old trader, were about to set out for a remote post in the mountains, and the Canadians were going through their preparations with all possible bustle, while here and there an Indian stood looking on with imperturbable gravity. \nQuestion: Who's wagons were being ready in the scene near in the gateway under the blockhouse?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: Who gets the last laugh Porky or Daffy and does he expect to?.", "pos": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: Why did Daffy bounce around the room saying \"hoo hoo !\"?.", "neg": "Paragraph- Sent 1: Porky is looking all over the big city for a hotel room , but due to a convention there are no vacancies .\nSent 2: Porky takes the only available vacancy at one hotel , but will have to share with Daffy Duck , who is a very loud , obnoxious and annoying sort .\nSent 3: Daffy introduces his invisible kangaroo friend `` Hymie '' , but Porky wo n't believe that .\nSent 4: Daffy spends the rest of the night annoying Porky : pestering him with questions , shaking the bed , spilling water from a glass , hogging the blanket and finally literally sending the both of them flying off the bed when Daffy kicks , and startles , Porky with his literally frozen feet .\nSent 5: Fed up with his antics , Porky stuffs Daffy in a pillow case and drops him out of the window .\nSent 6: As Porky goes back to bed , Daffy returns bandaged , but shakes them off and prepares to get revenge .\nSent 7: Daffy tricks the half-asleep pig into stepping out of a window thinking he 's boarding a train .\nSent 8: Daffy hides the window saying it 's `` too gruesome '' to watch .\nSent 9: Suddenly he hears train noises , and behind the shade , sees the still-drowsy Porky pulling away on an actual train and waving at Daffy .\nSent 10: Daffy finds this silly .\nSent 11: Then he bounces all around the room , `` Hoo-Hoo ! ''Sent 12: - ing wildly . \nQuestion: What made Porky not believe Daffy Duck?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Starting from Scratch: Whoever first stepped ashore on Madeira discovered no signs of previous habitation — no Stone-Age natives, as the Spanish found on the Canary Islands, and no mysterious monuments to the past, as on the Balearics.\nSent 2: Occupation of Madeira began in the early 1420s as a decidedly minimalist project: colonists arrived with only as much as they could carry from mainland Portugal.\nSent 3: They found plenty of water pouring down from the mountains, and more timber than anyone knew what to do with.\nSent 4: So they set about clearing the land for agriculture, setting fire to massive tracts of forest.\nSent 5: Legend says that a great fire burned for seven years on the island, leveling it of all its trees.\nSent 6: The fire pro­vided the soil with a rich ash fertilizer, which complemented the luxuriant growing conditions of tropical sun and plentiful water.\nSent 7: The Portuguese saw valuable economic opportunity in their new possession and ordered Malvasia grapes from Crete and sugar cane from Italy in an effort to seed the island’s first cash crops.\nSent 8: The project was not a simple one.\nSent 9: Colonists had to locate enough level ground to grow crops on and solve the issue of irrigating them.\nSent 10: Brute strength, without aid of machinery, carved flat surfaces out of the mountains, and settlers built the terraces — still seen today — on the steep slopes.\nSent 11: The problem of watering crops was solved by the irrigation system known as levadas — simply-designed water channels that wound down from water sources on the verdant mountain tops.\nSent 12: The levadas were largely built by slave laborers from Africa, whose primary employment was on sugar plantations.\nSent 13: New Madeirans traded sugar, the era’s dominant luxury item, with Britain and Flanders, and they proved skillful in the art of winemaking.\nSent 14: The island’s burgeoning economic significance propelled population growth, and by the middle of the 15th century Madeira was home to 800 families.\nSent 15: A 1514 census recorded 5,000 inhabitants.\nSent 16: In 1478 Madeira welcomed a visitor who would greatly assist the island’s future wine trade.\nSent 17: Christopher Columbus, not yet a sailor of any renown, sailed to Madeira on an assignment to buy sugar cane.\nSent 18: His sojourn was unsuccessful, as money failed to arrive for part of the shipment. \nQuestion: According to the census taken in 1514, what was the total population and total number of families in Madeira?.", "pos": "Paragraph- Sent 1: Starting from Scratch: Whoever first stepped ashore on Madeira discovered no signs of previous habitation — no Stone-Age natives, as the Spanish found on the Canary Islands, and no mysterious monuments to the past, as on the Balearics.\nSent 2: Occupation of Madeira began in the early 1420s as a decidedly minimalist project: colonists arrived with only as much as they could carry from mainland Portugal.\nSent 3: They found plenty of water pouring down from the mountains, and more timber than anyone knew what to do with.\nSent 4: So they set about clearing the land for agriculture, setting fire to massive tracts of forest.\nSent 5: Legend says that a great fire burned for seven years on the island, leveling it of all its trees.\nSent 6: The fire pro­vided the soil with a rich ash fertilizer, which complemented the luxuriant growing conditions of tropical sun and plentiful water.\nSent 7: The Portuguese saw valuable economic opportunity in their new possession and ordered Malvasia grapes from Crete and sugar cane from Italy in an effort to seed the island’s first cash crops.\nSent 8: The project was not a simple one.\nSent 9: Colonists had to locate enough level ground to grow crops on and solve the issue of irrigating them.\nSent 10: Brute strength, without aid of machinery, carved flat surfaces out of the mountains, and settlers built the terraces — still seen today — on the steep slopes.\nSent 11: The problem of watering crops was solved by the irrigation system known as levadas — simply-designed water channels that wound down from water sources on the verdant mountain tops.\nSent 12: The levadas were largely built by slave laborers from Africa, whose primary employment was on sugar plantations.\nSent 13: New Madeirans traded sugar, the era’s dominant luxury item, with Britain and Flanders, and they proved skillful in the art of winemaking.\nSent 14: The island’s burgeoning economic significance propelled population growth, and by the middle of the 15th century Madeira was home to 800 families.\nSent 15: A 1514 census recorded 5,000 inhabitants.\nSent 16: In 1478 Madeira welcomed a visitor who would greatly assist the island’s future wine trade.\nSent 17: Christopher Columbus, not yet a sailor of any renown, sailed to Madeira on an assignment to buy sugar cane.\nSent 18: His sojourn was unsuccessful, as money failed to arrive for part of the shipment. \nQuestion: In 1478, Madeira welcomed what person to their island?.", "neg": "Paragraph- Sent 1: Starting from Scratch: Whoever first stepped ashore on Madeira discovered no signs of previous habitation — no Stone-Age natives, as the Spanish found on the Canary Islands, and no mysterious monuments to the past, as on the Balearics.\nSent 2: Occupation of Madeira began in the early 1420s as a decidedly minimalist project: colonists arrived with only as much as they could carry from mainland Portugal.\nSent 3: They found plenty of water pouring down from the mountains, and more timber than anyone knew what to do with.\nSent 4: So they set about clearing the land for agriculture, setting fire to massive tracts of forest.\nSent 5: Legend says that a great fire burned for seven years on the island, leveling it of all its trees.\nSent 6: The fire pro­vided the soil with a rich ash fertilizer, which complemented the luxuriant growing conditions of tropical sun and plentiful water.\nSent 7: The Portuguese saw valuable economic opportunity in their new possession and ordered Malvasia grapes from Crete and sugar cane from Italy in an effort to seed the island’s first cash crops.\nSent 8: The project was not a simple one.\nSent 9: Colonists had to locate enough level ground to grow crops on and solve the issue of irrigating them.\nSent 10: Brute strength, without aid of machinery, carved flat surfaces out of the mountains, and settlers built the terraces — still seen today — on the steep slopes.\nSent 11: The problem of watering crops was solved by the irrigation system known as levadas — simply-designed water channels that wound down from water sources on the verdant mountain tops.\nSent 12: The levadas were largely built by slave laborers from Africa, whose primary employment was on sugar plantations.\nSent 13: New Madeirans traded sugar, the era’s dominant luxury item, with Britain and Flanders, and they proved skillful in the art of winemaking.\nSent 14: The island’s burgeoning economic significance propelled population growth, and by the middle of the 15th century Madeira was home to 800 families.\nSent 15: A 1514 census recorded 5,000 inhabitants.\nSent 16: In 1478 Madeira welcomed a visitor who would greatly assist the island’s future wine trade.\nSent 17: Christopher Columbus, not yet a sailor of any renown, sailed to Madeira on an assignment to buy sugar cane.\nSent 18: His sojourn was unsuccessful, as money failed to arrive for part of the shipment. \nQuestion: In what land did colonists find plenty of water pouring down from the mountains, and more timber than anyone knew what to do with?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: How would the universe look without gravity?\nSent 2: It would have no planets and no stars.\nSent 3: Thats how it looked when it was young.\nSent 4: When the universe was young, there was only gas and dust.\nSent 5: From this gas and dust, everything we now see was made.\nSent 6: How were stars and planets created from just gas and dust?\nSent 7: The answer is gravity.\nSent 8: The same gravity that holds you down on Earth.\nSent 9: The same force that causes your pencil to roll off your desk.\nSent 10: The same force that causes it to fall to the floor.\nSent 11: The invisible force of gravity caused dust and gas particles to be pulled together.\nSent 12: This force is what formed all the objects in our solar system.\nSent 13: This force formed the smallest moons.\nSent 14: It also formed our Sun.\nSent 15: This force caused more than just our solar system to form.\nSent 16: It caused all the other solar systems to form.\nSent 17: It caused the formation of all the galaxies of the universe. \nQuestion: Without gravity the universe would be nothing more than?.", "pos": "Paragraph- Sent 1: How would the universe look without gravity?\nSent 2: It would have no planets and no stars.\nSent 3: Thats how it looked when it was young.\nSent 4: When the universe was young, there was only gas and dust.\nSent 5: From this gas and dust, everything we now see was made.\nSent 6: How were stars and planets created from just gas and dust?\nSent 7: The answer is gravity.\nSent 8: The same gravity that holds you down on Earth.\nSent 9: The same force that causes your pencil to roll off your desk.\nSent 10: The same force that causes it to fall to the floor.\nSent 11: The invisible force of gravity caused dust and gas particles to be pulled together.\nSent 12: This force is what formed all the objects in our solar system.\nSent 13: This force formed the smallest moons.\nSent 14: It also formed our Sun.\nSent 15: This force caused more than just our solar system to form.\nSent 16: It caused all the other solar systems to form.\nSent 17: It caused the formation of all the galaxies of the universe. \nQuestion: How would the universe look without gravity when it was young?.", "neg": "Paragraph- Sent 1: How would the universe look without gravity?\nSent 2: It would have no planets and no stars.\nSent 3: Thats how it looked when it was young.\nSent 4: When the universe was young, there was only gas and dust.\nSent 5: From this gas and dust, everything we now see was made.\nSent 6: How were stars and planets created from just gas and dust?\nSent 7: The answer is gravity.\nSent 8: The same gravity that holds you down on Earth.\nSent 9: The same force that causes your pencil to roll off your desk.\nSent 10: The same force that causes it to fall to the floor.\nSent 11: The invisible force of gravity caused dust and gas particles to be pulled together.\nSent 12: This force is what formed all the objects in our solar system.\nSent 13: This force formed the smallest moons.\nSent 14: It also formed our Sun.\nSent 15: This force caused more than just our solar system to form.\nSent 16: It caused all the other solar systems to form.\nSent 17: It caused the formation of all the galaxies of the universe. \nQuestion: What force causes pencils to roll off your desk and fall to the floor?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: Which two creatures end up in the real world?.", "pos": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: How many times was El chased?.", "neg": "Paragraph- Sent 1: The film starts with a shot of a spaceship flying through space .\nSent 2: El , a crew member , walks through the corridors of the ship when he discovers the eponymous magic portal , a rectangular arch flashing with various colors .\nSent 3: Entering the portal , he is transported into a world of passageways .\nSent 4: Some LEGO creatures appear and build a small car for him to drive through the world of passages .\nSent 5: He then has a close encounter with a two-headed monster who chases him through the various paths of the mysterious world .\nSent 6: After El 's car has a bump from a crossing train , the car falls apart .\nSent 7: El finds another portal , and nearly gets eaten by the monster , who ends up in the real world while chasing a leftover tyre from the devoured car and attacks Lindsay Fleay .\nSent 8: El reports his experiences to Captain Paranoia , but neither him nor his shipmate Pee believes him .\nSent 9: However , Captain Paranoia finds another Portal , which takes him to a `` white expanse '' world , where a plasticine creature messes around with him , making him very annoyed and then flushs him out of the white colored world .\nSent 10: The plasticine creature then goes back through the portal Captain Paranoia came through .\nSent 11: The Captain then finds his way back to the ship , and tells El and Pee about what happened in the Portal .\nSent 12: El , Pee , Captain Paranoia and the Plasticine creature , go through the Portal , and find themselves in the real world , and get chased by liquid paper daleks .\nSent 13: The four escape the liquid paper daleks , which are scared off by the two-headed monster that El had an encounter with earlier , in a shoe car . \nQuestion: Who is in the spaceship?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander fled Macedon with his mother, dropping her off with her brother, King Alexander I of Epirus in Dodona, capital of the Molossians.\nSent 2: He continued to Illyria, where he sought refuge with the Illyrian King and was treated as a guest, despite having defeated them in battle a few years before.\nSent 3: However, it appears Philip never intended to disown his politically and militarily trained son.\nSent 4: Accordingly, Alexander returned to Macedon after six months due to the efforts of a family friend, Demaratus, who mediated between the two parties.\nSent 5: In the following year, the Persian satrap (governor) of Caria, Pixodarus, offered his eldest daughter to Alexander's half-brother, Philip Arrhidaeus.\nSent 6: Olympias and several of Alexander's friends suggested this showed Philip intended to make Arrhidaeus his heir.\nSent 7: Alexander reacted by sending an actor, Thessalus of Corinth, to tell Pixodarus that he should not offer his daughter's hand to an illegitimate son, but instead to Alexander.\nSent 8: When Philip heard of this, he stopped the negotiations and scolded Alexander for wishing to marry the daughter of a Carian, explaining that he wanted a better bride for him.\nSent 9: Philip exiled four of Alexander's friends, Harpalus, Nearchus, Ptolemy and Erigyius, and had the Corinthians bring Thessalus to him in chains. \nQuestion: Why did Phillip have four of Alexanders friends exiled and have Thessalus brought to him in chains?.", "pos": "Paragraph- Sent 1: Alexander fled Macedon with his mother, dropping her off with her brother, King Alexander I of Epirus in Dodona, capital of the Molossians.\nSent 2: He continued to Illyria, where he sought refuge with the Illyrian King and was treated as a guest, despite having defeated them in battle a few years before.\nSent 3: However, it appears Philip never intended to disown his politically and militarily trained son.\nSent 4: Accordingly, Alexander returned to Macedon after six months due to the efforts of a family friend, Demaratus, who mediated between the two parties.\nSent 5: In the following year, the Persian satrap (governor) of Caria, Pixodarus, offered his eldest daughter to Alexander's half-brother, Philip Arrhidaeus.\nSent 6: Olympias and several of Alexander's friends suggested this showed Philip intended to make Arrhidaeus his heir.\nSent 7: Alexander reacted by sending an actor, Thessalus of Corinth, to tell Pixodarus that he should not offer his daughter's hand to an illegitimate son, but instead to Alexander.\nSent 8: When Philip heard of this, he stopped the negotiations and scolded Alexander for wishing to marry the daughter of a Carian, explaining that he wanted a better bride for him.\nSent 9: Philip exiled four of Alexander's friends, Harpalus, Nearchus, Ptolemy and Erigyius, and had the Corinthians bring Thessalus to him in chains. \nQuestion: Who did Phillip exile?.", "neg": "Paragraph- Sent 1: Alexander fled Macedon with his mother, dropping her off with her brother, King Alexander I of Epirus in Dodona, capital of the Molossians.\nSent 2: He continued to Illyria, where he sought refuge with the Illyrian King and was treated as a guest, despite having defeated them in battle a few years before.\nSent 3: However, it appears Philip never intended to disown his politically and militarily trained son.\nSent 4: Accordingly, Alexander returned to Macedon after six months due to the efforts of a family friend, Demaratus, who mediated between the two parties.\nSent 5: In the following year, the Persian satrap (governor) of Caria, Pixodarus, offered his eldest daughter to Alexander's half-brother, Philip Arrhidaeus.\nSent 6: Olympias and several of Alexander's friends suggested this showed Philip intended to make Arrhidaeus his heir.\nSent 7: Alexander reacted by sending an actor, Thessalus of Corinth, to tell Pixodarus that he should not offer his daughter's hand to an illegitimate son, but instead to Alexander.\nSent 8: When Philip heard of this, he stopped the negotiations and scolded Alexander for wishing to marry the daughter of a Carian, explaining that he wanted a better bride for him.\nSent 9: Philip exiled four of Alexander's friends, Harpalus, Nearchus, Ptolemy and Erigyius, and had the Corinthians bring Thessalus to him in chains. \nQuestion: Who fled Macedon with Alexander?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The inhabited history of the Las Vegas Valley stretches to 23,000 b.c.\nSent 2: , when much of the area was covered by a prehistoric lake.\nSent 3: During this period, the indigenous people lived in caves, hunting the mammals that gathered at the shoreline.\nSent 4: The landscape of the valley changed dramatically over the next 200 centuries.\nSent 5: The glaciers feeding the lake melted away and the lake evaporated.\nSent 6: Fossils tell an obscure story of man’s slow and sporadic development.\nSent 7: Around 3000 b.c.\nSent 8: , native Archaic Indians began to develop a lasting hunting and gathering culture.\nSent 9: By this time, the valley was in much the same geographic state as it exists in today, with one exception — the presence of artesian springs that bubbled to the surface in several areas.\nSent 10: These springs fed a network of streams draining through the Las Vegas Wash to the Colorado River.\nSent 11: The areas surrounding the springs were desert oases: sprawling collections of grasses, trees, and wildlife.\nSent 12: Many springs lay in areas that would eventually become the center of the modern Las Vegas metropolis.\nSent 13: For about 4000 years, the Archaics thrived in a culture that included many signs of early civilization.\nSent 14: Signs of even more advancement appeared halfway through the first millennium a.d.\nSent 15: , when the Anasazi Indians inhabited the valley.\nSent 16: Far more progressive than the Archaics, the Anasazi utilized such formal agricultural techniques as irrigation to assist their harvest.\nSent 17: This permitted the Anasazi to achieve a benchmark of advanced society — the ability to live in permanent shelters year-round without need to follow wildlife.\nSent 18: Mysteriously, the Anasazi vanished from the valley around a.d. \nQuestion: Who was the most advance early civilization that disappeared in Las Vegas?.", "pos": "Paragraph- Sent 1: The inhabited history of the Las Vegas Valley stretches to 23,000 b.c.\nSent 2: , when much of the area was covered by a prehistoric lake.\nSent 3: During this period, the indigenous people lived in caves, hunting the mammals that gathered at the shoreline.\nSent 4: The landscape of the valley changed dramatically over the next 200 centuries.\nSent 5: The glaciers feeding the lake melted away and the lake evaporated.\nSent 6: Fossils tell an obscure story of man’s slow and sporadic development.\nSent 7: Around 3000 b.c.\nSent 8: , native Archaic Indians began to develop a lasting hunting and gathering culture.\nSent 9: By this time, the valley was in much the same geographic state as it exists in today, with one exception — the presence of artesian springs that bubbled to the surface in several areas.\nSent 10: These springs fed a network of streams draining through the Las Vegas Wash to the Colorado River.\nSent 11: The areas surrounding the springs were desert oases: sprawling collections of grasses, trees, and wildlife.\nSent 12: Many springs lay in areas that would eventually become the center of the modern Las Vegas metropolis.\nSent 13: For about 4000 years, the Archaics thrived in a culture that included many signs of early civilization.\nSent 14: Signs of even more advancement appeared halfway through the first millennium a.d.\nSent 15: , when the Anasazi Indians inhabited the valley.\nSent 16: Far more progressive than the Archaics, the Anasazi utilized such formal agricultural techniques as irrigation to assist their harvest.\nSent 17: This permitted the Anasazi to achieve a benchmark of advanced society — the ability to live in permanent shelters year-round without need to follow wildlife.\nSent 18: Mysteriously, the Anasazi vanished from the valley around a.d. \nQuestion: What permitted the Anasazi to achieve a benchmark of advanced society?.", "neg": "Paragraph- Sent 1: The inhabited history of the Las Vegas Valley stretches to 23,000 b.c.\nSent 2: , when much of the area was covered by a prehistoric lake.\nSent 3: During this period, the indigenous people lived in caves, hunting the mammals that gathered at the shoreline.\nSent 4: The landscape of the valley changed dramatically over the next 200 centuries.\nSent 5: The glaciers feeding the lake melted away and the lake evaporated.\nSent 6: Fossils tell an obscure story of man’s slow and sporadic development.\nSent 7: Around 3000 b.c.\nSent 8: , native Archaic Indians began to develop a lasting hunting and gathering culture.\nSent 9: By this time, the valley was in much the same geographic state as it exists in today, with one exception — the presence of artesian springs that bubbled to the surface in several areas.\nSent 10: These springs fed a network of streams draining through the Las Vegas Wash to the Colorado River.\nSent 11: The areas surrounding the springs were desert oases: sprawling collections of grasses, trees, and wildlife.\nSent 12: Many springs lay in areas that would eventually become the center of the modern Las Vegas metropolis.\nSent 13: For about 4000 years, the Archaics thrived in a culture that included many signs of early civilization.\nSent 14: Signs of even more advancement appeared halfway through the first millennium a.d.\nSent 15: , when the Anasazi Indians inhabited the valley.\nSent 16: Far more progressive than the Archaics, the Anasazi utilized such formal agricultural techniques as irrigation to assist their harvest.\nSent 17: This permitted the Anasazi to achieve a benchmark of advanced society — the ability to live in permanent shelters year-round without need to follow wildlife.\nSent 18: Mysteriously, the Anasazi vanished from the valley around a.d. \nQuestion: Where did the indigenous people of Las Vegas hunted?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: About 225 attorneys and paralegals from across Illinois who provide legal services to the poor will gather in Chicago early next week for the first time in 13 years to swap ideas and offer each other encouragement.\nSent 2: But they're also in for some bad news.\nSent 3: John N. Erlenborn, president of the Legal Services Corp., the entity that doles out federal money for legal aid, will announce at the conference that Illinois will suffer \"seven-figure funding cuts\" next year because of newly released census figures.\nSent 4: Under federal law, money for legal aid is distributed to the states based on the number of indigent residents.\nSent 5: Erlenborn, a former member of the U.S. House of Representatives from the Chicago area, did not disclose how big the state's hit would be but issued a statement Thursday pointing out that only four states would lose more federal money than Illinois in 2003.\nSent 6: Last year, the LSC gave Illinois nearly $12 million -- or a third of the money going to the state's legal aid programs -- to fund the Legal Assistance Foundation of Metropolitan Chicago, Prairie State Legal Services and Land of Lincoln Legal Assistance Foundation.\nSent 7: Legal aid providers in the state are already scrounging for funding as interest rates fall through the floor, because one of their primary sources of support comes from the interest generated on client assets held in trust by lawyers in Illinois.\nSent 8: Illinois Supreme Court Justice Thomas L. Kilbride will deliver the keynote speech to the legal aid providers on Monday and will discuss the high court's plan to hike attorney registration fees by $42 to cover the shortfall in the interest income.\nSent 9: The high court floated a plan during the spring legislative session to raise those fees, which would bring in roughly $2.4 million and raise the base fee for active attorneys from $180 to $222.\nSent 10: That proposal languished, but many observers noted that the high court could raise the fees without legislative approval.\nSent 11: Organizers of the conference acknowledged that much of the discussion at the event will center on how to use resources most effectively on a shoestring budget.\nSent 12: In fact, all of the hotel rooms and conference facilities were donated to the group after another organization announced at the end of June that it was calling off its convention, leaving the facilities open, said Linda Zazove, deputy director of Land of Lincoln and a member of the conference's planning committee.\nSent 13: A core group of legal aid attorneys hatched the idea of a conference after visiting with representatives of similar programs in other states who regularly hold such meetings, she said.\nSent 14: Originally, the organizers hoped for a fall convention but they sprang at the opportunity when the rooms opened up.\nSent 15: \"This is a unique opportunity for people who are in the trenches delivering services to get together, meet each other and share ideas,\" Zazove said.\nSent 16: The providers will attend sessions on car-related consumer law, bankruptcy, immigration, welfare, assisting pro se clients, recruiting private attorneys and Internet resources for both advocates and clients.\nSent 17: Ruth Ann Schmitt, executive director of the Lawyers Trust Fund, which is covering some of the costs of the gathering, acknowledged that the legal aid community faces many problems but said the meeting could give attorneys a morale boost.\nSent 18: \"It's not often that the rank and file get together to talk about their problems.... It's usually the leadership,\" she said. \nQuestion: Who made the following remark: \"It's not often that the rank and file get together to talk about their problems.... It's usually the leadership\".", "pos": "Paragraph- Sent 1: With an onionskin-thin budget several years back, Legal Services of Eastern Oklahoma, the area's largest \"law firm to the poor,\" nearly became Lip Service of Eastern Oklahoma.\nSent 2: Funding cuts closed some satellite offices and reduced staff.\nSent 3: Remaining attorneys could serve only a small percentage of the 303,000 potential clients.\nSent 4: But LSEO persevered.\nSent 5: The budget still isn't big enough.\nSent 6: One aid lawyer is available per 11,000 eligible clients compared to one attorney per 375 people in the general population.\nSent 7: Services are expanding, however, thanks to a $1 million public fund drive, that is $59,400 short of its goal.\nSent 8: Tulsa attorney David Riggs, who heads the drive, is pushing for the community, especially local lawyers, to put it over the top.\nSent 9: \"We're so close.\nSent 10: We really want to reach that $1 million mark,\" Riggs said.\nSent 11: Not many causes are as worthwhile.\nSent 12: Riggs says legal-aid agencies help stabilize society; they're a safety net for those in need.\nSent 13: \"They help people cope, help them seek redress for a grievance,\" Riggs said.\nSent 14: \"For our legal system to work people need representation.\nSent 15: A family's problems can be mitigated with some legal advice before they spill over into child delinquency, housing problems, unemployment, marital problems and deeper poverty.\"Sent 16: The fund-raiser lost some steam following 9/11, and with staff distraction over the merger of LSEO with Legal Aid Services of Western Oklahoma.\nSent 17: In January, the two agencies became Legal Aid Services of Oklahoma Inc. The fund drive started with an appeal to local lawyers, who provided about a third of the donations.\nSent 18: Businesses and foundations also have helped. \nQuestion: Along with local lawyers, who helped with donations for the legal aid services?.", "neg": "Paragraph- Sent 1: About 225 attorneys and paralegals from across Illinois who provide legal services to the poor will gather in Chicago early next week for the first time in 13 years to swap ideas and offer each other encouragement.\nSent 2: But they're also in for some bad news.\nSent 3: John N. Erlenborn, president of the Legal Services Corp., the entity that doles out federal money for legal aid, will announce at the conference that Illinois will suffer \"seven-figure funding cuts\" next year because of newly released census figures.\nSent 4: Under federal law, money for legal aid is distributed to the states based on the number of indigent residents.\nSent 5: Erlenborn, a former member of the U.S. House of Representatives from the Chicago area, did not disclose how big the state's hit would be but issued a statement Thursday pointing out that only four states would lose more federal money than Illinois in 2003.\nSent 6: Last year, the LSC gave Illinois nearly $12 million -- or a third of the money going to the state's legal aid programs -- to fund the Legal Assistance Foundation of Metropolitan Chicago, Prairie State Legal Services and Land of Lincoln Legal Assistance Foundation.\nSent 7: Legal aid providers in the state are already scrounging for funding as interest rates fall through the floor, because one of their primary sources of support comes from the interest generated on client assets held in trust by lawyers in Illinois.\nSent 8: Illinois Supreme Court Justice Thomas L. Kilbride will deliver the keynote speech to the legal aid providers on Monday and will discuss the high court's plan to hike attorney registration fees by $42 to cover the shortfall in the interest income.\nSent 9: The high court floated a plan during the spring legislative session to raise those fees, which would bring in roughly $2.4 million and raise the base fee for active attorneys from $180 to $222.\nSent 10: That proposal languished, but many observers noted that the high court could raise the fees without legislative approval.\nSent 11: Organizers of the conference acknowledged that much of the discussion at the event will center on how to use resources most effectively on a shoestring budget.\nSent 12: In fact, all of the hotel rooms and conference facilities were donated to the group after another organization announced at the end of June that it was calling off its convention, leaving the facilities open, said Linda Zazove, deputy director of Land of Lincoln and a member of the conference's planning committee.\nSent 13: A core group of legal aid attorneys hatched the idea of a conference after visiting with representatives of similar programs in other states who regularly hold such meetings, she said.\nSent 14: Originally, the organizers hoped for a fall convention but they sprang at the opportunity when the rooms opened up.\nSent 15: \"This is a unique opportunity for people who are in the trenches delivering services to get together, meet each other and share ideas,\" Zazove said.\nSent 16: The providers will attend sessions on car-related consumer law, bankruptcy, immigration, welfare, assisting pro se clients, recruiting private attorneys and Internet resources for both advocates and clients.\nSent 17: Ruth Ann Schmitt, executive director of the Lawyers Trust Fund, which is covering some of the costs of the gathering, acknowledged that the legal aid community faces many problems but said the meeting could give attorneys a morale boost.\nSent 18: \"It's not often that the rank and file get together to talk about their problems.... It's usually the leadership,\" she said. \nQuestion: The announcement that \"Illinois will suffer \"seven-figure funding cuts\" next year because of newly released census figures\" was made in what city?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: He continued to lie in place, still breathing heavily.\nSent 2: I tried to keep myself calm.\nSent 3: Then, with a sigh, he said, “I have need of a certain stone that I once possessed.\nSent 4: It would allow me to leave this bed, despite my current illness.\nSent 5: My problem is that it was not made in this realm, but by a human, and only a human may handle it.\nSent 6: The herb vendor will tell you where you can find it.\nSent 7: If you would fetch me this stone, I would tell you what I can.” “Of course we will fetch you the stone,” Nepthys assured him.\nSent 8: “You have our thanks.” Outside, the thing at the herb cart nodded when we mentioned the stone.\nSent 9: He told Nepthys the name of a woman who lived on a certain street, and we set off.\nSent 10: When we reached the street, I expected some sort of temple, or a row of antiquaries, or at least a sleazy, black-market relics merchant.\nSent 11: Instead, it looked like we were in the red-light district: women who probably wanted more than our money eyed us from the alleys.\nSent 12: Nepthys didn’t need to warn me not to speak to them.\nSent 13: He took us to the door of a building like a short pagoda that had a sign hanging over it showing a face with hands uplifted, like a saint under G d’s light, and handcuffed.\nSent 14: Inside, the entrance room was hung with bright silks and scattered with velvet cushions.\nSent 15: Sails of obscene orange and a green that insulted springtime hung draped across reds that might have been sensual elsewhere but here were only offensive.\nSent 16: A large woman, similarly decorated, quickly drifted up to us.\nSent 17: “Good evening, gentlemen,” she said.\nSent 18: “May I invite you to have a cup of tea?” “No, thank you,” said Nepthys, “we regret that we cannot take up your kind offer.\nSent 19: Are you the proprietor of this shop?” “Yes,” answered the woman.\nSent 20: “I am Madame Entera, at your service. \nQuestion: Who can handle the stone?.", "pos": "Paragraph- Sent 1: He continued to lie in place, still breathing heavily.\nSent 2: I tried to keep myself calm.\nSent 3: Then, with a sigh, he said, “I have need of a certain stone that I once possessed.\nSent 4: It would allow me to leave this bed, despite my current illness.\nSent 5: My problem is that it was not made in this realm, but by a human, and only a human may handle it.\nSent 6: The herb vendor will tell you where you can find it.\nSent 7: If you would fetch me this stone, I would tell you what I can.” “Of course we will fetch you the stone,” Nepthys assured him.\nSent 8: “You have our thanks.” Outside, the thing at the herb cart nodded when we mentioned the stone.\nSent 9: He told Nepthys the name of a woman who lived on a certain street, and we set off.\nSent 10: When we reached the street, I expected some sort of temple, or a row of antiquaries, or at least a sleazy, black-market relics merchant.\nSent 11: Instead, it looked like we were in the red-light district: women who probably wanted more than our money eyed us from the alleys.\nSent 12: Nepthys didn’t need to warn me not to speak to them.\nSent 13: He took us to the door of a building like a short pagoda that had a sign hanging over it showing a face with hands uplifted, like a saint under G d’s light, and handcuffed.\nSent 14: Inside, the entrance room was hung with bright silks and scattered with velvet cushions.\nSent 15: Sails of obscene orange and a green that insulted springtime hung draped across reds that might have been sensual elsewhere but here were only offensive.\nSent 16: A large woman, similarly decorated, quickly drifted up to us.\nSent 17: “Good evening, gentlemen,” she said.\nSent 18: “May I invite you to have a cup of tea?” “No, thank you,” said Nepthys, “we regret that we cannot take up your kind offer.\nSent 19: Are you the proprietor of this shop?” “Yes,” answered the woman.\nSent 20: “I am Madame Entera, at your service. \nQuestion: What can only a human handle?.", "neg": "Paragraph- Sent 1: He continued to lie in place, still breathing heavily.\nSent 2: I tried to keep myself calm.\nSent 3: Then, with a sigh, he said, “I have need of a certain stone that I once possessed.\nSent 4: It would allow me to leave this bed, despite my current illness.\nSent 5: My problem is that it was not made in this realm, but by a human, and only a human may handle it.\nSent 6: The herb vendor will tell you where you can find it.\nSent 7: If you would fetch me this stone, I would tell you what I can.” “Of course we will fetch you the stone,” Nepthys assured him.\nSent 8: “You have our thanks.” Outside, the thing at the herb cart nodded when we mentioned the stone.\nSent 9: He told Nepthys the name of a woman who lived on a certain street, and we set off.\nSent 10: When we reached the street, I expected some sort of temple, or a row of antiquaries, or at least a sleazy, black-market relics merchant.\nSent 11: Instead, it looked like we were in the red-light district: women who probably wanted more than our money eyed us from the alleys.\nSent 12: Nepthys didn’t need to warn me not to speak to them.\nSent 13: He took us to the door of a building like a short pagoda that had a sign hanging over it showing a face with hands uplifted, like a saint under G d’s light, and handcuffed.\nSent 14: Inside, the entrance room was hung with bright silks and scattered with velvet cushions.\nSent 15: Sails of obscene orange and a green that insulted springtime hung draped across reds that might have been sensual elsewhere but here were only offensive.\nSent 16: A large woman, similarly decorated, quickly drifted up to us.\nSent 17: “Good evening, gentlemen,” she said.\nSent 18: “May I invite you to have a cup of tea?” “No, thank you,” said Nepthys, “we regret that we cannot take up your kind offer.\nSent 19: Are you the proprietor of this shop?” “Yes,” answered the woman.\nSent 20: “I am Madame Entera, at your service. \nQuestion: What was inside the building resembling a short pagoda?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some plants do not get enough water.\nSent 2: They live in places that are very dry.\nSent 3: How can they get and keep water?\nSent 4: Plants that are adapted to these dry places are called xerophytes.\nSent 5: Their traits help them survive.\nSent 6: They need to have a large water intake.\nSent 7: They also need to be able to conserve water.\nSent 8: They also need to be able to store water between rains.\nSent 9: The saguaro cactus in Figure 3.10 has adapted in all three ways.\nSent 10: This cactus has a huge root system.\nSent 11: It allows the cactus to gather a lot of water during the rare rainfalls.\nSent 12: The saguaro doesnt have any leaves.\nSent 13: Leaves are where water can be lost.\nSent 14: Not in this plant!\nSent 15: It also has a large, barrel-shaped stem.\nSent 16: It is here the plant can store a lot of water.\nSent 17: Thorns protect the stem from thirsty animals.\nSent 18: The animals might try to eat parts of the plant to get at the water inside the plant. \nQuestion: What are three traits that help xerophytes survive?.", "pos": "Paragraph- Sent 1: Some plants do not get enough water.\nSent 2: They live in places that are very dry.\nSent 3: How can they get and keep water?\nSent 4: Plants that are adapted to these dry places are called xerophytes.\nSent 5: Their traits help them survive.\nSent 6: They need to have a large water intake.\nSent 7: They also need to be able to conserve water.\nSent 8: They also need to be able to store water between rains.\nSent 9: The saguaro cactus in Figure 3.10 has adapted in all three ways.\nSent 10: This cactus has a huge root system.\nSent 11: It allows the cactus to gather a lot of water during the rare rainfalls.\nSent 12: The saguaro doesnt have any leaves.\nSent 13: Leaves are where water can be lost.\nSent 14: Not in this plant!\nSent 15: It also has a large, barrel-shaped stem.\nSent 16: It is here the plant can store a lot of water.\nSent 17: Thorns protect the stem from thirsty animals.\nSent 18: The animals might try to eat parts of the plant to get at the water inside the plant. \nQuestion: What 3 traits are required to help Xerophytes thrive in very dry locations?.", "neg": "Paragraph- Sent 1: Some plants do not get enough water.\nSent 2: They live in places that are very dry.\nSent 3: How can they get and keep water?\nSent 4: Plants that are adapted to these dry places are called xerophytes.\nSent 5: Their traits help them survive.\nSent 6: They need to have a large water intake.\nSent 7: They also need to be able to conserve water.\nSent 8: They also need to be able to store water between rains.\nSent 9: The saguaro cactus in Figure 3.10 has adapted in all three ways.\nSent 10: This cactus has a huge root system.\nSent 11: It allows the cactus to gather a lot of water during the rare rainfalls.\nSent 12: The saguaro doesnt have any leaves.\nSent 13: Leaves are where water can be lost.\nSent 14: Not in this plant!\nSent 15: It also has a large, barrel-shaped stem.\nSent 16: It is here the plant can store a lot of water.\nSent 17: Thorns protect the stem from thirsty animals.\nSent 18: The animals might try to eat parts of the plant to get at the water inside the plant. \nQuestion: Where do plants live that do not get enough water?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: What does the rabbit's foot contain?.", "pos": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: What does the little boy pull from the ground?.", "neg": "Paragraph- Sent 1: Comanche Indians have trapped the evil of their land in a monster made up of a mixture of other animals .\nSent 2: The Comanche have placed a protective spear in the ground to contain the evil .\nSent 3: A young boy pulls the spear from the ground while pocketing a rabbit foot talisman .\nSent 4: He starts to play with the spear .\nSent 5: A Comanche catches the boy , and startled , he runs away with the rabbit 's foot .\nSent 6: The Native American places the spear back , realizing too late that the rabbits foot is now gone .\nSent 7: After that , white men come and start drilling for oil .\nSent 8: Skip to current time , a divorced father , Mance Cashen , moves to the area with his new wife , baby , and his son from his first marriage , Willy ( played by ( ( Chris Miller , who is visiting .\nSent 9: Willy notices something peculiar in the house and tries to warn his father and step-mother .\nSent 10: They do not believe him .\nSent 11: Willy is attacked while on a tire swing over a small water hole .\nSent 12: The creature grabs his foot and Willy struggles , eventually getting away .\nSent 13: He eventually befriends the local drunk , T. C. van Houten .\nSent 14: A nice old man with some bad memories who knows something about the evil near the oil well and was in a situation similar to Willy 's .\nSent 15: In the meantime a Comanche Indian , Chief Sam John , comes to warn Mance of the evil and the need to keep it contained .\nSent 16: Sam John informs Mance the evil was originally intended to stop the white man , but it is indiscriminate in whom it kills instead .\nSent 17: Mance will have none of it .\nSent 18: Willy eventually takes a spear he finds on his property to Sam John and tries to find out what is going on . \nQuestion: Who gets attacked on the tire swing?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:  The one person who, by his interference, could have settled all doubts was debarred by circumstances from interfering in the matter.\nSent 2: Wykham Delandre had quarrelled with his sister--or perhaps it was that she had quarrelled with him--and they were on terms not merely of armed neutrality but of bitter hatred.\nSent 3: The quarrel had been antecedent to Margaret going to Brent's Rock.\nSent 4: She and Wykham had almost come to blows.\nSent 5: There had certainly been threats on one side and on the other; and in the end Wykham, overcome with passion, had ordered his sister to leave his house.\nSent 6: She had risen straightway, and, without waiting to pack up even her own personal belongings, had walked out of the house.\nSent 7: On the threshold she had paused for a moment to hurl a bitter threat at Wykham that he would rue in shame and despair to the last hour of his life his act of that day.\nSent 8: Some weeks had since passed; and it was understood in the neighbourhood that Margaret had gone to London, when she suddenly appeared driving out with Geoffrey Brent, and the entire neighbourhood knew before nightfall that she had taken up her abode at the Rock.\nSent 9: It was no subject of surprise that Brent had come back unexpectedly, for such was his usual custom.\nSent 10: Even his own servants never knew when to expect him, for there was a private door, of which he alone had the key, by which he sometimes entered without anyone in the house being aware of his coming.\nSent 11: This was his usual method of appearing after a long absence. \nQuestion: What is Wykham Delandre's sister's name?.", "pos": "Paragraph- Sent 1:  The one person who, by his interference, could have settled all doubts was debarred by circumstances from interfering in the matter.\nSent 2: Wykham Delandre had quarrelled with his sister--or perhaps it was that she had quarrelled with him--and they were on terms not merely of armed neutrality but of bitter hatred.\nSent 3: The quarrel had been antecedent to Margaret going to Brent's Rock.\nSent 4: She and Wykham had almost come to blows.\nSent 5: There had certainly been threats on one side and on the other; and in the end Wykham, overcome with passion, had ordered his sister to leave his house.\nSent 6: She had risen straightway, and, without waiting to pack up even her own personal belongings, had walked out of the house.\nSent 7: On the threshold she had paused for a moment to hurl a bitter threat at Wykham that he would rue in shame and despair to the last hour of his life his act of that day.\nSent 8: Some weeks had since passed; and it was understood in the neighbourhood that Margaret had gone to London, when she suddenly appeared driving out with Geoffrey Brent, and the entire neighbourhood knew before nightfall that she had taken up her abode at the Rock.\nSent 9: It was no subject of surprise that Brent had come back unexpectedly, for such was his usual custom.\nSent 10: Even his own servants never knew when to expect him, for there was a private door, of which he alone had the key, by which he sometimes entered without anyone in the house being aware of his coming.\nSent 11: This was his usual method of appearing after a long absence. \nQuestion: How do Wykham and Margaret know each other?.", "neg": "Paragraph- Sent 1:  The one person who, by his interference, could have settled all doubts was debarred by circumstances from interfering in the matter.\nSent 2: Wykham Delandre had quarrelled with his sister--or perhaps it was that she had quarrelled with him--and they were on terms not merely of armed neutrality but of bitter hatred.\nSent 3: The quarrel had been antecedent to Margaret going to Brent's Rock.\nSent 4: She and Wykham had almost come to blows.\nSent 5: There had certainly been threats on one side and on the other; and in the end Wykham, overcome with passion, had ordered his sister to leave his house.\nSent 6: She had risen straightway, and, without waiting to pack up even her own personal belongings, had walked out of the house.\nSent 7: On the threshold she had paused for a moment to hurl a bitter threat at Wykham that he would rue in shame and despair to the last hour of his life his act of that day.\nSent 8: Some weeks had since passed; and it was understood in the neighbourhood that Margaret had gone to London, when she suddenly appeared driving out with Geoffrey Brent, and the entire neighbourhood knew before nightfall that she had taken up her abode at the Rock.\nSent 9: It was no subject of surprise that Brent had come back unexpectedly, for such was his usual custom.\nSent 10: Even his own servants never knew when to expect him, for there was a private door, of which he alone had the key, by which he sometimes entered without anyone in the house being aware of his coming.\nSent 11: This was his usual method of appearing after a long absence. \nQuestion: who had a key?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Thelma James was a prime candidate for a real estate ripoff: She is 68, has precious little money and can't read or write.\nSent 2: \"I won't lie to you.\nSent 3: I was so-o-o excited,\" the widow and former duplex dweller said of the purchase of her first home, a sagging frame structure on Snowden.\nSent 4: \"I was glad to get me a house.\"Sent 5: When James realized she had been swindled she turned to Memphis Area Legal Services, which represented her in a lawsuit.\nSent 6: Now, James's monthly house notes have dropped from $796 - more than twice her monthly income - to an affordable $247.\nSent 7: Some of the people who took advantage of her through a questionable loan program were sent to jail.\nSent 8: \"I don't know what I would have done without Legal Services,\" said James.\nSent 9: \"They solved a lot of my problems.\"Sent 10: James is one of more than 3,000 clients served last year by MALS, which provides assistance for civil matters, such as domestic abuse and family-related problems, Social Security and Supplemental Security Income, veterans, housing and consumer fraud cases.\nSent 11: Like James, most clients are elderly or female.\nSent 12: Some are handicapped.\nSent 13: Some need medical care or veteran's benefits.\nSent 14: Some are trying to escape eviction or an abusive marriage.\nSent 15: And 87 percent live at or below poverty level.\nSent 16: Shelby County Mayor A C Wharton recently said Legal Services is important for those who, because of poverty or other struggles in life, think justice is an empty word.\nSent 17: \"They must be given reason to believe that the law is for them too,\" said Wharton, a former executive director of MALS.\nSent 18: But MALS faces a funding crunch next year, brought on by a $200,000 shortfall from three revenue sources. \nQuestion: Does MALS help people who are trying to escape an abusive marriage?.", "pos": "Paragraph- Sent 1: Thelma James was a prime candidate for a real estate ripoff: She is 68, has precious little money and can't read or write.\nSent 2: \"I won't lie to you.\nSent 3: I was so-o-o excited,\" the widow and former duplex dweller said of the purchase of her first home, a sagging frame structure on Snowden.\nSent 4: \"I was glad to get me a house.\"Sent 5: When James realized she had been swindled she turned to Memphis Area Legal Services, which represented her in a lawsuit.\nSent 6: Now, James's monthly house notes have dropped from $796 - more than twice her monthly income - to an affordable $247.\nSent 7: Some of the people who took advantage of her through a questionable loan program were sent to jail.\nSent 8: \"I don't know what I would have done without Legal Services,\" said James.\nSent 9: \"They solved a lot of my problems.\"Sent 10: James is one of more than 3,000 clients served last year by MALS, which provides assistance for civil matters, such as domestic abuse and family-related problems, Social Security and Supplemental Security Income, veterans, housing and consumer fraud cases.\nSent 11: Like James, most clients are elderly or female.\nSent 12: Some are handicapped.\nSent 13: Some need medical care or veteran's benefits.\nSent 14: Some are trying to escape eviction or an abusive marriage.\nSent 15: And 87 percent live at or below poverty level.\nSent 16: Shelby County Mayor A C Wharton recently said Legal Services is important for those who, because of poverty or other struggles in life, think justice is an empty word.\nSent 17: \"They must be given reason to believe that the law is for them too,\" said Wharton, a former executive director of MALS.\nSent 18: But MALS faces a funding crunch next year, brought on by a $200,000 shortfall from three revenue sources. \nQuestion: Does MALS serve clients who need medical care or veteran's benefits?.", "neg": "Paragraph- Sent 1: Thelma James was a prime candidate for a real estate ripoff: She is 68, has precious little money and can't read or write.\nSent 2: \"I won't lie to you.\nSent 3: I was so-o-o excited,\" the widow and former duplex dweller said of the purchase of her first home, a sagging frame structure on Snowden.\nSent 4: \"I was glad to get me a house.\"Sent 5: When James realized she had been swindled she turned to Memphis Area Legal Services, which represented her in a lawsuit.\nSent 6: Now, James's monthly house notes have dropped from $796 - more than twice her monthly income - to an affordable $247.\nSent 7: Some of the people who took advantage of her through a questionable loan program were sent to jail.\nSent 8: \"I don't know what I would have done without Legal Services,\" said James.\nSent 9: \"They solved a lot of my problems.\"Sent 10: James is one of more than 3,000 clients served last year by MALS, which provides assistance for civil matters, such as domestic abuse and family-related problems, Social Security and Supplemental Security Income, veterans, housing and consumer fraud cases.\nSent 11: Like James, most clients are elderly or female.\nSent 12: Some are handicapped.\nSent 13: Some need medical care or veteran's benefits.\nSent 14: Some are trying to escape eviction or an abusive marriage.\nSent 15: And 87 percent live at or below poverty level.\nSent 16: Shelby County Mayor A C Wharton recently said Legal Services is important for those who, because of poverty or other struggles in life, think justice is an empty word.\nSent 17: \"They must be given reason to believe that the law is for them too,\" said Wharton, a former executive director of MALS.\nSent 18: But MALS faces a funding crunch next year, brought on by a $200,000 shortfall from three revenue sources. \nQuestion: Which portions indicate that James had limited income?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- German art collector Cornelius Gurlitt, whose nearly priceless collection was confiscated because it was suspected to contain pieces looted by the Nazis, died Tuesday and left the masterpieces to a Swiss museum.\nSent 2: One day after Gurlitt's death at the age of 81, the Museum of Fine Arts Bern announced that Gurlitt had named it \"his unrestricted and unfettered sole heir.\"Sent 3: The news came as a surprise, the museum said Wednesday, because Gurlitt had never had any connection to it.\nSent 4: The museum's directors are delighted at the news, they said in a statement, but also recognize that there are outstanding legal and ethical questions surrounding the collection.\nSent 5: Gurlitt had undergone major heart surgery and was hospitalized for many weeks, his representative said in a statement.\nSent 6: Gurlitt grabbed the attention of the art world when German prosecutors seized more than 1,200 paintings from his Munich apartment in 2012, including works by Picasso and Matisse.\nSent 7: The collection was confiscated as part of an investigation into tax fraud, but then it was thought that some of the paintings may have been works that were looted by the Nazis.\nSent 8: Just last month, part of the collection was returned to Gurlitt as part of a deal with Germany's cultural authorities and the Bavarian Justice Ministry.\nSent 9: Under the agreement, works owned by Gurlitt that were not under suspicion were returned to him.\nSent 10: Those suspected of being stolen were to be held securely while a task force investigates their provenance -- and will be returned to their original Jewish owners or their descendants if a claim is proven.\nSent 11: Gurlitt's representative said that with the art collector's death, the investigation into the collection ceases.\nSent 12: The court that was handling the investigation proceedings will now function as an estate court in the case. \nQuestion: Which of the seized art works were returned to the German art collector?.", "pos": "Paragraph- Sent 1: (CNN) -- German art collector Cornelius Gurlitt, whose nearly priceless collection was confiscated because it was suspected to contain pieces looted by the Nazis, died Tuesday and left the masterpieces to a Swiss museum.\nSent 2: One day after Gurlitt's death at the age of 81, the Museum of Fine Arts Bern announced that Gurlitt had named it \"his unrestricted and unfettered sole heir.\"Sent 3: The news came as a surprise, the museum said Wednesday, because Gurlitt had never had any connection to it.\nSent 4: The museum's directors are delighted at the news, they said in a statement, but also recognize that there are outstanding legal and ethical questions surrounding the collection.\nSent 5: Gurlitt had undergone major heart surgery and was hospitalized for many weeks, his representative said in a statement.\nSent 6: Gurlitt grabbed the attention of the art world when German prosecutors seized more than 1,200 paintings from his Munich apartment in 2012, including works by Picasso and Matisse.\nSent 7: The collection was confiscated as part of an investigation into tax fraud, but then it was thought that some of the paintings may have been works that were looted by the Nazis.\nSent 8: Just last month, part of the collection was returned to Gurlitt as part of a deal with Germany's cultural authorities and the Bavarian Justice Ministry.\nSent 9: Under the agreement, works owned by Gurlitt that were not under suspicion were returned to him.\nSent 10: Those suspected of being stolen were to be held securely while a task force investigates their provenance -- and will be returned to their original Jewish owners or their descendants if a claim is proven.\nSent 11: Gurlitt's representative said that with the art collector's death, the investigation into the collection ceases.\nSent 12: The court that was handling the investigation proceedings will now function as an estate court in the case. \nQuestion: Why did German prosecutors initially seize over 1,200 paintings from Gurlitt's apartment?.", "neg": "Paragraph- Sent 1: (CNN) -- German art collector Cornelius Gurlitt, whose nearly priceless collection was confiscated because it was suspected to contain pieces looted by the Nazis, died Tuesday and left the masterpieces to a Swiss museum.\nSent 2: One day after Gurlitt's death at the age of 81, the Museum of Fine Arts Bern announced that Gurlitt had named it \"his unrestricted and unfettered sole heir.\"Sent 3: The news came as a surprise, the museum said Wednesday, because Gurlitt had never had any connection to it.\nSent 4: The museum's directors are delighted at the news, they said in a statement, but also recognize that there are outstanding legal and ethical questions surrounding the collection.\nSent 5: Gurlitt had undergone major heart surgery and was hospitalized for many weeks, his representative said in a statement.\nSent 6: Gurlitt grabbed the attention of the art world when German prosecutors seized more than 1,200 paintings from his Munich apartment in 2012, including works by Picasso and Matisse.\nSent 7: The collection was confiscated as part of an investigation into tax fraud, but then it was thought that some of the paintings may have been works that were looted by the Nazis.\nSent 8: Just last month, part of the collection was returned to Gurlitt as part of a deal with Germany's cultural authorities and the Bavarian Justice Ministry.\nSent 9: Under the agreement, works owned by Gurlitt that were not under suspicion were returned to him.\nSent 10: Those suspected of being stolen were to be held securely while a task force investigates their provenance -- and will be returned to their original Jewish owners or their descendants if a claim is proven.\nSent 11: Gurlitt's representative said that with the art collector's death, the investigation into the collection ceases.\nSent 12: The court that was handling the investigation proceedings will now function as an estate court in the case. \nQuestion: How old was the art collector Cornelius Gurlitt when he died?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: Before a diver dives after a diver board or before a leaf falls from a branch and remains hanging, there is what type of energy?.", "pos": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: Energy that is converted from one form to another or  transferred from one object to another are examples of what?.", "neg": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: How does a diver regain potential energy?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The hijackers attacked at 9:28.\nSent 2: While traveling 35,000 feet above eastern Ohio, United 93 suddenly dropped 700 feet.\nSent 3: Eleven seconds into the descent, the FAA's air traffic control center in Cleveland received the first of two radio transmissions from the aircraft.\nSent 4: During the first broadcast, the captain or first officer could be heard declaring \"Mayday\" amid the sounds of a physical struggle in the cockpit.\nSent 5: The second radio transmission, 35 seconds later, indicated that the fight was continuing.\nSent 6: The captain or first officer could be heard shouting:\" Hey get out of here-get out of here-get out of here.\"Sent 7: On the morning of 9/11, there were only 37 passengers on United 93-33 in addition to the 4 hijackers.\nSent 8: This was below the norm for Tuesday mornings during the summer of 2001.\nSent 9: But there is no evidence that the hijackers manipulated passenger levels or purchased additional seats to facilitate their operation.\nSent 10: The terrorists who hijacked three other commercial flights on 9/11 operated in five-man teams.\nSent 11: They initiated their cockpit takeover within 30 minutes of takeoff.\nSent 12: On Flight 93, however, the takeover took place 46 minutes after takeoff and there were only four hijackers.\nSent 13: The operative likely intended to round out the team for this flight, Mohamed al Kahtani, had been refused entry by a suspicious immigration inspector at Florida's Orlando International Airport in August.\nSent 14: Because several passengers on United 93 described three hijackers on the plane, not four, some have wondered whether one of the hijackers had been able to use the cockpit jump seat from the outset of the flight.\nSent 15: FAA rules allow use of this seat by documented and approved individuals, usually air carrier or FAA personnel.\nSent 16: We have found no evidence indicating that one of the hijackers, or anyone else, sat there on this flight.\nSent 17: All the hijackers had assigned seats in first class, and they seem to have used them.\nSent 18: We believe it is more likely that Jarrah, the crucial pilot-trained member of their team, remained seated and inconspicuous until after the cockpit was seized; and once inside, he would not have been visible to the passengers. \nQuestion: Did the attack on United 93 happen earlier or later than the other attacks in relation to take off?.", "pos": "Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.\nSent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.\nSent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.\nSent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.\nSent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.\nSent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.\nSent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.\nSent 8: All five men cleared the checkpoint and made their way to the gate for American 11.\nSent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).\nSent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.\nSent 11: They boarded American 11 between 7:31 and 7:40.\nSent 12: The aircraft pushed back from the gate at 7:40.\nSent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).\nSent 14: Their aircraft pushed back from the gate just before 8:00.\nSent 15: Washington Dulles: American 77.\nSent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.\nSent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.\nSent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi. \nQuestion: What time did American 11 push back from the gate ?.", "neg": "Paragraph- Sent 1: The hijackers attacked at 9:28.\nSent 2: While traveling 35,000 feet above eastern Ohio, United 93 suddenly dropped 700 feet.\nSent 3: Eleven seconds into the descent, the FAA's air traffic control center in Cleveland received the first of two radio transmissions from the aircraft.\nSent 4: During the first broadcast, the captain or first officer could be heard declaring \"Mayday\" amid the sounds of a physical struggle in the cockpit.\nSent 5: The second radio transmission, 35 seconds later, indicated that the fight was continuing.\nSent 6: The captain or first officer could be heard shouting:\" Hey get out of here-get out of here-get out of here.\"Sent 7: On the morning of 9/11, there were only 37 passengers on United 93-33 in addition to the 4 hijackers.\nSent 8: This was below the norm for Tuesday mornings during the summer of 2001.\nSent 9: But there is no evidence that the hijackers manipulated passenger levels or purchased additional seats to facilitate their operation.\nSent 10: The terrorists who hijacked three other commercial flights on 9/11 operated in five-man teams.\nSent 11: They initiated their cockpit takeover within 30 minutes of takeoff.\nSent 12: On Flight 93, however, the takeover took place 46 minutes after takeoff and there were only four hijackers.\nSent 13: The operative likely intended to round out the team for this flight, Mohamed al Kahtani, had been refused entry by a suspicious immigration inspector at Florida's Orlando International Airport in August.\nSent 14: Because several passengers on United 93 described three hijackers on the plane, not four, some have wondered whether one of the hijackers had been able to use the cockpit jump seat from the outset of the flight.\nSent 15: FAA rules allow use of this seat by documented and approved individuals, usually air carrier or FAA personnel.\nSent 16: We have found no evidence indicating that one of the hijackers, or anyone else, sat there on this flight.\nSent 17: All the hijackers had assigned seats in first class, and they seem to have used them.\nSent 18: We believe it is more likely that Jarrah, the crucial pilot-trained member of their team, remained seated and inconspicuous until after the cockpit was seized; and once inside, he would not have been visible to the passengers. \nQuestion: Was the FAA expecting the two radio transmissions they recieved from this aircraft.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Ramzi Binalshibh was born on May 1,1972, in Ghayl Bawazir, Yemen.\nSent 2: There does not seem to be anything remarkable about his family or early background.\nSent 3: A friend who knew Binalshibh in Yemen remembers him as \"religious, but not too religious.\"Sent 4: From 1987 to 1995, Binalshibh worked as a clerk for the International Bank of Yemen.\nSent 5: He first attempted to leave Yemen in 1995, when he applied for a U.S. visa.\nSent 6: After his application was rejected, he went to Germany and applied for asylum under the name Ramzi Omar, claiming to be a Sudanese citizen seeking asylum.\nSent 7: While his asylum petition was pending, Binalshibh lived in Hamburg and associated with individuals from several mosques there.\nSent 8: In 1997, after his asylum application was denied, Binalshibh went home to Yemen but returned to Germany shortly thereafter under his true name, this time registering as a student in Hamburg.\nSent 9: Binalshibh continually had academic problems, failing tests and cutting classes; he was expelled from one school in September 1998.\nSent 10: According to Binalshibh, he and Atta first met at a mosque in Hamburg in 1995.\nSent 11: The two men became close friends and became identified with their shared extremist outlook.\nSent 12: Like Atta, by the late 1990s Binalshibh was decrying what he perceived to be a \"Jewish world conspiracy.\"Sent 13: He proclaimed that the highest duty of every Muslim was to pursue jihad, and that the highest honor was to die during the jihad.\nSent 14: Despite his rhetoric, however, Binalshibh presented a more amiable figure than the austere Atta, and was known within the community as being sociable, extroverted, polite, and adventuresome.\nSent 15: In 1998, Binalshibh and Atta began sharing an apartment in the Harburg section of Hamburg, together with a young student from the United Arab Emirates named Marwan al Shehhi. \nQuestion: Where were Binalshibh's friends from?.", "pos": "Paragraph- Sent 1: Ramzi Binalshibh was born on May 1,1972, in Ghayl Bawazir, Yemen.\nSent 2: There does not seem to be anything remarkable about his family or early background.\nSent 3: A friend who knew Binalshibh in Yemen remembers him as \"religious, but not too religious.\"Sent 4: From 1987 to 1995, Binalshibh worked as a clerk for the International Bank of Yemen.\nSent 5: He first attempted to leave Yemen in 1995, when he applied for a U.S. visa.\nSent 6: After his application was rejected, he went to Germany and applied for asylum under the name Ramzi Omar, claiming to be a Sudanese citizen seeking asylum.\nSent 7: While his asylum petition was pending, Binalshibh lived in Hamburg and associated with individuals from several mosques there.\nSent 8: In 1997, after his asylum application was denied, Binalshibh went home to Yemen but returned to Germany shortly thereafter under his true name, this time registering as a student in Hamburg.\nSent 9: Binalshibh continually had academic problems, failing tests and cutting classes; he was expelled from one school in September 1998.\nSent 10: According to Binalshibh, he and Atta first met at a mosque in Hamburg in 1995.\nSent 11: The two men became close friends and became identified with their shared extremist outlook.\nSent 12: Like Atta, by the late 1990s Binalshibh was decrying what he perceived to be a \"Jewish world conspiracy.\"Sent 13: He proclaimed that the highest duty of every Muslim was to pursue jihad, and that the highest honor was to die during the jihad.\nSent 14: Despite his rhetoric, however, Binalshibh presented a more amiable figure than the austere Atta, and was known within the community as being sociable, extroverted, polite, and adventuresome.\nSent 15: In 1998, Binalshibh and Atta began sharing an apartment in the Harburg section of Hamburg, together with a young student from the United Arab Emirates named Marwan al Shehhi. \nQuestion: How much time passed between when Binalshibh and Atta first met and when they started sharing an apartment in Hamburg?.", "neg": "Paragraph- Sent 1: Ramzi Binalshibh was born on May 1,1972, in Ghayl Bawazir, Yemen.\nSent 2: There does not seem to be anything remarkable about his family or early background.\nSent 3: A friend who knew Binalshibh in Yemen remembers him as \"religious, but not too religious.\"Sent 4: From 1987 to 1995, Binalshibh worked as a clerk for the International Bank of Yemen.\nSent 5: He first attempted to leave Yemen in 1995, when he applied for a U.S. visa.\nSent 6: After his application was rejected, he went to Germany and applied for asylum under the name Ramzi Omar, claiming to be a Sudanese citizen seeking asylum.\nSent 7: While his asylum petition was pending, Binalshibh lived in Hamburg and associated with individuals from several mosques there.\nSent 8: In 1997, after his asylum application was denied, Binalshibh went home to Yemen but returned to Germany shortly thereafter under his true name, this time registering as a student in Hamburg.\nSent 9: Binalshibh continually had academic problems, failing tests and cutting classes; he was expelled from one school in September 1998.\nSent 10: According to Binalshibh, he and Atta first met at a mosque in Hamburg in 1995.\nSent 11: The two men became close friends and became identified with their shared extremist outlook.\nSent 12: Like Atta, by the late 1990s Binalshibh was decrying what he perceived to be a \"Jewish world conspiracy.\"Sent 13: He proclaimed that the highest duty of every Muslim was to pursue jihad, and that the highest honor was to die during the jihad.\nSent 14: Despite his rhetoric, however, Binalshibh presented a more amiable figure than the austere Atta, and was known within the community as being sociable, extroverted, polite, and adventuresome.\nSent 15: In 1998, Binalshibh and Atta began sharing an apartment in the Harburg section of Hamburg, together with a young student from the United Arab Emirates named Marwan al Shehhi. \nQuestion: When was he expelled from a school in Hamburg?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Nara Period: Another of the new ideas was to set up a permanent residential capital for the imperial court, initially at Naniwa (present-day Osaka) and then a little to the east, at Nara, in 710.\nSent 2: Laid out like a chessboard (nearly half the size of China’s similarly designed capital, Chang’an), Nara had its imperial palace at the northern end, with court residences, Buddhist monasteries, and Shinto shrines stretching to the south.\nSent 3: In those peaceful years, without threat of foreign invasion or civil war, there were no city ramparts.\nSent 4: The era known as the Nara Period was marked by the religious fervor of the Buddhist monks and also by their accompanying artistic achievements.\nSent 5: The Japanese were attracted more to Buddhism’s ritual and art than to its complex philosophy, rendered all the more difficult because its texts were, for several centuries, available only in Chinese, the language of a small court elite.\nSent 6: Buddhist monks initiated great progress in Japanese architecture, bronze-casting, bridge-building, and sculpture.\nSent 7: To this day, historians of Chinese art find the best surviving examples of Tang-dynasty architecture among the seventh- and eighth-century temples in and around Nara.\nSent 8: By marrying his daughters to sons of the reigning emperor and then engineering timely abdications, a Fujiwara contrived always to be father-in-law, uncle, or grandfather behind the throne.\nSent 9: Very often the emperor was only a minor, so that the Fujiwara patriarch acted as regent.\nSent 10: He then persuaded the emperor to abdicate soon after his majority, and the regency would continue for the next youthful incumbent.\nSent 11: The important thing was to have the emperor’s sanction for the regent’s political decisions.\nSent 12: Very few emperors were reluctant to submit to Fujiwara domination.\nSent 13: The burden of his spiritual functions as high priest of Shinto and the tasks of administration led the emperor to welcome an early abdication, frequently to retire to a life of Buddhist meditation and scholarship.\nSent 14: The Fujiwara resented the Buddhist clergy’s great and growing influence in imperial affairs.\nSent 15: There were too many monasteries in and around Nara.\nSent 16: It was time to move the capital. \nQuestion: Why was it time to move the capital?.", "pos": "Paragraph- Sent 1: The Nara Period: Another of the new ideas was to set up a permanent residential capital for the imperial court, initially at Naniwa (present-day Osaka) and then a little to the east, at Nara, in 710.\nSent 2: Laid out like a chessboard (nearly half the size of China’s similarly designed capital, Chang’an), Nara had its imperial palace at the northern end, with court residences, Buddhist monasteries, and Shinto shrines stretching to the south.\nSent 3: In those peaceful years, without threat of foreign invasion or civil war, there were no city ramparts.\nSent 4: The era known as the Nara Period was marked by the religious fervor of the Buddhist monks and also by their accompanying artistic achievements.\nSent 5: The Japanese were attracted more to Buddhism’s ritual and art than to its complex philosophy, rendered all the more difficult because its texts were, for several centuries, available only in Chinese, the language of a small court elite.\nSent 6: Buddhist monks initiated great progress in Japanese architecture, bronze-casting, bridge-building, and sculpture.\nSent 7: To this day, historians of Chinese art find the best surviving examples of Tang-dynasty architecture among the seventh- and eighth-century temples in and around Nara.\nSent 8: By marrying his daughters to sons of the reigning emperor and then engineering timely abdications, a Fujiwara contrived always to be father-in-law, uncle, or grandfather behind the throne.\nSent 9: Very often the emperor was only a minor, so that the Fujiwara patriarch acted as regent.\nSent 10: He then persuaded the emperor to abdicate soon after his majority, and the regency would continue for the next youthful incumbent.\nSent 11: The important thing was to have the emperor’s sanction for the regent’s political decisions.\nSent 12: Very few emperors were reluctant to submit to Fujiwara domination.\nSent 13: The burden of his spiritual functions as high priest of Shinto and the tasks of administration led the emperor to welcome an early abdication, frequently to retire to a life of Buddhist meditation and scholarship.\nSent 14: The Fujiwara resented the Buddhist clergy’s great and growing influence in imperial affairs.\nSent 15: There were too many monasteries in and around Nara.\nSent 16: It was time to move the capital. \nQuestion: What type of monasteries were in and around Nara who clergy held great influence?.", "neg": "Paragraph- Sent 1: The Nara Period: Another of the new ideas was to set up a permanent residential capital for the imperial court, initially at Naniwa (present-day Osaka) and then a little to the east, at Nara, in 710.\nSent 2: Laid out like a chessboard (nearly half the size of China’s similarly designed capital, Chang’an), Nara had its imperial palace at the northern end, with court residences, Buddhist monasteries, and Shinto shrines stretching to the south.\nSent 3: In those peaceful years, without threat of foreign invasion or civil war, there were no city ramparts.\nSent 4: The era known as the Nara Period was marked by the religious fervor of the Buddhist monks and also by their accompanying artistic achievements.\nSent 5: The Japanese were attracted more to Buddhism’s ritual and art than to its complex philosophy, rendered all the more difficult because its texts were, for several centuries, available only in Chinese, the language of a small court elite.\nSent 6: Buddhist monks initiated great progress in Japanese architecture, bronze-casting, bridge-building, and sculpture.\nSent 7: To this day, historians of Chinese art find the best surviving examples of Tang-dynasty architecture among the seventh- and eighth-century temples in and around Nara.\nSent 8: By marrying his daughters to sons of the reigning emperor and then engineering timely abdications, a Fujiwara contrived always to be father-in-law, uncle, or grandfather behind the throne.\nSent 9: Very often the emperor was only a minor, so that the Fujiwara patriarch acted as regent.\nSent 10: He then persuaded the emperor to abdicate soon after his majority, and the regency would continue for the next youthful incumbent.\nSent 11: The important thing was to have the emperor’s sanction for the regent’s political decisions.\nSent 12: Very few emperors were reluctant to submit to Fujiwara domination.\nSent 13: The burden of his spiritual functions as high priest of Shinto and the tasks of administration led the emperor to welcome an early abdication, frequently to retire to a life of Buddhist meditation and scholarship.\nSent 14: The Fujiwara resented the Buddhist clergy’s great and growing influence in imperial affairs.\nSent 15: There were too many monasteries in and around Nara.\nSent 16: It was time to move the capital. \nQuestion: How did the Buddhist monks impact Japanese culture during the Nara period?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The only home Hamilton ever owned was a Federal style mansion designed by John McComb Jr., which he built on his 32-acre country estate in Hamilton Heights in upper Manhattan.\nSent 2: He named the house, which was completed in 1802, the \"Grange\" after his grandfather Alexander's estate in Ayrshire, Scotland.\nSent 3: The house remained in the family until 1833 when his widow sold it to Thomas E. Davis, a British born real estate developer, for $25,000.\nSent 4: Part of the proceeds were used by Eliza to purchase a new townhouse from Davis (Hamilton-Holly House) in Greenwich Village with her son Alexander.\nSent 5: The Grange, first moved from its original location in 1889, was moved again in 2008 to a spot in St. Nicholas Park on land that was once part of the Hamilton estate, in Hamilton Heights, a neighborhood in upper Manhattan.\nSent 6: The historic structure was restored to its original 1802 appearance in 2011, and is maintained by the National Park service as Hamilton Grange National Memorial.\nSent 7: Alexander Hamilton served as one of the first trustees of the Hamilton-Oneida Academy in New York state.\nSent 8: Later the Academy received a college charter in 1812, and the school was formally renamed Hamilton College.Columbia University, Hamilton's alma mater, has official memorials to Hamilton on its campus in New York City.\nSent 9: The college's main classroom building for the humanities is Hamilton Hall, and a large statue of Hamilton stands in front of it.\nSent 10: The university press has published his complete works in a multivolume letterpress edition.\nSent 11: Columbia University's student group for ROTC cadets and Marine officer candidates is named the Alexander Hamilton Society. \nQuestion: What university has a building for the humanities dedicated to Alexander Hamilton?.", "pos": "Paragraph- Sent 1: The only home Hamilton ever owned was a Federal style mansion designed by John McComb Jr., which he built on his 32-acre country estate in Hamilton Heights in upper Manhattan.\nSent 2: He named the house, which was completed in 1802, the \"Grange\" after his grandfather Alexander's estate in Ayrshire, Scotland.\nSent 3: The house remained in the family until 1833 when his widow sold it to Thomas E. Davis, a British born real estate developer, for $25,000.\nSent 4: Part of the proceeds were used by Eliza to purchase a new townhouse from Davis (Hamilton-Holly House) in Greenwich Village with her son Alexander.\nSent 5: The Grange, first moved from its original location in 1889, was moved again in 2008 to a spot in St. Nicholas Park on land that was once part of the Hamilton estate, in Hamilton Heights, a neighborhood in upper Manhattan.\nSent 6: The historic structure was restored to its original 1802 appearance in 2011, and is maintained by the National Park service as Hamilton Grange National Memorial.\nSent 7: Alexander Hamilton served as one of the first trustees of the Hamilton-Oneida Academy in New York state.\nSent 8: Later the Academy received a college charter in 1812, and the school was formally renamed Hamilton College.Columbia University, Hamilton's alma mater, has official memorials to Hamilton on its campus in New York City.\nSent 9: The college's main classroom building for the humanities is Hamilton Hall, and a large statue of Hamilton stands in front of it.\nSent 10: The university press has published his complete works in a multivolume letterpress edition.\nSent 11: Columbia University's student group for ROTC cadets and Marine officer candidates is named the Alexander Hamilton Society. \nQuestion: Is Hamilton associated with more than one school?.", "neg": "Paragraph- Sent 1: The only home Hamilton ever owned was a Federal style mansion designed by John McComb Jr., which he built on his 32-acre country estate in Hamilton Heights in upper Manhattan.\nSent 2: He named the house, which was completed in 1802, the \"Grange\" after his grandfather Alexander's estate in Ayrshire, Scotland.\nSent 3: The house remained in the family until 1833 when his widow sold it to Thomas E. Davis, a British born real estate developer, for $25,000.\nSent 4: Part of the proceeds were used by Eliza to purchase a new townhouse from Davis (Hamilton-Holly House) in Greenwich Village with her son Alexander.\nSent 5: The Grange, first moved from its original location in 1889, was moved again in 2008 to a spot in St. Nicholas Park on land that was once part of the Hamilton estate, in Hamilton Heights, a neighborhood in upper Manhattan.\nSent 6: The historic structure was restored to its original 1802 appearance in 2011, and is maintained by the National Park service as Hamilton Grange National Memorial.\nSent 7: Alexander Hamilton served as one of the first trustees of the Hamilton-Oneida Academy in New York state.\nSent 8: Later the Academy received a college charter in 1812, and the school was formally renamed Hamilton College.Columbia University, Hamilton's alma mater, has official memorials to Hamilton on its campus in New York City.\nSent 9: The college's main classroom building for the humanities is Hamilton Hall, and a large statue of Hamilton stands in front of it.\nSent 10: The university press has published his complete works in a multivolume letterpress edition.\nSent 11: Columbia University's student group for ROTC cadets and Marine officer candidates is named the Alexander Hamilton Society. \nQuestion: Did the Grange ever move out of Manhattan?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Fossils may form in other ways.\nSent 2: Fossils can be preserved almost completely.\nSent 3: In this process, the organism doesnt change much.\nSent 4: As seen below, tree sap may cover an organism.\nSent 5: With time, the sap hardens.\nSent 6: It turns to into amber.\nSent 7: The original organism is preserved.\nSent 8: This is very exciting for scientists.\nSent 9: They are able to study the DNA of the organism that no longer lives on Earth.\nSent 10: Some animals have been found frozen in ice.\nSent 11: Others have been found in tar pits after falling in.\nSent 12: Molds and casts are another way organisms can be fossilized.\nSent 13: Have you ever walked in soft mud and left footprints?\nSent 14: Once in a while, these traces of organisms can be preserved.\nSent 15: In this case, nothing is left of the organism.\nSent 16: A mold is an imprint of an organism that is preserved in rock.\nSent 17: The organisms remains break down completely.\nSent 18: There is nothing left of the original plant and animal. \nQuestion: What is created when an animal or aplant organism breaks down completely and preserved in a rock.", "pos": "Paragraph- Sent 1: Fossils may form in other ways.\nSent 2: Fossils can be preserved almost completely.\nSent 3: In this process, the organism doesnt change much.\nSent 4: As seen below, tree sap may cover an organism.\nSent 5: With time, the sap hardens.\nSent 6: It turns to into amber.\nSent 7: The original organism is preserved.\nSent 8: This is very exciting for scientists.\nSent 9: They are able to study the DNA of the organism that no longer lives on Earth.\nSent 10: Some animals have been found frozen in ice.\nSent 11: Others have been found in tar pits after falling in.\nSent 12: Molds and casts are another way organisms can be fossilized.\nSent 13: Have you ever walked in soft mud and left footprints?\nSent 14: Once in a while, these traces of organisms can be preserved.\nSent 15: In this case, nothing is left of the organism.\nSent 16: A mold is an imprint of an organism that is preserved in rock.\nSent 17: The organisms remains break down completely.\nSent 18: There is nothing left of the original plant and animal. \nQuestion: What is a mold?.", "neg": "Paragraph- Sent 1: Fossils may form in other ways.\nSent 2: Fossils can be preserved almost completely.\nSent 3: In this process, the organism doesnt change much.\nSent 4: As seen below, tree sap may cover an organism.\nSent 5: With time, the sap hardens.\nSent 6: It turns to into amber.\nSent 7: The original organism is preserved.\nSent 8: This is very exciting for scientists.\nSent 9: They are able to study the DNA of the organism that no longer lives on Earth.\nSent 10: Some animals have been found frozen in ice.\nSent 11: Others have been found in tar pits after falling in.\nSent 12: Molds and casts are another way organisms can be fossilized.\nSent 13: Have you ever walked in soft mud and left footprints?\nSent 14: Once in a while, these traces of organisms can be preserved.\nSent 15: In this case, nothing is left of the organism.\nSent 16: A mold is an imprint of an organism that is preserved in rock.\nSent 17: The organisms remains break down completely.\nSent 18: There is nothing left of the original plant and animal. \nQuestion: Leaving your footprint in mud, is similar to what process that creates fossils?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Moore's second hypothesis is that America's foreign policy may contribute to the belief that violence is an appropriate means to solve conflicts, a hypothesis which is shared by many sociologists and psychologists.\nSent 2: Children who grow up in war-torn regions are known for having similar views -- war is perceived as a normal part of existence, violence as a natural way to solve disputes.\nSent 3: In a weaker sense, the same message is projected to American children, who grow up being told that it is not acceptable to be violent to one another, but who simultaneously have to endure corporal punishment and media messages about how \"the enemies of freedom\" are punished.\nSent 4: Moore's film was made before the dead bodies of Qusay and Uday Hussein were paraded on national TV.\nSent 5: Americans were gloating over this demented corpse show: \"They squealed like little piggies too, so you'll have to make do with 'oink, oink, squeeeeeeeallll' for their last words.\nSent 6: That goes for your grandson Mustafa too, by the way.\nSent 7: Still think fucking with the U.S. was a good idea, Sammy?\"Sent 8: Mustafa was 14 years when he was killed.\nSent 9: Americans cheer the killing of children, yet wonder why their own children grow up to be more violent than those in other nations.\nSent 10: It is paradoxical notions like this one which Moore's film seeks to address. \nQuestion: How did Mustafa feel about Sammy fucking with the USA.", "pos": "Paragraph- Sent 1: Moore's second hypothesis is that America's foreign policy may contribute to the belief that violence is an appropriate means to solve conflicts, a hypothesis which is shared by many sociologists and psychologists.\nSent 2: Children who grow up in war-torn regions are known for having similar views -- war is perceived as a normal part of existence, violence as a natural way to solve disputes.\nSent 3: In a weaker sense, the same message is projected to American children, who grow up being told that it is not acceptable to be violent to one another, but who simultaneously have to endure corporal punishment and media messages about how \"the enemies of freedom\" are punished.\nSent 4: Moore's film was made before the dead bodies of Qusay and Uday Hussein were paraded on national TV.\nSent 5: Americans were gloating over this demented corpse show: \"They squealed like little piggies too, so you'll have to make do with 'oink, oink, squeeeeeeeallll' for their last words.\nSent 6: That goes for your grandson Mustafa too, by the way.\nSent 7: Still think fucking with the U.S. was a good idea, Sammy?\"Sent 8: Mustafa was 14 years when he was killed.\nSent 9: Americans cheer the killing of children, yet wonder why their own children grow up to be more violent than those in other nations.\nSent 10: It is paradoxical notions like this one which Moore's film seeks to address. \nQuestion: What type of notion dose the film make seek.", "neg": "Paragraph- Sent 1: Moore portrays the NRA as an unethical, dishonest organization; he sees the paranoia and fear in the United States as a primary cause of violence, and he does not see gun ownership itself as a problem.\nSent 2: His documentary is full of subtle humor, jaw-dropping dialogue and dark contrasts.\nSent 3: All in all, it is an accurate portrayal of America's gun and violence culture.\nSent 4: It also raises questions about America's foreign policy of recent decades, questions which have been all but ignored by Moore's critics.\nSent 5: On your webpage, you state that \"Moore's resolution is questionable.\nSent 6: After all, early in the movie he discards the possibility that playing violent video games and watching violent flicks can cause violence -- because Canadians like, and Japanese positively love, those.\nSent 7: If violent movies and violent videogames cannot cause violence -- then how can newscasts about violence do so?\"Sent 8: This is a faulty generalization.\nSent 9: If, as Moore implies (although never states as fact), video games and violent movies are relatively harmless, it does not logically follow that all types of media presentation are harmless.\nSent 10: There is a huge difference, for example, between playing a game like \"Quake\" and listening to a radio broadcast that tells you that your family will be killed unless you take action to kill others now.\nSent 11: The latter is the kind of media propaganda that was used to unleash a genocide in Rwanda in 1994, which killed 800,000 people.\nSent 12: Similarly, the main motivation for the crusades (beyond the promise of wealth) was that Christians were supposedly being slaughtered and had to be saved.\nSent 13: Obviously, media propaganda can incite people to kill.\nSent 14: Interactive fiction like video games, on the other hand, presents violence in a narrative context, which may very well desensitize participants to said violence, but no causative link has ever been proven.\nSent 15: Moore's hypothesis (which apparently comes at least in part from the book \"Culture of Fear\" by Barry Glassner, also advertised on Moore's website) is that the constant bombardment with messages of fear can incite paranoia, which itself can lead to violent acts.\nSent 16: This is consistent with the kind of media-incited violence described above, and in no relationship whatsoever to the theory of video game or music incited violence.\nSent 17: It is no surprise, however, that US (and European) media do not question their own propaganda of fear. \nQuestion: Moore's documentary is an accurate portrayal of what?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Mr. Neville ( ( ( Anthony Higgins , a young and arrogant artist and something of a Byronic hero , is contracted to produce a series of 12 landscape drawings of an estate by Mrs. Virginia Herbert for her absent and estranged husband .\nSent 2: Part of the contract is that Mrs. Herbert agrees `` to meet Mr. Neville in private and to comply with his requests concerning his pleasure with me . ''\nSent 3: Several sexual encounters between them follow , each of them acted in such a way as to emphasise reluctance or distress on the part of Mrs Herbert and sexual aggression or insensitivity on the part of Mr Neville .\nSent 4: Meanwhile , whilst living on the estate , Mr. Neville gains quite a reputation with its dwellers , especially with Mrs. Herbert 's son-in-law , Mr. Talmann .\nSent 5: Mrs. Herbert , wearied of meeting Mr. Neville for his pleasure , tries to terminate the contract before all of the drawings are completed and orders Mr. Neville to stop .\nSent 6: But he refuses to void the contract and continues as before .\nSent 7: Then Mrs. Herbert 's married , but as yet childless , daughter , Mrs. Talmann , who has apparently become attracted to Mr. Neville , seems to blackmail him into making a second contract in which he agrees to comply with what is described as her pleasure , rather than his a reversal of the position in regard to her mother .\nSent 8: A number of curious objects appear in Neville 's drawings , which point ultimately to the murder of Mr. Herbert , whose body is discovered in the moat of the house .\nSent 9: Mr. Neville completes his twelve drawings and leaves the house . \nQuestion: Did Mrs. Herbert enjoy the terms of the contract?.", "pos": "Paragraph- Sent 1: Mr. Neville ( ( ( Anthony Higgins , a young and arrogant artist and something of a Byronic hero , is contracted to produce a series of 12 landscape drawings of an estate by Mrs. Virginia Herbert for her absent and estranged husband .\nSent 2: Part of the contract is that Mrs. Herbert agrees `` to meet Mr. Neville in private and to comply with his requests concerning his pleasure with me . ''\nSent 3: Several sexual encounters between them follow , each of them acted in such a way as to emphasise reluctance or distress on the part of Mrs Herbert and sexual aggression or insensitivity on the part of Mr Neville .\nSent 4: Meanwhile , whilst living on the estate , Mr. Neville gains quite a reputation with its dwellers , especially with Mrs. Herbert 's son-in-law , Mr. Talmann .\nSent 5: Mrs. Herbert , wearied of meeting Mr. Neville for his pleasure , tries to terminate the contract before all of the drawings are completed and orders Mr. Neville to stop .\nSent 6: But he refuses to void the contract and continues as before .\nSent 7: Then Mrs. Herbert 's married , but as yet childless , daughter , Mrs. Talmann , who has apparently become attracted to Mr. Neville , seems to blackmail him into making a second contract in which he agrees to comply with what is described as her pleasure , rather than his a reversal of the position in regard to her mother .\nSent 8: A number of curious objects appear in Neville 's drawings , which point ultimately to the murder of Mr. Herbert , whose body is discovered in the moat of the house .\nSent 9: Mr. Neville completes his twelve drawings and leaves the house . \nQuestion: Why did Mrs. Herbert want to cancel the contract between her and Mr. Neville?.", "neg": "Paragraph- Sent 1: Mr. Neville ( ( ( Anthony Higgins , a young and arrogant artist and something of a Byronic hero , is contracted to produce a series of 12 landscape drawings of an estate by Mrs. Virginia Herbert for her absent and estranged husband .\nSent 2: Part of the contract is that Mrs. Herbert agrees `` to meet Mr. Neville in private and to comply with his requests concerning his pleasure with me . ''\nSent 3: Several sexual encounters between them follow , each of them acted in such a way as to emphasise reluctance or distress on the part of Mrs Herbert and sexual aggression or insensitivity on the part of Mr Neville .\nSent 4: Meanwhile , whilst living on the estate , Mr. Neville gains quite a reputation with its dwellers , especially with Mrs. Herbert 's son-in-law , Mr. Talmann .\nSent 5: Mrs. Herbert , wearied of meeting Mr. Neville for his pleasure , tries to terminate the contract before all of the drawings are completed and orders Mr. Neville to stop .\nSent 6: But he refuses to void the contract and continues as before .\nSent 7: Then Mrs. Herbert 's married , but as yet childless , daughter , Mrs. Talmann , who has apparently become attracted to Mr. Neville , seems to blackmail him into making a second contract in which he agrees to comply with what is described as her pleasure , rather than his a reversal of the position in regard to her mother .\nSent 8: A number of curious objects appear in Neville 's drawings , which point ultimately to the murder of Mr. Herbert , whose body is discovered in the moat of the house .\nSent 9: Mr. Neville completes his twelve drawings and leaves the house . \nQuestion: Does Mr. Neville know anything about the murder of Mrs. Herbert?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: Which two substances have been proposed to have been the cause of Alexander's poisoning?.", "pos": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: How many people participated in the plot to kill Alexander?.", "neg": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: According to Plutarch, did Alexander's symptoms include fever?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Convicted murderer Seth Baxter awakens chained to a table beneath a pendulum blade .\nSent 2: A videotape informs him that crushing his hands between the presses will release him ; he does so , but the blade still swings down and violently cuts him in half , while someone watches through a hole in the wall .\nSent 3: The scene cuts to Agent Peter Strahm , who kills Jeff Denlon in self-defense and is sealed in the sickroom .\nSent 4: He finds a hidden passage with a tape recorder that warns him to stay in the sickroom , but ignores it .\nSent 5: He is attacked by a pig-masked figure in the passage and awakens with his head sealed in a box slowly filling with water , which he survives by performing a tracheotomy using a pen .\nSent 6: Outside the plant , Detective Mark Hoffman delivers Corbett Denlon to the police and claims they are the only survivors , and is shocked when Strahm is brought out alive as well .\nSent 7: Jill Tuck is met by John Kramer 's attorney , who is administering his will .\nSent 8: She is left a box and a videotape , in which John stresses the importance of the box 's contents .\nSent 9: She opens it with a key hung around her neck and then leaves without disclosing its contents .\nSent 10: In a memorial service held for David Tapp , Steven Sing , Allison Kerry , Eric Matthews , and Daniel Rigg , the five officers killed in action , Hoffman is promoted to detective lieutenant .\nSent 11: He is informed of the death of Agent Lindsey Perez while taking Strahm 's phone and goes to the hospital to meet Strahm , who says that Hoffman 's name was Perez 's last words . \nQuestion: What is the name of the convicted murderer?.", "pos": "Paragraph- Sent 1: Convicted murderer Seth Baxter awakens chained to a table beneath a pendulum blade .\nSent 2: A videotape informs him that crushing his hands between the presses will release him ; he does so , but the blade still swings down and violently cuts him in half , while someone watches through a hole in the wall .\nSent 3: The scene cuts to Agent Peter Strahm , who kills Jeff Denlon in self-defense and is sealed in the sickroom .\nSent 4: He finds a hidden passage with a tape recorder that warns him to stay in the sickroom , but ignores it .\nSent 5: He is attacked by a pig-masked figure in the passage and awakens with his head sealed in a box slowly filling with water , which he survives by performing a tracheotomy using a pen .\nSent 6: Outside the plant , Detective Mark Hoffman delivers Corbett Denlon to the police and claims they are the only survivors , and is shocked when Strahm is brought out alive as well .\nSent 7: Jill Tuck is met by John Kramer 's attorney , who is administering his will .\nSent 8: She is left a box and a videotape , in which John stresses the importance of the box 's contents .\nSent 9: She opens it with a key hung around her neck and then leaves without disclosing its contents .\nSent 10: In a memorial service held for David Tapp , Steven Sing , Allison Kerry , Eric Matthews , and Daniel Rigg , the five officers killed in action , Hoffman is promoted to detective lieutenant .\nSent 11: He is informed of the death of Agent Lindsey Perez while taking Strahm 's phone and goes to the hospital to meet Strahm , who says that Hoffman 's name was Perez 's last words . \nQuestion: Who gets violently cut in half?.", "neg": "Paragraph- Sent 1: Convicted murderer Seth Baxter awakens chained to a table beneath a pendulum blade .\nSent 2: A videotape informs him that crushing his hands between the presses will release him ; he does so , but the blade still swings down and violently cuts him in half , while someone watches through a hole in the wall .\nSent 3: The scene cuts to Agent Peter Strahm , who kills Jeff Denlon in self-defense and is sealed in the sickroom .\nSent 4: He finds a hidden passage with a tape recorder that warns him to stay in the sickroom , but ignores it .\nSent 5: He is attacked by a pig-masked figure in the passage and awakens with his head sealed in a box slowly filling with water , which he survives by performing a tracheotomy using a pen .\nSent 6: Outside the plant , Detective Mark Hoffman delivers Corbett Denlon to the police and claims they are the only survivors , and is shocked when Strahm is brought out alive as well .\nSent 7: Jill Tuck is met by John Kramer 's attorney , who is administering his will .\nSent 8: She is left a box and a videotape , in which John stresses the importance of the box 's contents .\nSent 9: She opens it with a key hung around her neck and then leaves without disclosing its contents .\nSent 10: In a memorial service held for David Tapp , Steven Sing , Allison Kerry , Eric Matthews , and Daniel Rigg , the five officers killed in action , Hoffman is promoted to detective lieutenant .\nSent 11: He is informed of the death of Agent Lindsey Perez while taking Strahm 's phone and goes to the hospital to meet Strahm , who says that Hoffman 's name was Perez 's last words . \nQuestion: Who opens the box with the key from around her neck?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: When a leaf is falling, what kind of energy is it using?.", "pos": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: When the leaf hit the ground, where did its kinetic energy go?.", "neg": "Paragraph- Sent 1: What happens when a diver jumps off the diving board?\nSent 2: His gravitational potential energy changes to kinetic energy as he falls.\nSent 3: In other words, he falls faster and faster until reaching the water.\nSent 4: However, he can always regain his potential energy.\nSent 5: All he must do is get out of the water and climb back up.\nSent 6: This requires an input of kinetic energy.\nSent 7: These changes in energy are examples of energy conversion.\nSent 8: Energy can be converted from one form to another.\nSent 9: It can also be transferred from one object to another.\nSent 10: Think back to the leaf example.\nSent 11: The leaf was hanging from a branch.\nSent 12: At this time, it had gravitational potential energy.\nSent 13: As it came loose from the branch, gravity pulled it toward the ground.\nSent 14: The leaf started to fall, or move, toward the ground.\nSent 15: Its potential energy was changed into motion.\nSent 16: As it landed on the ground, it stopped moving.\nSent 17: As it lays on the ground, it has no potential to move.\nSent 18: If it does move it is because something else transferred energy to it. \nQuestion: What are examples of energy conversion?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: What allows us to overcome gravity?.", "pos": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: Can everyone overcome gravity by applying a larger force than gravity?.", "neg": "Paragraph- Sent 1: “What goes up must come down.”Sent 2: You have probably heard that statement before.\nSent 3: At one time this statement was true, but no longer.\nSent 4: Since the 1960s, we have sent many spacecraft into space.\nSent 5: Some are still traveling away from Earth.\nSent 6: So it is possible to overcome gravity.\nSent 7: Do you need a giant rocket to overcome gravity?\nSent 8: No, you actually overcome gravity every day.\nSent 9: Think about when you climb a set of stairs.\nSent 10: When you do, you are overcoming gravity.\nSent 11: What if you jump on a trampoline?\nSent 12: You are overcoming gravity for a few seconds.\nSent 13: Everyone can overcome gravity.\nSent 14: You just need to apply a force larger than gravity.\nSent 15: Think about that the next time you jump into the air.\nSent 16: You are overcoming gravity for a brief second.\nSent 17: Enjoy it while it lasts.\nSent 18: Eventually, gravity will win the battle. \nQuestion: What objects are still traveling away from Earth?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: What happens to Debbie after Curtis and Steven are captured?.", "pos": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: What happens when Debbie manages to escape the backyard?.", "neg": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: Why did the neighbors ignore Timmy and Joyce's warnings?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .\nSent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .\nSent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .\nSent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .\nSent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .\nSent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .\nSent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .\nSent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days . \nQuestion: What wars are mentioned in the story?.", "pos": "Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .\nSent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .\nSent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .\nSent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .\nSent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .\nSent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .\nSent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .\nSent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days . \nQuestion: What jobs has Marcus done specifically to help war efforts?.", "neg": "Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .\nSent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .\nSent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .\nSent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .\nSent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .\nSent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .\nSent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .\nSent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days . \nQuestion: Which two women is he involved with?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Were the perpetrators from the same area?.", "pos": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Where did the four suicide bombers grow up?.", "neg": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Who decided to obtain U.S. visas after their friend committed suicide carrying out the Nairobi bombing?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: What two loves of his life does Fatty kiss?.", "pos": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: Fatty, Lizzie and what breed of animal embrace in a kiss?.", "neg": "Paragraph- Sent 1: Fatty plays a somewhat lazy young man who disrupts his mother 's life by causing a fire by smoking in bed , then ruins laundry day by dropping it in the mud .\nSent 2: He has two loves of his life , the girl next door Lizzie and his dog Luke .\nSent 3: After showcasing his lack of talents helping his mother , he is able to save Luke from the dog catchers and express his love for Lizzie through a hole in the fence .\nSent 4: In the second reel , Fatty , Lizzie , mom and Luke go to the amusement park , where Fatty is first outwitted by a couple of sharks but then retrieves his losses by pointing a fake gun at them .\nSent 5: To extract revenge , they kidnap Lizzie with the help of the embittered dog catchers , and take her to an abandoned shack , where they tie her to a post with a gun attached to a timer pointed at her head .\nSent 6: Plucky pup Luke follows the crooks , and is able to warn Fatty in time to perform the last-minute rescue , with the help of the Keystone Cops .\nSent 7: In the closing shot Fatty , Lizzie and Luke embrace in a joint kiss . \nQuestion: What is Fatty's gender?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Electric current cannot go through empty space.\nSent 2: Electricity needs something to flow through.\nSent 3: Electricity cannot flow through all materials.\nSent 4: Some materials resist the flow of electricity.\nSent 5: Some materials let electricity pass through easily.\nSent 6: Scientists classify these into two groups.\nSent 7: These groups are called conductors and insulators.\nSent 8: Materials that allow electrons to flow freely are called electric conductors.\nSent 9: Electricity is able to race through these materials.\nSent 10: Copper, aluminum, and steel are good conductors.\nSent 11: Materials that resist the flow of electricity are called electric insulators.\nSent 12: Instead of racing, the current may travel in slow motion, if at all.\nSent 13: Wood, rubber, and plastic are examples of electric insulators.\nSent 14: You probably know that electric wires are made of metal.\nSent 15: They typically have a rubber or plastic coating.\nSent 16: Do you know why?\nSent 17: Metals are good electric conductors.\nSent 18: They offer little resistance to electricity. \nQuestion: What two groups can materials be placed in?.", "pos": "Paragraph- Sent 1: Surely, you have noticed the tall poles along the roadside.\nSent 2: Do you know what is on top of those poles?\nSent 3: Thats right, wires that carry electric current.\nSent 4: These wires carry electric current to your home.\nSent 5: But what is electric current?\nSent 6: Electric current is actually the flow of electrons.\nSent 7: You may recall, an electron is the outer-most particle in an atom.\nSent 8: They have a negative charge.\nSent 9: Electricity is the continuous flow of these particles.\nSent 10: Electrons are able to move through wires.\nSent 11: Their speed can even be measured.\nSent 12: The SI unit for electric current (or speed) is the ampere (A).\nSent 13: Ampere is often shortened to amp.\nSent 14: Electric current may flow in just one direction, or it may keep reversing direction.\nSent 15: Direct current (DC) flows in only one direction.\nSent 16: Direct current is what is used in devices like flashlights.\nSent 17: Alternating current (AC) flows in two directions.\nSent 18: This is the type of current that flows into your home through wires. \nQuestion: What kind of charge does an electron have?.", "neg": "Paragraph- Sent 1: Electric current cannot go through empty space.\nSent 2: Electricity needs something to flow through.\nSent 3: Electricity cannot flow through all materials.\nSent 4: Some materials resist the flow of electricity.\nSent 5: Some materials let electricity pass through easily.\nSent 6: Scientists classify these into two groups.\nSent 7: These groups are called conductors and insulators.\nSent 8: Materials that allow electrons to flow freely are called electric conductors.\nSent 9: Electricity is able to race through these materials.\nSent 10: Copper, aluminum, and steel are good conductors.\nSent 11: Materials that resist the flow of electricity are called electric insulators.\nSent 12: Instead of racing, the current may travel in slow motion, if at all.\nSent 13: Wood, rubber, and plastic are examples of electric insulators.\nSent 14: You probably know that electric wires are made of metal.\nSent 15: They typically have a rubber or plastic coating.\nSent 16: Do you know why?\nSent 17: Metals are good electric conductors.\nSent 18: They offer little resistance to electricity. \nQuestion: Why are wires coated with plastic or rubber?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When Alexander destroyed Tyre, most of the towns on the route to Egypt quickly capitulated.\nSent 2: A later tradition recorded his entry into Jerusalem: according to Josephus, Alexander was shown the Book of Daniel's prophecy, presumably chapter 8, which described a mighty Greek king who would conquer the Persian Empire.\nSent 3: He spared Jerusalem and pushed south into Egypt.\nSent 4: However, Alexander met with resistance at Gaza.\nSent 5: The stronghold was heavily fortified and built on a hill, requiring a siege.\nSent 6: When \"his engineers pointed out to him that because of the height of the mound it would be impossible... this encouraged Alexander all the more to make the attempt\".\nSent 7: After three unsuccessful assaults, the stronghold fell, but not before Alexander had received a serious shoulder wound.\nSent 8: As in Tyre, men of military age were put to the sword and the women and children were sold into slavery.\nSent 9: Alexander advanced on Egypt in later 332 BC, where he was regarded as a liberator.\nSent 10: He was pronounced son of the deity Amun at the Oracle of Siwa Oasis in the Libyan desert.\nSent 11: Henceforth, Alexander often referred to Zeus-Ammon as his true father, and after his death, currency depicted him adorned with rams horn as a symbol of his divinity.\nSent 12: During his stay in Egypt, he founded Alexandria-by-Egypt, which would become the prosperous capital of the Ptolemaic Kingdom after his death. \nQuestion: Who spared Jerusalem and pushed south into Egypt?.", "pos": "Paragraph- Sent 1: When Alexander destroyed Tyre, most of the towns on the route to Egypt quickly capitulated.\nSent 2: A later tradition recorded his entry into Jerusalem: according to Josephus, Alexander was shown the Book of Daniel's prophecy, presumably chapter 8, which described a mighty Greek king who would conquer the Persian Empire.\nSent 3: He spared Jerusalem and pushed south into Egypt.\nSent 4: However, Alexander met with resistance at Gaza.\nSent 5: The stronghold was heavily fortified and built on a hill, requiring a siege.\nSent 6: When \"his engineers pointed out to him that because of the height of the mound it would be impossible... this encouraged Alexander all the more to make the attempt\".\nSent 7: After three unsuccessful assaults, the stronghold fell, but not before Alexander had received a serious shoulder wound.\nSent 8: As in Tyre, men of military age were put to the sword and the women and children were sold into slavery.\nSent 9: Alexander advanced on Egypt in later 332 BC, where he was regarded as a liberator.\nSent 10: He was pronounced son of the deity Amun at the Oracle of Siwa Oasis in the Libyan desert.\nSent 11: Henceforth, Alexander often referred to Zeus-Ammon as his true father, and after his death, currency depicted him adorned with rams horn as a symbol of his divinity.\nSent 12: During his stay in Egypt, he founded Alexandria-by-Egypt, which would become the prosperous capital of the Ptolemaic Kingdom after his death. \nQuestion: Which did he attack first? Tyre or Egypt?.", "neg": "Paragraph- Sent 1: At age 16, Alexander's education under Aristotle ended.\nSent 2: Philip waged war against Byzantion, leaving Alexander in charge as regent and heir apparent.\nSent 3: During Philip's absence, the Thracian Maedi revolted against Macedonia.\nSent 4: Alexander responded quickly, driving them from their territory.\nSent 5: He colonized it with Greeks, and founded a city named Alexandropolis.\nSent 6: Upon Philip's return, he dispatched Alexander with a small force to subdue revolts in southern Thrace.\nSent 7: Campaigning against the Greek city of Perinthus, Alexander is reported to have saved his father's life.\nSent 8: Meanwhile, the city of Amphissa began to work lands that were sacred to Apollo near Delphi, a sacrilege that gave Philip the opportunity to further intervene in Greek affairs.\nSent 9: Still occupied in Thrace, he ordered Alexander to muster an army for a campaign in Greece.\nSent 10: Concerned that other Greek states might intervene, Alexander made it look as though he was preparing to attack Illyria instead.\nSent 11: During this turmoil, the Illyrians invaded Macedonia, only to be repelled by Alexander.\nSent 12: Philip and his army joined his son in 338 BC, and they marched south through Thermopylae, taking it after stubborn resistance from its Theban garrison.\nSent 13: They went on to occupy the city of Elatea, only a few days' march from both Athens and Thebes.\nSent 14: The Athenians, led by Demosthenes, voted to seek alliance with Thebes against Macedonia.\nSent 15: Both Athens and Philip sent embassies to win Thebes' favor, but Athens won the contest.\nSent 16: Philip marched on Amphissa (ostensibly acting on the request of the Amphictyonic League), capturing the mercenaries sent there by Demosthenes and accepting the city's surrender.\nSent 17: Philip then returned to Elatea, sending a final offer of peace to Athens and Thebes, who both rejected it. \nQuestion: Which state won an alliance with Macedonia?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: I wondered if that were my case--if I rode out for honour, and not for the pure pleasure of the riding.\nSent 2: And I marvelled more to see the two of us, both lovers of one lady and eager rivals, burying for the nonce our feuds, and with the same hope serving the same cause.\nSent 3: We slept the night at Aird's store, and early the next morning found Ringan.\nSent 4: A new Ringan indeed, as unlike the buccaneer I knew as he was unlike the Quaker.\nSent 5: He was now the gentleman of Breadalbane, dressed for the part with all the care of an exquisite.\nSent 6: He rode a noble roan, in his Spanish belt were stuck silver-hafted pistols, and a long sword swung at his side.\nSent 7: When I presented Grey to him, he became at once the cavalier, as precise in his speech and polite in his deportment as any Whitehall courtier.\nSent 8: They talked high and disposedly of genteel matters, and you would have thought that that red-haired pirate had lived his life among proud lords and high-heeled ladies.\nSent 9: That is ever the way of the Highlander.\nSent 10: He alters like a clear pool to every mood of the sky, so that the shallow observer might forget how deep the waters are. \nQuestion: Who was the noble gentleman of Breadalbane unlike.", "pos": "Paragraph- Sent 1: I wondered if that were my case--if I rode out for honour, and not for the pure pleasure of the riding.\nSent 2: And I marvelled more to see the two of us, both lovers of one lady and eager rivals, burying for the nonce our feuds, and with the same hope serving the same cause.\nSent 3: We slept the night at Aird's store, and early the next morning found Ringan.\nSent 4: A new Ringan indeed, as unlike the buccaneer I knew as he was unlike the Quaker.\nSent 5: He was now the gentleman of Breadalbane, dressed for the part with all the care of an exquisite.\nSent 6: He rode a noble roan, in his Spanish belt were stuck silver-hafted pistols, and a long sword swung at his side.\nSent 7: When I presented Grey to him, he became at once the cavalier, as precise in his speech and polite in his deportment as any Whitehall courtier.\nSent 8: They talked high and disposedly of genteel matters, and you would have thought that that red-haired pirate had lived his life among proud lords and high-heeled ladies.\nSent 9: That is ever the way of the Highlander.\nSent 10: He alters like a clear pool to every mood of the sky, so that the shallow observer might forget how deep the waters are. \nQuestion: What is the name of the gentleman of Breadalbane?.", "neg": "Paragraph- Sent 1: I wondered if that were my case--if I rode out for honour, and not for the pure pleasure of the riding.\nSent 2: And I marvelled more to see the two of us, both lovers of one lady and eager rivals, burying for the nonce our feuds, and with the same hope serving the same cause.\nSent 3: We slept the night at Aird's store, and early the next morning found Ringan.\nSent 4: A new Ringan indeed, as unlike the buccaneer I knew as he was unlike the Quaker.\nSent 5: He was now the gentleman of Breadalbane, dressed for the part with all the care of an exquisite.\nSent 6: He rode a noble roan, in his Spanish belt were stuck silver-hafted pistols, and a long sword swung at his side.\nSent 7: When I presented Grey to him, he became at once the cavalier, as precise in his speech and polite in his deportment as any Whitehall courtier.\nSent 8: They talked high and disposedly of genteel matters, and you would have thought that that red-haired pirate had lived his life among proud lords and high-heeled ladies.\nSent 9: That is ever the way of the Highlander.\nSent 10: He alters like a clear pool to every mood of the sky, so that the shallow observer might forget how deep the waters are. \nQuestion: What is the name of the narrator's rival in love?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Billy had a pet turtle that he took good care of, everyday.\nSent 2: His turtle's name was Tumble.\nSent 3: Tumble liked to walk around outside in the garden and dig small holes to sleep in.\nSent 4: Billy loved Tumble and would visit him outside when he got home from school.\nSent 5: Tumble's favorite food was oatmeal.\nSent 6: So, every day after school, Billy would make Tumble a big bowl of oatmeal and take it outside for Tumble to enjoy.\nSent 7: Tumble would see Billy and walk up to him as fast as a turtle can go.\nSent 8: Billy would put the bowl down and wait for Tumble to come up to the bowl to eat from it.\nSent 9: When Tumble reached the bowl, he put his nose on it.\nSent 10: But, the oatmeal was too hot to eat.\nSent 11: Billy reached down and blew on the hot oatmeal, to cool it down for Tumble to eat.\nSent 12: Once the oatmeal was cool enough, Tumble could dig in and eat his big bowl of oatmeal.\nSent 13: Billy loved to watch as Tumble ate his bowl of oatmeal, because Billy took good care of Tumble, everyday. \nQuestion: When would Billy visit Tumble and what is Tumbles favorite food?.", "pos": "Paragraph- Sent 1: Billy had a pet turtle that he took good care of, everyday.\nSent 2: His turtle's name was Tumble.\nSent 3: Tumble liked to walk around outside in the garden and dig small holes to sleep in.\nSent 4: Billy loved Tumble and would visit him outside when he got home from school.\nSent 5: Tumble's favorite food was oatmeal.\nSent 6: So, every day after school, Billy would make Tumble a big bowl of oatmeal and take it outside for Tumble to enjoy.\nSent 7: Tumble would see Billy and walk up to him as fast as a turtle can go.\nSent 8: Billy would put the bowl down and wait for Tumble to come up to the bowl to eat from it.\nSent 9: When Tumble reached the bowl, he put his nose on it.\nSent 10: But, the oatmeal was too hot to eat.\nSent 11: Billy reached down and blew on the hot oatmeal, to cool it down for Tumble to eat.\nSent 12: Once the oatmeal was cool enough, Tumble could dig in and eat his big bowl of oatmeal.\nSent 13: Billy loved to watch as Tumble ate his bowl of oatmeal, because Billy took good care of Tumble, everyday. \nQuestion: Whom did Billy visit everyday in the garden when he got home from school?.", "neg": "Paragraph- Sent 1: Billy had a pet turtle that he took good care of, everyday.\nSent 2: His turtle's name was Tumble.\nSent 3: Tumble liked to walk around outside in the garden and dig small holes to sleep in.\nSent 4: Billy loved Tumble and would visit him outside when he got home from school.\nSent 5: Tumble's favorite food was oatmeal.\nSent 6: So, every day after school, Billy would make Tumble a big bowl of oatmeal and take it outside for Tumble to enjoy.\nSent 7: Tumble would see Billy and walk up to him as fast as a turtle can go.\nSent 8: Billy would put the bowl down and wait for Tumble to come up to the bowl to eat from it.\nSent 9: When Tumble reached the bowl, he put his nose on it.\nSent 10: But, the oatmeal was too hot to eat.\nSent 11: Billy reached down and blew on the hot oatmeal, to cool it down for Tumble to eat.\nSent 12: Once the oatmeal was cool enough, Tumble could dig in and eat his big bowl of oatmeal.\nSent 13: Billy loved to watch as Tumble ate his bowl of oatmeal, because Billy took good care of Tumble, everyday. \nQuestion: How did Billy feel about his pet turtle?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Spring 1944 .\nSent 2: Nazi officers want to organize a football match for Hitler 's birthday , in which Germans would play against Hungarian prisoners of war .\nSent 3: They call for the famous Hungarian footballer , n di , and order him to organize a team .\nSent 4: n di accepts , but in turn demands extra food , a ball with which he and his team can train before the match , and asks that they be allowed to concentrate on training before the match and not work .\nSent 5: The Germans accept all the demands , but recommend n di not include any Jews in his team .\nSent 6: However , n di ca n't organize the team only from his company , because only 8 out of 98 soldiers can play football .\nSent 7: Therefore n di recruits players from the other company .\nSent 8: One of the players is Steiner , who is a Jew and ca n't play football .\nSent 9: He lied to n di because he was afraid to die .\nSent 10: During training the footballers subdue the German corporal guarding them and try to escape .\nSent 11: They are soon recaptured and told they will now face probable death penalty .\nSent 12: However , the Germans order the Hungarian team to still play the match .\nSent 13: At the beginning of the match n di and his team are discouraged , as the Germans easily score three goals .\nSent 14: The Hungarians succeed in scoring one goal and the first half ends 3-1 in favor of Germany .\nSent 15: At the interval the German commander tells the Hungarians that they might not be executed if they lose the match .\nSent 16: The Hungarians refuse to believe this .\nSent 17: At the beginning of the second half they score three goals .\nSent 18: As a result , during the match , they are executed by the Germans . \nQuestion: Why were the Hungarians executed during the match?.", "pos": "Paragraph- Sent 1: Spring 1944 .\nSent 2: Nazi officers want to organize a football match for Hitler 's birthday , in which Germans would play against Hungarian prisoners of war .\nSent 3: They call for the famous Hungarian footballer , n di , and order him to organize a team .\nSent 4: n di accepts , but in turn demands extra food , a ball with which he and his team can train before the match , and asks that they be allowed to concentrate on training before the match and not work .\nSent 5: The Germans accept all the demands , but recommend n di not include any Jews in his team .\nSent 6: However , n di ca n't organize the team only from his company , because only 8 out of 98 soldiers can play football .\nSent 7: Therefore n di recruits players from the other company .\nSent 8: One of the players is Steiner , who is a Jew and ca n't play football .\nSent 9: He lied to n di because he was afraid to die .\nSent 10: During training the footballers subdue the German corporal guarding them and try to escape .\nSent 11: They are soon recaptured and told they will now face probable death penalty .\nSent 12: However , the Germans order the Hungarian team to still play the match .\nSent 13: At the beginning of the match n di and his team are discouraged , as the Germans easily score three goals .\nSent 14: The Hungarians succeed in scoring one goal and the first half ends 3-1 in favor of Germany .\nSent 15: At the interval the German commander tells the Hungarians that they might not be executed if they lose the match .\nSent 16: The Hungarians refuse to believe this .\nSent 17: At the beginning of the second half they score three goals .\nSent 18: As a result , during the match , they are executed by the Germans . \nQuestion: What did the Hungarians do that resulted in them being executed?.", "neg": "Paragraph- Sent 1: Spring 1944 .\nSent 2: Nazi officers want to organize a football match for Hitler 's birthday , in which Germans would play against Hungarian prisoners of war .\nSent 3: They call for the famous Hungarian footballer , n di , and order him to organize a team .\nSent 4: n di accepts , but in turn demands extra food , a ball with which he and his team can train before the match , and asks that they be allowed to concentrate on training before the match and not work .\nSent 5: The Germans accept all the demands , but recommend n di not include any Jews in his team .\nSent 6: However , n di ca n't organize the team only from his company , because only 8 out of 98 soldiers can play football .\nSent 7: Therefore n di recruits players from the other company .\nSent 8: One of the players is Steiner , who is a Jew and ca n't play football .\nSent 9: He lied to n di because he was afraid to die .\nSent 10: During training the footballers subdue the German corporal guarding them and try to escape .\nSent 11: They are soon recaptured and told they will now face probable death penalty .\nSent 12: However , the Germans order the Hungarian team to still play the match .\nSent 13: At the beginning of the match n di and his team are discouraged , as the Germans easily score three goals .\nSent 14: The Hungarians succeed in scoring one goal and the first half ends 3-1 in favor of Germany .\nSent 15: At the interval the German commander tells the Hungarians that they might not be executed if they lose the match .\nSent 16: The Hungarians refuse to believe this .\nSent 17: At the beginning of the second half they score three goals .\nSent 18: As a result , during the match , they are executed by the Germans . \nQuestion: Whose demands did the Germans accept?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: What tragic event prompts Sata to move to Africa?.", "pos": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: because of what Sata went to Africa?.", "neg": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: who is the major charactor for shanker encounters?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Reconquest: The aim of the Crusades in Spain was the eviction of the Muslims.\nSent 2: After the recovery of Jerusalem in 1099, it took four hundred years of sieges and battles, treaties, betrayals, and yet more battles, before Christian kings and warlords succeeded in subduing the Moors.\nSent 3: On 10 September 1229, a Catalan army led by King Jaume I of Aragón and Catalunya took the Mallorcan shore near the present-day resort of Santa Ponça.\nSent 4: The defenders retreated inside the walls of Palma, but on the last day of 1229 the city fell, and pockets of resistance throughout the island were also defeated.\nSent 5: Jaume I proved to be an enlightened ruler who profited from the talents of the Moors — converted by force to Christianity — as well as of the island’s large Jewish and Genoese trading communities.\nSent 6: Mallorca prospered.\nSent 7: The Moors on Menorca speedily agreed to pay an annual tribute to Aragón and were left in peace.\nSent 8: The island’s tranquility lasted until 1287, when Alfonso III of Aragón, smarting over a series of humiliations at the hands of his nobles, found a pretext for invasion.\nSent 9: The Moors were defeated and expelled or killed.\nSent 10: In contrast to Mallorca, Menorca’s economy was devastated for decades.\nSent 11: Jaume I died after reigning in Aragón for six decades, but he made the cardinal error of dividing between his sons the lands he had fought for so long to unite.\nSent 12: At first this resulted in an Independent Kingdom of Mallorca, under Jaume II, followed by Sanç and Jaume III.\nSent 13: But family rivalry triggered the overthrow of Jaume III by his cousin Pedro IV, who then seized the Balearics for Aragón.\nSent 14: Attempting a comeback, Jaume was killed in battle near Llucmajor in 1349.\nSent 15: A newly unified Christian Spain under the Catholic Monarchs, Ferdinand and Isabella, completed the Reconquest, defeating the only Moorish enclave left on the Iberian peninsula, Granada, in 1492.\nSent 16: However, the centralized kingdom failed to incorporate the Balearics politically or economically. \nQuestion: Where did the defenders go when a Catalan army led by King Jaume I of Aragón and Catalunya took the Mallorcan shore near the present-day resort of Santa Ponça.", "pos": "Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.\nSent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.\nSent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.\nSent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.\nSent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco’s once hermetically sealed Spain.\nSent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe’s most popular holiday destinations.\nSent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.\nSent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.\nSent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.\nSent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.\nSent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.\nSent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares. \nQuestion: What major event made the country of Spain so eager to capitalize on mass tourism?.", "neg": "Paragraph- Sent 1: The Reconquest: The aim of the Crusades in Spain was the eviction of the Muslims.\nSent 2: After the recovery of Jerusalem in 1099, it took four hundred years of sieges and battles, treaties, betrayals, and yet more battles, before Christian kings and warlords succeeded in subduing the Moors.\nSent 3: On 10 September 1229, a Catalan army led by King Jaume I of Aragón and Catalunya took the Mallorcan shore near the present-day resort of Santa Ponça.\nSent 4: The defenders retreated inside the walls of Palma, but on the last day of 1229 the city fell, and pockets of resistance throughout the island were also defeated.\nSent 5: Jaume I proved to be an enlightened ruler who profited from the talents of the Moors — converted by force to Christianity — as well as of the island’s large Jewish and Genoese trading communities.\nSent 6: Mallorca prospered.\nSent 7: The Moors on Menorca speedily agreed to pay an annual tribute to Aragón and were left in peace.\nSent 8: The island’s tranquility lasted until 1287, when Alfonso III of Aragón, smarting over a series of humiliations at the hands of his nobles, found a pretext for invasion.\nSent 9: The Moors were defeated and expelled or killed.\nSent 10: In contrast to Mallorca, Menorca’s economy was devastated for decades.\nSent 11: Jaume I died after reigning in Aragón for six decades, but he made the cardinal error of dividing between his sons the lands he had fought for so long to unite.\nSent 12: At first this resulted in an Independent Kingdom of Mallorca, under Jaume II, followed by Sanç and Jaume III.\nSent 13: But family rivalry triggered the overthrow of Jaume III by his cousin Pedro IV, who then seized the Balearics for Aragón.\nSent 14: Attempting a comeback, Jaume was killed in battle near Llucmajor in 1349.\nSent 15: A newly unified Christian Spain under the Catholic Monarchs, Ferdinand and Isabella, completed the Reconquest, defeating the only Moorish enclave left on the Iberian peninsula, Granada, in 1492.\nSent 16: However, the centralized kingdom failed to incorporate the Balearics politically or economically. \nQuestion: What caused a tranquility on the island of Menorca that lasted until 1287?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: What happens to the bum that causes him to bleed?.", "pos": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: Whose blood brings back Mr Static?.", "neg": "Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .\nSent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .\nSent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .\nSent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .\nSent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .\nSent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .\nSent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .\nSent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .\nSent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse . \nQuestion: Where does Judith go at the end of this segment?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology.\nSent 2: Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque.\nSent 3: Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam.\nSent 4: Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle.\nSent 5: Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership.\nSent 6: Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University.\nSent 7: A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it.\nSent 8: One of Motassadeq's roommates recalls him referring to Hitler as a \"good man\" and organizing film sessions that included speeches by Bin Ladin.\nSent 9: Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999.\nSent 10: Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry.\nSent 11: Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995.\nSent 12: Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg.\nSent 13: In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will.\nSent 14: During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations.\nSent 15: 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time.\nSent 16: Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States.\nSent 17: In short, they fit the bill for Bin Ladin, Atef, and KSM.\nSent 18: Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians. \nQuestion: Who moved to Germany first: Abdelghani Mzoudi or Zakariya Essabar?.", "pos": "Paragraph- Sent 1: Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology.\nSent 2: Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque.\nSent 3: Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam.\nSent 4: Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle.\nSent 5: Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership.\nSent 6: Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University.\nSent 7: A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it.\nSent 8: One of Motassadeq's roommates recalls him referring to Hitler as a \"good man\" and organizing film sessions that included speeches by Bin Ladin.\nSent 9: Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999.\nSent 10: Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry.\nSent 11: Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995.\nSent 12: Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg.\nSent 13: In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will.\nSent 14: During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations.\nSent 15: 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time.\nSent 16: Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States.\nSent 17: In short, they fit the bill for Bin Ladin, Atef, and KSM.\nSent 18: Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians. \nQuestion: What country did all three men move to before Hamburg?.", "neg": "Paragraph- Sent 1: Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology.\nSent 2: Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque.\nSent 3: Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam.\nSent 4: Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle.\nSent 5: Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership.\nSent 6: Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University.\nSent 7: A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it.\nSent 8: One of Motassadeq's roommates recalls him referring to Hitler as a \"good man\" and organizing film sessions that included speeches by Bin Ladin.\nSent 9: Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999.\nSent 10: Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry.\nSent 11: Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995.\nSent 12: Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg.\nSent 13: In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will.\nSent 14: During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations.\nSent 15: 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time.\nSent 16: Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States.\nSent 17: In short, they fit the bill for Bin Ladin, Atef, and KSM.\nSent 18: Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians. \nQuestion: What lifestyle did Zakariya Essabar's parents attempt to sway him from?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: By when were the Albanians fully Christianized?.", "pos": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: Albanians had been fully Christianized prior to what century?.", "neg": "Paragraph- Sent 1: The Albanians first appear in the historical record in Byzantine sources of the late 11th century.\nSent 2: At this point, they were already fully Christianized.\nSent 3: Islam later emerged as the majority religion during the centuries of Ottoman rule, though a significant Christian minority remained.\nSent 4: After independence (1912) from the Ottoman Empire, the Albanian republican, monarchic and later Communist regimes followed a systematic policy of separating religion from official functions and cultural life.\nSent 5: Albania never had an official state religion either as a republic or as a kingdom.\nSent 6: In the 20th century, the clergy of all faiths was weakened under the monarchy, and ultimately eradicated during the 1950s and 1960s, under the state policy of obliterating all organized religion from Albanian territories.\nSent 7: The Communist regime that took control of Albania after World War II persecuted and suppressed religious observance and institutions and entirely banned religion to the point where Albania was officially declared to be the world's first atheist state.\nSent 8: Religious freedom has returned to Albania since the regime's change in 1992.\nSent 9: Albania joined the Organisation of the Islamic Conference in 1992, following the fall of the communist government, but will not be attending the 2014 conference due a dispute regarding the fact that its parliament never ratified the country's membership.\nSent 10: Albanian Muslim populations (mainly secular and of the Sunni branch) are found throughout the country whereas Albanian Orthodox Christians as well as Bektashis are concentrated in the south and Roman Catholics are found in the north of the country.\nSent 11: The first recorded Albanian Protestant was Said Toptani, who traveled around Europe, and in 1853 returned to Tirana and preached Protestantism.\nSent 12: He was arrested and imprisoned by the Ottoman authorities in 1864.\nSent 13: Mainline evangelical Protestants date back to the work of Congregational and later Methodist missionaries and the work of the British and Foreign Bible Society in the 19th century.\nSent 14: The Evangelical Alliance, which is known as VUSh, was founded in 1892.\nSent 15: Today VUSh has about 160 member congregations from different Protestant denominations.\nSent 16: VUSh organizes marches in Tirana including one against blood feuds in 2010.\nSent 17: Bibles are provided by the Interconfessional Bible Society of Albania.\nSent 18: The first full Albanian Bible to be printed was the Filipaj translation printed in 1990. \nQuestion: When was the Said Toptani arrested and imprisoned?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: The National Security Act of 1947 created what agency and what was it's purpose?.", "pos": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: Does the DCI have any affiliation with the CIA?.", "neg": "Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).\nSent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.\nSent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.\nSent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.\nSent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.\nSent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.\nSent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.\nSent 8: The director's power under federal law over the loose, confederated \"intelligence community\" is limited.\nSent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.\nSent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.\nSent 11: Neither is true.\nSent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.\nSent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.\nSent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements. \nQuestion: Who coordinates development of intelligence agency budget requests for submission to Congress?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: Why is the large discharge not useful?.", "pos": "Paragraph- Sent 1: Are there other examples of static discharge?\nSent 2: The answer is yes.\nSent 3: Lightning is a form of static discharge.\nSent 4: It is much more dramatic than what happens to your hand.\nSent 5: You can see how it occurs in the following diagram.\nSent 6: You have probably seen lightning in a rainstorm.\nSent 7: What does lighting have to do with static electricity?\nSent 8: As it turns out, everything.\nSent 9: During a rainstorm, clouds are pushed along by the wind.\nSent 10: Clouds develop regions of different charges.\nSent 11: This happens due to the movement of air molecules, water drops, and ice particles.\nSent 12: The negative charges are mostly at the base of the clouds.\nSent 13: The positive charges are mostly at the top.\nSent 14: The charges continue to build up.\nSent 15: Suddenly, you see the large discharge.\nSent 16: This is what we see as lightning.\nSent 17: In the video below, you can watch an awesome slow-motion lightning strike.\nSent 18: Be sure to wait for the real-time lightning strike at the end of the video. \nQuestion: Why do clouds develop regions of different charges?.", "neg": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: what happens when electricity touches you.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Water flowing over Earths surface or underground causes erosion and deposition.\nSent 2: Water flowing over a steeper slope moves faster and causes more erosion.\nSent 3: How water transports particles depends on their size.\nSent 4: When water slows down, it starts depositing sediment.\nSent 5: This process starts with the largest particles first.\nSent 6: Runoff erodes the land after a heavy rain.\nSent 7: It picks up sediment.\nSent 8: Runoff carries most of the sediment to bodies of water.\nSent 9: Mountain streams erode narrow, V-shaped valleys and waterfalls.\nSent 10: Erosion and deposition by slow-flowing rivers create broad floodplains and meanders.\nSent 11: Deposition by streams and rivers may form alluvial fans and deltas.\nSent 12: Floodwaters may deposit natural levees.\nSent 13: Erosion and deposition by groundwater can form caves and sinkholes.\nSent 14: Stalactites and stalagmites are mineral deposits.\nSent 15: They build up in caves as water continues to drip. \nQuestion: what is picked up by the water.", "pos": "Paragraph- Sent 1: Rivers flowing over gentle slopes move more slowly.\nSent 2: They move much more slowly than a mountain stream.\nSent 3: These slow moving streams create different types of features than mountain streams.\nSent 4: Slow moving water erodes the sides of their channels more than the bottom.\nSent 5: Also, large curves in the stream form.\nSent 6: These curves are called meanders.\nSent 7: Meanders are caused by erosion and deposition.\nSent 8: Remember, faster moving water causes erosion more quickly.\nSent 9: Slower moving water erodes material more slowly.\nSent 10: If water is moving slowly enough, the sediment being carried may settle out.\nSent 11: This settling out, or dropping off, of sediment is deposition.\nSent 12: The curves are called meanders because they slowly wander over the land.\nSent 13: As meanders erode from side to side, they create a floodplain.\nSent 14: This is a broad, flat area on both sides of a river.\nSent 15: Eventually, a meander may become cut off from the rest of the river.\nSent 16: This forms an oxbow lake. \nQuestion: What are the two processes that form large curves in streams?.", "neg": "Paragraph- Sent 1: Water flowing over Earths surface or underground causes erosion and deposition.\nSent 2: Water flowing over a steeper slope moves faster and causes more erosion.\nSent 3: How water transports particles depends on their size.\nSent 4: When water slows down, it starts depositing sediment.\nSent 5: This process starts with the largest particles first.\nSent 6: Runoff erodes the land after a heavy rain.\nSent 7: It picks up sediment.\nSent 8: Runoff carries most of the sediment to bodies of water.\nSent 9: Mountain streams erode narrow, V-shaped valleys and waterfalls.\nSent 10: Erosion and deposition by slow-flowing rivers create broad floodplains and meanders.\nSent 11: Deposition by streams and rivers may form alluvial fans and deltas.\nSent 12: Floodwaters may deposit natural levees.\nSent 13: Erosion and deposition by groundwater can form caves and sinkholes.\nSent 14: Stalactites and stalagmites are mineral deposits.\nSent 15: They build up in caves as water continues to drip. \nQuestion: Where do stalactites and stalagmites occur?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: He repeatedly calls on his followers to embrace martyrdom since \"the walls of oppression and humiliation cannot be demolished except in a rain of bullets.\"Sent 2: For those yearning for a lost sense of order in an older, more tranquil world, he offers his \"Caliphate\" as an imagined alternative to today's uncertainty.\nSent 3: For others, he offers simplistic conspiracies to explain their world.\nSent 4: Bin Ladin also relies heavily on the Egyptian writer Sayyid Qutb.\nSent 5: A member of the Muslim Brotherhood executed in 1966 on charges of attempting to overthrow the government, Qutb mixed Islamic scholarship with a very superficial acquaintance with Western history and thought.\nSent 6: Sent by the Egyptian government to study in the United States in the late 1940s, Qutb returned with an enormous loathing of Western society and history.\nSent 7: He dismissed Western achievements as entirely material, arguing that Western society possesses \"nothing that will satisfy its own conscience and justify its existence.\"Sent 8: Three basic themes emerge from Qutb's writings.\nSent 9: First, he claimed that the world was beset with barbarism, licentiousness, and unbelief (a condition he called jahiliyya, the religious term for the period of ignorance prior to the revelations given to the Prophet Mohammed).\nSent 10: Qutb argued that humans can choose only between Islam and jahiliyya.\nSent 11: Second, he warned that more people, including Muslims, were attracted to jahiliyya and its material comforts than to his view of Islam; jahiliyya could therefore triumph over Islam.\nSent 12: Third, no middle ground exists in what Qutb conceived as a struggle between God and Satan.\nSent 13: All Muslims-as he defined them-therefore must take up arms in this fight.\nSent 14: Any Muslim who rejects his ideas is just one more nonbeliever worthy of destruction.\nSent 15: Bin Ladin shares Qutb's stark view, permitting him and his followers to rationalize even unprovoked mass murder as righteous defense of an embattled faith.\nSent 16: Many Americans have wondered, \"Why do 'they' hate us?\"Sent 17: Some also ask, \"What can we do to stop these attacks?\"Sent 18: Bin Ladin and al Qaeda have given answers to both these questions. \nQuestion: What are Muslims that do not take up arms to fight against jahiliyya, according to Sayyid Qutb?.", "pos": "Paragraph- Sent 1: He repeatedly calls on his followers to embrace martyrdom since \"the walls of oppression and humiliation cannot be demolished except in a rain of bullets.\"Sent 2: For those yearning for a lost sense of order in an older, more tranquil world, he offers his \"Caliphate\" as an imagined alternative to today's uncertainty.\nSent 3: For others, he offers simplistic conspiracies to explain their world.\nSent 4: Bin Ladin also relies heavily on the Egyptian writer Sayyid Qutb.\nSent 5: A member of the Muslim Brotherhood executed in 1966 on charges of attempting to overthrow the government, Qutb mixed Islamic scholarship with a very superficial acquaintance with Western history and thought.\nSent 6: Sent by the Egyptian government to study in the United States in the late 1940s, Qutb returned with an enormous loathing of Western society and history.\nSent 7: He dismissed Western achievements as entirely material, arguing that Western society possesses \"nothing that will satisfy its own conscience and justify its existence.\"Sent 8: Three basic themes emerge from Qutb's writings.\nSent 9: First, he claimed that the world was beset with barbarism, licentiousness, and unbelief (a condition he called jahiliyya, the religious term for the period of ignorance prior to the revelations given to the Prophet Mohammed).\nSent 10: Qutb argued that humans can choose only between Islam and jahiliyya.\nSent 11: Second, he warned that more people, including Muslims, were attracted to jahiliyya and its material comforts than to his view of Islam; jahiliyya could therefore triumph over Islam.\nSent 12: Third, no middle ground exists in what Qutb conceived as a struggle between God and Satan.\nSent 13: All Muslims-as he defined them-therefore must take up arms in this fight.\nSent 14: Any Muslim who rejects his ideas is just one more nonbeliever worthy of destruction.\nSent 15: Bin Ladin shares Qutb's stark view, permitting him and his followers to rationalize even unprovoked mass murder as righteous defense of an embattled faith.\nSent 16: Many Americans have wondered, \"Why do 'they' hate us?\"Sent 17: Some also ask, \"What can we do to stop these attacks?\"Sent 18: Bin Ladin and al Qaeda have given answers to both these questions. \nQuestion: Why was Sayyid Qutb important to Bin Ladin?.", "neg": "Paragraph- Sent 1: He repeatedly calls on his followers to embrace martyrdom since \"the walls of oppression and humiliation cannot be demolished except in a rain of bullets.\"Sent 2: For those yearning for a lost sense of order in an older, more tranquil world, he offers his \"Caliphate\" as an imagined alternative to today's uncertainty.\nSent 3: For others, he offers simplistic conspiracies to explain their world.\nSent 4: Bin Ladin also relies heavily on the Egyptian writer Sayyid Qutb.\nSent 5: A member of the Muslim Brotherhood executed in 1966 on charges of attempting to overthrow the government, Qutb mixed Islamic scholarship with a very superficial acquaintance with Western history and thought.\nSent 6: Sent by the Egyptian government to study in the United States in the late 1940s, Qutb returned with an enormous loathing of Western society and history.\nSent 7: He dismissed Western achievements as entirely material, arguing that Western society possesses \"nothing that will satisfy its own conscience and justify its existence.\"Sent 8: Three basic themes emerge from Qutb's writings.\nSent 9: First, he claimed that the world was beset with barbarism, licentiousness, and unbelief (a condition he called jahiliyya, the religious term for the period of ignorance prior to the revelations given to the Prophet Mohammed).\nSent 10: Qutb argued that humans can choose only between Islam and jahiliyya.\nSent 11: Second, he warned that more people, including Muslims, were attracted to jahiliyya and its material comforts than to his view of Islam; jahiliyya could therefore triumph over Islam.\nSent 12: Third, no middle ground exists in what Qutb conceived as a struggle between God and Satan.\nSent 13: All Muslims-as he defined them-therefore must take up arms in this fight.\nSent 14: Any Muslim who rejects his ideas is just one more nonbeliever worthy of destruction.\nSent 15: Bin Ladin shares Qutb's stark view, permitting him and his followers to rationalize even unprovoked mass murder as righteous defense of an embattled faith.\nSent 16: Many Americans have wondered, \"Why do 'they' hate us?\"Sent 17: Some also ask, \"What can we do to stop these attacks?\"Sent 18: Bin Ladin and al Qaeda have given answers to both these questions. \nQuestion: Who warned that  jahiliyya could therefore triumph over Islam?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Declaring 2010 \"the best year in safety performance in our company's history,\" Transocean Ltd., owner of the Gulf of Mexico oil rig that exploded, killing 11 workers, has awarded its top executives hefty bonuses and raises, according to a recent filing with the U.S. Securities and Exchange Commission.\nSent 2: That includes a $200,000 salary increase for Transocean president and chief executive officer Steven L. Newman, whose base salary will increase from $900,000 to $1.1 million, according to the SEC report.\nSent 3: Newman's bonus was $374,062, the report states.\nSent 4: Newman also has a $5.4 million long-term compensation package the company awarded him upon his appointment as CEO in March 2010, according to the SEC filing.\nSent 5: The latest cash awards are based in part on the company's \"performance under safety,\" the Transocean filing states.\nSent 6: \"Notwithstanding the tragic loss of life in the Gulf of Mexico, we achieved an exemplary statistical safety record as measured by our total recordable incident rate and total potential severity rate,\" the SEC statement reads.\nSent 7: \"As measured by these standards, we recorded the best year in safety performance in our Company's history.\"Sent 8: The company called that record \"a reflection on our commitment to achieving an incident-free environment, all the time, everywhere,\" the SEC filing states.\nSent 9: The company did not respond to an e-mail from CNN seeking comment.\nSent 10: The April 20, 2010, explosion on the Deepwater Horizon rig injured 17 workers and killed 11 others, including nine Transocean employees, according to the SEC filing.\nSent 11: It has been called the worst spill in U.S. history.\nSent 12: The well was capped three months later, but not before millions of barrels of oil spilled into the Gulf.\nSent 13: In January, President Barack Obama's National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling released a report that spread blame for the accident among Transocean, BP -- which leased the rig -- and Halliburton, which installed the rig's cement casing. \nQuestion: How long after the well was capped did the National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling apportion the blame for the oil spill  between Transocean, BP, and Hallibuton?.", "pos": "Paragraph- Sent 1: (CNN) -- Declaring 2010 \"the best year in safety performance in our company's history,\" Transocean Ltd., owner of the Gulf of Mexico oil rig that exploded, killing 11 workers, has awarded its top executives hefty bonuses and raises, according to a recent filing with the U.S. Securities and Exchange Commission.\nSent 2: That includes a $200,000 salary increase for Transocean president and chief executive officer Steven L. Newman, whose base salary will increase from $900,000 to $1.1 million, according to the SEC report.\nSent 3: Newman's bonus was $374,062, the report states.\nSent 4: Newman also has a $5.4 million long-term compensation package the company awarded him upon his appointment as CEO in March 2010, according to the SEC filing.\nSent 5: The latest cash awards are based in part on the company's \"performance under safety,\" the Transocean filing states.\nSent 6: \"Notwithstanding the tragic loss of life in the Gulf of Mexico, we achieved an exemplary statistical safety record as measured by our total recordable incident rate and total potential severity rate,\" the SEC statement reads.\nSent 7: \"As measured by these standards, we recorded the best year in safety performance in our Company's history.\"Sent 8: The company called that record \"a reflection on our commitment to achieving an incident-free environment, all the time, everywhere,\" the SEC filing states.\nSent 9: The company did not respond to an e-mail from CNN seeking comment.\nSent 10: The April 20, 2010, explosion on the Deepwater Horizon rig injured 17 workers and killed 11 others, including nine Transocean employees, according to the SEC filing.\nSent 11: It has been called the worst spill in U.S. history.\nSent 12: The well was capped three months later, but not before millions of barrels of oil spilled into the Gulf.\nSent 13: In January, President Barack Obama's National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling released a report that spread blame for the accident among Transocean, BP -- which leased the rig -- and Halliburton, which installed the rig's cement casing. \nQuestion: On what date did the worst oil spill in US history occur?.", "neg": "Paragraph- Sent 1: (CNN) -- Declaring 2010 \"the best year in safety performance in our company's history,\" Transocean Ltd., owner of the Gulf of Mexico oil rig that exploded, killing 11 workers, has awarded its top executives hefty bonuses and raises, according to a recent filing with the U.S. Securities and Exchange Commission.\nSent 2: That includes a $200,000 salary increase for Transocean president and chief executive officer Steven L. Newman, whose base salary will increase from $900,000 to $1.1 million, according to the SEC report.\nSent 3: Newman's bonus was $374,062, the report states.\nSent 4: Newman also has a $5.4 million long-term compensation package the company awarded him upon his appointment as CEO in March 2010, according to the SEC filing.\nSent 5: The latest cash awards are based in part on the company's \"performance under safety,\" the Transocean filing states.\nSent 6: \"Notwithstanding the tragic loss of life in the Gulf of Mexico, we achieved an exemplary statistical safety record as measured by our total recordable incident rate and total potential severity rate,\" the SEC statement reads.\nSent 7: \"As measured by these standards, we recorded the best year in safety performance in our Company's history.\"Sent 8: The company called that record \"a reflection on our commitment to achieving an incident-free environment, all the time, everywhere,\" the SEC filing states.\nSent 9: The company did not respond to an e-mail from CNN seeking comment.\nSent 10: The April 20, 2010, explosion on the Deepwater Horizon rig injured 17 workers and killed 11 others, including nine Transocean employees, according to the SEC filing.\nSent 11: It has been called the worst spill in U.S. history.\nSent 12: The well was capped three months later, but not before millions of barrels of oil spilled into the Gulf.\nSent 13: In January, President Barack Obama's National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling released a report that spread blame for the accident among Transocean, BP -- which leased the rig -- and Halliburton, which installed the rig's cement casing. \nQuestion: The company did not respond to an e-mail from who seeking comment?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alien Planet starts out with an interstellar spacecraft named Von Braun , leaving Earth 's orbit .\nSent 2: Traveling at 20 % the speed of light , it reaches Darwin IV in 42 years .\nSent 3: Upon reaching orbit , it deploys the Darwin Reconnaissance Orbiter , which looks for potential landing sites for the probes .\nSent 4: The first probe , Balboa , explodes along with its lifting body transport during entry , because one of its wings failed to unfold .\nSent 5: Two backup probes , Leonardo da Vinci and Isaac Newton , successfully land on the planet , and learn much about its bizarre indigenous lifeforms , including an apparently sapient species .\nSent 6: The robotic probes sent out to research on Darwin IV are called Horus Probes .\nSent 7: Each Horus probe consists of an { { convert } } long inflatable , hydrogen-filled balloon , which is covered with solar receptors , a computer ` brain ' , a ` head ' covered with sensors , and several smaller robots that can be sent to places too dangerous for the probes themselves .\nSent 8: The probes have a limited degree of artificial intelligence , very similar to the ` processing power ' of a 4-year-old .\nSent 9: All the real thinking is done by a supercomputer in the orbiting Von Braun .\nSent 10: The probes are programmed with different personalities ; Ike is more cautious , while Leo is the risk-taker .\nSent 11: The two probes are also equipped with a holographic message that will be projected to any sentient life found on Darwin .\nSent 12: After the two probes inflate their gas-bags , they encounter a voracious Arrowtongue and watch it pursue a Gyrosprinter . \nQuestion: Of all the features with which the probes are equipped, which is primarily for communication with alien life forms?.", "pos": "Paragraph- Sent 1: Alien Planet starts out with an interstellar spacecraft named Von Braun , leaving Earth 's orbit .\nSent 2: Traveling at 20 % the speed of light , it reaches Darwin IV in 42 years .\nSent 3: Upon reaching orbit , it deploys the Darwin Reconnaissance Orbiter , which looks for potential landing sites for the probes .\nSent 4: The first probe , Balboa , explodes along with its lifting body transport during entry , because one of its wings failed to unfold .\nSent 5: Two backup probes , Leonardo da Vinci and Isaac Newton , successfully land on the planet , and learn much about its bizarre indigenous lifeforms , including an apparently sapient species .\nSent 6: The robotic probes sent out to research on Darwin IV are called Horus Probes .\nSent 7: Each Horus probe consists of an { { convert } } long inflatable , hydrogen-filled balloon , which is covered with solar receptors , a computer ` brain ' , a ` head ' covered with sensors , and several smaller robots that can be sent to places too dangerous for the probes themselves .\nSent 8: The probes have a limited degree of artificial intelligence , very similar to the ` processing power ' of a 4-year-old .\nSent 9: All the real thinking is done by a supercomputer in the orbiting Von Braun .\nSent 10: The probes are programmed with different personalities ; Ike is more cautious , while Leo is the risk-taker .\nSent 11: The two probes are also equipped with a holographic message that will be projected to any sentient life found on Darwin .\nSent 12: After the two probes inflate their gas-bags , they encounter a voracious Arrowtongue and watch it pursue a Gyrosprinter . \nQuestion: Describe how the Horus probe works, and looks.", "neg": "Paragraph- Sent 1: Alien Planet starts out with an interstellar spacecraft named Von Braun , leaving Earth 's orbit .\nSent 2: Traveling at 20 % the speed of light , it reaches Darwin IV in 42 years .\nSent 3: Upon reaching orbit , it deploys the Darwin Reconnaissance Orbiter , which looks for potential landing sites for the probes .\nSent 4: The first probe , Balboa , explodes along with its lifting body transport during entry , because one of its wings failed to unfold .\nSent 5: Two backup probes , Leonardo da Vinci and Isaac Newton , successfully land on the planet , and learn much about its bizarre indigenous lifeforms , including an apparently sapient species .\nSent 6: The robotic probes sent out to research on Darwin IV are called Horus Probes .\nSent 7: Each Horus probe consists of an { { convert } } long inflatable , hydrogen-filled balloon , which is covered with solar receptors , a computer ` brain ' , a ` head ' covered with sensors , and several smaller robots that can be sent to places too dangerous for the probes themselves .\nSent 8: The probes have a limited degree of artificial intelligence , very similar to the ` processing power ' of a 4-year-old .\nSent 9: All the real thinking is done by a supercomputer in the orbiting Von Braun .\nSent 10: The probes are programmed with different personalities ; Ike is more cautious , while Leo is the risk-taker .\nSent 11: The two probes are also equipped with a holographic message that will be projected to any sentient life found on Darwin .\nSent 12: After the two probes inflate their gas-bags , they encounter a voracious Arrowtongue and watch it pursue a Gyrosprinter . \nQuestion: What were the names of the three probes deployed by the Van Braun spacecraft?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Marsha loves playing with her noodle friend.\nSent 2: She had it for a long time so it is now a dark brown color.\nSent 3: When her mom first made it, it was white.\nSent 4: The night she met her noodle friend was spaghetti night.\nSent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.\nSent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.\nSent 7: To Marsha, it looked like a stick man so she kept him.\nSent 8: She named her new noodle friend Joey and took him everywhere she went.\nSent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.\nSent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!\nSent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.\nSent 12: During the day she keeps him in a plastic bag in her pocket.\nSent 13: At night, she puts him under her pillow.\nSent 14: She loves Joey and wants to always be friends with him. \nQuestion: What colors has Joey displayed in his life?.", "pos": "Paragraph- Sent 1: Marsha loves playing with her noodle friend.\nSent 2: She had it for a long time so it is now a dark brown color.\nSent 3: When her mom first made it, it was white.\nSent 4: The night she met her noodle friend was spaghetti night.\nSent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.\nSent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.\nSent 7: To Marsha, it looked like a stick man so she kept him.\nSent 8: She named her new noodle friend Joey and took him everywhere she went.\nSent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.\nSent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!\nSent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.\nSent 12: During the day she keeps him in a plastic bag in her pocket.\nSent 13: At night, she puts him under her pillow.\nSent 14: She loves Joey and wants to always be friends with him. \nQuestion: Who made Joey?.", "neg": "Paragraph- Sent 1: Marsha loves playing with her noodle friend.\nSent 2: She had it for a long time so it is now a dark brown color.\nSent 3: When her mom first made it, it was white.\nSent 4: The night she met her noodle friend was spaghetti night.\nSent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.\nSent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.\nSent 7: To Marsha, it looked like a stick man so she kept him.\nSent 8: She named her new noodle friend Joey and took him everywhere she went.\nSent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.\nSent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!\nSent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.\nSent 12: During the day she keeps him in a plastic bag in her pocket.\nSent 13: At night, she puts him under her pillow.\nSent 14: She loves Joey and wants to always be friends with him. \nQuestion: What caused Marsha to begin taking extra special care of Joey?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alien Planet starts out with an interstellar spacecraft named Von Braun , leaving Earth 's orbit .\nSent 2: Traveling at 20 % the speed of light , it reaches Darwin IV in 42 years .\nSent 3: Upon reaching orbit , it deploys the Darwin Reconnaissance Orbiter , which looks for potential landing sites for the probes .\nSent 4: The first probe , Balboa , explodes along with its lifting body transport during entry , because one of its wings failed to unfold .\nSent 5: Two backup probes , Leonardo da Vinci and Isaac Newton , successfully land on the planet , and learn much about its bizarre indigenous lifeforms , including an apparently sapient species .\nSent 6: The robotic probes sent out to research on Darwin IV are called Horus Probes .\nSent 7: Each Horus probe consists of an { { convert } } long inflatable , hydrogen-filled balloon , which is covered with solar receptors , a computer ` brain ' , a ` head ' covered with sensors , and several smaller robots that can be sent to places too dangerous for the probes themselves .\nSent 8: The probes have a limited degree of artificial intelligence , very similar to the ` processing power ' of a 4-year-old .\nSent 9: All the real thinking is done by a supercomputer in the orbiting Von Braun .\nSent 10: The probes are programmed with different personalities ; Ike is more cautious , while Leo is the risk-taker .\nSent 11: The two probes are also equipped with a holographic message that will be projected to any sentient life found on Darwin .\nSent 12: After the two probes inflate their gas-bags , they encounter a voracious Arrowtongue and watch it pursue a Gyrosprinter . \nQuestion: Compare the computing power of the probes with the computing power of  the Van Braun spacecraft.", "pos": "Paragraph- Sent 1: Alien Planet starts out with an interstellar spacecraft named Von Braun , leaving Earth 's orbit .\nSent 2: Traveling at 20 % the speed of light , it reaches Darwin IV in 42 years .\nSent 3: Upon reaching orbit , it deploys the Darwin Reconnaissance Orbiter , which looks for potential landing sites for the probes .\nSent 4: The first probe , Balboa , explodes along with its lifting body transport during entry , because one of its wings failed to unfold .\nSent 5: Two backup probes , Leonardo da Vinci and Isaac Newton , successfully land on the planet , and learn much about its bizarre indigenous lifeforms , including an apparently sapient species .\nSent 6: The robotic probes sent out to research on Darwin IV are called Horus Probes .\nSent 7: Each Horus probe consists of an { { convert } } long inflatable , hydrogen-filled balloon , which is covered with solar receptors , a computer ` brain ' , a ` head ' covered with sensors , and several smaller robots that can be sent to places too dangerous for the probes themselves .\nSent 8: The probes have a limited degree of artificial intelligence , very similar to the ` processing power ' of a 4-year-old .\nSent 9: All the real thinking is done by a supercomputer in the orbiting Von Braun .\nSent 10: The probes are programmed with different personalities ; Ike is more cautious , while Leo is the risk-taker .\nSent 11: The two probes are also equipped with a holographic message that will be projected to any sentient life found on Darwin .\nSent 12: After the two probes inflate their gas-bags , they encounter a voracious Arrowtongue and watch it pursue a Gyrosprinter . \nQuestion: The probes have differing personalities and the intelligence level of what?.", "neg": "Paragraph- Sent 1: Alien Planet starts out with an interstellar spacecraft named Von Braun , leaving Earth 's orbit .\nSent 2: Traveling at 20 % the speed of light , it reaches Darwin IV in 42 years .\nSent 3: Upon reaching orbit , it deploys the Darwin Reconnaissance Orbiter , which looks for potential landing sites for the probes .\nSent 4: The first probe , Balboa , explodes along with its lifting body transport during entry , because one of its wings failed to unfold .\nSent 5: Two backup probes , Leonardo da Vinci and Isaac Newton , successfully land on the planet , and learn much about its bizarre indigenous lifeforms , including an apparently sapient species .\nSent 6: The robotic probes sent out to research on Darwin IV are called Horus Probes .\nSent 7: Each Horus probe consists of an { { convert } } long inflatable , hydrogen-filled balloon , which is covered with solar receptors , a computer ` brain ' , a ` head ' covered with sensors , and several smaller robots that can be sent to places too dangerous for the probes themselves .\nSent 8: The probes have a limited degree of artificial intelligence , very similar to the ` processing power ' of a 4-year-old .\nSent 9: All the real thinking is done by a supercomputer in the orbiting Von Braun .\nSent 10: The probes are programmed with different personalities ; Ike is more cautious , while Leo is the risk-taker .\nSent 11: The two probes are also equipped with a holographic message that will be projected to any sentient life found on Darwin .\nSent 12: After the two probes inflate their gas-bags , they encounter a voracious Arrowtongue and watch it pursue a Gyrosprinter . \nQuestion: Where does the Alien planet deploy the Darwin Reconnaissance Orbiter?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Three great battle cruisers had gone to the bottom--the _Queen Mary_, of 27,000 tons; the _Indefatigable_, of 18,750 tons, and the _Invincible_, of 17,250 tons.\nSent 2: Cruisers lost included the _Defense_, of 14,600 tons; the _Black Prince_; of 13,550 tons, and the _Warrior_, of 13,550 tons.\nSent 3: The giant battle cruiser _Marlborough,_ of 27,500 tons, had been badly damaged, as had the _Lion_ and other vessels.\nSent 4: The destroyers _Tipperary, Turbulent, Nestore, Alcaster, Fortune, Sparrow Hawk, Ardent_ and _Shark_ had been sunk.\nSent 5: Total losses ran high into the millions and in the number of men above 7,000.\nSent 6: The German losses had been less, but nevertheless, taking into consideration damage done to the effectiveness of the two fleets as a whole, the enemy had sustained the harder blow.\nSent 7: The British fleet still maintained control of the North Sea, while the Germans, because of their losses, had been deprived of a large part of the fighting strength of their fleet.\nSent 8: The British, in spite of their heavier losses, would recover more quickly than could the enemy. \nQuestion: What is the difference in weight between The Queen Mary and The Marlborough?.", "pos": "Paragraph- Sent 1: Three great battle cruisers had gone to the bottom--the _Queen Mary_, of 27,000 tons; the _Indefatigable_, of 18,750 tons, and the _Invincible_, of 17,250 tons.\nSent 2: Cruisers lost included the _Defense_, of 14,600 tons; the _Black Prince_; of 13,550 tons, and the _Warrior_, of 13,550 tons.\nSent 3: The giant battle cruiser _Marlborough,_ of 27,500 tons, had been badly damaged, as had the _Lion_ and other vessels.\nSent 4: The destroyers _Tipperary, Turbulent, Nestore, Alcaster, Fortune, Sparrow Hawk, Ardent_ and _Shark_ had been sunk.\nSent 5: Total losses ran high into the millions and in the number of men above 7,000.\nSent 6: The German losses had been less, but nevertheless, taking into consideration damage done to the effectiveness of the two fleets as a whole, the enemy had sustained the harder blow.\nSent 7: The British fleet still maintained control of the North Sea, while the Germans, because of their losses, had been deprived of a large part of the fighting strength of their fleet.\nSent 8: The British, in spite of their heavier losses, would recover more quickly than could the enemy. \nQuestion: How many of the lost ships are described as \"cruisers\"?.", "neg": "Paragraph- Sent 1: Three great battle cruisers had gone to the bottom--the _Queen Mary_, of 27,000 tons; the _Indefatigable_, of 18,750 tons, and the _Invincible_, of 17,250 tons.\nSent 2: Cruisers lost included the _Defense_, of 14,600 tons; the _Black Prince_; of 13,550 tons, and the _Warrior_, of 13,550 tons.\nSent 3: The giant battle cruiser _Marlborough,_ of 27,500 tons, had been badly damaged, as had the _Lion_ and other vessels.\nSent 4: The destroyers _Tipperary, Turbulent, Nestore, Alcaster, Fortune, Sparrow Hawk, Ardent_ and _Shark_ had been sunk.\nSent 5: Total losses ran high into the millions and in the number of men above 7,000.\nSent 6: The German losses had been less, but nevertheless, taking into consideration damage done to the effectiveness of the two fleets as a whole, the enemy had sustained the harder blow.\nSent 7: The British fleet still maintained control of the North Sea, while the Germans, because of their losses, had been deprived of a large part of the fighting strength of their fleet.\nSent 8: The British, in spite of their heavier losses, would recover more quickly than could the enemy. \nQuestion: Who suffered losses?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: what makes Ben offers to pay for the fence.", "pos": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: What did the judge sentence Ben to?.", "neg": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: Did Ben ever work in the Emergency Room?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: Why do some critics describe the Golden State as a nanny state?.", "pos": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: What is California's state nickname?.", "neg": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: What major public health initiatives were first passed in California?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.\nSent 2: Millions of men and women readied themselves for work.\nSent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.\nSent 4: Others went to Arlington, Virginia, to the Pentagon.\nSent 5: Across the Potomac River, the United States Congress was back in session.\nSent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.\nSent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.\nSent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.\nSent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.\nSent 10: Boston: American 11 and United 175.\nSent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.\nSent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.\nSent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.\nSent 14: This did not hinder Atta's plans.\nSent 15: Atta and Omari arrived in Boston at 6:45.\nSent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.\nSent 17: They spoke for three minutes.\nSent 18: It would be their final conversation. \nQuestion: What were the security rules for CAPPS prescreening system on September 11, 2001?.", "pos": "Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.\nSent 2: Millions of men and women readied themselves for work.\nSent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.\nSent 4: Others went to Arlington, Virginia, to the Pentagon.\nSent 5: Across the Potomac River, the United States Congress was back in session.\nSent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.\nSent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.\nSent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.\nSent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.\nSent 10: Boston: American 11 and United 175.\nSent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.\nSent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.\nSent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.\nSent 14: This did not hinder Atta's plans.\nSent 15: Atta and Omari arrived in Boston at 6:45.\nSent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.\nSent 17: They spoke for three minutes.\nSent 18: It would be their final conversation. \nQuestion: How was Atta's and Omari's trip through airport security different?.", "neg": "Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.\nSent 2: Millions of men and women readied themselves for work.\nSent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.\nSent 4: Others went to Arlington, Virginia, to the Pentagon.\nSent 5: Across the Potomac River, the United States Congress was back in session.\nSent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.\nSent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.\nSent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.\nSent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.\nSent 10: Boston: American 11 and United 175.\nSent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.\nSent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.\nSent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.\nSent 14: This did not hinder Atta's plans.\nSent 15: Atta and Omari arrived in Boston at 6:45.\nSent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.\nSent 17: They spoke for three minutes.\nSent 18: It would be their final conversation. \nQuestion: who had their final conversation.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: can mutations have an effect on survival.", "pos": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: what are mutations ?.", "neg": "Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.\nSent 2: These changes are due to mutations.\nSent 3: Mutations are a random change.\nSent 4: Mutations are natural.\nSent 5: Some mutations are harmful.\nSent 6: In this case, the organism may not live to reproduce.\nSent 7: The trait will not be passed onto offspring.\nSent 8: Others variations in traits have no effect on survival.\nSent 9: Can some mutations be good for a living thing?\nSent 10: Other mutations can have great benefits.\nSent 11: Imagine being the first moth that can blend into its background.\nSent 12: It would have a better chance of survival.\nSent 13: A living thing that survives is likely to have offspring.\nSent 14: If it does, it may pass the new trait on to its offspring.\nSent 15: Thats good news for the offspring.\nSent 16: The offspring may be more likely to survive.\nSent 17: Mutations are one way living things adapt to new conditions. \nQuestion: What can cause traits to vary?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The movie is a powerful story that deals with feminism and patriarchy in the middle class of India .\nSent 2: It is shot in the present and past tense showing lives of the characters Mahender and Sudha as they lived together as well as separately .\nSent 3: The movie starts with Mahender getting down at the railway station and making his way to the waiting room just as it starts to rain heavily .\nSent 4: A woman , Sudha , is already sitting in the waiting room .\nSent 5: On seeing him , she tries to hide her face from him but later they confront each other .\nSent 6: Mahender has an accomplished business dealing with photography .\nSent 7: He respects his grandfather immensely .\nSent 8: Incidentally , he had been engaged to Sudha for 5 years but always made some excuse to delay their wedding .\nSent 9: However , this time his grandfather has fixed the wedding on the first week of the following month .\nSent 10: He reveals to Sudha that he is having an affair with one of the most radical representations of feminism in a girl called Maya .\nSent 11: He returns to tell Maya , but Maya has disappeared , leaving him some poetry .\nSent 12: Mahender then marries Sudha and is quite happy , but the sudden return of Maya causes tensions in their married life .\nSent 13: Mahender frequently tells Sudha about all the beautifully poignant , loving and authentic things Maya did over the years that they lived together .\nSent 14: Later , Maya tries to commit suicide , and this leads to Mahender spending time with her over a few weeks .\nSent 15: Sudha , not knowing about Maya 's suicide attempt and therefore believing that Mahender is being unfaithful to her , feels that her marriage was a mistake , and questions Mahender about his intentions . \nQuestion: Did Mahender know the women he met at the train station?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What does Preetam offer to do in Madikeri to express his love towards Nandini?.", "neg": "Paragraph- Sent 1: The movie is a powerful story that deals with feminism and patriarchy in the middle class of India .\nSent 2: It is shot in the present and past tense showing lives of the characters Mahender and Sudha as they lived together as well as separately .\nSent 3: The movie starts with Mahender getting down at the railway station and making his way to the waiting room just as it starts to rain heavily .\nSent 4: A woman , Sudha , is already sitting in the waiting room .\nSent 5: On seeing him , she tries to hide her face from him but later they confront each other .\nSent 6: Mahender has an accomplished business dealing with photography .\nSent 7: He respects his grandfather immensely .\nSent 8: Incidentally , he had been engaged to Sudha for 5 years but always made some excuse to delay their wedding .\nSent 9: However , this time his grandfather has fixed the wedding on the first week of the following month .\nSent 10: He reveals to Sudha that he is having an affair with one of the most radical representations of feminism in a girl called Maya .\nSent 11: He returns to tell Maya , but Maya has disappeared , leaving him some poetry .\nSent 12: Mahender then marries Sudha and is quite happy , but the sudden return of Maya causes tensions in their married life .\nSent 13: Mahender frequently tells Sudha about all the beautifully poignant , loving and authentic things Maya did over the years that they lived together .\nSent 14: Later , Maya tries to commit suicide , and this leads to Mahender spending time with her over a few weeks .\nSent 15: Sudha , not knowing about Maya 's suicide attempt and therefore believing that Mahender is being unfaithful to her , feels that her marriage was a mistake , and questions Mahender about his intentions . \nQuestion: Why does Maya attempt suicide?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: Who threw a rock?.", "pos": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: Why was Max annoyed at Richie?.", "neg": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: What two things does T.P. do?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: They parted and Allan made his way pensively from Arthur's gate.\nSent 2: He walked the wheel-ruts, hands in his pockets and unshined shoes collecting dust.\nSent 3: Some quarter-mile from Arthur's gate, he halted, confronted by a halloo.\nSent 4: \"Nathan?\"Sent 5: he called out to the empty road.\nSent 6: The reply came from above him and Allan turned to see his friend reclining in the fork of a great tree.\nSent 7: \"I had a hunch you'd be at Arthur's today,\" said Nathan, \"so I thought I'd wait here for you.\"Sent 8: Nathan's lanky frame, dressed in a loose, tan jacket, fit into the branch like an elegant skeleton.\nSent 9: His hair fell loosely across a face that seemed always to have a knowing smirk hidden just beneath its surface, infusing his body with a rakish energy.\nSent 10: \"So, Allan,\" said Nathan, unfolding and lowering his legs to the roadside, \"how goes life for the quintessential American author?\"Sent 11: \"I wouldn't know,\" replied Allan dryly, before continuing in another tone entirely.\nSent 12: \"I destroyed another story last night, Nathan.\"Sent 13: Leaning against his tree, Nathan shook his head.\nSent 14: \"You mean, finished another story.\"Sent 15: \"Yes, it is finished!\nSent 16: Ended!\nSent 17: Never again shall it see the rosy-fingered dawn!\nSent 18: Nathan, you've read these abominations of mine.\nSent 19: You know just as well as I that they have no future, no potential.\nSent 20: At best, they are faery tales; at worst, expeditions into macabre realms no healthy mind need ever see.\". \nQuestion: Is there a complete quotation from Allan that does not address Nathan by name in this paragraph?.", "pos": "Paragraph- Sent 1: They parted and Allan made his way pensively from Arthur's gate.\nSent 2: He walked the wheel-ruts, hands in his pockets and unshined shoes collecting dust.\nSent 3: Some quarter-mile from Arthur's gate, he halted, confronted by a halloo.\nSent 4: \"Nathan?\"Sent 5: he called out to the empty road.\nSent 6: The reply came from above him and Allan turned to see his friend reclining in the fork of a great tree.\nSent 7: \"I had a hunch you'd be at Arthur's today,\" said Nathan, \"so I thought I'd wait here for you.\"Sent 8: Nathan's lanky frame, dressed in a loose, tan jacket, fit into the branch like an elegant skeleton.\nSent 9: His hair fell loosely across a face that seemed always to have a knowing smirk hidden just beneath its surface, infusing his body with a rakish energy.\nSent 10: \"So, Allan,\" said Nathan, unfolding and lowering his legs to the roadside, \"how goes life for the quintessential American author?\"Sent 11: \"I wouldn't know,\" replied Allan dryly, before continuing in another tone entirely.\nSent 12: \"I destroyed another story last night, Nathan.\"Sent 13: Leaning against his tree, Nathan shook his head.\nSent 14: \"You mean, finished another story.\"Sent 15: \"Yes, it is finished!\nSent 16: Ended!\nSent 17: Never again shall it see the rosy-fingered dawn!\nSent 18: Nathan, you've read these abominations of mine.\nSent 19: You know just as well as I that they have no future, no potential.\nSent 20: At best, they are faery tales; at worst, expeditions into macabre realms no healthy mind need ever see.\". \nQuestion: Who does Allan encounter after he leaves Arthur's?.", "neg": "Paragraph- Sent 1: They parted and Allan made his way pensively from Arthur's gate.\nSent 2: He walked the wheel-ruts, hands in his pockets and unshined shoes collecting dust.\nSent 3: Some quarter-mile from Arthur's gate, he halted, confronted by a halloo.\nSent 4: \"Nathan?\"Sent 5: he called out to the empty road.\nSent 6: The reply came from above him and Allan turned to see his friend reclining in the fork of a great tree.\nSent 7: \"I had a hunch you'd be at Arthur's today,\" said Nathan, \"so I thought I'd wait here for you.\"Sent 8: Nathan's lanky frame, dressed in a loose, tan jacket, fit into the branch like an elegant skeleton.\nSent 9: His hair fell loosely across a face that seemed always to have a knowing smirk hidden just beneath its surface, infusing his body with a rakish energy.\nSent 10: \"So, Allan,\" said Nathan, unfolding and lowering his legs to the roadside, \"how goes life for the quintessential American author?\"Sent 11: \"I wouldn't know,\" replied Allan dryly, before continuing in another tone entirely.\nSent 12: \"I destroyed another story last night, Nathan.\"Sent 13: Leaning against his tree, Nathan shook his head.\nSent 14: \"You mean, finished another story.\"Sent 15: \"Yes, it is finished!\nSent 16: Ended!\nSent 17: Never again shall it see the rosy-fingered dawn!\nSent 18: Nathan, you've read these abominations of mine.\nSent 19: You know just as well as I that they have no future, no potential.\nSent 20: At best, they are faery tales; at worst, expeditions into macabre realms no healthy mind need ever see.\". \nQuestion: Which character walks on an empty road with his hands in his pockets?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Were the four suicide bombers experienced pilots?.", "pos": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Were the selectees for the attack experienced in warfare/terrorism?.", "neg": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Bin Ladin, KSM, and Atef made an initial list of targets but what original concept of KSM's was scrapped ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Bush administration immediately encountered the dilemmas that arose from the varied objectives the United States was trying to accom plish in its relationship with Pakistan.\nSent 2: In February 2001, President Bush wrote General Musharraf on a number of matters.\nSent 3: He emphasized that Bin Ladin and al Qaeda were \"a direct threat to the United States and its interests that must be addressed.\"Sent 4: He urged Musharraf to use his influence with the Taliban on Bin Ladin and al Qaeda.\nSent 5: Powell and Armitage reviewed the possibility of acquiring more carrots to dangle in front of Pakistan.\nSent 6: Given the generally negative view of Pakistan on Capitol Hill, the idea of lifting sanctions may have seemed far-fetched, but perhaps no more so than the idea of persuading Musharraf to antagonize the Islamists in his own government and nation.\nSent 7: On June 18, Rice met with the visiting Pakistani foreign minister, Abdul Sattar.\nSent 8: She \"really let him have it\" about al Qaeda, she told us.\nSent 9: Other evidence corroborates her account.\nSent 10: But, as she was upbraiding Sattar, Rice recalled thinking that the Pakistani diplomat seemed to have heard it all before.\nSent 11: Sattar urged senior U.S. policymakers to engage the Taliban, arguing that such a course would take time but would produce results.\nSent 12: In late June, the deputies agreed to review U.S. objectives.\nSent 13: Clarke urged Hadley to split off all other issues in U.S.-Pakistani relations and just focus on demanding that Pakistan move vigorously against terrorism-to push the Pakistanis to do before an al Qaeda attack what Washington would demand that they do after.\nSent 14: He had made similar requests in the Clinton administration; he had no more success with Rice than he had with Berger.\nSent 15: On August 4, President Bush wrote President Musharraf to request his support in dealing with terrorism and to urge Pakistan to engage actively against al Qaeda.\nSent 16: The new administration was again registering its concerns, just as its predecessor had, but it was still searching for new incentives to open up diplomatic possibilities.\nSent 17: For its part, Pakistan had done little.\nSent 18: Assistant Secretary of State Christina Rocca described the administration's plan to break this logjam as a move from \"half engagement\" to \"enhanced engagement.\". \nQuestion: When had Hadley been urged to split off all other issues in U.S.-Pakistani relations and just focus on demanding that Pakistan move vigorously against terrorism?.", "pos": "Paragraph- Sent 1: The Bush administration immediately encountered the dilemmas that arose from the varied objectives the United States was trying to accom plish in its relationship with Pakistan.\nSent 2: In February 2001, President Bush wrote General Musharraf on a number of matters.\nSent 3: He emphasized that Bin Ladin and al Qaeda were \"a direct threat to the United States and its interests that must be addressed.\"Sent 4: He urged Musharraf to use his influence with the Taliban on Bin Ladin and al Qaeda.\nSent 5: Powell and Armitage reviewed the possibility of acquiring more carrots to dangle in front of Pakistan.\nSent 6: Given the generally negative view of Pakistan on Capitol Hill, the idea of lifting sanctions may have seemed far-fetched, but perhaps no more so than the idea of persuading Musharraf to antagonize the Islamists in his own government and nation.\nSent 7: On June 18, Rice met with the visiting Pakistani foreign minister, Abdul Sattar.\nSent 8: She \"really let him have it\" about al Qaeda, she told us.\nSent 9: Other evidence corroborates her account.\nSent 10: But, as she was upbraiding Sattar, Rice recalled thinking that the Pakistani diplomat seemed to have heard it all before.\nSent 11: Sattar urged senior U.S. policymakers to engage the Taliban, arguing that such a course would take time but would produce results.\nSent 12: In late June, the deputies agreed to review U.S. objectives.\nSent 13: Clarke urged Hadley to split off all other issues in U.S.-Pakistani relations and just focus on demanding that Pakistan move vigorously against terrorism-to push the Pakistanis to do before an al Qaeda attack what Washington would demand that they do after.\nSent 14: He had made similar requests in the Clinton administration; he had no more success with Rice than he had with Berger.\nSent 15: On August 4, President Bush wrote President Musharraf to request his support in dealing with terrorism and to urge Pakistan to engage actively against al Qaeda.\nSent 16: The new administration was again registering its concerns, just as its predecessor had, but it was still searching for new incentives to open up diplomatic possibilities.\nSent 17: For its part, Pakistan had done little.\nSent 18: Assistant Secretary of State Christina Rocca described the administration's plan to break this logjam as a move from \"half engagement\" to \"enhanced engagement.\". \nQuestion: What were the results when Bush's predessessor registered their concerns with the Pakistani government?.", "neg": "Paragraph- Sent 1: The Bush administration immediately encountered the dilemmas that arose from the varied objectives the United States was trying to accom plish in its relationship with Pakistan.\nSent 2: In February 2001, President Bush wrote General Musharraf on a number of matters.\nSent 3: He emphasized that Bin Ladin and al Qaeda were \"a direct threat to the United States and its interests that must be addressed.\"Sent 4: He urged Musharraf to use his influence with the Taliban on Bin Ladin and al Qaeda.\nSent 5: Powell and Armitage reviewed the possibility of acquiring more carrots to dangle in front of Pakistan.\nSent 6: Given the generally negative view of Pakistan on Capitol Hill, the idea of lifting sanctions may have seemed far-fetched, but perhaps no more so than the idea of persuading Musharraf to antagonize the Islamists in his own government and nation.\nSent 7: On June 18, Rice met with the visiting Pakistani foreign minister, Abdul Sattar.\nSent 8: She \"really let him have it\" about al Qaeda, she told us.\nSent 9: Other evidence corroborates her account.\nSent 10: But, as she was upbraiding Sattar, Rice recalled thinking that the Pakistani diplomat seemed to have heard it all before.\nSent 11: Sattar urged senior U.S. policymakers to engage the Taliban, arguing that such a course would take time but would produce results.\nSent 12: In late June, the deputies agreed to review U.S. objectives.\nSent 13: Clarke urged Hadley to split off all other issues in U.S.-Pakistani relations and just focus on demanding that Pakistan move vigorously against terrorism-to push the Pakistanis to do before an al Qaeda attack what Washington would demand that they do after.\nSent 14: He had made similar requests in the Clinton administration; he had no more success with Rice than he had with Berger.\nSent 15: On August 4, President Bush wrote President Musharraf to request his support in dealing with terrorism and to urge Pakistan to engage actively against al Qaeda.\nSent 16: The new administration was again registering its concerns, just as its predecessor had, but it was still searching for new incentives to open up diplomatic possibilities.\nSent 17: For its part, Pakistan had done little.\nSent 18: Assistant Secretary of State Christina Rocca described the administration's plan to break this logjam as a move from \"half engagement\" to \"enhanced engagement.\". \nQuestion: What did President Bush write General Musharraf about in February 2001?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: what they While they go back to the cabins?.", "pos": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: Whom does Marz actually Kill?.", "neg": "Paragraph- Sent 1: T. P , one of the head counselors at a camp , is telling a scary story around a campfire to the campers and other counselors , which consist of Betsy , Ellie , Dave , Stacy , Bill , and Max the 40-year-old head counselor .\nSent 2: After T.P. finishes his story , Max begins to tell of a man named Madman Marz , who killed his whole family with an axe , and was convicted , hit in the face with an axe , and hung for his crimes , only to break free of the noose and disappear into the woods .\nSent 3: Max continues by saying that anyone who says his name above a whisper will awaken him and cause him to come back and kill that person .\nSent 4: At that , Richie , a cocky teenager , stands up and screams Madman Marz , throwing a rock into his old house , smashing a window .\nSent 5: Max , annoyed at Richie , ends the campfire , sending everyone to their cabins for the night , while he goes into town to retrieve supplies to help tear down the camp , since it was to end the next day .\nSent 6: While they go back to the cabins , Richie sees Madman Marz up in a tree , and goes to see if it 's really him .\nSent 7: Everyone else gets back to camp , and Max and Dave try to retrieve the axe they had used to cut wood out of a log , but it is stuck .\nSent 8: The cook , Dippy , comes out , and wishes them all a good night , before Marz comes in and rips his throat out , and rips the axe out of the log .\nSent 9: T.P. tries to get Betsy to go out with him , but she refuses , causing a scene .\nSent 10: After the kids have gone to sleep , the rest of the counselors see Max off and go into the rec room to relax . \nQuestion: Why would the campers be scared of Madman Marz?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: Where did they stop that made boiling water difficult?.", "pos": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: When the author stopped for tea, was finding milk difficult?.", "neg": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: The big Norman posters are in demand in the back of which country?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: In media discourse, what is North Korea?.", "pos": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: What has the state department said on each of Rodman's trips?.", "neg": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: Why is Rodman so popular in the news?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Timothy likes to play sports.\nSent 2: He spends his time after school playing basketball and baseball.\nSent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.\nSent 4: He plays with his friends Mandy and Andrew.\nSent 5: Timothy also plays pretend when he is alone.\nSent 6: He has an imaginary friend named Sean.\nSent 7: Sean is an elephant who watches television with Timothy.\nSent 8: Mandy likes playing baseball but she also likes to paint.\nSent 9: Mandy's favorite class at school is art.\nSent 10: She likes making pictures of flowers.\nSent 11: Her teacher says she is a good artist.\nSent 12: She painted a picture of a tree for her teacher.\nSent 13: There were red and yellow leaves on it.\nSent 14: It had apples on it.\nSent 15: When Andrew goes home after baseball, he likes to eat a snack.\nSent 16: He eats carrots and bananas.\nSent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.\nSent 18: Afterwards, Andrew finishes his homework. \nQuestion: Who is the imaginary friend who watches television with Timothy?.", "pos": "Paragraph- Sent 1: Timothy likes to play sports.\nSent 2: He spends his time after school playing basketball and baseball.\nSent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.\nSent 4: He plays with his friends Mandy and Andrew.\nSent 5: Timothy also plays pretend when he is alone.\nSent 6: He has an imaginary friend named Sean.\nSent 7: Sean is an elephant who watches television with Timothy.\nSent 8: Mandy likes playing baseball but she also likes to paint.\nSent 9: Mandy's favorite class at school is art.\nSent 10: She likes making pictures of flowers.\nSent 11: Her teacher says she is a good artist.\nSent 12: She painted a picture of a tree for her teacher.\nSent 13: There were red and yellow leaves on it.\nSent 14: It had apples on it.\nSent 15: When Andrew goes home after baseball, he likes to eat a snack.\nSent 16: He eats carrots and bananas.\nSent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.\nSent 18: Afterwards, Andrew finishes his homework. \nQuestion: Who is Sean and what activity does he do with Timothy?.", "neg": "Paragraph- Sent 1: Timothy likes to play sports.\nSent 2: He spends his time after school playing basketball and baseball.\nSent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.\nSent 4: He plays with his friends Mandy and Andrew.\nSent 5: Timothy also plays pretend when he is alone.\nSent 6: He has an imaginary friend named Sean.\nSent 7: Sean is an elephant who watches television with Timothy.\nSent 8: Mandy likes playing baseball but she also likes to paint.\nSent 9: Mandy's favorite class at school is art.\nSent 10: She likes making pictures of flowers.\nSent 11: Her teacher says she is a good artist.\nSent 12: She painted a picture of a tree for her teacher.\nSent 13: There were red and yellow leaves on it.\nSent 14: It had apples on it.\nSent 15: When Andrew goes home after baseball, he likes to eat a snack.\nSent 16: He eats carrots and bananas.\nSent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.\nSent 18: Afterwards, Andrew finishes his homework. \nQuestion: Who are Timothy's friends?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Spain’s Golden Age: Under Ferdinand and Isabella, Spain underwent a dramatic transformation.\nSent 2: In 1492 the royal pair presided over the final conquest over the Moors and discovery of the New World, including the great wealth that feat brought to Spain.\nSent 3: Spain flourished during a Golden Age, a century of Spanish economic and political supremacy in international affairs, accompanied by marvels of art and literature.\nSent 4: Ferdinand and Isabella were consummate Spaniards, committed to the expansion of the crown.\nSent 5: By contrast, their grandson, who assumed the throne in 1516, was born in Flanders in 1500, and Charles I could barely express himself in Spanish.\nSent 6: The first of the Habsburgs, he packed his retinue with Burgundian and Flemish nobles.\nSent 7: Soon after his arrival in Spain, the young man inherited the title of Holy Roman Emperor, as Charles V. The responsibilities of the crown kept him busy away from the royal residences of Toledo, Segovia, Valladolid, and Madrid.\nSent 8: While the monarch was away on one of his many business trips, his increasingly dissatisfied subjects protested violently.\nSent 9: A revolt of the comuneros, or townsmen, broke out in a number of Spanish cities, including Madrid.\nSent 10: The rebels occupied the alcázar, which had by then been converted to a royal palace.\nSent 11: The insurrection was quashed and its leaders executed, but the king got the message.\nSent 12: He tried thereafter to pay more attention to his Spanish constituency. \nQuestion: Who were the grandparents of the individual that assumed the throne in 1516?.", "pos": "Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.\nSent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.\nSent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.\nSent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.\nSent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco’s once hermetically sealed Spain.\nSent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe’s most popular holiday destinations.\nSent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.\nSent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.\nSent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.\nSent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.\nSent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.\nSent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares. \nQuestion: Why was Spain so isolated and what event happened that allowed Mallorca and Menorca to see explosions in tourism?.", "neg": "Paragraph- Sent 1: Spain’s Golden Age: Under Ferdinand and Isabella, Spain underwent a dramatic transformation.\nSent 2: In 1492 the royal pair presided over the final conquest over the Moors and discovery of the New World, including the great wealth that feat brought to Spain.\nSent 3: Spain flourished during a Golden Age, a century of Spanish economic and political supremacy in international affairs, accompanied by marvels of art and literature.\nSent 4: Ferdinand and Isabella were consummate Spaniards, committed to the expansion of the crown.\nSent 5: By contrast, their grandson, who assumed the throne in 1516, was born in Flanders in 1500, and Charles I could barely express himself in Spanish.\nSent 6: The first of the Habsburgs, he packed his retinue with Burgundian and Flemish nobles.\nSent 7: Soon after his arrival in Spain, the young man inherited the title of Holy Roman Emperor, as Charles V. The responsibilities of the crown kept him busy away from the royal residences of Toledo, Segovia, Valladolid, and Madrid.\nSent 8: While the monarch was away on one of his many business trips, his increasingly dissatisfied subjects protested violently.\nSent 9: A revolt of the comuneros, or townsmen, broke out in a number of Spanish cities, including Madrid.\nSent 10: The rebels occupied the alcázar, which had by then been converted to a royal palace.\nSent 11: The insurrection was quashed and its leaders executed, but the king got the message.\nSent 12: He tried thereafter to pay more attention to his Spanish constituency. \nQuestion: What was the outcome of the revolt against Charles V?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The British Arrive: “ Albert is so amused,” wrote Queen Victoria, “at my having got the island of Hong Kong.\nSent 2: ” Her foreign secretary, Lord Palmerston, was not so amused; he dismissed Hong Kong as “a barren island with hardly a house upon it.\nSent 3: ” Hong Kong Island formally became a British possession two years later in 1843.\nSent 4: The British now had a base for the thriving trade they had carried on from Canton.\nSent 5: Trading conditions, however, were not easy.\nSent 6: The attitude expressed by Emperor Qianlong at Britian’s first attempt to open trade with China in 1793 continued to prevail: “We possess all things,” said the emperor, “I set no value on objects strange or ingenious, and have no use for your country’s manufactures.” Moreover, China would accept nothing but silver bullion in exchange for its goods, so Britian had to look for a more abundant commodity to square its accounts.\nSent 7: Around the end of the 18th century, the traders found a solution: Opium was the wonder drug that would solve the problem.\nSent 8: Grown in India, it was delivered to Canton, and while China outlawed the trade in 1799, local Cantonese officials were always willing to look the other way for “squeeze money” (a term still used in Hong Kong).\nSent 9: In 1839 the emperor appointed the incorruptible Commissioner Lin Tse-hsu to stamp out the smuggling of “foreign mud.\nSent 10: ” Lin’s crackdown was indeed severe.\nSent 11: He demanded that the British merchants in Canton surrender their opium stores, and to back up his ultimatum he laid siege to the traders, who, after six tense weeks, surrendered over 20,000 chests of opium.\nSent 12: To Queen Victoria, Lin addressed a famous letter, pointing out the harm the “poisonous drug” did to China, and asking for an end to the opium trade; his arguments are unanswerable, but the lofty though heartfelt tone of the letter shows how unprepared the Chinese were to negotiate with the West in realistic terms.\nSent 13: A year later, in June 1840, came the British retaliation, beginning the first of the so-called Opium Wars.\nSent 14: After a few skirmishes and much negotiation, a peace agreement was reached.\nSent 15: Under the Convention of Chuenpi, Britain was given the island of Hong Kong, and on 26 January 1841, it was proclaimed a British colony. \nQuestion: How did Britain obtain Hong Kong as its colony?.", "pos": "Paragraph- Sent 1: The British Arrive: “ Albert is so amused,” wrote Queen Victoria, “at my having got the island of Hong Kong.\nSent 2: ” Her foreign secretary, Lord Palmerston, was not so amused; he dismissed Hong Kong as “a barren island with hardly a house upon it.\nSent 3: ” Hong Kong Island formally became a British possession two years later in 1843.\nSent 4: The British now had a base for the thriving trade they had carried on from Canton.\nSent 5: Trading conditions, however, were not easy.\nSent 6: The attitude expressed by Emperor Qianlong at Britian’s first attempt to open trade with China in 1793 continued to prevail: “We possess all things,” said the emperor, “I set no value on objects strange or ingenious, and have no use for your country’s manufactures.” Moreover, China would accept nothing but silver bullion in exchange for its goods, so Britian had to look for a more abundant commodity to square its accounts.\nSent 7: Around the end of the 18th century, the traders found a solution: Opium was the wonder drug that would solve the problem.\nSent 8: Grown in India, it was delivered to Canton, and while China outlawed the trade in 1799, local Cantonese officials were always willing to look the other way for “squeeze money” (a term still used in Hong Kong).\nSent 9: In 1839 the emperor appointed the incorruptible Commissioner Lin Tse-hsu to stamp out the smuggling of “foreign mud.\nSent 10: ” Lin’s crackdown was indeed severe.\nSent 11: He demanded that the British merchants in Canton surrender their opium stores, and to back up his ultimatum he laid siege to the traders, who, after six tense weeks, surrendered over 20,000 chests of opium.\nSent 12: To Queen Victoria, Lin addressed a famous letter, pointing out the harm the “poisonous drug” did to China, and asking for an end to the opium trade; his arguments are unanswerable, but the lofty though heartfelt tone of the letter shows how unprepared the Chinese were to negotiate with the West in realistic terms.\nSent 13: A year later, in June 1840, came the British retaliation, beginning the first of the so-called Opium Wars.\nSent 14: After a few skirmishes and much negotiation, a peace agreement was reached.\nSent 15: Under the Convention of Chuenpi, Britain was given the island of Hong Kong, and on 26 January 1841, it was proclaimed a British colony. \nQuestion: What happened one year after Lin addressed his famous letter to Queen Victoria which pointed out the harm that Opium did to China?.", "neg": "Paragraph- Sent 1: The British Arrive: “ Albert is so amused,” wrote Queen Victoria, “at my having got the island of Hong Kong.\nSent 2: ” Her foreign secretary, Lord Palmerston, was not so amused; he dismissed Hong Kong as “a barren island with hardly a house upon it.\nSent 3: ” Hong Kong Island formally became a British possession two years later in 1843.\nSent 4: The British now had a base for the thriving trade they had carried on from Canton.\nSent 5: Trading conditions, however, were not easy.\nSent 6: The attitude expressed by Emperor Qianlong at Britian’s first attempt to open trade with China in 1793 continued to prevail: “We possess all things,” said the emperor, “I set no value on objects strange or ingenious, and have no use for your country’s manufactures.” Moreover, China would accept nothing but silver bullion in exchange for its goods, so Britian had to look for a more abundant commodity to square its accounts.\nSent 7: Around the end of the 18th century, the traders found a solution: Opium was the wonder drug that would solve the problem.\nSent 8: Grown in India, it was delivered to Canton, and while China outlawed the trade in 1799, local Cantonese officials were always willing to look the other way for “squeeze money” (a term still used in Hong Kong).\nSent 9: In 1839 the emperor appointed the incorruptible Commissioner Lin Tse-hsu to stamp out the smuggling of “foreign mud.\nSent 10: ” Lin’s crackdown was indeed severe.\nSent 11: He demanded that the British merchants in Canton surrender their opium stores, and to back up his ultimatum he laid siege to the traders, who, after six tense weeks, surrendered over 20,000 chests of opium.\nSent 12: To Queen Victoria, Lin addressed a famous letter, pointing out the harm the “poisonous drug” did to China, and asking for an end to the opium trade; his arguments are unanswerable, but the lofty though heartfelt tone of the letter shows how unprepared the Chinese were to negotiate with the West in realistic terms.\nSent 13: A year later, in June 1840, came the British retaliation, beginning the first of the so-called Opium Wars.\nSent 14: After a few skirmishes and much negotiation, a peace agreement was reached.\nSent 15: Under the Convention of Chuenpi, Britain was given the island of Hong Kong, and on 26 January 1841, it was proclaimed a British colony. \nQuestion: Was the reaction of Albert and Lord Palmerston on getting the island of Hong Kong the same?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The documentary portrays a behind-the-scenes look at the poor state of Argentina 's civil aviation , and puts the blame on the Argentine Air Force .\nSent 2: The Air Force has been in control of air traffic operations since the military takeover of General Juan Carlos Ongan a in 1966 .\nSent 3: The producer\\/director , Enrique Pi eyro , claims Argentina and Nigeria are the only countries whose air force controls and regulates the airline industry .\nSent 4: Pi eyro , a former Argentine airline pilot , makes his case in the documentary using diagrams , 3D animations , interviews , hidden cameras in the control tower , and a few props .\nSent 5: For example , at one point he spills out a bag of plastic airplanes and equates it to the number of planes the air force has lost due to negligence .\nSent 6: The film is heavily based on the Austral L neas A reas Flight 2553 plane crash .\nSent 7: Enrique Pi eyro takes his camera , secretly , into the control tower of the Ministro Pistarini International Airport also-known-as Ezeiza , the international airport at Buenos Aires . \nQuestion: How did Pi eyro makes his case in the documentary?.", "pos": "Paragraph- Sent 1: The documentary portrays a behind-the-scenes look at the poor state of Argentina 's civil aviation , and puts the blame on the Argentine Air Force .\nSent 2: The Air Force has been in control of air traffic operations since the military takeover of General Juan Carlos Ongan a in 1966 .\nSent 3: The producer\\/director , Enrique Pi eyro , claims Argentina and Nigeria are the only countries whose air force controls and regulates the airline industry .\nSent 4: Pi eyro , a former Argentine airline pilot , makes his case in the documentary using diagrams , 3D animations , interviews , hidden cameras in the control tower , and a few props .\nSent 5: For example , at one point he spills out a bag of plastic airplanes and equates it to the number of planes the air force has lost due to negligence .\nSent 6: The film is heavily based on the Austral L neas A reas Flight 2553 plane crash .\nSent 7: Enrique Pi eyro takes his camera , secretly , into the control tower of the Ministro Pistarini International Airport also-known-as Ezeiza , the international airport at Buenos Aires . \nQuestion: Who demonstrates the number of planes lost due to negligence with plastic planes?.", "neg": "Paragraph- Sent 1: The documentary portrays a behind-the-scenes look at the poor state of Argentina 's civil aviation , and puts the blame on the Argentine Air Force .\nSent 2: The Air Force has been in control of air traffic operations since the military takeover of General Juan Carlos Ongan a in 1966 .\nSent 3: The producer\\/director , Enrique Pi eyro , claims Argentina and Nigeria are the only countries whose air force controls and regulates the airline industry .\nSent 4: Pi eyro , a former Argentine airline pilot , makes his case in the documentary using diagrams , 3D animations , interviews , hidden cameras in the control tower , and a few props .\nSent 5: For example , at one point he spills out a bag of plastic airplanes and equates it to the number of planes the air force has lost due to negligence .\nSent 6: The film is heavily based on the Austral L neas A reas Flight 2553 plane crash .\nSent 7: Enrique Pi eyro takes his camera , secretly , into the control tower of the Ministro Pistarini International Airport also-known-as Ezeiza , the international airport at Buenos Aires . \nQuestion: What does the film is heavily based on?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Heavy wooden shutters dulled the noise of the boisterous gale outside.\nSent 2: A thick red curtain hung over the door, and a cheery log fire burnt in the stove.\nSent 3: A man and woman sat over it; the man, a tall, repulsive-looking creature, with unkempt hair and matted beard, his age apparently about fifty.\nSent 4: The woman looked seventy or more.\nSent 5: She too had once been tall, but now old age gave her a withered, witch-like appearance, in spite of her great height.\nSent 6: She was dressed in limp, faded garments, with a tattered shawl crossed over her chest, and had a scared, miserable look in her bleared old eyes.\nSent 7: There were a few words of explanation from the man who had come home, and then, in gruff but not unkindly tones, he bade Babette be seated, and told his mother to get some supper speedily.\nSent 8: She spread a coarse cloth on the wooden table, and when all was ready, lifted a large black saucepan from the stove and turned out a smoking, savoury-looking stew.\nSent 9: The youngest son produced a bottle containing the thin acid wine of the country, and another of spirits.\nSent 10: As he set them on the table, Babette noticed that across one of his hands, which were much smaller and whiter than those of his brothers, there ran a dull red scar that looked as if he had had a bad cut there.\nSent 11: Then they all sat down, excepting the old mother, who busied herself in waiting on them. \nQuestion: How many people are known to be in the house?.", "pos": "Paragraph- Sent 1:   Heavy wooden shutters dulled the noise of the boisterous gale outside.\nSent 2: A thick red curtain hung over the door, and a cheery log fire burnt in the stove.\nSent 3: A man and woman sat over it; the man, a tall, repulsive-looking creature, with unkempt hair and matted beard, his age apparently about fifty.\nSent 4: The woman looked seventy or more.\nSent 5: She too had once been tall, but now old age gave her a withered, witch-like appearance, in spite of her great height.\nSent 6: She was dressed in limp, faded garments, with a tattered shawl crossed over her chest, and had a scared, miserable look in her bleared old eyes.\nSent 7: There were a few words of explanation from the man who had come home, and then, in gruff but not unkindly tones, he bade Babette be seated, and told his mother to get some supper speedily.\nSent 8: She spread a coarse cloth on the wooden table, and when all was ready, lifted a large black saucepan from the stove and turned out a smoking, savoury-looking stew.\nSent 9: The youngest son produced a bottle containing the thin acid wine of the country, and another of spirits.\nSent 10: As he set them on the table, Babette noticed that across one of his hands, which were much smaller and whiter than those of his brothers, there ran a dull red scar that looked as if he had had a bad cut there.\nSent 11: Then they all sat down, excepting the old mother, who busied herself in waiting on them. \nQuestion: Who has a scar across one of his hands?.", "neg": "Paragraph- Sent 1:   Heavy wooden shutters dulled the noise of the boisterous gale outside.\nSent 2: A thick red curtain hung over the door, and a cheery log fire burnt in the stove.\nSent 3: A man and woman sat over it; the man, a tall, repulsive-looking creature, with unkempt hair and matted beard, his age apparently about fifty.\nSent 4: The woman looked seventy or more.\nSent 5: She too had once been tall, but now old age gave her a withered, witch-like appearance, in spite of her great height.\nSent 6: She was dressed in limp, faded garments, with a tattered shawl crossed over her chest, and had a scared, miserable look in her bleared old eyes.\nSent 7: There were a few words of explanation from the man who had come home, and then, in gruff but not unkindly tones, he bade Babette be seated, and told his mother to get some supper speedily.\nSent 8: She spread a coarse cloth on the wooden table, and when all was ready, lifted a large black saucepan from the stove and turned out a smoking, savoury-looking stew.\nSent 9: The youngest son produced a bottle containing the thin acid wine of the country, and another of spirits.\nSent 10: As he set them on the table, Babette noticed that across one of his hands, which were much smaller and whiter than those of his brothers, there ran a dull red scar that looked as if he had had a bad cut there.\nSent 11: Then they all sat down, excepting the old mother, who busied herself in waiting on them. \nQuestion: Is the age difference between the man and woman sitting in front of the stove more or less than 10 years?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- The Australian government has admitted it has 153 people, including children, in custody at sea while it fights a High Court challenge to any plans to send them back to Sri Lanka.\nSent 2: Until Tuesday's court hearing in Melbourne, the government had refused to confirm or deny it was holding the suspected asylum seekers, in line with its policy of not commenting on operational matters under \"Operation Sovereign Borders.\"Sent 3: All those on board are thought to be Tamils who left the Indian port of Pondicherry on a 72-foot boat in mid-June.\nSent 4: They include three-year-old Febrina, whose image was released by a worried relative who hasn't heard from his family for more than a week.\nSent 5: \"I am desperate to know where my family is.\nSent 6: I can't function at all not knowing.\nSent 7: I know all of them would be in very big trouble if sent back to Sri Lanka,\" he said, via an interpreter to the Tamil Refugee Council in Australia, before Tuesday's hearing.\nSent 8: The government launched Operation Sovereign Borders last September, a military-led campaign to \"stop the boats,\" referring to a steady stream of vessels crammed with asylum seekers trying to make it to Australian waters.\nSent 9: Critics, including human rights campaigners, have slammed the policy, which advocates \"turn-backs\" and the offshore processing of asylum claims, as cruel and unnecessary.\nSent 10: 'Culture of secrecy' On Tuesday, they also took aim at the \"culture of secrecy,\" which created days of uncertainty for family members whose relatives were presumably lost at sea, and resulted in a vacuum of official information to back up claims that a boat had gone missing.\nSent 11: \"It took getting a case to the High Court before the government would admit that they did have those people in custody and that they were on the high seas, that's not good enough,\" said Ian Rintoul, from the Refugee Action Coalition.\nSent 12: David Manne, Executive Director of the Refugee and Immigration Legal Center (RILC), said the government's silence raised \"profound concerns\" about whether their rights and Australia's obligations under international law were being breached. \nQuestion: Who was operating under a \"culture of secrecy?\".", "pos": "Paragraph- Sent 1: (CNN) -- The body of a tourist was found off the coast of Thailand Tuesday, but six others remain missing after a ferry sank over the weekend near a popular diving destination, authorities said.\nSent 2: Survivors of the ferry sinking disembark the Thai police boat that rescued them.\nSent 3: The body is believed to be that of Austrian tourist Gabrielle Jetzinger, the Phuket Disaster Prevention and Mitigation Office told the Thai News Agency.\nSent 4: A Thai naval helicopter spotted the body floating face down about 12 nautical miles from Phuket's Promthep cape, and a Thai navy patrol retrieved the floating corpse.\nSent 5: The body has been sent to a government hospital for an autopsy, the agency reported.\nSent 6: Authorities are still searching for the five tourists and one crew member who remain missing.\nSent 7: They are thought to be German, Austrian, Japanese, Swiss and one Thai crew member, the news agency said.\nSent 8: The tourist boat, the Choke Somboon 19, was taking passengers from the Similan Islands to Phuket -- an area popular with tourists from around the world.\nSent 9: It capsized during a heavy storm Sunday night, said Lt. Sattawat Srirattanapong with the Phuket City police.\nSent 10: Survivors included 15 international tourists and eight Thais, who were picked up by a rescue boat Monday morning.\nSent 11: Phuket and the Similan Islands are famous for their diving spots, attracting international tourists each year from November to May. \nQuestion: How many survivors have been found so far from the ferry that sunk off the coast of Thailand?.", "neg": "Paragraph- Sent 1: (CNN) -- The Australian government has admitted it has 153 people, including children, in custody at sea while it fights a High Court challenge to any plans to send them back to Sri Lanka.\nSent 2: Until Tuesday's court hearing in Melbourne, the government had refused to confirm or deny it was holding the suspected asylum seekers, in line with its policy of not commenting on operational matters under \"Operation Sovereign Borders.\"Sent 3: All those on board are thought to be Tamils who left the Indian port of Pondicherry on a 72-foot boat in mid-June.\nSent 4: They include three-year-old Febrina, whose image was released by a worried relative who hasn't heard from his family for more than a week.\nSent 5: \"I am desperate to know where my family is.\nSent 6: I can't function at all not knowing.\nSent 7: I know all of them would be in very big trouble if sent back to Sri Lanka,\" he said, via an interpreter to the Tamil Refugee Council in Australia, before Tuesday's hearing.\nSent 8: The government launched Operation Sovereign Borders last September, a military-led campaign to \"stop the boats,\" referring to a steady stream of vessels crammed with asylum seekers trying to make it to Australian waters.\nSent 9: Critics, including human rights campaigners, have slammed the policy, which advocates \"turn-backs\" and the offshore processing of asylum claims, as cruel and unnecessary.\nSent 10: 'Culture of secrecy' On Tuesday, they also took aim at the \"culture of secrecy,\" which created days of uncertainty for family members whose relatives were presumably lost at sea, and resulted in a vacuum of official information to back up claims that a boat had gone missing.\nSent 11: \"It took getting a case to the High Court before the government would admit that they did have those people in custody and that they were on the high seas, that's not good enough,\" said Ian Rintoul, from the Refugee Action Coalition.\nSent 12: David Manne, Executive Director of the Refugee and Immigration Legal Center (RILC), said the government's silence raised \"profound concerns\" about whether their rights and Australia's obligations under international law were being breached. \nQuestion: What ethnic background is Febrina?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Electric current cannot go through empty space.\nSent 2: Electricity needs something to flow through.\nSent 3: Electricity cannot flow through all materials.\nSent 4: Some materials resist the flow of electricity.\nSent 5: Some materials let electricity pass through easily.\nSent 6: Scientists classify these into two groups.\nSent 7: These groups are called conductors and insulators.\nSent 8: Materials that allow electrons to flow freely are called electric conductors.\nSent 9: Electricity is able to race through these materials.\nSent 10: Copper, aluminum, and steel are good conductors.\nSent 11: Materials that resist the flow of electricity are called electric insulators.\nSent 12: Instead of racing, the current may travel in slow motion, if at all.\nSent 13: Wood, rubber, and plastic are examples of electric insulators.\nSent 14: You probably know that electric wires are made of metal.\nSent 15: They typically have a rubber or plastic coating.\nSent 16: Do you know why?\nSent 17: Metals are good electric conductors.\nSent 18: They offer little resistance to electricity. \nQuestion: How do electrons behave differently between insulators and conductors?.", "pos": "Paragraph- Sent 1: Electric current cannot go through empty space.\nSent 2: Electricity needs something to flow through.\nSent 3: Electricity cannot flow through all materials.\nSent 4: Some materials resist the flow of electricity.\nSent 5: Some materials let electricity pass through easily.\nSent 6: Scientists classify these into two groups.\nSent 7: These groups are called conductors and insulators.\nSent 8: Materials that allow electrons to flow freely are called electric conductors.\nSent 9: Electricity is able to race through these materials.\nSent 10: Copper, aluminum, and steel are good conductors.\nSent 11: Materials that resist the flow of electricity are called electric insulators.\nSent 12: Instead of racing, the current may travel in slow motion, if at all.\nSent 13: Wood, rubber, and plastic are examples of electric insulators.\nSent 14: You probably know that electric wires are made of metal.\nSent 15: They typically have a rubber or plastic coating.\nSent 16: Do you know why?\nSent 17: Metals are good electric conductors.\nSent 18: They offer little resistance to electricity. \nQuestion: Why are Wood, rubber, and plastic examples of electric insulators?.", "neg": "Paragraph- Sent 1: Surely, you have noticed the tall poles along the roadside.\nSent 2: Do you know what is on top of those poles?\nSent 3: Thats right, wires that carry electric current.\nSent 4: These wires carry electric current to your home.\nSent 5: But what is electric current?\nSent 6: Electric current is actually the flow of electrons.\nSent 7: You may recall, an electron is the outer-most particle in an atom.\nSent 8: They have a negative charge.\nSent 9: Electricity is the continuous flow of these particles.\nSent 10: Electrons are able to move through wires.\nSent 11: Their speed can even be measured.\nSent 12: The SI unit for electric current (or speed) is the ampere (A).\nSent 13: Ampere is often shortened to amp.\nSent 14: Electric current may flow in just one direction, or it may keep reversing direction.\nSent 15: Direct current (DC) flows in only one direction.\nSent 16: Direct current is what is used in devices like flashlights.\nSent 17: Alternating current (AC) flows in two directions.\nSent 18: This is the type of current that flows into your home through wires. \nQuestion: Does an electric current run through the wires atop the tall poles along the roadside?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Imagine you are standing in a farm field in central Illinois.\nSent 2: The land is so flat you can see for miles and miles.\nSent 3: On a clear day, you might see a grain silo 20 miles away.\nSent 4: You might think to yourself, it sure is flat around here.\nSent 5: If you drive one hundred miles to the south, the landscape changes.\nSent 6: In southern Illinois, there are rolling hills.\nSent 7: Why do you think this is?\nSent 8: What could have caused these features?\nSent 9: There are no big rivers that may have eroded and deposited this material.\nSent 10: The ground is capable of supporting grass and trees, so wind erosion would not explain it.\nSent 11: To answer the question, you need to go back 12,000 years.\nSent 12: Around 12,000 years ago, a giant ice sheet covered much of the midwest United States.\nSent 13: Springfield, Illinois, was covered by over a mile of ice.\nSent 14: Its hard to imagine a mile thick sheet of ice.\nSent 15: The massive ice sheet, called a glacier, caused the features on the land you see today.\nSent 16: Where did glaciers go?\nSent 17: Where can you see them today?\nSent 18: Glaciers are masses of flowing ice. \nQuestion: What features did the glaciers cause in Illinois?.", "pos": "Paragraph- Sent 1: Imagine you are standing in a farm field in central Illinois.\nSent 2: The land is so flat you can see for miles and miles.\nSent 3: On a clear day, you might see a grain silo 20 miles away.\nSent 4: You might think to yourself, it sure is flat around here.\nSent 5: If you drive one hundred miles to the south, the landscape changes.\nSent 6: In southern Illinois, there are rolling hills.\nSent 7: Why do you think this is?\nSent 8: What could have caused these features?\nSent 9: There are no big rivers that may have eroded and deposited this material.\nSent 10: The ground is capable of supporting grass and trees, so wind erosion would not explain it.\nSent 11: To answer the question, you need to go back 12,000 years.\nSent 12: Around 12,000 years ago, a giant ice sheet covered much of the midwest United States.\nSent 13: Springfield, Illinois, was covered by over a mile of ice.\nSent 14: Its hard to imagine a mile thick sheet of ice.\nSent 15: The massive ice sheet, called a glacier, caused the features on the land you see today.\nSent 16: Where did glaciers go?\nSent 17: Where can you see them today?\nSent 18: Glaciers are masses of flowing ice. \nQuestion: What is the cause of the geographical differences across the state of Illinois?.", "neg": "Paragraph- Sent 1: Imagine you are standing in a farm field in central Illinois.\nSent 2: The land is so flat you can see for miles and miles.\nSent 3: On a clear day, you might see a grain silo 20 miles away.\nSent 4: You might think to yourself, it sure is flat around here.\nSent 5: If you drive one hundred miles to the south, the landscape changes.\nSent 6: In southern Illinois, there are rolling hills.\nSent 7: Why do you think this is?\nSent 8: What could have caused these features?\nSent 9: There are no big rivers that may have eroded and deposited this material.\nSent 10: The ground is capable of supporting grass and trees, so wind erosion would not explain it.\nSent 11: To answer the question, you need to go back 12,000 years.\nSent 12: Around 12,000 years ago, a giant ice sheet covered much of the midwest United States.\nSent 13: Springfield, Illinois, was covered by over a mile of ice.\nSent 14: Its hard to imagine a mile thick sheet of ice.\nSent 15: The massive ice sheet, called a glacier, caused the features on the land you see today.\nSent 16: Where did glaciers go?\nSent 17: Where can you see them today?\nSent 18: Glaciers are masses of flowing ice. \nQuestion: What is the landscape in the Illinois farmlands?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Once upon a time I had a dog named Toodles.\nSent 2: He was black and white and had long floppy ears.\nSent 3: He also had very short legs, but really big paws.\nSent 4: Every Saturday we would go to the park and play Toodles' favorite game.\nSent 5: Toodles loved playing fetch.\nSent 6: One Saturday, Toodles ran over to the pond because he saw ducks swimming there.\nSent 7: He ran all around the pond, barking at the ducks.\nSent 8: The ducks ignored him, and kept swimming.\nSent 9: Toodles wasn't having it!\nSent 10: He jumped into the pond and started swimming toward the ducks, chasing around his new playmates.\nSent 11: One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears!\nSent 12: Toodles barked and ran out of the pond because the duck hurt his ear.\nSent 13: Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better.\nSent 14: After that, whenever he would see a duck, Toodles would run the other way. \nQuestion: What did Toodles do when he saw ducks swimming in the pond?.", "pos": "Paragraph- Sent 1: Marsha loves playing with her noodle friend.\nSent 2: She had it for a long time so it is now a dark brown color.\nSent 3: When her mom first made it, it was white.\nSent 4: The night she met her noodle friend was spaghetti night.\nSent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.\nSent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.\nSent 7: To Marsha, it looked like a stick man so she kept him.\nSent 8: She named her new noodle friend Joey and took him everywhere she went.\nSent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.\nSent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!\nSent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.\nSent 12: During the day she keeps him in a plastic bag in her pocket.\nSent 13: At night, she puts him under her pillow.\nSent 14: She loves Joey and wants to always be friends with him. \nQuestion: When Marsha saw the piece of spaghetti on the floor, what did it look like to her?.", "neg": "Paragraph- Sent 1: Once upon a time I had a dog named Toodles.\nSent 2: He was black and white and had long floppy ears.\nSent 3: He also had very short legs, but really big paws.\nSent 4: Every Saturday we would go to the park and play Toodles' favorite game.\nSent 5: Toodles loved playing fetch.\nSent 6: One Saturday, Toodles ran over to the pond because he saw ducks swimming there.\nSent 7: He ran all around the pond, barking at the ducks.\nSent 8: The ducks ignored him, and kept swimming.\nSent 9: Toodles wasn't having it!\nSent 10: He jumped into the pond and started swimming toward the ducks, chasing around his new playmates.\nSent 11: One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears!\nSent 12: Toodles barked and ran out of the pond because the duck hurt his ear.\nSent 13: Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better.\nSent 14: After that, whenever he would see a duck, Toodles would run the other way. \nQuestion: What does Toodles the dog look like?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Milwaukee, Wisconsin (CNN) -- President Barack Obama, in a bid to create jobs and boost economic growth, called on Congress on Monday to pass a $50 billion plan to renew the country's transportation infrastructure.\nSent 2: His address was the first of two speeches the president is scheduled to make this week to frame his administration's ongoing response to the recession, less than two months ahead of midterm elections in which Democratic majorities in the House and Senate are in jeopardy.\nSent 3: \"Today, I am announcing a new plan for rebuilding and modernizing America's roads, and rails and runways for the long term,\" said Obama, who spoke on Labor Day in Milwaukee, Wisconsin -- a state with competitive gubernatorial and U.S. Senate races.\nSent 4: \"We used to have the best infrastructure in the world.\nSent 5: We can have it again,\" he said to loud cheers from a crowd of union workers.\nSent 6: The proposal envisions -- over a six year period -- rebuilding 150,000 miles of roads, 4,000 miles of rail and 150 miles of airport runways.\nSent 7: It also would include modernizing the nation's air traffic control system in an effort to reduce delays and travel time.\nSent 8: \"This will not only create jobs immediately.\nSent 9: It's also going to make our economy hum over the long haul,\" said the president.\nSent 10: Obama hopes to work with Congress to enact an up-front investment of $50 billion -- an amount a White House statement said would represent a significant chunk of new spending on infrastructure.\nSent 11: The investment would then be paired with what the administration called a framework to improve transportation spending.\nSent 12: The long-term plan would include the establishment of an Infrastructure Bank, which would leverage federal dollars and focus on projects that could deliver the the biggest bang for the buck, Obama said.\nSent 13: The president stressed the need for Democrats and Republicans to work together on the transportation initiative, which would need to be approved by Congress. \nQuestion: Will  it also would include modernizing the nation's air traffic control system in an effort to reduce delays and travel time?.", "pos": "Paragraph- Sent 1: Milwaukee, Wisconsin (CNN) -- President Barack Obama, in a bid to create jobs and boost economic growth, called on Congress on Monday to pass a $50 billion plan to renew the country's transportation infrastructure.\nSent 2: His address was the first of two speeches the president is scheduled to make this week to frame his administration's ongoing response to the recession, less than two months ahead of midterm elections in which Democratic majorities in the House and Senate are in jeopardy.\nSent 3: \"Today, I am announcing a new plan for rebuilding and modernizing America's roads, and rails and runways for the long term,\" said Obama, who spoke on Labor Day in Milwaukee, Wisconsin -- a state with competitive gubernatorial and U.S. Senate races.\nSent 4: \"We used to have the best infrastructure in the world.\nSent 5: We can have it again,\" he said to loud cheers from a crowd of union workers.\nSent 6: The proposal envisions -- over a six year period -- rebuilding 150,000 miles of roads, 4,000 miles of rail and 150 miles of airport runways.\nSent 7: It also would include modernizing the nation's air traffic control system in an effort to reduce delays and travel time.\nSent 8: \"This will not only create jobs immediately.\nSent 9: It's also going to make our economy hum over the long haul,\" said the president.\nSent 10: Obama hopes to work with Congress to enact an up-front investment of $50 billion -- an amount a White House statement said would represent a significant chunk of new spending on infrastructure.\nSent 11: The investment would then be paired with what the administration called a framework to improve transportation spending.\nSent 12: The long-term plan would include the establishment of an Infrastructure Bank, which would leverage federal dollars and focus on projects that could deliver the the biggest bang for the buck, Obama said.\nSent 13: The president stressed the need for Democrats and Republicans to work together on the transportation initiative, which would need to be approved by Congress. \nQuestion: Can we have it again,\" he said to loud cheers from a crowd of union workers?.", "neg": "Paragraph- Sent 1: Milwaukee, Wisconsin (CNN) -- President Barack Obama, in a bid to create jobs and boost economic growth, called on Congress on Monday to pass a $50 billion plan to renew the country's transportation infrastructure.\nSent 2: His address was the first of two speeches the president is scheduled to make this week to frame his administration's ongoing response to the recession, less than two months ahead of midterm elections in which Democratic majorities in the House and Senate are in jeopardy.\nSent 3: \"Today, I am announcing a new plan for rebuilding and modernizing America's roads, and rails and runways for the long term,\" said Obama, who spoke on Labor Day in Milwaukee, Wisconsin -- a state with competitive gubernatorial and U.S. Senate races.\nSent 4: \"We used to have the best infrastructure in the world.\nSent 5: We can have it again,\" he said to loud cheers from a crowd of union workers.\nSent 6: The proposal envisions -- over a six year period -- rebuilding 150,000 miles of roads, 4,000 miles of rail and 150 miles of airport runways.\nSent 7: It also would include modernizing the nation's air traffic control system in an effort to reduce delays and travel time.\nSent 8: \"This will not only create jobs immediately.\nSent 9: It's also going to make our economy hum over the long haul,\" said the president.\nSent 10: Obama hopes to work with Congress to enact an up-front investment of $50 billion -- an amount a White House statement said would represent a significant chunk of new spending on infrastructure.\nSent 11: The investment would then be paired with what the administration called a framework to improve transportation spending.\nSent 12: The long-term plan would include the establishment of an Infrastructure Bank, which would leverage federal dollars and focus on projects that could deliver the the biggest bang for the buck, Obama said.\nSent 13: The president stressed the need for Democrats and Republicans to work together on the transportation initiative, which would need to be approved by Congress. \nQuestion: Is President Obama's plan beneficial in the short run or long run?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Shrinking revenue is forcing Legal Aid of West Virginia to close six satellite offices and lay off 17 employees by January.\nSent 2: The agency provides free legal representation in civil cases to about 24,000 low-income people annually.\nSent 3: Legal Aid lawyers help victims of domestic violence, and they supervise the ombudsman program that sends advocates into all the state's nursing homes.\nSent 4: \"We are here for people who have no place to turn,\" Adrienne Worthy, executive director for the agency, said Tuesday.\nSent 5: \"Our phones ring off the hook now.\nSent 6: I do not look forward to saying, 'I'm sorry.\nSent 7: We can't help you.\"' The Legal Aid board agreed Saturday to close satellite offices in Fayetteville, Madison, Pineville, Welch, Winfield and Williamson.\nSent 8: Satellite facilities in Clay, Hamlin and Summersville and all 11 regional offices will remain open.\nSent 9: Decreases in two funding sources prompted the cuts, Worthy said.\nSent 10: Legal Aid gets funding from the federal Legal Services Corp. based on a formula that counts the number of poor people in a service area.\nSent 11: West Virginia lost 30,000 poor people, according to Census figures used by the Legal Services Corp. The population drop will reduce Legal Aid of West Virginia's budget by $400,000.\nSent 12: The agency also receives a percentage of money from the Interest On Lawyers' Trust Accounts.\nSent 13: Lawyers in private practice give a percentage of the interest on money in trust accounts to Legal Aid organizations in all 50 states.\nSent 14: Low interest rates could mean $300,000 less from that source, Worthy said.\nSent 15: Because of the funding cuts, 17 people will lose their jobs, including lawyers, paralegals, management and support staff, she said.\nSent 16: West Virginia has one Legal Aid lawyer for every 7,895 poor people in the state.\nSent 17: For people who can afford lawyers, there is one lawyer to every 368 people, she said.\nSent 18: Nate Bowles, president and chairman of Legal Aid's board, said the agency plans to continue taking on \"the cases that evidence the most desperate need.\". \nQuestion: Which offices did the Legal Aid board decide to close and keep open?.", "pos": "Paragraph- Sent 1: The Washington Supreme Court is asking the Legislature to approve a $90 surcharge on a court filing fee to help provide legal help for the poor in civil cases, Chief Justice Gerry Alexander said Wednesday.\nSent 2: \"Some might say, why should we support this when we face tough financial times?\"Sent 3: Alexander asked in his State of the Judiciary address to a joint session of the Legislature.\nSent 4: \"It seems to me in America, where we rejoice in the fact that we are a nation devoted to the rule of law, we should not ration access to justice.\"Sent 5: The recommendation comes from the court's Task Force on Civil Equal Justice Funding, created in 2001 to look for ways to cope with the sparse amount of money available for such cases.\nSent 6: As the task force was studying the issue, $900,000 was cut from state support for civil equal justice services.\nSent 7: That prompted the state's two main legal services providers - Columbia Legal Services and Northwest Justice Project - to cut their staffs, Alexander said.\nSent 8: The change would increase the cost of filing a lawsuit in Superior Court to $200.\nSent 9: The total fee would be split, with 54 percent going to counties and 46 percent going to the state for a newly created equal justice account.\nSent 10: Alexander also requested money for five additional Superior Court judgeships and one additional District Court judgeships, arguing that increased caseloads require more judges.\nSent 11: Two of the Superior Court judges and the District Court judge would be in Clark County, with one Superior Court judge added in the joint district that serves Benton and Franklin counties and one each in Kittitas and Kitsap counties. \nQuestion: What change would increase the cost of filing a lawsuit in Superior Court?.", "neg": "Paragraph- Sent 1: Shrinking revenue is forcing Legal Aid of West Virginia to close six satellite offices and lay off 17 employees by January.\nSent 2: The agency provides free legal representation in civil cases to about 24,000 low-income people annually.\nSent 3: Legal Aid lawyers help victims of domestic violence, and they supervise the ombudsman program that sends advocates into all the state's nursing homes.\nSent 4: \"We are here for people who have no place to turn,\" Adrienne Worthy, executive director for the agency, said Tuesday.\nSent 5: \"Our phones ring off the hook now.\nSent 6: I do not look forward to saying, 'I'm sorry.\nSent 7: We can't help you.\"' The Legal Aid board agreed Saturday to close satellite offices in Fayetteville, Madison, Pineville, Welch, Winfield and Williamson.\nSent 8: Satellite facilities in Clay, Hamlin and Summersville and all 11 regional offices will remain open.\nSent 9: Decreases in two funding sources prompted the cuts, Worthy said.\nSent 10: Legal Aid gets funding from the federal Legal Services Corp. based on a formula that counts the number of poor people in a service area.\nSent 11: West Virginia lost 30,000 poor people, according to Census figures used by the Legal Services Corp. The population drop will reduce Legal Aid of West Virginia's budget by $400,000.\nSent 12: The agency also receives a percentage of money from the Interest On Lawyers' Trust Accounts.\nSent 13: Lawyers in private practice give a percentage of the interest on money in trust accounts to Legal Aid organizations in all 50 states.\nSent 14: Low interest rates could mean $300,000 less from that source, Worthy said.\nSent 15: Because of the funding cuts, 17 people will lose their jobs, including lawyers, paralegals, management and support staff, she said.\nSent 16: West Virginia has one Legal Aid lawyer for every 7,895 poor people in the state.\nSent 17: For people who can afford lawyers, there is one lawyer to every 368 people, she said.\nSent 18: Nate Bowles, president and chairman of Legal Aid's board, said the agency plans to continue taking on \"the cases that evidence the most desperate need.\". \nQuestion: Who phones Legal Aid lawyers?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Who is Dhuruvan's senior officer?.", "pos": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Why didn't the cadets feel safe with Dhuruvan?.", "neg": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: where are the men in the forest heading ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Milwaukee, Wisconsin (CNN) -- President Barack Obama, in a bid to create jobs and boost economic growth, called on Congress on Monday to pass a $50 billion plan to renew the country's transportation infrastructure.\nSent 2: His address was the first of two speeches the president is scheduled to make this week to frame his administration's ongoing response to the recession, less than two months ahead of midterm elections in which Democratic majorities in the House and Senate are in jeopardy.\nSent 3: \"Today, I am announcing a new plan for rebuilding and modernizing America's roads, and rails and runways for the long term,\" said Obama, who spoke on Labor Day in Milwaukee, Wisconsin -- a state with competitive gubernatorial and U.S. Senate races.\nSent 4: \"We used to have the best infrastructure in the world.\nSent 5: We can have it again,\" he said to loud cheers from a crowd of union workers.\nSent 6: The proposal envisions -- over a six year period -- rebuilding 150,000 miles of roads, 4,000 miles of rail and 150 miles of airport runways.\nSent 7: It also would include modernizing the nation's air traffic control system in an effort to reduce delays and travel time.\nSent 8: \"This will not only create jobs immediately.\nSent 9: It's also going to make our economy hum over the long haul,\" said the president.\nSent 10: Obama hopes to work with Congress to enact an up-front investment of $50 billion -- an amount a White House statement said would represent a significant chunk of new spending on infrastructure.\nSent 11: The investment would then be paired with what the administration called a framework to improve transportation spending.\nSent 12: The long-term plan would include the establishment of an Infrastructure Bank, which would leverage federal dollars and focus on projects that could deliver the the biggest bang for the buck, Obama said.\nSent 13: The president stressed the need for Democrats and Republicans to work together on the transportation initiative, which would need to be approved by Congress. \nQuestion: The framework to improve transportation spending congress is being asked for would cost how much?.", "pos": "Paragraph- Sent 1: Milwaukee, Wisconsin (CNN) -- President Barack Obama, in a bid to create jobs and boost economic growth, called on Congress on Monday to pass a $50 billion plan to renew the country's transportation infrastructure.\nSent 2: His address was the first of two speeches the president is scheduled to make this week to frame his administration's ongoing response to the recession, less than two months ahead of midterm elections in which Democratic majorities in the House and Senate are in jeopardy.\nSent 3: \"Today, I am announcing a new plan for rebuilding and modernizing America's roads, and rails and runways for the long term,\" said Obama, who spoke on Labor Day in Milwaukee, Wisconsin -- a state with competitive gubernatorial and U.S. Senate races.\nSent 4: \"We used to have the best infrastructure in the world.\nSent 5: We can have it again,\" he said to loud cheers from a crowd of union workers.\nSent 6: The proposal envisions -- over a six year period -- rebuilding 150,000 miles of roads, 4,000 miles of rail and 150 miles of airport runways.\nSent 7: It also would include modernizing the nation's air traffic control system in an effort to reduce delays and travel time.\nSent 8: \"This will not only create jobs immediately.\nSent 9: It's also going to make our economy hum over the long haul,\" said the president.\nSent 10: Obama hopes to work with Congress to enact an up-front investment of $50 billion -- an amount a White House statement said would represent a significant chunk of new spending on infrastructure.\nSent 11: The investment would then be paired with what the administration called a framework to improve transportation spending.\nSent 12: The long-term plan would include the establishment of an Infrastructure Bank, which would leverage federal dollars and focus on projects that could deliver the the biggest bang for the buck, Obama said.\nSent 13: The president stressed the need for Democrats and Republicans to work together on the transportation initiative, which would need to be approved by Congress. \nQuestion: What is the framework to improve transportation spending?.", "neg": "Paragraph- Sent 1: Milwaukee, Wisconsin (CNN) -- President Barack Obama, in a bid to create jobs and boost economic growth, called on Congress on Monday to pass a $50 billion plan to renew the country's transportation infrastructure.\nSent 2: His address was the first of two speeches the president is scheduled to make this week to frame his administration's ongoing response to the recession, less than two months ahead of midterm elections in which Democratic majorities in the House and Senate are in jeopardy.\nSent 3: \"Today, I am announcing a new plan for rebuilding and modernizing America's roads, and rails and runways for the long term,\" said Obama, who spoke on Labor Day in Milwaukee, Wisconsin -- a state with competitive gubernatorial and U.S. Senate races.\nSent 4: \"We used to have the best infrastructure in the world.\nSent 5: We can have it again,\" he said to loud cheers from a crowd of union workers.\nSent 6: The proposal envisions -- over a six year period -- rebuilding 150,000 miles of roads, 4,000 miles of rail and 150 miles of airport runways.\nSent 7: It also would include modernizing the nation's air traffic control system in an effort to reduce delays and travel time.\nSent 8: \"This will not only create jobs immediately.\nSent 9: It's also going to make our economy hum over the long haul,\" said the president.\nSent 10: Obama hopes to work with Congress to enact an up-front investment of $50 billion -- an amount a White House statement said would represent a significant chunk of new spending on infrastructure.\nSent 11: The investment would then be paired with what the administration called a framework to improve transportation spending.\nSent 12: The long-term plan would include the establishment of an Infrastructure Bank, which would leverage federal dollars and focus on projects that could deliver the the biggest bang for the buck, Obama said.\nSent 13: The president stressed the need for Democrats and Republicans to work together on the transportation initiative, which would need to be approved by Congress. \nQuestion: Would the investment  then be paired with what the administration called a framework to improve transportation spending?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Should places at the same distance from the equator have the same climate?\nSent 2: You might think they should.\nSent 3: Unfor- tunately, you would not be correct to think this.\nSent 4: Climate types vary due to other factors besides distance from the equator.\nSent 5: So what are these factors?\nSent 6: How can they have such a large impact on local climates?\nSent 7: For one thing, these factors are big.\nSent 8: You may wonder, are they as big as a car.\nSent 9: Think bigger.\nSent 10: Are they bigger than a house?\nSent 11: Think bigger.\nSent 12: Are they bigger than a football stadium?\nSent 13: You are still not close.\nSent 14: We are talking about mountains and oceans.\nSent 15: They are big features and big factors.\nSent 16: Oceans and mountains play a huge role in climates around the world.\nSent 17: You can see this in Figure above .\nSent 18: Only one of those factors is latitude, or distance from the equator. \nQuestion: Why do the factors of climate have such control over it?.", "pos": "Paragraph- Sent 1: Should places at the same distance from the equator have the same climate?\nSent 2: You might think they should.\nSent 3: Unfor- tunately, you would not be correct to think this.\nSent 4: Climate types vary due to other factors besides distance from the equator.\nSent 5: So what are these factors?\nSent 6: How can they have such a large impact on local climates?\nSent 7: For one thing, these factors are big.\nSent 8: You may wonder, are they as big as a car.\nSent 9: Think bigger.\nSent 10: Are they bigger than a house?\nSent 11: Think bigger.\nSent 12: Are they bigger than a football stadium?\nSent 13: You are still not close.\nSent 14: We are talking about mountains and oceans.\nSent 15: They are big features and big factors.\nSent 16: Oceans and mountains play a huge role in climates around the world.\nSent 17: You can see this in Figure above .\nSent 18: Only one of those factors is latitude, or distance from the equator. \nQuestion: is one of the factors of climate bigger than a football stadium?.", "neg": "Paragraph- Sent 1: The world can be divided into three climate zones.\nSent 2: The first climate zone is the polar zone.\nSent 3: As it sounds, the polar zone is near earths poles.\nSent 4: The polar zone has very long and cold winters.\nSent 5: Brrr!!!!\nSent 6: Near the equator is the tropical zone.\nSent 7: The tropical zone is known for being hot and wet.\nSent 8: Between these two zones is the temperate zone.\nSent 9: Temperatures there tend to be mild.\nSent 10: Its not too hot and not too cold.\nSent 11: You might expect places near the equator to be hot and wet.\nSent 12: Thats not always the case.\nSent 13: Sometimes there are other factors at work.\nSent 14: These factors can affect the local climate type or a region.\nSent 15: Oceans and mountain ranges can have a major impact.\nSent 16: They can greatly influence the climate of an area.\nSent 17: Many factors influence an areas climate. \nQuestion: Which of the 3 climate zones is near the earths poles?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: What did Senguen study and what was one of the things she was criticized for?.", "pos": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: Name three changes in Jarrah's behavior that are indicative of his changing beliefs.", "neg": "Paragraph- Sent 1: Born on May 11, 1975, in Mazraa, Lebanon, Ziad Jarrah came from an affluent family and attended private, Christian schools.\nSent 2: Like Atta, Binalshibh, and Shehhi, Jarrah aspired to pursue higher education in Germany.\nSent 3: In April 1996, he and a cousin enrolled at a junior college in Greifswald, in northeastern Germany.\nSent 4: There Jarrah met and became intimate with Aysel Senguen, the daughter of Turkish immigrants, who was preparing to study dentistry.\nSent 5: Even with the benefit of hindsight, Jarrah hardly seems a likely candidate for becoming an Islamic extremist.\nSent 6: Far from displaying radical beliefs when he first moved to Germany, he arrived with a reputation for knowing where to find the best discos and beaches in Beirut, and in Greifswald was known to enjoy student parties and drinking beer.\nSent 7: Although he continued to share an apartment in Greifswald with his cousin, Jarrah was mostly at Senguen's apartment.\nSent 8: Witnesses interviewed by German authorities after 9/11, however, recall that Jarrah started showing signs of radicalization as early as the end of 1996.\nSent 9: After returning from a trip home to Lebanon, Jarrah started living more strictly according to the Koran.\nSent 10: He read brochures in Arabic about jihad, held forth to friends on the subject of holy war, and professed disaffection with his previous life and a desire not to leave the world \"in a natural way.\"Sent 11: In September 1997, Jarrah abruptly switched his intended course of study from dentistry to aircraft engineering-at the Technical University of Hamburg-Harburg.\nSent 12: His motivation for this decision remains unclear.\nSent 13: The rationale he expressed to Senguen-that he had been interested in aviation since playing with toy airplanes as a child-rings somewhat hollow.\nSent 14: In any event, Jarrah appears already to have had Hamburg contacts by this time, some of whom may have played a role in steering him toward Islamic extremism.\nSent 15: Following his move to Hamburg that fall, he began visiting Senguen in Greifswald on weekends, until she moved to the German city of Bochum one year later to enroll in dental school.\nSent 16: Around the same time, he began speaking increasingly about religion, and his visits to Senguen became less and less frequent.\nSent 17: He began criticizing her for not being religious enough and for dressing too provocatively.\nSent 18: He grew a full beard and started praying regularly. \nQuestion: Were there inferences that Ziad might be an extremist?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: Who is a poet, a producer and a crime writer?.", "pos": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: George Pelecanos' latest novel \"The Cut\" features which character?.", "neg": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: As a private investigator, who does Spero Lucas work for in Pelecanos newest novel, \"The Cut\"?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Australian golfer Adam Scott took the first-round lead at the British Open after carding a spectacular six-under-par 64 on Thursday, narrowly missing out on making history.\nSent 2: The world No. 13 looked set to card the first 62 in a major championship after eight birdies in his first 17 holes but a bogey at the last meant he had to settle for the lowest opening round in an Open championship at Royal Lytham & St. Annes and matching the overall course record.\nSent 3: The 31-year-old finished the day one shot ahead of Scotland's 1999 British Open champion Paul Lawrie, in-form 2007 Masters winner Zach Johnson -- who won on his last PGA Tour start to earn a place in the field -- and Belgium's Nicholas Colsaerts.\nSent 4: Why U.S. golf has a healthy future Three time British Open champion Tiger Woods finished three shots behind Scott, tied for fifth, after a mixed opening round in his bid to win his first major since 2008.\nSent 5: The 14-time major winner was joined on three under by 2002 British Open champion Ernie Els, former U.S. Open winners Rory McIlroy and Graeme McDowell plus reigning Masters champion Bubba Watson.\nSent 6: British Open leaderboard The buildup to the tournament was dominated by talk of the playing conditions, as Woods described the course as \"almost unplayable\" after his first practice round due to its thick rough.\nSent 7: However, after several days of strong wind and heavy rain, benign conditions allowed the players to attack the English links course.\nSent 8: \"It was like a walk in the park today, and not like what we've been experiencing in the practice rounds,\" Scott told the official website.\nSent 9: \"I'm sure there's going to be some weather elements thrown at us the next three days so I'm just going to have to knuckle down and handle that.\". \nQuestion: What is Adam Scott's world ranking?.", "pos": "Paragraph- Sent 1: (CNN) -- Australian golfer Adam Scott took the first-round lead at the British Open after carding a spectacular six-under-par 64 on Thursday, narrowly missing out on making history.\nSent 2: The world No. 13 looked set to card the first 62 in a major championship after eight birdies in his first 17 holes but a bogey at the last meant he had to settle for the lowest opening round in an Open championship at Royal Lytham & St. Annes and matching the overall course record.\nSent 3: The 31-year-old finished the day one shot ahead of Scotland's 1999 British Open champion Paul Lawrie, in-form 2007 Masters winner Zach Johnson -- who won on his last PGA Tour start to earn a place in the field -- and Belgium's Nicholas Colsaerts.\nSent 4: Why U.S. golf has a healthy future Three time British Open champion Tiger Woods finished three shots behind Scott, tied for fifth, after a mixed opening round in his bid to win his first major since 2008.\nSent 5: The 14-time major winner was joined on three under by 2002 British Open champion Ernie Els, former U.S. Open winners Rory McIlroy and Graeme McDowell plus reigning Masters champion Bubba Watson.\nSent 6: British Open leaderboard The buildup to the tournament was dominated by talk of the playing conditions, as Woods described the course as \"almost unplayable\" after his first practice round due to its thick rough.\nSent 7: However, after several days of strong wind and heavy rain, benign conditions allowed the players to attack the English links course.\nSent 8: \"It was like a walk in the park today, and not like what we've been experiencing in the practice rounds,\" Scott told the official website.\nSent 9: \"I'm sure there's going to be some weather elements thrown at us the next three days so I'm just going to have to knuckle down and handle that.\". \nQuestion: What is Adam Scott's world ranking as a golf player?.", "neg": "Paragraph- Sent 1: (CNN) -- Australian golfer Adam Scott took the first-round lead at the British Open after carding a spectacular six-under-par 64 on Thursday, narrowly missing out on making history.\nSent 2: The world No. 13 looked set to card the first 62 in a major championship after eight birdies in his first 17 holes but a bogey at the last meant he had to settle for the lowest opening round in an Open championship at Royal Lytham & St. Annes and matching the overall course record.\nSent 3: The 31-year-old finished the day one shot ahead of Scotland's 1999 British Open champion Paul Lawrie, in-form 2007 Masters winner Zach Johnson -- who won on his last PGA Tour start to earn a place in the field -- and Belgium's Nicholas Colsaerts.\nSent 4: Why U.S. golf has a healthy future Three time British Open champion Tiger Woods finished three shots behind Scott, tied for fifth, after a mixed opening round in his bid to win his first major since 2008.\nSent 5: The 14-time major winner was joined on three under by 2002 British Open champion Ernie Els, former U.S. Open winners Rory McIlroy and Graeme McDowell plus reigning Masters champion Bubba Watson.\nSent 6: British Open leaderboard The buildup to the tournament was dominated by talk of the playing conditions, as Woods described the course as \"almost unplayable\" after his first practice round due to its thick rough.\nSent 7: However, after several days of strong wind and heavy rain, benign conditions allowed the players to attack the English links course.\nSent 8: \"It was like a walk in the park today, and not like what we've been experiencing in the practice rounds,\" Scott told the official website.\nSent 9: \"I'm sure there's going to be some weather elements thrown at us the next three days so I'm just going to have to knuckle down and handle that.\". \nQuestion: What are the playing conditions like on the course?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.\nSent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.\nSent 3: He said the President signed off on that concept.\nSent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.\nSent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.\nSent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.\nSent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, \"Sir, the CAPs are up.\nSent 8: Sir, they're going to want to know what to do.\"Sent 9: Then she recalled hearing him say, \"Yes sir.\"Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.\nSent 11: We believe this call would have taken place sometime before 10:10 to 10:15.\nSent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.\nSent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.\nSent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.\nSent 15: That aircraft was United 93.\nSent 16: The Secret Service was getting this information directly from the FAA.\nSent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.\nSent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania. \nQuestion: Who said the president signed off on the rules of engagement for the CAP ?.", "pos": "Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.\nSent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.\nSent 3: He said the President signed off on that concept.\nSent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.\nSent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.\nSent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.\nSent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, \"Sir, the CAPs are up.\nSent 8: Sir, they're going to want to know what to do.\"Sent 9: Then she recalled hearing him say, \"Yes sir.\"Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.\nSent 11: We believe this call would have taken place sometime before 10:10 to 10:15.\nSent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.\nSent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.\nSent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.\nSent 15: That aircraft was United 93.\nSent 16: The Secret Service was getting this information directly from the FAA.\nSent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.\nSent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania. \nQuestion: Who brought up the concept that CAP would not work unless Pilots had instructions on whether they could shoot a Plane if it did not divert?.", "neg": "Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.\nSent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.\nSent 3: He said the President signed off on that concept.\nSent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.\nSent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.\nSent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.\nSent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, \"Sir, the CAPs are up.\nSent 8: Sir, they're going to want to know what to do.\"Sent 9: Then she recalled hearing him say, \"Yes sir.\"Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.\nSent 11: We believe this call would have taken place sometime before 10:10 to 10:15.\nSent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.\nSent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.\nSent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.\nSent 15: That aircraft was United 93.\nSent 16: The Secret Service was getting this information directly from the FAA.\nSent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.\nSent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania. \nQuestion: What did Rice recall hearing of the President and Vice President's conversation?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The day was just breaking, as I left the tower; though it was still too dark in the house to be able to see without a light, and I took one of the study candles with me on my 'round.\nSent 2: By the time I had finished the ground floor, the daylight was creeping in, wanly, through the barred windows.\nSent 3: My search had shown me nothing fresh.\nSent 4: Everything appeared to be in order, and I was on the point of extinguishing my candle, when the thought suggested itself to me to have another glance 'round the cellars.\nSent 5: I had not, if I remember rightly, been into them since my hasty search on the evening of the attack.\nSent 6: For, perhaps, the half of a minute, I hesitated.\nSent 7: I would have been very willing to forego the task--as, indeed, I am inclined to think any man well might--for of all the great, awe-inspiring rooms in this house, the cellars are the hugest and weirdest.\nSent 8: Great, gloomy caverns of places, unlit by any ray of daylight.\nSent 9: Yet, I would not shirk the work.\nSent 10: I felt that to do so would smack of sheer cowardice.\nSent 11: Besides, as I reassured myself, the cellars were really the most unlikely places in which to come across anything dangerous; considering that they can be entered, only through a heavy oaken door, the key of which, I carry always on my person. \nQuestion: When did the person consider extinguishing the candle?.", "pos": "Paragraph- Sent 1: The day was just breaking, as I left the tower; though it was still too dark in the house to be able to see without a light, and I took one of the study candles with me on my 'round.\nSent 2: By the time I had finished the ground floor, the daylight was creeping in, wanly, through the barred windows.\nSent 3: My search had shown me nothing fresh.\nSent 4: Everything appeared to be in order, and I was on the point of extinguishing my candle, when the thought suggested itself to me to have another glance 'round the cellars.\nSent 5: I had not, if I remember rightly, been into them since my hasty search on the evening of the attack.\nSent 6: For, perhaps, the half of a minute, I hesitated.\nSent 7: I would have been very willing to forego the task--as, indeed, I am inclined to think any man well might--for of all the great, awe-inspiring rooms in this house, the cellars are the hugest and weirdest.\nSent 8: Great, gloomy caverns of places, unlit by any ray of daylight.\nSent 9: Yet, I would not shirk the work.\nSent 10: I felt that to do so would smack of sheer cowardice.\nSent 11: Besides, as I reassured myself, the cellars were really the most unlikely places in which to come across anything dangerous; considering that they can be entered, only through a heavy oaken door, the key of which, I carry always on my person. \nQuestion: What was the last room he had to check?.", "neg": "Paragraph- Sent 1: The day was just breaking, as I left the tower; though it was still too dark in the house to be able to see without a light, and I took one of the study candles with me on my 'round.\nSent 2: By the time I had finished the ground floor, the daylight was creeping in, wanly, through the barred windows.\nSent 3: My search had shown me nothing fresh.\nSent 4: Everything appeared to be in order, and I was on the point of extinguishing my candle, when the thought suggested itself to me to have another glance 'round the cellars.\nSent 5: I had not, if I remember rightly, been into them since my hasty search on the evening of the attack.\nSent 6: For, perhaps, the half of a minute, I hesitated.\nSent 7: I would have been very willing to forego the task--as, indeed, I am inclined to think any man well might--for of all the great, awe-inspiring rooms in this house, the cellars are the hugest and weirdest.\nSent 8: Great, gloomy caverns of places, unlit by any ray of daylight.\nSent 9: Yet, I would not shirk the work.\nSent 10: I felt that to do so would smack of sheer cowardice.\nSent 11: Besides, as I reassured myself, the cellars were really the most unlikely places in which to come across anything dangerous; considering that they can be entered, only through a heavy oaken door, the key of which, I carry always on my person. \nQuestion: What would smack of sheer cowardice?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Wanderjahre and marriage (1490-94) After completing his term of apprenticeship, Durer followed the common German custom of taking Wanderjahre--in effect gap years --in which the apprentice learned skills from artists in other areas; Durer was to spend about four years away.\nSent 2: He left in 1490, possibly to work under Martin Schongauer, the leading engraver of Northern Europe, but who died shortly before Durer's arrival at Colmar in 1492.\nSent 3: It is unclear where Durer travelled in the intervening period, though it is likely that he went to Frankfurt and the Netherlands.\nSent 4: In Colmar, Durer was welcomed by Schongauer's brothers, the goldsmiths Caspar and Paul and the painter Ludwig.\nSent 5: In 1493 Durer went to Strasbourg, where he would have experienced the sculpture of Nikolaus Gerhaert.\nSent 6: Durer's first painted self-portrait (now in the Louvre) was painted at this time, probably to be sent back to his fiancee in Nuremberg.\nSent 7: In early 1492 Durer travelled to Basel to stay with another brother of Martin Schongauer, the goldsmith Georg.\nSent 8: Very soon after his return to Nuremberg, on 7 July 1494, at the age of 23, Durer was married to Agnes Frey following an arrangement made during his absence.\nSent 9: Agnes was the daughter of a prominent brass worker (and amateur harpist) in the city.\nSent 10: However, no children resulted from the marriage. \nQuestion: What kind of art was Durer familiar with?.", "pos": "Paragraph- Sent 1: Wanderjahre and marriage (1490-94) After completing his term of apprenticeship, Durer followed the common German custom of taking Wanderjahre--in effect gap years --in which the apprentice learned skills from artists in other areas; Durer was to spend about four years away.\nSent 2: He left in 1490, possibly to work under Martin Schongauer, the leading engraver of Northern Europe, but who died shortly before Durer's arrival at Colmar in 1492.\nSent 3: It is unclear where Durer travelled in the intervening period, though it is likely that he went to Frankfurt and the Netherlands.\nSent 4: In Colmar, Durer was welcomed by Schongauer's brothers, the goldsmiths Caspar and Paul and the painter Ludwig.\nSent 5: In 1493 Durer went to Strasbourg, where he would have experienced the sculpture of Nikolaus Gerhaert.\nSent 6: Durer's first painted self-portrait (now in the Louvre) was painted at this time, probably to be sent back to his fiancee in Nuremberg.\nSent 7: In early 1492 Durer travelled to Basel to stay with another brother of Martin Schongauer, the goldsmith Georg.\nSent 8: Very soon after his return to Nuremberg, on 7 July 1494, at the age of 23, Durer was married to Agnes Frey following an arrangement made during his absence.\nSent 9: Agnes was the daughter of a prominent brass worker (and amateur harpist) in the city.\nSent 10: However, no children resulted from the marriage. \nQuestion: How old was Durer when he painted his first self portrait?.", "neg": "Paragraph- Sent 1: Wanderjahre and marriage (1490-94) After completing his term of apprenticeship, Durer followed the common German custom of taking Wanderjahre--in effect gap years --in which the apprentice learned skills from artists in other areas; Durer was to spend about four years away.\nSent 2: He left in 1490, possibly to work under Martin Schongauer, the leading engraver of Northern Europe, but who died shortly before Durer's arrival at Colmar in 1492.\nSent 3: It is unclear where Durer travelled in the intervening period, though it is likely that he went to Frankfurt and the Netherlands.\nSent 4: In Colmar, Durer was welcomed by Schongauer's brothers, the goldsmiths Caspar and Paul and the painter Ludwig.\nSent 5: In 1493 Durer went to Strasbourg, where he would have experienced the sculpture of Nikolaus Gerhaert.\nSent 6: Durer's first painted self-portrait (now in the Louvre) was painted at this time, probably to be sent back to his fiancee in Nuremberg.\nSent 7: In early 1492 Durer travelled to Basel to stay with another brother of Martin Schongauer, the goldsmith Georg.\nSent 8: Very soon after his return to Nuremberg, on 7 July 1494, at the age of 23, Durer was married to Agnes Frey following an arrangement made during his absence.\nSent 9: Agnes was the daughter of a prominent brass worker (and amateur harpist) in the city.\nSent 10: However, no children resulted from the marriage. \nQuestion: Where did Durer paint his first self-portrait?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Legal assistance for battered women is hard to come by.\nSent 2: But it just got a little easier to find in Tarrant County.\nSent 3: This month, the federal Violence Against Women Office awarded a two-year, $350,000 grant to the Women's Haven of Tarrant County.\nSent 4: The money will allow the shelter to add a second full-time attorney to its staff and contract with the law school clinic at Texas Wesleyan University for pro bono and student services.\nSent 5: Most important, the funds will help fill a frustrating gap.\nSent 6: The Women's Haven, which provides shelter and outreach to domestic-violence victims, already has a full-time attorney.\nSent 7: But that person is prohibited (by funding parameters) from representing women in matters of divorce or child custody.\nSent 8: That's not a problem for most of the shelter's indigent residents, who can access free legal aid locally from West Texas Legal Services.\nSent 9: But many of the clients served by the Women's Haven outreach programs are the working poor, who don't qualify for free legal services.\nSent 10: Divorces and custody battles are simply out of their financial reach.\nSent 11: \"They can't begin to save up enough money for a divorce, so they're stuck,\" says Sonyia Hartwell, the Women's Haven's associate director.\nSent 12: \"They're completely shut out of the civil-law system.\"Sent 13: In Texas, unlike in some other states, women who aren't divorced can't gain full control over their portion of assets.\nSent 14: And they can't obtain child support.\nSent 15: The grant will also provide law students with valuable experience working these types of cases.\nSent 16: \"They can't go to court, but they can interview clients and do all the initial intake work that needs to be done\" as well as investigative work, says Hartwell.\nSent 17: And there's no shortage of abuse victims who need this kind of help.\nSent 18: \"Within 60 days of hanging out her or his shingle,\" says Hartwell of the yet unhired new attorney, \"we'll have an active caseload of 20 or more.\". \nQuestion: Wha got a little easier to find in Tarrant County?.", "pos": "Paragraph- Sent 1: Legal assistance for battered women is hard to come by.\nSent 2: But it just got a little easier to find in Tarrant County.\nSent 3: This month, the federal Violence Against Women Office awarded a two-year, $350,000 grant to the Women's Haven of Tarrant County.\nSent 4: The money will allow the shelter to add a second full-time attorney to its staff and contract with the law school clinic at Texas Wesleyan University for pro bono and student services.\nSent 5: Most important, the funds will help fill a frustrating gap.\nSent 6: The Women's Haven, which provides shelter and outreach to domestic-violence victims, already has a full-time attorney.\nSent 7: But that person is prohibited (by funding parameters) from representing women in matters of divorce or child custody.\nSent 8: That's not a problem for most of the shelter's indigent residents, who can access free legal aid locally from West Texas Legal Services.\nSent 9: But many of the clients served by the Women's Haven outreach programs are the working poor, who don't qualify for free legal services.\nSent 10: Divorces and custody battles are simply out of their financial reach.\nSent 11: \"They can't begin to save up enough money for a divorce, so they're stuck,\" says Sonyia Hartwell, the Women's Haven's associate director.\nSent 12: \"They're completely shut out of the civil-law system.\"Sent 13: In Texas, unlike in some other states, women who aren't divorced can't gain full control over their portion of assets.\nSent 14: And they can't obtain child support.\nSent 15: The grant will also provide law students with valuable experience working these types of cases.\nSent 16: \"They can't go to court, but they can interview clients and do all the initial intake work that needs to be done\" as well as investigative work, says Hartwell.\nSent 17: And there's no shortage of abuse victims who need this kind of help.\nSent 18: \"Within 60 days of hanging out her or his shingle,\" says Hartwell of the yet unhired new attorney, \"we'll have an active caseload of 20 or more.\". \nQuestion: Legal assistance is now a little easier for battered women to find in what county?.", "neg": "Paragraph- Sent 1: Legal assistance for battered women is hard to come by.\nSent 2: But it just got a little easier to find in Tarrant County.\nSent 3: This month, the federal Violence Against Women Office awarded a two-year, $350,000 grant to the Women's Haven of Tarrant County.\nSent 4: The money will allow the shelter to add a second full-time attorney to its staff and contract with the law school clinic at Texas Wesleyan University for pro bono and student services.\nSent 5: Most important, the funds will help fill a frustrating gap.\nSent 6: The Women's Haven, which provides shelter and outreach to domestic-violence victims, already has a full-time attorney.\nSent 7: But that person is prohibited (by funding parameters) from representing women in matters of divorce or child custody.\nSent 8: That's not a problem for most of the shelter's indigent residents, who can access free legal aid locally from West Texas Legal Services.\nSent 9: But many of the clients served by the Women's Haven outreach programs are the working poor, who don't qualify for free legal services.\nSent 10: Divorces and custody battles are simply out of their financial reach.\nSent 11: \"They can't begin to save up enough money for a divorce, so they're stuck,\" says Sonyia Hartwell, the Women's Haven's associate director.\nSent 12: \"They're completely shut out of the civil-law system.\"Sent 13: In Texas, unlike in some other states, women who aren't divorced can't gain full control over their portion of assets.\nSent 14: And they can't obtain child support.\nSent 15: The grant will also provide law students with valuable experience working these types of cases.\nSent 16: \"They can't go to court, but they can interview clients and do all the initial intake work that needs to be done\" as well as investigative work, says Hartwell.\nSent 17: And there's no shortage of abuse victims who need this kind of help.\nSent 18: \"Within 60 days of hanging out her or his shingle,\" says Hartwell of the yet unhired new attorney, \"we'll have an active caseload of 20 or more.\". \nQuestion: Why does it pose a problem for the working poor to get legal aid?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: How would the universe look without gravity?\nSent 2: It would have no planets and no stars.\nSent 3: Thats how it looked when it was young.\nSent 4: When the universe was young, there was only gas and dust.\nSent 5: From this gas and dust, everything we now see was made.\nSent 6: How were stars and planets created from just gas and dust?\nSent 7: The answer is gravity.\nSent 8: The same gravity that holds you down on Earth.\nSent 9: The same force that causes your pencil to roll off your desk.\nSent 10: The same force that causes it to fall to the floor.\nSent 11: The invisible force of gravity caused dust and gas particles to be pulled together.\nSent 12: This force is what formed all the objects in our solar system.\nSent 13: This force formed the smallest moons.\nSent 14: It also formed our Sun.\nSent 15: This force caused more than just our solar system to form.\nSent 16: It caused all the other solar systems to form.\nSent 17: It caused the formation of all the galaxies of the universe. \nQuestion: What did role did gravity play in the creation of the universe?.", "pos": "Paragraph- Sent 1: Gravity is a force, but not like other forces you may know.\nSent 2: Gravity is a bit special.\nSent 3: You know that a force is a push or pull.\nSent 4: If you push a ball, it starts to roll.\nSent 5: If you lift a book, it moves upward.\nSent 6: Now, imagine you drop a ball.\nSent 7: It falls to the ground.\nSent 8: Can you see the force pulling it down?\nSent 9: That is what makes gravity really cool.\nSent 10: It is invisible.\nSent 11: Invisible means you cannot see it.\nSent 12: But wait, it has even more surprises.\nSent 13: Gravity holds planets in place around the Sun.\nSent 14: Gravity keeps the Moon from flying off into space.\nSent 15: Gravity exerts a force on objects that are not even touching.\nSent 16: In fact, gravity can act over very large distances.\nSent 17: However, the force does get weaker the farther apart the objects are. \nQuestion: How does gravity work on far away objects?.", "neg": "Paragraph- Sent 1: How would the universe look without gravity?\nSent 2: It would have no planets and no stars.\nSent 3: Thats how it looked when it was young.\nSent 4: When the universe was young, there was only gas and dust.\nSent 5: From this gas and dust, everything we now see was made.\nSent 6: How were stars and planets created from just gas and dust?\nSent 7: The answer is gravity.\nSent 8: The same gravity that holds you down on Earth.\nSent 9: The same force that causes your pencil to roll off your desk.\nSent 10: The same force that causes it to fall to the floor.\nSent 11: The invisible force of gravity caused dust and gas particles to be pulled together.\nSent 12: This force is what formed all the objects in our solar system.\nSent 13: This force formed the smallest moons.\nSent 14: It also formed our Sun.\nSent 15: This force caused more than just our solar system to form.\nSent 16: It caused all the other solar systems to form.\nSent 17: It caused the formation of all the galaxies of the universe. \nQuestion: Did the universe always have a sun?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As noted above, the 9/11 plotters spent somewhere between $400,000 and $500,000 to plan and conduct their attack.\nSent 2: The available evidence indicates that the 19 operatives were funded by al Qaeda, either through wire transfers or cash provided by KSM, which they carried into the United States or deposited in foreign accounts and accessed from this country.\nSent 3: Our investigation has uncovered no credible evidence that any person in the United States gave the hijackers substantial financial assistance.\nSent 4: Similarly, we have seen no evidence that any foreign government-or foreign government official-supplied any funding.\nSent 5: We have found no evidence that the Hamburg cell members (Atta, Shehhi, Jarrah, and Binalshibh) received funds from al Qaeda before late 1999.\nSent 6: It appears they supported themselves.\nSent 7: KSM, Binalshibh, and another plot facilitator, Mustafa al Hawsawi, each received money, in some cases perhaps as much as $10,000, to perform their roles in the plot.\nSent 8: After the Hamburg recruits joined the 9/11 conspiracy, al Qaeda began giving them money.\nSent 9: Our knowledge of the funding during this period, before the operatives entered the United States, remains murky.\nSent 10: According to KSM, the Hamburg cell members each received $5,000 to pay for their return to Germany from Afghanistan after they had been selected to join the plot, and they received additional funds for travel from Germany to the United States.\nSent 11: Financial transactions of the plotters are discussed in more detail in chapter 7.\nSent 12: Requirements for a Successful Attack As some of the core operatives prepared to leave for the United States, al Qaeda's leaders could have reflected on what they needed to be able to do in order to organize and conduct a complex international terrorist operation to inflict catastrophic harm.\nSent 13: We believe such a list of requirements would have included leaders able to evaluate, approve, and supervise the planning and direction of the operation; communications sufficient to enable planning and direction of the operatives and those who would be helping them; a personnel system that could recruit candidates, vet them, indoctrinate them, and give them necessary training; an intelligence effort to gather required information and form assessments of enemy strengths and weaknesses; the ability to move people; and the ability to raise and move the necessary money.\nSent 14: The information we have presented about the development of the planes operation shows how, by the spring and summer of 2000, al Qaeda was able to meet these requirements.\nSent 15: By late May 2000, two operatives assigned to the planes operation were already in the United States.\nSent 16: Three of the four Hamburg cell members would soon arrive. \nQuestion: Who supported themselves before Al Qaeda began giving them funding in late 1999?.", "pos": "Paragraph- Sent 1: As noted above, the 9/11 plotters spent somewhere between $400,000 and $500,000 to plan and conduct their attack.\nSent 2: The available evidence indicates that the 19 operatives were funded by al Qaeda, either through wire transfers or cash provided by KSM, which they carried into the United States or deposited in foreign accounts and accessed from this country.\nSent 3: Our investigation has uncovered no credible evidence that any person in the United States gave the hijackers substantial financial assistance.\nSent 4: Similarly, we have seen no evidence that any foreign government-or foreign government official-supplied any funding.\nSent 5: We have found no evidence that the Hamburg cell members (Atta, Shehhi, Jarrah, and Binalshibh) received funds from al Qaeda before late 1999.\nSent 6: It appears they supported themselves.\nSent 7: KSM, Binalshibh, and another plot facilitator, Mustafa al Hawsawi, each received money, in some cases perhaps as much as $10,000, to perform their roles in the plot.\nSent 8: After the Hamburg recruits joined the 9/11 conspiracy, al Qaeda began giving them money.\nSent 9: Our knowledge of the funding during this period, before the operatives entered the United States, remains murky.\nSent 10: According to KSM, the Hamburg cell members each received $5,000 to pay for their return to Germany from Afghanistan after they had been selected to join the plot, and they received additional funds for travel from Germany to the United States.\nSent 11: Financial transactions of the plotters are discussed in more detail in chapter 7.\nSent 12: Requirements for a Successful Attack As some of the core operatives prepared to leave for the United States, al Qaeda's leaders could have reflected on what they needed to be able to do in order to organize and conduct a complex international terrorist operation to inflict catastrophic harm.\nSent 13: We believe such a list of requirements would have included leaders able to evaluate, approve, and supervise the planning and direction of the operation; communications sufficient to enable planning and direction of the operatives and those who would be helping them; a personnel system that could recruit candidates, vet them, indoctrinate them, and give them necessary training; an intelligence effort to gather required information and form assessments of enemy strengths and weaknesses; the ability to move people; and the ability to raise and move the necessary money.\nSent 14: The information we have presented about the development of the planes operation shows how, by the spring and summer of 2000, al Qaeda was able to meet these requirements.\nSent 15: By late May 2000, two operatives assigned to the planes operation were already in the United States.\nSent 16: Three of the four Hamburg cell members would soon arrive. \nQuestion: Who supported themselves before late 1999?.", "neg": "Paragraph- Sent 1: As noted above, the 9/11 plotters spent somewhere between $400,000 and $500,000 to plan and conduct their attack.\nSent 2: The available evidence indicates that the 19 operatives were funded by al Qaeda, either through wire transfers or cash provided by KSM, which they carried into the United States or deposited in foreign accounts and accessed from this country.\nSent 3: Our investigation has uncovered no credible evidence that any person in the United States gave the hijackers substantial financial assistance.\nSent 4: Similarly, we have seen no evidence that any foreign government-or foreign government official-supplied any funding.\nSent 5: We have found no evidence that the Hamburg cell members (Atta, Shehhi, Jarrah, and Binalshibh) received funds from al Qaeda before late 1999.\nSent 6: It appears they supported themselves.\nSent 7: KSM, Binalshibh, and another plot facilitator, Mustafa al Hawsawi, each received money, in some cases perhaps as much as $10,000, to perform their roles in the plot.\nSent 8: After the Hamburg recruits joined the 9/11 conspiracy, al Qaeda began giving them money.\nSent 9: Our knowledge of the funding during this period, before the operatives entered the United States, remains murky.\nSent 10: According to KSM, the Hamburg cell members each received $5,000 to pay for their return to Germany from Afghanistan after they had been selected to join the plot, and they received additional funds for travel from Germany to the United States.\nSent 11: Financial transactions of the plotters are discussed in more detail in chapter 7.\nSent 12: Requirements for a Successful Attack As some of the core operatives prepared to leave for the United States, al Qaeda's leaders could have reflected on what they needed to be able to do in order to organize and conduct a complex international terrorist operation to inflict catastrophic harm.\nSent 13: We believe such a list of requirements would have included leaders able to evaluate, approve, and supervise the planning and direction of the operation; communications sufficient to enable planning and direction of the operatives and those who would be helping them; a personnel system that could recruit candidates, vet them, indoctrinate them, and give them necessary training; an intelligence effort to gather required information and form assessments of enemy strengths and weaknesses; the ability to move people; and the ability to raise and move the necessary money.\nSent 14: The information we have presented about the development of the planes operation shows how, by the spring and summer of 2000, al Qaeda was able to meet these requirements.\nSent 15: By late May 2000, two operatives assigned to the planes operation were already in the United States.\nSent 16: Three of the four Hamburg cell members would soon arrive. \nQuestion: What was the amount that the plotters used to fund their attack?Which entities funded these plotters?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: Which of Alexander's personality traits were greatly influenced by his parents?.", "pos": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: Who were influenced/formed Alexanders personality traits and what were they?.", "neg": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: Did Alexander posses self control in \"pleasures of the body\" and have great charisma?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: ATLANTA, Georgia (CNN) -- On a plot of soil, nestled against the backdrop of skyscrapers in downtown Atlanta, Georgia, a group of residents are turning a lack of access to fresh produce into a revival of old traditions and self-empowerment.\nSent 2: Urban farming is a way for African-Americans to connect with the earth, says Cashawn Myers of HABESHA.\nSent 3: HABESHA Gardens is one of many urban gardens sprouting up around the country.\nSent 4: Fruits and vegetables are thriving in this community garden located in an economically depressed area of the city known as Mechanicsville.\nSent 5: But the garden serves an even greater purpose.\nSent 6: The harvest helps feed some of the neediest members of the neighborhood.\nSent 7: \"It's a reawakening going on.\nSent 8: It's almost like it's a renaissance,\" says Cashawn Myers, director of HABESHA Inc. \"There's a Ghanaian proverb that says Sankofa.\nSent 9: Sankofa means return to your past so you can move forward.\nSent 10: Even if you look at coming over here during our enslavement, we were brought here to cultivate the land because that's something we did on the continent.\nSent 11: So really, that's what many of the people are doing now,\" he said.\nSent 12: Myers believes urban farming is a way for many African-Americans to reconnect with their past.\nSent 13: iReport.com: Show us your urban farm \"They are going through a process of Sankofa and going to what they traditionally did, which is connect to the Earth so they can move forward and grow,\" he says.\nSent 14: But HABESHA Gardens isn't unique.\nSent 15: Former pro basketball player Will Allen, who is considered to be one of the nation's leading urban farmers and founder of Growing Power Inc., estimates that there are hundreds of thousands of urban gardens in inner cities across America.\nSent 16: Urban farms help feed people, sustain neighorhoods » \"It's beyond a movement at this point.\nSent 17: Its more like a revolution,\" says Allen. \nQuestion: What term describes the community garden in Mechanicsville?.", "pos": "Paragraph- Sent 1: ATLANTA, Georgia (CNN) -- On a plot of soil, nestled against the backdrop of skyscrapers in downtown Atlanta, Georgia, a group of residents are turning a lack of access to fresh produce into a revival of old traditions and self-empowerment.\nSent 2: Urban farming is a way for African-Americans to connect with the earth, says Cashawn Myers of HABESHA.\nSent 3: HABESHA Gardens is one of many urban gardens sprouting up around the country.\nSent 4: Fruits and vegetables are thriving in this community garden located in an economically depressed area of the city known as Mechanicsville.\nSent 5: But the garden serves an even greater purpose.\nSent 6: The harvest helps feed some of the neediest members of the neighborhood.\nSent 7: \"It's a reawakening going on.\nSent 8: It's almost like it's a renaissance,\" says Cashawn Myers, director of HABESHA Inc. \"There's a Ghanaian proverb that says Sankofa.\nSent 9: Sankofa means return to your past so you can move forward.\nSent 10: Even if you look at coming over here during our enslavement, we were brought here to cultivate the land because that's something we did on the continent.\nSent 11: So really, that's what many of the people are doing now,\" he said.\nSent 12: Myers believes urban farming is a way for many African-Americans to reconnect with their past.\nSent 13: iReport.com: Show us your urban farm \"They are going through a process of Sankofa and going to what they traditionally did, which is connect to the Earth so they can move forward and grow,\" he says.\nSent 14: But HABESHA Gardens isn't unique.\nSent 15: Former pro basketball player Will Allen, who is considered to be one of the nation's leading urban farmers and founder of Growing Power Inc., estimates that there are hundreds of thousands of urban gardens in inner cities across America.\nSent 16: Urban farms help feed people, sustain neighorhoods » \"It's beyond a movement at this point.\nSent 17: Its more like a revolution,\" says Allen. \nQuestion: What is the origin of the proverb that means; return to your past so you can move forward?.", "neg": "Paragraph- Sent 1: ATLANTA, Georgia (CNN) -- On a plot of soil, nestled against the backdrop of skyscrapers in downtown Atlanta, Georgia, a group of residents are turning a lack of access to fresh produce into a revival of old traditions and self-empowerment.\nSent 2: Urban farming is a way for African-Americans to connect with the earth, says Cashawn Myers of HABESHA.\nSent 3: HABESHA Gardens is one of many urban gardens sprouting up around the country.\nSent 4: Fruits and vegetables are thriving in this community garden located in an economically depressed area of the city known as Mechanicsville.\nSent 5: But the garden serves an even greater purpose.\nSent 6: The harvest helps feed some of the neediest members of the neighborhood.\nSent 7: \"It's a reawakening going on.\nSent 8: It's almost like it's a renaissance,\" says Cashawn Myers, director of HABESHA Inc. \"There's a Ghanaian proverb that says Sankofa.\nSent 9: Sankofa means return to your past so you can move forward.\nSent 10: Even if you look at coming over here during our enslavement, we were brought here to cultivate the land because that's something we did on the continent.\nSent 11: So really, that's what many of the people are doing now,\" he said.\nSent 12: Myers believes urban farming is a way for many African-Americans to reconnect with their past.\nSent 13: iReport.com: Show us your urban farm \"They are going through a process of Sankofa and going to what they traditionally did, which is connect to the Earth so they can move forward and grow,\" he says.\nSent 14: But HABESHA Gardens isn't unique.\nSent 15: Former pro basketball player Will Allen, who is considered to be one of the nation's leading urban farmers and founder of Growing Power Inc., estimates that there are hundreds of thousands of urban gardens in inner cities across America.\nSent 16: Urban farms help feed people, sustain neighorhoods » \"It's beyond a movement at this point.\nSent 17: Its more like a revolution,\" says Allen. \nQuestion: What actions are a group of residents performing in an effort to connect African Americans with the earth?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Tiger Woods kick started his 2013 season on his favorite golf course with a seven-under 65 Friday at Torrey Pines lifting him to the top of the leader board in the Farmers Insurance Open.\nSent 2: Defying cold and wet conditions at La Jolla in California, the World No.2 carded a halfway total of 11-under 133 at the PGA Tour event.\nSent 3: It left him two clear of fellow American Billy Horschel, who battled to a 69 on the more difficult South Course.\nSent 4: Woods has won the tournament at the same venue six times and also famously claimed the 2008 U.S. Open, despite being handicapped by injury, Woods, who began his campaign by missing the cut at at European Tour event in Abu Dhabi last week, the same fate befalling No.1 Rory McIlroy, showed that was a mere blip with inspired play on the easier North Course.\nSent 5: Starting from the 10th, his round took off with a birdies on the 14th and 17th and an eagle on the 18th, set up by a superb iron approach.\nSent 6: The American ace started his back nine with straight birdies and as the rain came down he continued his fine progress.\nSent 7: Two birdies came in his final three holes, sandwiching his sole bogey on the day.\nSent 8: Woods said he was delighted to have backed up his fine driving with good recovery play on the rare occasion he was off the fairway.\nSent 9: \"I've got my short game back to where I want to have it,\" he said after his round. \nQuestion: What was the weather like during the 2013 Farmers Insurance Open?.", "pos": "Paragraph- Sent 1: (CNN) -- Tiger Woods kick started his 2013 season on his favorite golf course with a seven-under 65 Friday at Torrey Pines lifting him to the top of the leader board in the Farmers Insurance Open.\nSent 2: Defying cold and wet conditions at La Jolla in California, the World No.2 carded a halfway total of 11-under 133 at the PGA Tour event.\nSent 3: It left him two clear of fellow American Billy Horschel, who battled to a 69 on the more difficult South Course.\nSent 4: Woods has won the tournament at the same venue six times and also famously claimed the 2008 U.S. Open, despite being handicapped by injury, Woods, who began his campaign by missing the cut at at European Tour event in Abu Dhabi last week, the same fate befalling No.1 Rory McIlroy, showed that was a mere blip with inspired play on the easier North Course.\nSent 5: Starting from the 10th, his round took off with a birdies on the 14th and 17th and an eagle on the 18th, set up by a superb iron approach.\nSent 6: The American ace started his back nine with straight birdies and as the rain came down he continued his fine progress.\nSent 7: Two birdies came in his final three holes, sandwiching his sole bogey on the day.\nSent 8: Woods said he was delighted to have backed up his fine driving with good recovery play on the rare occasion he was off the fairway.\nSent 9: \"I've got my short game back to where I want to have it,\" he said after his round. \nQuestion: What was the weather like during the tournament?.", "neg": "Paragraph- Sent 1: (CNN) -- Tiger Woods kick started his 2013 season on his favorite golf course with a seven-under 65 Friday at Torrey Pines lifting him to the top of the leader board in the Farmers Insurance Open.\nSent 2: Defying cold and wet conditions at La Jolla in California, the World No.2 carded a halfway total of 11-under 133 at the PGA Tour event.\nSent 3: It left him two clear of fellow American Billy Horschel, who battled to a 69 on the more difficult South Course.\nSent 4: Woods has won the tournament at the same venue six times and also famously claimed the 2008 U.S. Open, despite being handicapped by injury, Woods, who began his campaign by missing the cut at at European Tour event in Abu Dhabi last week, the same fate befalling No.1 Rory McIlroy, showed that was a mere blip with inspired play on the easier North Course.\nSent 5: Starting from the 10th, his round took off with a birdies on the 14th and 17th and an eagle on the 18th, set up by a superb iron approach.\nSent 6: The American ace started his back nine with straight birdies and as the rain came down he continued his fine progress.\nSent 7: Two birdies came in his final three holes, sandwiching his sole bogey on the day.\nSent 8: Woods said he was delighted to have backed up his fine driving with good recovery play on the rare occasion he was off the fairway.\nSent 9: \"I've got my short game back to where I want to have it,\" he said after his round. \nQuestion: Did Tiger Wood recover from his injury in 2008?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After the loss of her family home, Belle Reve, to creditors, Blanche DuBois travels from the small town of Laurel, Mississippi to the New Orleans French Quarter to live with her younger, married sister, Stella, and brother-in-law, Stanley Kowalski.\nSent 2: Blanche is in her thirties, and with no money, she has nowhere else to go.\nSent 3: Blanche tells Stella that she has taken a leave of absence from her English teaching position because of her nerves.\nSent 4: Blanche laments the shabbiness of her sister's two-room flat.\nSent 5: She finds Stanley loud and rough, eventually referring to him as \"common.\"Sent 6: Stanley, in return, does not care for Blanche's manners and dislikes her presence.\nSent 7: Stanley later questions Blanche about her earlier marriage.\nSent 8: Blanche had married when she was very young, but her husband died, leaving her widowed and alone.\nSent 9: The memory of her dead husband causes Blanche some obvious distress.\nSent 10: Stanley, worried that he has been cheated out of an inheritance, demands to know what happened to Belle Reve, once a large plantation and the DuBois family home.\nSent 11: Blanche hands over all the documents pertaining to Belle Reve.\nSent 12: While looking at the papers, Stanley notices a bundle of letters that Blanche emotionally proclaims are personal love letters from her dead husband.\nSent 13: For a moment, Stanley seems caught off guard over her proclaimed feelings.\nSent 14: Afterwards, he informs Blanche that Stella is going to have a baby.\nSent 15: The night after Blanche's arrival, during one of Stanley's poker parties, Blanche meets Mitch, one of Stanley's poker player buddies.\nSent 16: His courteous manner sets him apart from the other men.\nSent 17: Their chat becomes flirtatious and friendly, and Blanche easily charms him; they like each other.\nSent 18: Suddenly becoming upset over multiple interruptions, Stanley explodes in a drunken rage and strikes Stella. \nQuestion: What are some of the more prominent reasons why Stanley does not like Blanche?.", "pos": "Paragraph- Sent 1: After the loss of her family home, Belle Reve, to creditors, Blanche DuBois travels from the small town of Laurel, Mississippi to the New Orleans French Quarter to live with her younger, married sister, Stella, and brother-in-law, Stanley Kowalski.\nSent 2: Blanche is in her thirties, and with no money, she has nowhere else to go.\nSent 3: Blanche tells Stella that she has taken a leave of absence from her English teaching position because of her nerves.\nSent 4: Blanche laments the shabbiness of her sister's two-room flat.\nSent 5: She finds Stanley loud and rough, eventually referring to him as \"common.\"Sent 6: Stanley, in return, does not care for Blanche's manners and dislikes her presence.\nSent 7: Stanley later questions Blanche about her earlier marriage.\nSent 8: Blanche had married when she was very young, but her husband died, leaving her widowed and alone.\nSent 9: The memory of her dead husband causes Blanche some obvious distress.\nSent 10: Stanley, worried that he has been cheated out of an inheritance, demands to know what happened to Belle Reve, once a large plantation and the DuBois family home.\nSent 11: Blanche hands over all the documents pertaining to Belle Reve.\nSent 12: While looking at the papers, Stanley notices a bundle of letters that Blanche emotionally proclaims are personal love letters from her dead husband.\nSent 13: For a moment, Stanley seems caught off guard over her proclaimed feelings.\nSent 14: Afterwards, he informs Blanche that Stella is going to have a baby.\nSent 15: The night after Blanche's arrival, during one of Stanley's poker parties, Blanche meets Mitch, one of Stanley's poker player buddies.\nSent 16: His courteous manner sets him apart from the other men.\nSent 17: Their chat becomes flirtatious and friendly, and Blanche easily charms him; they like each other.\nSent 18: Suddenly becoming upset over multiple interruptions, Stanley explodes in a drunken rage and strikes Stella. \nQuestion: What does Stanley notice that belonged to Blanche's Dead husband?.", "neg": "Paragraph- Sent 1: After the loss of her family home, Belle Reve, to creditors, Blanche DuBois travels from the small town of Laurel, Mississippi to the New Orleans French Quarter to live with her younger, married sister, Stella, and brother-in-law, Stanley Kowalski.\nSent 2: Blanche is in her thirties, and with no money, she has nowhere else to go.\nSent 3: Blanche tells Stella that she has taken a leave of absence from her English teaching position because of her nerves.\nSent 4: Blanche laments the shabbiness of her sister's two-room flat.\nSent 5: She finds Stanley loud and rough, eventually referring to him as \"common.\"Sent 6: Stanley, in return, does not care for Blanche's manners and dislikes her presence.\nSent 7: Stanley later questions Blanche about her earlier marriage.\nSent 8: Blanche had married when she was very young, but her husband died, leaving her widowed and alone.\nSent 9: The memory of her dead husband causes Blanche some obvious distress.\nSent 10: Stanley, worried that he has been cheated out of an inheritance, demands to know what happened to Belle Reve, once a large plantation and the DuBois family home.\nSent 11: Blanche hands over all the documents pertaining to Belle Reve.\nSent 12: While looking at the papers, Stanley notices a bundle of letters that Blanche emotionally proclaims are personal love letters from her dead husband.\nSent 13: For a moment, Stanley seems caught off guard over her proclaimed feelings.\nSent 14: Afterwards, he informs Blanche that Stella is going to have a baby.\nSent 15: The night after Blanche's arrival, during one of Stanley's poker parties, Blanche meets Mitch, one of Stanley's poker player buddies.\nSent 16: His courteous manner sets him apart from the other men.\nSent 17: Their chat becomes flirtatious and friendly, and Blanche easily charms him; they like each other.\nSent 18: Suddenly becoming upset over multiple interruptions, Stanley explodes in a drunken rage and strikes Stella. \nQuestion: Does Stanley have a good relationship with his sister-in-law?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: What was the greatest flaw to the Safety Commisions's safety awareness previous to 9/11?.", "pos": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: Why didn't the layered system of defense work for 9/11?.", "neg": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: In the years prior to 9/11 why was sabotage considered a greater threat to aviation?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: What period does Jin and Jay's battles take place in?.", "pos": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: Who is the spiritual boxer's son?.", "neg": "Paragraph- Sent 1: In Japan of the Tokugawa Ieyasu period , a young ninja named Jin Wu wantonly kills samurai and other government officials , leaving his clan to face the blame .\nSent 2: When they start hunting him down , Jin Wu and his wife Akane sail to China both to escape their wrathful kinsmen , and for Jin Wu to complete revenge by finding the last man he holds responsible for his father 's death .\nSent 3: That man , Fukuda , leads a peaceful life as a mirror maker under the name of Uncle Foo .\nSent 4: He has a young prot g e , however : Jay , a smug martial artist who constantly tries to prove himself by taking up every opportunity to fight .\nSent 5: Jay also constantly teases his lecherous servant Chee and takes few things very seriously .\nSent 6: However , as he sees his surrogate father attacked , Jay immediately rushes to his aid , but during several clashes he has to find out that he and the ninja are evenly matched .\nSent 7: Eventually , it is revealed that Jin Wu s father was not killed by his clan members ; he had died as a hero in a rebellion instead .\nSent 8: Ashamed of his own cowardice in escaping to China years before following that attempted uprising , Foo makes peace with Jin .\nSent 9: But before their final encounter , Foo took poison to restore his honor by his own death , and he asks Jin to kill him in order to spare him the last agony , which promptly leads to a misunderstanding between Jay and Jin .\nSent 10: The two battle each other to the top of Jay s family temple and finally settle their differences just in time to face a spiritual boxer , whose son Jay has insulted in the course of the movie . \nQuestion: What is the real name of the last man Jin Wu holds responsible for his father's death.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander fled Macedon with his mother, dropping her off with her brother, King Alexander I of Epirus in Dodona, capital of the Molossians.\nSent 2: He continued to Illyria, where he sought refuge with the Illyrian King and was treated as a guest, despite having defeated them in battle a few years before.\nSent 3: However, it appears Philip never intended to disown his politically and militarily trained son.\nSent 4: Accordingly, Alexander returned to Macedon after six months due to the efforts of a family friend, Demaratus, who mediated between the two parties.\nSent 5: In the following year, the Persian satrap (governor) of Caria, Pixodarus, offered his eldest daughter to Alexander's half-brother, Philip Arrhidaeus.\nSent 6: Olympias and several of Alexander's friends suggested this showed Philip intended to make Arrhidaeus his heir.\nSent 7: Alexander reacted by sending an actor, Thessalus of Corinth, to tell Pixodarus that he should not offer his daughter's hand to an illegitimate son, but instead to Alexander.\nSent 8: When Philip heard of this, he stopped the negotiations and scolded Alexander for wishing to marry the daughter of a Carian, explaining that he wanted a better bride for him.\nSent 9: Philip exiled four of Alexander's friends, Harpalus, Nearchus, Ptolemy and Erigyius, and had the Corinthians bring Thessalus to him in chains. \nQuestion: Who did several friends think Philip was going to make his heir, and why?.", "pos": "Paragraph- Sent 1: Alexander fled Macedon with his mother, dropping her off with her brother, King Alexander I of Epirus in Dodona, capital of the Molossians.\nSent 2: He continued to Illyria, where he sought refuge with the Illyrian King and was treated as a guest, despite having defeated them in battle a few years before.\nSent 3: However, it appears Philip never intended to disown his politically and militarily trained son.\nSent 4: Accordingly, Alexander returned to Macedon after six months due to the efforts of a family friend, Demaratus, who mediated between the two parties.\nSent 5: In the following year, the Persian satrap (governor) of Caria, Pixodarus, offered his eldest daughter to Alexander's half-brother, Philip Arrhidaeus.\nSent 6: Olympias and several of Alexander's friends suggested this showed Philip intended to make Arrhidaeus his heir.\nSent 7: Alexander reacted by sending an actor, Thessalus of Corinth, to tell Pixodarus that he should not offer his daughter's hand to an illegitimate son, but instead to Alexander.\nSent 8: When Philip heard of this, he stopped the negotiations and scolded Alexander for wishing to marry the daughter of a Carian, explaining that he wanted a better bride for him.\nSent 9: Philip exiled four of Alexander's friends, Harpalus, Nearchus, Ptolemy and Erigyius, and had the Corinthians bring Thessalus to him in chains. \nQuestion: How did Alexander try to change the situation and what was Philip's response?.", "neg": "Paragraph- Sent 1: Alexander fled Macedon with his mother, dropping her off with her brother, King Alexander I of Epirus in Dodona, capital of the Molossians.\nSent 2: He continued to Illyria, where he sought refuge with the Illyrian King and was treated as a guest, despite having defeated them in battle a few years before.\nSent 3: However, it appears Philip never intended to disown his politically and militarily trained son.\nSent 4: Accordingly, Alexander returned to Macedon after six months due to the efforts of a family friend, Demaratus, who mediated between the two parties.\nSent 5: In the following year, the Persian satrap (governor) of Caria, Pixodarus, offered his eldest daughter to Alexander's half-brother, Philip Arrhidaeus.\nSent 6: Olympias and several of Alexander's friends suggested this showed Philip intended to make Arrhidaeus his heir.\nSent 7: Alexander reacted by sending an actor, Thessalus of Corinth, to tell Pixodarus that he should not offer his daughter's hand to an illegitimate son, but instead to Alexander.\nSent 8: When Philip heard of this, he stopped the negotiations and scolded Alexander for wishing to marry the daughter of a Carian, explaining that he wanted a better bride for him.\nSent 9: Philip exiled four of Alexander's friends, Harpalus, Nearchus, Ptolemy and Erigyius, and had the Corinthians bring Thessalus to him in chains. \nQuestion: Why did Phillip have four of Alexanders friends exiled and have Thessalus brought to him in chains?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The letterhead on correspondence still bears the Bexar County Legal Aid name, even though the organization is no longer.\nSent 2: Texas Rural Legal Aid - known for its fearless and sometimes controversial advocacy of the poorest of the poor - last week took over four other corporations serving the legal needs of the indigent in Southwest Texas, including the one in Bexar County.\nSent 3: The new 68-county legal aid organization has yet to be named and stretches from El Paso to Corpus Christi, Harlingen to Austin.\nSent 4: The leader for the super-sized law firm has big plans.\nSent 5: \"I'm more interested in looking at what we as advocates can do to address the serious problems of poverty than the number of cases we close,\" said David Hall, the TRLA executive director.\nSent 6: In the Rio Grande Valley, Hall's attorneys set up separate groups to assist small-business owners and residents with low-interest loans and legal representation.\nSent 7: They also operate a legal arm that assists migrant workers from Texas to Kentucky.\nSent 8: Now, Hall said, he wants to make services to the poor more efficient by working with law students who will handle less complicated legal matters, allowing licensed attorneys to take more \"high impact\" cases to court.\nSent 9: \"What we need to do is handle cases as efficiently as we can, leveraging the amount of time of the lawyer that goes in there and maximizing the number of people that they can help at one time,\" Hall said.\nSent 10: His plan is to place the 110 attorneys on staff in teams working on specialized legal issues.\nSent 11: He wants to expand the law clinic it already has with St. Mary's University Law School to involve students at the University of Texas Law School.\nSent 12: The law students at St. Mary's interview potential clients, assist them with filling out legal documents and answer the telephones for the legal hotline, freeing up TRLA lawyers to handle the complicated cases, Hall said.\nSent 13: By the end of September, Hall said all the attorneys working with the poor in the 68county area will be placed on the same computer network so they can pass cases to the best available attorneys.\nSent 14: Last year, board members on the former Legal Aid of Central Texas and Bexar County Legal Aid resisted the merger, saying that the mergers were done illegally and without the input of board members.\nSent 15: They also argued that Hall's litigious style hampered their ability to garner funds from Congress.\nSent 16: TRLA generated controversy in 1996, when its attorneys challenged the rights of 800 military personnel to vote in Val Verde County elections by absentee ballot after a former Ku Klux Klan member won a county commissioner post.\nSent 17: Brendan Gill, the former executive director of the Bexar County group, said he has since come to see the merger as a positive move for South Texas.\nSent 18: \"I always knew there were good points to merging, just as I knew that there were bad points,\" Gill said. \nQuestion: What kind of workers does TRLA assist?.", "pos": "Paragraph- Sent 1: On Monday, departing Gov. Roy Barnes will spend his first day as a private citizen by starting his new job as a full-time, pro-bono (unpaid) lawyer at the Atlanta Legal Aid Society.\nSent 2: The decision by Barnes, the most improbable casualty of Election Day 2002, to go to work for legal aid was almost as unexpected as his November defeat.\nSent 3: As a legal services attorney, Barnes will help women escape domestic violence, Mauricio Vivero is vice president seniors fight predatory lending scams and parents obtain child support for their kids.\nSent 4: of Legal In doing so, he will take his place on the front line of the U.S. legal community's Services Corporation, the uphill and underpublicized struggle to achieve equal access to justice for millions of Washington-Americans too poor to afford legal representation.\nSent 5: based nonprofit corporation chartered by The inaccessibility of the U.S. civil justice system is hardly a new development, but it Congress in took Barnes' decision to put the national media spotlight on our country's ongoing 1974 to promote equal access to access-to-justice crisis.\nSent 6: civil justice.\nSent 7: The 2000 U.S. census reports that more than 43 million Americans qualify for free federally funded legal assistance, yet fewer than 20 percent of eligible clients (annual income: $11,075 or less) are able to obtain legal help when they need it, according to the American Bar Association.\nSent 8: In Georgia, there is just one legal aid lawyer for every 10,500 eligible poor people.\nSent 9: Barnes understood this problem long before he became governor.\nSent 10: While in private practice, he handled many pro-bono cases and was a frequent volunteer in the Cobb County office of the federally funded Atlanta Legal Aid Society.\nSent 11: Most memorably, he secured a $115 million judgment in 1993 against Fleet Finance for victimizing 18,000 homeowners -- many of them senior citizens -- with its widespread predatory lending mortgage practices.\nSent 12: His long-standing commitment to the underserved is certainly admirable, but it should not be viewed as a rare and laudable act of civic virtue.\nSent 13: To be admitted to practice law, every attorney must take a professional oath to promote justice -- and every state's ethical rules include language indicating lawyers' responsibility to be guardians of fair play for those living in poverty.\nSent 14: In Georgia, many law firms, corporations and private attorneys are working pro bono to serve the neediest clients.\nSent 15: Yet only 23 percent of the state's 23,598 active lawyers reported meeting the Georgia State Bar's goal of 50 hours of pro-bono service in 2002.\nSent 16: The need for volunteers is most severe outside the five-county Atlanta metropolitan area, where 70 percent of the state's poor people are served by only 24 percent of the state's lawyers.\nSent 17: National pro-bono participation is even worse.\nSent 18: Only 23 percent of the roughly 1 million attorneys in America volunteer even one hour of pro-bono service annually, according to the ABA. \nQuestion: The 2000 U.S. census reported how many Americans qualified for free federally funded legal assistance?.", "neg": "Paragraph- Sent 1: The letterhead on correspondence still bears the Bexar County Legal Aid name, even though the organization is no longer.\nSent 2: Texas Rural Legal Aid - known for its fearless and sometimes controversial advocacy of the poorest of the poor - last week took over four other corporations serving the legal needs of the indigent in Southwest Texas, including the one in Bexar County.\nSent 3: The new 68-county legal aid organization has yet to be named and stretches from El Paso to Corpus Christi, Harlingen to Austin.\nSent 4: The leader for the super-sized law firm has big plans.\nSent 5: \"I'm more interested in looking at what we as advocates can do to address the serious problems of poverty than the number of cases we close,\" said David Hall, the TRLA executive director.\nSent 6: In the Rio Grande Valley, Hall's attorneys set up separate groups to assist small-business owners and residents with low-interest loans and legal representation.\nSent 7: They also operate a legal arm that assists migrant workers from Texas to Kentucky.\nSent 8: Now, Hall said, he wants to make services to the poor more efficient by working with law students who will handle less complicated legal matters, allowing licensed attorneys to take more \"high impact\" cases to court.\nSent 9: \"What we need to do is handle cases as efficiently as we can, leveraging the amount of time of the lawyer that goes in there and maximizing the number of people that they can help at one time,\" Hall said.\nSent 10: His plan is to place the 110 attorneys on staff in teams working on specialized legal issues.\nSent 11: He wants to expand the law clinic it already has with St. Mary's University Law School to involve students at the University of Texas Law School.\nSent 12: The law students at St. Mary's interview potential clients, assist them with filling out legal documents and answer the telephones for the legal hotline, freeing up TRLA lawyers to handle the complicated cases, Hall said.\nSent 13: By the end of September, Hall said all the attorneys working with the poor in the 68county area will be placed on the same computer network so they can pass cases to the best available attorneys.\nSent 14: Last year, board members on the former Legal Aid of Central Texas and Bexar County Legal Aid resisted the merger, saying that the mergers were done illegally and without the input of board members.\nSent 15: They also argued that Hall's litigious style hampered their ability to garner funds from Congress.\nSent 16: TRLA generated controversy in 1996, when its attorneys challenged the rights of 800 military personnel to vote in Val Verde County elections by absentee ballot after a former Ku Klux Klan member won a county commissioner post.\nSent 17: Brendan Gill, the former executive director of the Bexar County group, said he has since come to see the merger as a positive move for South Texas.\nSent 18: \"I always knew there were good points to merging, just as I knew that there were bad points,\" Gill said. \nQuestion: Texas Rural Legal Aid serves how many counties?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Joe's parents are farmers and they have a huge farm with cows, chickens, and ducks.\nSent 2: Joe loves the farm and all the things he gets to play around and play on.\nSent 3: One day, Joe's father told him not to get near a tractor that was sitting in the field.\nSent 4: His father was worried that Joe would climb on it and hurt himself.\nSent 5: Joe went out to the field and was feeding the horses and cows.\nSent 6: When he was done, he saw the tractor his father told him not to get near.\nSent 7: He knew that climbing on the tractor wouldn't hurt anything, so he did.\nSent 8: He climbed on to the seat and sat there.\nSent 9: Then, he pretended he was his father and pretended that he was driving the tractor.\nSent 10: Joe's father saw him playing on the tractor and called for him.\nSent 11: Joe heard his father calling for him and got off the tractor really fast.\nSent 12: When he did that, he fell off and hurt his arm.\nSent 13: Joe was in pain and his father came running to check on him and picked him up and sat him on a bench and asked him why he did that.\nSent 14: Joe looked at his father and said, \"I wanted to be like you.\"Sent 15: Joe's father gave him a hug and asked him if he wanted to ride with him on the tractor.\nSent 16: Joe did and after he got a bandage on his arm, he and his father rode in the field on the tractor. \nQuestion: What did Joe say when his father asked why he climbed on the tractor?.", "pos": "Paragraph- Sent 1: Joe's parents are farmers and they have a huge farm with cows, chickens, and ducks.\nSent 2: Joe loves the farm and all the things he gets to play around and play on.\nSent 3: One day, Joe's father told him not to get near a tractor that was sitting in the field.\nSent 4: His father was worried that Joe would climb on it and hurt himself.\nSent 5: Joe went out to the field and was feeding the horses and cows.\nSent 6: When he was done, he saw the tractor his father told him not to get near.\nSent 7: He knew that climbing on the tractor wouldn't hurt anything, so he did.\nSent 8: He climbed on to the seat and sat there.\nSent 9: Then, he pretended he was his father and pretended that he was driving the tractor.\nSent 10: Joe's father saw him playing on the tractor and called for him.\nSent 11: Joe heard his father calling for him and got off the tractor really fast.\nSent 12: When he did that, he fell off and hurt his arm.\nSent 13: Joe was in pain and his father came running to check on him and picked him up and sat him on a bench and asked him why he did that.\nSent 14: Joe looked at his father and said, \"I wanted to be like you.\"Sent 15: Joe's father gave him a hug and asked him if he wanted to ride with him on the tractor.\nSent 16: Joe did and after he got a bandage on his arm, he and his father rode in the field on the tractor. \nQuestion: Why did Joe climb the tractor?.", "neg": "Paragraph- Sent 1: Joe's parents are farmers and they have a huge farm with cows, chickens, and ducks.\nSent 2: Joe loves the farm and all the things he gets to play around and play on.\nSent 3: One day, Joe's father told him not to get near a tractor that was sitting in the field.\nSent 4: His father was worried that Joe would climb on it and hurt himself.\nSent 5: Joe went out to the field and was feeding the horses and cows.\nSent 6: When he was done, he saw the tractor his father told him not to get near.\nSent 7: He knew that climbing on the tractor wouldn't hurt anything, so he did.\nSent 8: He climbed on to the seat and sat there.\nSent 9: Then, he pretended he was his father and pretended that he was driving the tractor.\nSent 10: Joe's father saw him playing on the tractor and called for him.\nSent 11: Joe heard his father calling for him and got off the tractor really fast.\nSent 12: When he did that, he fell off and hurt his arm.\nSent 13: Joe was in pain and his father came running to check on him and picked him up and sat him on a bench and asked him why he did that.\nSent 14: Joe looked at his father and said, \"I wanted to be like you.\"Sent 15: Joe's father gave him a hug and asked him if he wanted to ride with him on the tractor.\nSent 16: Joe did and after he got a bandage on his arm, he and his father rode in the field on the tractor. \nQuestion: which animals were present on the farm.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Einstein was displeased with quantum theory and mechanics (the very theory he helped create), despite its acceptance by other physicists, stating that God \"is not playing at dice.\"Sent 2: Einstein continued to maintain his disbelief in the theory, and attempted unsuccessfully to disprove it until he died at the age of 76.\nSent 3: In 1917, at the height of his work on relativity, Einstein published an article in Physikalische Zeitschrift that proposed the possibility of stimulated emission, the physical process that makes possible the maser and the laser.\nSent 4: This article showed that the statistics of absorption and emission of light would only be consistent with Planck's distribution law if the emission of light into a mode with n photons would be enhanced statistically compared to the emission of light into an empty mode.\nSent 5: This paper was enormously influential in the later development of quantum mechanics, because it was the first paper to show that the statistics of atomic transitions had simple laws.\nSent 6: Einstein discovered Louis de Broglie's work, and supported his ideas, which were received skeptically at first.\nSent 7: In another major paper from this era, Einstein gave a wave equation for de Broglie waves, which Einstein suggested was the Hamilton-Jacobi equation of mechanics.\nSent 8: This paper would inspire Schrodinger's work of 1926. \nQuestion: would einstein live to disprove the theory he had a role in developing?.", "pos": "Paragraph- Sent 1: Einstein was displeased with quantum theory and mechanics (the very theory he helped create), despite its acceptance by other physicists, stating that God \"is not playing at dice.\"Sent 2: Einstein continued to maintain his disbelief in the theory, and attempted unsuccessfully to disprove it until he died at the age of 76.\nSent 3: In 1917, at the height of his work on relativity, Einstein published an article in Physikalische Zeitschrift that proposed the possibility of stimulated emission, the physical process that makes possible the maser and the laser.\nSent 4: This article showed that the statistics of absorption and emission of light would only be consistent with Planck's distribution law if the emission of light into a mode with n photons would be enhanced statistically compared to the emission of light into an empty mode.\nSent 5: This paper was enormously influential in the later development of quantum mechanics, because it was the first paper to show that the statistics of atomic transitions had simple laws.\nSent 6: Einstein discovered Louis de Broglie's work, and supported his ideas, which were received skeptically at first.\nSent 7: In another major paper from this era, Einstein gave a wave equation for de Broglie waves, which Einstein suggested was the Hamilton-Jacobi equation of mechanics.\nSent 8: This paper would inspire Schrodinger's work of 1926. \nQuestion: Einstein continued to maintain his disbelief in what theory?.", "neg": "Paragraph- Sent 1: Einstein was displeased with quantum theory and mechanics (the very theory he helped create), despite its acceptance by other physicists, stating that God \"is not playing at dice.\"Sent 2: Einstein continued to maintain his disbelief in the theory, and attempted unsuccessfully to disprove it until he died at the age of 76.\nSent 3: In 1917, at the height of his work on relativity, Einstein published an article in Physikalische Zeitschrift that proposed the possibility of stimulated emission, the physical process that makes possible the maser and the laser.\nSent 4: This article showed that the statistics of absorption and emission of light would only be consistent with Planck's distribution law if the emission of light into a mode with n photons would be enhanced statistically compared to the emission of light into an empty mode.\nSent 5: This paper was enormously influential in the later development of quantum mechanics, because it was the first paper to show that the statistics of atomic transitions had simple laws.\nSent 6: Einstein discovered Louis de Broglie's work, and supported his ideas, which were received skeptically at first.\nSent 7: In another major paper from this era, Einstein gave a wave equation for de Broglie waves, which Einstein suggested was the Hamilton-Jacobi equation of mechanics.\nSent 8: This paper would inspire Schrodinger's work of 1926. \nQuestion: After discovering Louis de Broglie's work, what did Einstein give for de Broglie waves?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Radio Televizioni Shqiptar (RTSH) is the public radio and TV broadcaster of Albania, founded by King Zog in 1938.\nSent 2: RTSH runs three analogue television stations as TVSH Televizioni Shqiptar, four digital thematic stations as RTSH, and three radio stations using the name Radio Tirana.\nSent 3: In addition, 4 regional radio stations serve in the four extremities of Albania.\nSent 4: The international service broadcasts radio programmes in Albanian and seven other languages via medium wave (AM) and short wave (SW).\nSent 5: The international service has used the theme from the song \"Keputa nje gjethe dafine\" as its signature tune.\nSent 6: The international television service via satellite was launched since 1993 and aims at Albanian communities in Kosovo, Serbia, Macedonia, Montenegro and northern Greece, plus the Albanian diaspora in the rest of Europe.\nSent 7: RTSH has a past of being heavily influenced by the ruling party in its reporting, whether that party be left or right wing.\nSent 8: According to the Albanian Media Authority, AMA, Albania has an estimated 257 media outlets, including 66 radio stations and 67 television stations, with three national, 62 local and more than 50 cable TV stations.\nSent 9: Last years Albania has organized several shows as a part of worldwide series like Dancing with the Stars, Big Brother Albania, Albanians Got Talent, The Voice of Albania, and X Factor Albania. \nQuestion: How long did RTSH exist when the international television service was launched?.", "pos": "Paragraph- Sent 1: Radio Televizioni Shqiptar (RTSH) is the public radio and TV broadcaster of Albania, founded by King Zog in 1938.\nSent 2: RTSH runs three analogue television stations as TVSH Televizioni Shqiptar, four digital thematic stations as RTSH, and three radio stations using the name Radio Tirana.\nSent 3: In addition, 4 regional radio stations serve in the four extremities of Albania.\nSent 4: The international service broadcasts radio programmes in Albanian and seven other languages via medium wave (AM) and short wave (SW).\nSent 5: The international service has used the theme from the song \"Keputa nje gjethe dafine\" as its signature tune.\nSent 6: The international television service via satellite was launched since 1993 and aims at Albanian communities in Kosovo, Serbia, Macedonia, Montenegro and northern Greece, plus the Albanian diaspora in the rest of Europe.\nSent 7: RTSH has a past of being heavily influenced by the ruling party in its reporting, whether that party be left or right wing.\nSent 8: According to the Albanian Media Authority, AMA, Albania has an estimated 257 media outlets, including 66 radio stations and 67 television stations, with three national, 62 local and more than 50 cable TV stations.\nSent 9: Last years Albania has organized several shows as a part of worldwide series like Dancing with the Stars, Big Brother Albania, Albanians Got Talent, The Voice of Albania, and X Factor Albania. \nQuestion: How many analogue television stations does Radio Televizioni Shqiptar run as TVSH Televizioni Shqiptar?.", "neg": "Paragraph- Sent 1: Radio Televizioni Shqiptar (RTSH) is the public radio and TV broadcaster of Albania, founded by King Zog in 1938.\nSent 2: RTSH runs three analogue television stations as TVSH Televizioni Shqiptar, four digital thematic stations as RTSH, and three radio stations using the name Radio Tirana.\nSent 3: In addition, 4 regional radio stations serve in the four extremities of Albania.\nSent 4: The international service broadcasts radio programmes in Albanian and seven other languages via medium wave (AM) and short wave (SW).\nSent 5: The international service has used the theme from the song \"Keputa nje gjethe dafine\" as its signature tune.\nSent 6: The international television service via satellite was launched since 1993 and aims at Albanian communities in Kosovo, Serbia, Macedonia, Montenegro and northern Greece, plus the Albanian diaspora in the rest of Europe.\nSent 7: RTSH has a past of being heavily influenced by the ruling party in its reporting, whether that party be left or right wing.\nSent 8: According to the Albanian Media Authority, AMA, Albania has an estimated 257 media outlets, including 66 radio stations and 67 television stations, with three national, 62 local and more than 50 cable TV stations.\nSent 9: Last years Albania has organized several shows as a part of worldwide series like Dancing with the Stars, Big Brother Albania, Albanians Got Talent, The Voice of Albania, and X Factor Albania. \nQuestion: How many Albanian media outlets have been used to broadcast shows such as Dancing with the Stars, Big Brother Albania, Albanians Got Talent, The Voice of Albania, and X Factor Albania.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: What were the targets of 9/11, and who decided them?.", "pos": "Paragraph- Sent 1: By early 1999, al Qaeda was already a potent adversary of the United States.\nSent 2: Bin Ladin and his chief of operations, Abu Hafs al Masri, also known as Mohammed Atef, occupied undisputed leadership positions atop al Qaeda's organizational structure.\nSent 3: Within this structure, al Qaeda's worldwide terrorist operations relied heavily on the ideas and work of enterprising and strongwilled field commanders who enjoyed considerable autonomy.\nSent 4: To understand how the organization actually worked and to introduce the origins of the 9/11 plot, we briefly examine three of these subordinate commanders: Khalid Sheikh Mohammed (KSM), Riduan Isamuddin (better known as Hambali), and Abd al Rahim al Nashiri.\nSent 5: We will devote the most attention to Khalid Sheikh Mohammed, the chief manager of the \"planes operation.\"Sent 6: Khalid Sheikh Mohammed No one exemplifies the model of the terrorist entrepreneur more clearly than Khalid Sheikh Mohammed, the principal architect of the 9/11 attacks.\nSent 7: KSM followed a rather tortuous path to his eventual membership in al Qaeda.\nSent 8: Highly educated and equally comfortable in a government office or a terrorist safehouse, KSM applied his imagination, technical aptitude, and managerial skills to hatching and planning an extraordinary array of terrorist schemes.\nSent 9: These ideas included conventional car bombing, political assassination, aircraft bombing, hijacking, reservoir poisoning, and, ultimately, the use of aircraft as missiles guided by suicide operatives.\nSent 10: Like his nephew Ramzi Yousef (three years KSM's junior), KSM grew up in Kuwait but traces his ethnic lineage to the Baluchistan region straddling Iran and Pakistan.\nSent 11: Raised in a religious family, KSM claims to have joined the Muslim Brotherhood at age 16 and to have become enamored of violent jihad at youth camps in the desert.\nSent 12: In 1983, following his graduation from secondary school, KSM left Kuwait to enroll at Chowan College, a small Baptist school in Murfreesboro, North Carolina.\nSent 13: After a semester at Chowan, KSM transferred to North Carolina Agricultural and Technical State University in Greensboro, which he attended with Yousef 's brother, another future al Qaeda member.\nSent 14: KSM earned a degree in mechanical engineering in December 1986.\nSent 15: Although he apparently did not attract attention for extreme Islamist beliefs or activities while in the United States, KSM plunged into the anti-Soviet Afghan jihad soon after graduating from college.\nSent 16: Visiting Pakistan for the first time in early 1987, he traveled to Peshawar, where his brother Zahid introduced him to the famous Afghan mujahid Abdul Rasul Sayyaf, head of the Hizbul- Ittihad El-Islami (Islamic Union Party).\nSent 17: Sayyaf became KSM's mentor and provided KSM with military training at Sayyaf 's Sada camp.\nSent 18: KSM claims he then fought the Soviets and remained at the front for three months before being summoned to perform administrative duties for Abdullah Azzam. \nQuestion: What role did  Khalid Sheikh Mohammed (KSM) have in al Qaeda?.", "neg": "Paragraph- Sent 1: Bin Ladin reportedly discussed the planes operation with KSM and Atef in a series of meetings in the spring of 1999 at the al Matar complex near Kandahar.\nSent 2: KSM's original concept of using one of the hijacked planes to make a media statement was scrapped, but Bin Ladin considered the basic idea feasible.\nSent 3: Bin Ladin, Atef, and KSM developed an initial list of targets.\nSent 4: These included the White House, the U.S. Capitol, the Pentagon, and the World Trade Center.\nSent 5: According to KSM, Bin Ladin wanted to destroy the White House and the Pentagon, KSM wanted to strike the World Trade Center, and all of them wanted to hit the Capitol.\nSent 6: No one else was involved in the initial selection of targets.\nSent 7: Bin Ladin also soon selected four individuals to serve as suicide operatives: Khalid al Mihdhar, Nawaf al Hazmi, Khallad, and Abu Bara al Yemeni.\nSent 8: During the al Matar meetings, Bin Ladin told KSM that Mihdhar and Hazmi were so eager to participate in an operation against the United States that they had already obtained U.S. visas.\nSent 9: KSM states that they had done so on their own after the suicide of their friend Azzam (Nashiri's cousin) in carrying out the Nairobi bombing.\nSent 10: KSM had not met them.\nSent 11: His only guidance from Bin Ladin was that the two should eventually go to the United States for pilot training.\nSent 12: Hazmi and Mihdhar were Saudi nationals, born in Mecca.\nSent 13: Like the others in this initial group of selectees, they were already experienced mujahideen.\nSent 14: They had traveled together to fight in Bosnia in a group that journeyed to the Balkans in 1995.\nSent 15: By the time Hazmi and Mihdhar were assigned to the planes operation in early 1999, they had visited Afghanistan on several occasions.\nSent 16: Khallad was another veteran mujahid, like much of his family.\nSent 17: His father had been expelled from Yemen because of his extremist views.\nSent 18: Khallad had grown up in Saudi Arabia, where his father knew Bin Ladin, Abdullah Azzam, and Omar Abdel Rahman (the \"Blind Sheikh\"). \nQuestion: Where did Mihdhar and Hazmi become experienced mujahideen?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: For much of the world, the Algarve is synonymous with Portugal, yet the Portuguese will tell you the exact opposite: the region has little in common with the rest of the country.\nSent 2: The southern stretch of coast is more reminiscent of a North African landscape than a European one.\nSent 3: It has no cosmopolitan cities, like Lisbon and Porto, which are farther north.\nSent 4: Most of Portugal is known for quaint towns, medieval castles, and grand palaces.\nSent 5: The Algarve is more recognizable for impenetrable blocks of tourist apartments, hotels, and meticulously manicured golf courses.\nSent 6: And beaches.\nSent 7: Think Algarve and the mind pictures long, glorious stretches of golden sands, secluded coves framed by odd ochre-colored rock formations, and deep green waters.\nSent 8: With about 160 km (100 miles) of coastline, Portugal’s southern province is one of Europe’s premier beach destinations.\nSent 9: The occasionally chilly ocean is the Atlantic, but the Algarve has a sultry Mediterranean feel.\nSent 10: Its consistent climate is the best in Portugal, and one of the kindest in the world: more than 250 days of sunshine a year — more than almost any other international resort area.\nSent 11: The moderating effect of the Gulf Stream produces a fresh springtime breeze throughout winter, and in late January and February, white almond blossoms blanket the fields.\nSent 12: In summer the heat is intense but rarely unbearable, and regardless, beautiful beaches and innumerable pools are always just a dive away.\nSent 13: Magnificent year-round weather has made the Algarve a huge destination for sporting vacations.\nSent 14: Superb golf facilities abound — several with tees dramatically clinging to cliffs and fairways just skirting the edge of the ocean — and horseback riding, tennis, big-game fishing, sailing, and windsurfing are immensely popular.\nSent 15: Sports, beaches and hospitable weather — not to mention easily organized package vacations — are surely the reasons the Algarve receives as many visitors as the rest of Portugal in its entirety.\nSent 16: But it’s not just international tourists that descend on the Algarve; many Portuguese from Lisbon and elsewhere in the north have holiday homes and spend their summer vacations here.\nSent 17: The coast is neatly divided into the rugged Barlavento to the west and the flat beauty of Sotavento to the east.\nSent 18: West is where you’ll find the famous orange cliffs and surreal eroded rock stacks. \nQuestion: Aside from tourist apartments, hotels, and meticulously manicured golf courses, Algarve is known for what among tourists?.", "pos": "Paragraph- Sent 1: Befitting a lush, tropical island stranded in the middle of the ocean, Madeira’s origins are shrouded in mystery and fanciful legend.\nSent 2: Some claim that the archipelago is what remains of Plato’s lost Atlantis, or part of a landmass that once fused the continents of Europe and America.\nSent 3: The Portuguese Step Ashore: Recorded history of the volcanic archipelago begins in relatively recent times: 1418, just as the golden age of Portuguese discovery was erupting.\nSent 4: Under the leadership of Henry the Navigator, caravels set out from the westernmost point of the Algarve, in southern Portugal, in search of foreign lands, fame, and wealth.\nSent 5: João Gonçalves Zarco, sailing in the service of Prince Henry, made the first of many famous Portuguese discoveries, which would culminate a century later in Magellan’s historic circumnavigation of the globe.\nSent 6: Zarco happened upon a small volcanic archipelago 1,000 km from Lisbon.\nSent 7: Perhaps Zarco knew precisely where he was heading, having learned of the existence of Madeira from a Castilian source.\nSent 8: After all, the waters of the Canary Islands, only 445 km (275 miles) to the south, had occupied busy shipping lanes for very nearly a century, and Genovese maps from the mid-14th century depict both Madeira and Porto Santo.\nSent 9: More likely, Zarco was heading for Guinea and storms forced him onto the beach of Porto Santo.\nSent 10: If so, then he was extremely fortunate, for he managed to land on the only large, sandy beach for hundreds of miles around.\nSent 11: Little wonder he subsequently named it Porto Santo (Holy Port).\nSent 12: The following year Zarco returned to claim the larger island he had seen from Porto Santo, and with him went Tristão Vaz Teixeira and Bartolomeu Perestrelo.\nSent 13: They officially became the first men to set foot on the heavily forested island, naming it Ilha da Madeira, “Island of Timber.\nSent 14: ” The Portuguese Crown, delighted with its first important discovery, immediately embarked on a program of colonization.\nSent 15: Zarco and Teixeira were appointed co-go­vern­ors of Madeira, while Perestrelo was awarded Porto Santo. \nQuestion: Zarco happened upon a small volcanic archipelago near Lisbon following the orders of which leader?.", "neg": "Paragraph- Sent 1: For much of the world, the Algarve is synonymous with Portugal, yet the Portuguese will tell you the exact opposite: the region has little in common with the rest of the country.\nSent 2: The southern stretch of coast is more reminiscent of a North African landscape than a European one.\nSent 3: It has no cosmopolitan cities, like Lisbon and Porto, which are farther north.\nSent 4: Most of Portugal is known for quaint towns, medieval castles, and grand palaces.\nSent 5: The Algarve is more recognizable for impenetrable blocks of tourist apartments, hotels, and meticulously manicured golf courses.\nSent 6: And beaches.\nSent 7: Think Algarve and the mind pictures long, glorious stretches of golden sands, secluded coves framed by odd ochre-colored rock formations, and deep green waters.\nSent 8: With about 160 km (100 miles) of coastline, Portugal’s southern province is one of Europe’s premier beach destinations.\nSent 9: The occasionally chilly ocean is the Atlantic, but the Algarve has a sultry Mediterranean feel.\nSent 10: Its consistent climate is the best in Portugal, and one of the kindest in the world: more than 250 days of sunshine a year — more than almost any other international resort area.\nSent 11: The moderating effect of the Gulf Stream produces a fresh springtime breeze throughout winter, and in late January and February, white almond blossoms blanket the fields.\nSent 12: In summer the heat is intense but rarely unbearable, and regardless, beautiful beaches and innumerable pools are always just a dive away.\nSent 13: Magnificent year-round weather has made the Algarve a huge destination for sporting vacations.\nSent 14: Superb golf facilities abound — several with tees dramatically clinging to cliffs and fairways just skirting the edge of the ocean — and horseback riding, tennis, big-game fishing, sailing, and windsurfing are immensely popular.\nSent 15: Sports, beaches and hospitable weather — not to mention easily organized package vacations — are surely the reasons the Algarve receives as many visitors as the rest of Portugal in its entirety.\nSent 16: But it’s not just international tourists that descend on the Algarve; many Portuguese from Lisbon and elsewhere in the north have holiday homes and spend their summer vacations here.\nSent 17: The coast is neatly divided into the rugged Barlavento to the west and the flat beauty of Sotavento to the east.\nSent 18: West is where you’ll find the famous orange cliffs and surreal eroded rock stacks. \nQuestion: As a number, how many cosmopolitan cities does Algarve have?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Walking didn’t build up much heat; it just moved the air enough to chill me more.\nSent 2: After I’d walked about a block, a car rolled up behind me.\nSent 3: It slowed down as it neared me and I started to worry.\nSent 4: This wasn’t the best of neighborhoods.\nSent 5: I kept my eyes straight ahead and tried to walk more quickly without showing it.\nSent 6: I heard an automatic window roll down.\nSent 7: “Hey,” said a male voice, “do you need some help?” I turned around.\nSent 8: The man looked over forty, and he was driving a car I’d be afraid to drive on this street.\nSent 9: “It’s a long way to anywhere worth going,” he said.\nSent 10: “Would you like some help?” “Ah, I think I’m fine, thanks,” I told him, and turned back to the sidewalk.\nSent 11: “Really, I’d like to help.\nSent 12: Please, hop in.\nSent 13: You don’t look dressed for this weather.” I glanced back over my shoulder.\nSent 14: “No thanks, sir!\nSent 15: I’m just fine.\nSent 16: Really, don’t worry about me.” “Nathan Spencer, I offer you help.\nSent 17: I advise that you not refuse me a third time.” I stopped and looked back at him, surprised.\nSent 18: He met my eyes coolly.\nSent 19: “How do you know my name?” “I know your family.\nSent 20: Get in. \nQuestion: Why is the main character surprised?.", "pos": "Paragraph- Sent 1: The dog was playing in the street outside.\nSent 2: I walked past the dog and threw the ball to him.\nSent 3: He seemed to be hot from the heat of the day.\nSent 4: I then headed to the store because I needed to buy some food and other things that were needed.\nSent 5: I entered the store and said hi to Mr. Jones.\nSent 6: He had been working at the store for a long time.\nSent 7: I walked to the back of the store and picked up some cold sodas and a bottle of orange juice.\nSent 8: I then went and picked up some popcorn.\nSent 9: This would be good for eating later while watching tv.\nSent 10: I then went to the dog food section and picked a meat treat for the dog.\nSent 11: I then went up to the front of the store and paid Mr. Jones.\nSent 12: He smiled and thanked me for shopping at his store.\nSent 13: Then I walked back to my house and looked at the dog.\nSent 14: His name was Rex and had lived with us for around four years.\nSent 15: His coat was brown and white.\nSent 16: I unwrapped the dog treat and gave it to him.\nSent 17: Rex seemed happy and started to lick my hand in happiness.\nSent 18: He was a good dog and it made me feel good that he was happy. \nQuestion: Why did Rex lick the protagonist's hand?.", "neg": "Paragraph- Sent 1: Walking didn’t build up much heat; it just moved the air enough to chill me more.\nSent 2: After I’d walked about a block, a car rolled up behind me.\nSent 3: It slowed down as it neared me and I started to worry.\nSent 4: This wasn’t the best of neighborhoods.\nSent 5: I kept my eyes straight ahead and tried to walk more quickly without showing it.\nSent 6: I heard an automatic window roll down.\nSent 7: “Hey,” said a male voice, “do you need some help?” I turned around.\nSent 8: The man looked over forty, and he was driving a car I’d be afraid to drive on this street.\nSent 9: “It’s a long way to anywhere worth going,” he said.\nSent 10: “Would you like some help?” “Ah, I think I’m fine, thanks,” I told him, and turned back to the sidewalk.\nSent 11: “Really, I’d like to help.\nSent 12: Please, hop in.\nSent 13: You don’t look dressed for this weather.” I glanced back over my shoulder.\nSent 14: “No thanks, sir!\nSent 15: I’m just fine.\nSent 16: Really, don’t worry about me.” “Nathan Spencer, I offer you help.\nSent 17: I advise that you not refuse me a third time.” I stopped and looked back at him, surprised.\nSent 18: He met my eyes coolly.\nSent 19: “How do you know my name?” “I know your family.\nSent 20: Get in. \nQuestion: Why does the main character speed up his walking?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: The failure of which security layers, which were instigated follownig the Gore Commission report, resulted in the hijackings of 9/11?.", "pos": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: Why was it believed that failure of any one layer of security would not be fatal?.", "neg": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: A few years before 9/11 what did Vice President Gore add to the list of concerns regarding threats against aircraft?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: What is the name of the man whom Mary buried?.", "pos": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: Why was Mary attacked  2 times by Emser?.", "neg": "Paragraph- Sent 1: The film opens as Mary Murdock , a young student , leaves a lively party at a club in New Jersey one night .\nSent 2: She hits a bad bump driving home drunk on a dark road .\nSent 3: Later , hearing noises in the garage , she finds a bleeding man , mangled and impaled on her jeep 's bumper .\nSent 4: Not calling 911 , she tries to help , but he suddenly attacks .\nSent 5: Panicked , she hits him with a golf club .\nSent 6: After , she buries his body in a shallow grave in the woods off Clover Rd. .\nSent 7: The next day , Mary covers up the crime ; she scrubs off the blood but does n't get the dent fixed .\nSent 8: Mary starts coming apart .\nSent 9: Irrational , she crashes on a tree to camouflage the small dent with a bigger .\nSent 10: Later the news reveals the missing man is kindergarten teacher Timothy Emser , bipolar and unstable when he vanished .\nSent 11: Strange things occur in Mary 's house , making her feel toyed with by someone unseen ; she descends into paranoia .\nSent 12: It transpires that Rick , her boyfriend , gets involved in the cover up and goes to retrieve incriminatory evidence off the corpse , but is killed , replaced in Emser 's grave .\nSent 13: It becomes clear Emser survived .\nSent 14: Unhinged , he returns to make Mary live through the same nightmare she inflicted on him .\nSent 15: He stalks Mary many ways .\nSent 16: The parrots squawk strange phrases , which alert Mary .\nSent 17: At one point , she falls down the stairs , impaling a screw driver in her thigh .\nSent 18: Emser surprise attacks , biting and stabbing her , and she passes out .\nSent 19: In a reversal , when Mary revives , Emser has strapped her to the bumper with electric cords and Christmas lights and takes her on a sadistic , all-night `` revenge drive '' . \nQuestion: Who attacked Mary Murdock?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Chinese Influences: The Japanese were forced out of the Korean peninsula in the sixth century, but not before the Koreans had bequeathed to the Yamato court copies of the sacred images and scriptures of Chinese Buddhism.\nSent 2: Just as Christianity introduced Mediterranean culture into northern Europe, so Buddhism brought Chinese culture into Japanese society.\nSent 3: Throughout the seventh and eighth centuries numerous Japanese monks, scholars, and artists made the perilous trip west across the Sea of Japan to study Chinese religion, history, music, literature, and painting — later to be brought back for further development in Japan.\nSent 4: An outstanding figure of this time was Prince Shotoku, who in 604 developed the “Seventeen-Article Constitution,” outlining a code of human conduct and the ideals of state as a basic law for the nation.\nSent 5: He also established relations with the Sui dynasty in China.\nSent 6: Through him, the Japanese imperial court developed Chinese patterns of centralized government, with its formal bureaucracy of eight court ranks.\nSent 7: The Chinese calendar was used to calculate the year of Japan’s foundation by counting back the 1,260 years of the Chinese cosmological cycle.\nSent 8: Thus, 660 b.c.\nSent 9: is still the official date celebrated nationwide.\nSent 10: At this early stage in its history Japan was already (for the most part) only nominally ruled by the emperor.\nSent 11: De facto power was exercised by the militarily and economically strongest family.\nSent 12: The Sogas had promoted Buddhism as an imperially sanctioned counterweight to the native Shinto religion, along with the new Chinese customs, to weaken the influence of their more conservative rivals.\nSent 13: But they in turn were ousted in a.d.\nSent 14: 645 by Nakatomi Kamatari, founder of the great Fujiwara clan, which was to rule Japanese affairs for hundreds of years and provide prominent advisers to the emperor even up to the 19th century. \nQuestion: Who established relations with the Sui dynasty in China?.", "pos": "Paragraph- Sent 1: Chinese Influences: The Japanese were forced out of the Korean peninsula in the sixth century, but not before the Koreans had bequeathed to the Yamato court copies of the sacred images and scriptures of Chinese Buddhism.\nSent 2: Just as Christianity introduced Mediterranean culture into northern Europe, so Buddhism brought Chinese culture into Japanese society.\nSent 3: Throughout the seventh and eighth centuries numerous Japanese monks, scholars, and artists made the perilous trip west across the Sea of Japan to study Chinese religion, history, music, literature, and painting — later to be brought back for further development in Japan.\nSent 4: An outstanding figure of this time was Prince Shotoku, who in 604 developed the “Seventeen-Article Constitution,” outlining a code of human conduct and the ideals of state as a basic law for the nation.\nSent 5: He also established relations with the Sui dynasty in China.\nSent 6: Through him, the Japanese imperial court developed Chinese patterns of centralized government, with its formal bureaucracy of eight court ranks.\nSent 7: The Chinese calendar was used to calculate the year of Japan’s foundation by counting back the 1,260 years of the Chinese cosmological cycle.\nSent 8: Thus, 660 b.c.\nSent 9: is still the official date celebrated nationwide.\nSent 10: At this early stage in its history Japan was already (for the most part) only nominally ruled by the emperor.\nSent 11: De facto power was exercised by the militarily and economically strongest family.\nSent 12: The Sogas had promoted Buddhism as an imperially sanctioned counterweight to the native Shinto religion, along with the new Chinese customs, to weaken the influence of their more conservative rivals.\nSent 13: But they in turn were ousted in a.d.\nSent 14: 645 by Nakatomi Kamatari, founder of the great Fujiwara clan, which was to rule Japanese affairs for hundreds of years and provide prominent advisers to the emperor even up to the 19th century. \nQuestion: Who established relations with China's Sui Dynasty?.", "neg": "Paragraph- Sent 1: Chinese Influences: The Japanese were forced out of the Korean peninsula in the sixth century, but not before the Koreans had bequeathed to the Yamato court copies of the sacred images and scriptures of Chinese Buddhism.\nSent 2: Just as Christianity introduced Mediterranean culture into northern Europe, so Buddhism brought Chinese culture into Japanese society.\nSent 3: Throughout the seventh and eighth centuries numerous Japanese monks, scholars, and artists made the perilous trip west across the Sea of Japan to study Chinese religion, history, music, literature, and painting — later to be brought back for further development in Japan.\nSent 4: An outstanding figure of this time was Prince Shotoku, who in 604 developed the “Seventeen-Article Constitution,” outlining a code of human conduct and the ideals of state as a basic law for the nation.\nSent 5: He also established relations with the Sui dynasty in China.\nSent 6: Through him, the Japanese imperial court developed Chinese patterns of centralized government, with its formal bureaucracy of eight court ranks.\nSent 7: The Chinese calendar was used to calculate the year of Japan’s foundation by counting back the 1,260 years of the Chinese cosmological cycle.\nSent 8: Thus, 660 b.c.\nSent 9: is still the official date celebrated nationwide.\nSent 10: At this early stage in its history Japan was already (for the most part) only nominally ruled by the emperor.\nSent 11: De facto power was exercised by the militarily and economically strongest family.\nSent 12: The Sogas had promoted Buddhism as an imperially sanctioned counterweight to the native Shinto religion, along with the new Chinese customs, to weaken the influence of their more conservative rivals.\nSent 13: But they in turn were ousted in a.d.\nSent 14: 645 by Nakatomi Kamatari, founder of the great Fujiwara clan, which was to rule Japanese affairs for hundreds of years and provide prominent advisers to the emperor even up to the 19th century. \nQuestion: What parts of Chinese culture were brought into Japanese society?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.\nSent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.\nSent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.\nSent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.\nSent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.\nSent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.\nSent 7: Some companies moved their headquarters out of Hong Kong.\nSent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.\nSent 9: Since the handover in July 1997, China has generally followed a hands-off policy.\nSent 10: Many who fled have returned.\nSent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.\nSent 12: In short, the status quo prevails.\nSent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.\nSent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy. \nQuestion: What parties were involved in the negotiations for the 99 year lease on the New territories?.", "pos": "Paragraph- Sent 1: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.\nSent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.\nSent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.\nSent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.\nSent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.\nSent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.\nSent 7: Some companies moved their headquarters out of Hong Kong.\nSent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.\nSent 9: Since the handover in July 1997, China has generally followed a hands-off policy.\nSent 10: Many who fled have returned.\nSent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.\nSent 12: In short, the status quo prevails.\nSent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.\nSent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy. \nQuestion: what two countries were involved in the Sino-British Joint Declaration in 1997?.", "neg": "Paragraph- Sent 1: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.\nSent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.\nSent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.\nSent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.\nSent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.\nSent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.\nSent 7: Some companies moved their headquarters out of Hong Kong.\nSent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.\nSent 9: Since the handover in July 1997, China has generally followed a hands-off policy.\nSent 10: Many who fled have returned.\nSent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.\nSent 12: In short, the status quo prevails.\nSent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.\nSent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy. \nQuestion: What controls the political attitudes in Hong Kong and what is the approach?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: What relation is Susan Martinez De La Cruz to Jason Carberry?.", "pos": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Who is the guardian of a pretty young woman?.", "neg": "Paragraph- Sent 1: A stranger in town meets pretty young Susan Martinez De La Cruz and accompanies her to a barbecue , where wealthy Jason Carberry is saying a few words for the recently departed Robin Randall , a citizen who got shot .\nSent 2: Jason objects to the stranger 's presence , being Susan 's guardian and protective of her .\nSent 3: He challenges him to a shootout , but the stranger pulls his pistol before Jason 's can even clear the holster .\nSent 4: Calaveras Kate , a saloon singer who 's in love with Jason , is relieved when the stranger declines to pull the trigger .\nSent 5: Rafael Moreno suddenly rides into town and picks a fight with the stranger .\nSent 6: Their brawl continues until the arrival of Judge Wallace Wintrop and his niece , Sheila , who have come to town from back East and deplore all this random violence out West .\nSent 7: The stranger is recognized as Reb Randall , the dead man 's brother .\nSent 8: He is looking for the killer , who could be Rafael , or could be Jason , or could even be Billy Buckett , the coward of the county .\nSent 9: The women hold their breath to see if the men they love will survive . \nQuestion: Who brawled with Reb Randall?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In collaboration with Sigmund Freud and a small group of Freud's colleagues, Adler was among the co-founders of the psychoanalytic movement and a core member of the Vienna Psychoanalytic Society: indeed, to Freud he was \"the only personality there\".\nSent 2: He was the first major figure to break away from psychoanalysis to form an independent school of psychotherapy and personality theory, which he called individual psychology because he believed a human to be an indivisible whole, an individuum.\nSent 3: He also imagined a person to be connected or associated with the surrounding world.\nSent 4: This was after Freud declared Adler's ideas as too contrary, leading to an ultimatum to all members of the Society (which Freud had shepherded) to drop Adler or be expelled, disavowing the right to dissent (Makari, 2008).\nSent 5: Nevertheless Freud always took Adler's ideas seriously, calling them \"... honorable errors.\nSent 6: Though one rejects the content of Adler's views, one can recognize their consistency and significance\".\nSent 7: Following this split, Adler would come to have an enormous, independent effect on the disciplines of counseling and psychotherapy as they developed over the course of the 20th century (Ellenberger, 1970).\nSent 8: He influenced notable figures in subsequent schools of psychotherapy such as Rollo May, Viktor Frankl, Abraham Maslow and Albert Ellis.\nSent 9: His writings preceded, and were at times surprisingly consistent with, later neo-Freudian insights such as those evidenced in the works of Otto Rank, Karen Horney, Harry Stack Sullivan and Erich Fromm, some considering that it would take several decades for Freudian ego psychology to catch up with Adler's ground-breaking approach.\nSent 10: Adler emphasized the importance of equality in preventing various forms of psychopathology, and espoused the development of social interest and democratic family structures for raising children.\nSent 11: His most famous concept is the inferiority complex which speaks to the problem of self-esteem and its negative effects on human health (e.g.\nSent 12: sometimes producing a paradoxical superiority striving).\nSent 13: His emphasis on power dynamics is rooted in the philosophy of Nietzsche, whose works were published a few decades before Adler's.\nSent 14: However, Adler's conceptualization of the \"Will to Power\" focuses on the individual's creative power to change for the better.\nSent 15: Adler argued for holism, viewing the individual holistically rather than reductively, the latter being the dominant lens for viewing human psychology.\nSent 16: Adler was also among the first in psychology to argue in favor of feminism, and the female analyst, making the case that power dynamics between men and women (and associations with masculinity and femininity) are crucial to understanding human psychology (Connell, 1995).\nSent 17: Adler is considered, along with Freud and Jung, to be one of the three founding figures of depth psychology, which emphasizes the unconscious and psychodynamics (Ellenberger, 1970; Ehrenwald, 1991); and thus to be one of the three great psychologists/philosophers of the twentieth century. \nQuestion: Who was the person that believed a human was an indivisible whole, or an individuum?.", "pos": "Paragraph- Sent 1: In collaboration with Sigmund Freud and a small group of Freud's colleagues, Adler was among the co-founders of the psychoanalytic movement and a core member of the Vienna Psychoanalytic Society: indeed, to Freud he was \"the only personality there\".\nSent 2: He was the first major figure to break away from psychoanalysis to form an independent school of psychotherapy and personality theory, which he called individual psychology because he believed a human to be an indivisible whole, an individuum.\nSent 3: He also imagined a person to be connected or associated with the surrounding world.\nSent 4: This was after Freud declared Adler's ideas as too contrary, leading to an ultimatum to all members of the Society (which Freud had shepherded) to drop Adler or be expelled, disavowing the right to dissent (Makari, 2008).\nSent 5: Nevertheless Freud always took Adler's ideas seriously, calling them \"... honorable errors.\nSent 6: Though one rejects the content of Adler's views, one can recognize their consistency and significance\".\nSent 7: Following this split, Adler would come to have an enormous, independent effect on the disciplines of counseling and psychotherapy as they developed over the course of the 20th century (Ellenberger, 1970).\nSent 8: He influenced notable figures in subsequent schools of psychotherapy such as Rollo May, Viktor Frankl, Abraham Maslow and Albert Ellis.\nSent 9: His writings preceded, and were at times surprisingly consistent with, later neo-Freudian insights such as those evidenced in the works of Otto Rank, Karen Horney, Harry Stack Sullivan and Erich Fromm, some considering that it would take several decades for Freudian ego psychology to catch up with Adler's ground-breaking approach.\nSent 10: Adler emphasized the importance of equality in preventing various forms of psychopathology, and espoused the development of social interest and democratic family structures for raising children.\nSent 11: His most famous concept is the inferiority complex which speaks to the problem of self-esteem and its negative effects on human health (e.g.\nSent 12: sometimes producing a paradoxical superiority striving).\nSent 13: His emphasis on power dynamics is rooted in the philosophy of Nietzsche, whose works were published a few decades before Adler's.\nSent 14: However, Adler's conceptualization of the \"Will to Power\" focuses on the individual's creative power to change for the better.\nSent 15: Adler argued for holism, viewing the individual holistically rather than reductively, the latter being the dominant lens for viewing human psychology.\nSent 16: Adler was also among the first in psychology to argue in favor of feminism, and the female analyst, making the case that power dynamics between men and women (and associations with masculinity and femininity) are crucial to understanding human psychology (Connell, 1995).\nSent 17: Adler is considered, along with Freud and Jung, to be one of the three founding figures of depth psychology, which emphasizes the unconscious and psychodynamics (Ellenberger, 1970; Ehrenwald, 1991); and thus to be one of the three great psychologists/philosophers of the twentieth century. \nQuestion: Who was the figure that developed the school of psychotherapy called individual psychology?.", "neg": "Paragraph- Sent 1: In collaboration with Sigmund Freud and a small group of Freud's colleagues, Adler was among the co-founders of the psychoanalytic movement and a core member of the Vienna Psychoanalytic Society: indeed, to Freud he was \"the only personality there\".\nSent 2: He was the first major figure to break away from psychoanalysis to form an independent school of psychotherapy and personality theory, which he called individual psychology because he believed a human to be an indivisible whole, an individuum.\nSent 3: He also imagined a person to be connected or associated with the surrounding world.\nSent 4: This was after Freud declared Adler's ideas as too contrary, leading to an ultimatum to all members of the Society (which Freud had shepherded) to drop Adler or be expelled, disavowing the right to dissent (Makari, 2008).\nSent 5: Nevertheless Freud always took Adler's ideas seriously, calling them \"... honorable errors.\nSent 6: Though one rejects the content of Adler's views, one can recognize their consistency and significance\".\nSent 7: Following this split, Adler would come to have an enormous, independent effect on the disciplines of counseling and psychotherapy as they developed over the course of the 20th century (Ellenberger, 1970).\nSent 8: He influenced notable figures in subsequent schools of psychotherapy such as Rollo May, Viktor Frankl, Abraham Maslow and Albert Ellis.\nSent 9: His writings preceded, and were at times surprisingly consistent with, later neo-Freudian insights such as those evidenced in the works of Otto Rank, Karen Horney, Harry Stack Sullivan and Erich Fromm, some considering that it would take several decades for Freudian ego psychology to catch up with Adler's ground-breaking approach.\nSent 10: Adler emphasized the importance of equality in preventing various forms of psychopathology, and espoused the development of social interest and democratic family structures for raising children.\nSent 11: His most famous concept is the inferiority complex which speaks to the problem of self-esteem and its negative effects on human health (e.g.\nSent 12: sometimes producing a paradoxical superiority striving).\nSent 13: His emphasis on power dynamics is rooted in the philosophy of Nietzsche, whose works were published a few decades before Adler's.\nSent 14: However, Adler's conceptualization of the \"Will to Power\" focuses on the individual's creative power to change for the better.\nSent 15: Adler argued for holism, viewing the individual holistically rather than reductively, the latter being the dominant lens for viewing human psychology.\nSent 16: Adler was also among the first in psychology to argue in favor of feminism, and the female analyst, making the case that power dynamics between men and women (and associations with masculinity and femininity) are crucial to understanding human psychology (Connell, 1995).\nSent 17: Adler is considered, along with Freud and Jung, to be one of the three founding figures of depth psychology, which emphasizes the unconscious and psychodynamics (Ellenberger, 1970; Ehrenwald, 1991); and thus to be one of the three great psychologists/philosophers of the twentieth century. \nQuestion: What did Adler's famous concept rooted in the philosophy of Nietzsche entail?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Billy had a pet turtle that he took good care of, everyday.\nSent 2: His turtle's name was Tumble.\nSent 3: Tumble liked to walk around outside in the garden and dig small holes to sleep in.\nSent 4: Billy loved Tumble and would visit him outside when he got home from school.\nSent 5: Tumble's favorite food was oatmeal.\nSent 6: So, every day after school, Billy would make Tumble a big bowl of oatmeal and take it outside for Tumble to enjoy.\nSent 7: Tumble would see Billy and walk up to him as fast as a turtle can go.\nSent 8: Billy would put the bowl down and wait for Tumble to come up to the bowl to eat from it.\nSent 9: When Tumble reached the bowl, he put his nose on it.\nSent 10: But, the oatmeal was too hot to eat.\nSent 11: Billy reached down and blew on the hot oatmeal, to cool it down for Tumble to eat.\nSent 12: Once the oatmeal was cool enough, Tumble could dig in and eat his big bowl of oatmeal.\nSent 13: Billy loved to watch as Tumble ate his bowl of oatmeal, because Billy took good care of Tumble, everyday. \nQuestion: Whom did Billy visit everyday in the garden when he got home from school?.", "pos": "Paragraph- Sent 1: Billy had a pet turtle that he took good care of, everyday.\nSent 2: His turtle's name was Tumble.\nSent 3: Tumble liked to walk around outside in the garden and dig small holes to sleep in.\nSent 4: Billy loved Tumble and would visit him outside when he got home from school.\nSent 5: Tumble's favorite food was oatmeal.\nSent 6: So, every day after school, Billy would make Tumble a big bowl of oatmeal and take it outside for Tumble to enjoy.\nSent 7: Tumble would see Billy and walk up to him as fast as a turtle can go.\nSent 8: Billy would put the bowl down and wait for Tumble to come up to the bowl to eat from it.\nSent 9: When Tumble reached the bowl, he put his nose on it.\nSent 10: But, the oatmeal was too hot to eat.\nSent 11: Billy reached down and blew on the hot oatmeal, to cool it down for Tumble to eat.\nSent 12: Once the oatmeal was cool enough, Tumble could dig in and eat his big bowl of oatmeal.\nSent 13: Billy loved to watch as Tumble ate his bowl of oatmeal, because Billy took good care of Tumble, everyday. \nQuestion: What kinds of things did Tumble like to do?.", "neg": "Paragraph- Sent 1: Billy had a pet turtle that he took good care of, everyday.\nSent 2: His turtle's name was Tumble.\nSent 3: Tumble liked to walk around outside in the garden and dig small holes to sleep in.\nSent 4: Billy loved Tumble and would visit him outside when he got home from school.\nSent 5: Tumble's favorite food was oatmeal.\nSent 6: So, every day after school, Billy would make Tumble a big bowl of oatmeal and take it outside for Tumble to enjoy.\nSent 7: Tumble would see Billy and walk up to him as fast as a turtle can go.\nSent 8: Billy would put the bowl down and wait for Tumble to come up to the bowl to eat from it.\nSent 9: When Tumble reached the bowl, he put his nose on it.\nSent 10: But, the oatmeal was too hot to eat.\nSent 11: Billy reached down and blew on the hot oatmeal, to cool it down for Tumble to eat.\nSent 12: Once the oatmeal was cool enough, Tumble could dig in and eat his big bowl of oatmeal.\nSent 13: Billy loved to watch as Tumble ate his bowl of oatmeal, because Billy took good care of Tumble, everyday. \nQuestion: Why did Tumble not eat his oatmeal and what did Billy do about it?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: About 20 minutes later, at 7:35, another passenger for Flight 77, Hani Hanjour, placed two carry-on bags on the X-ray belt in the Main Terminal's west checkpoint, and proceeded, without alarm, through the metal detector.\nSent 2: A short time later, Nawaf and Salem al Hazmi entered the same checkpoint.\nSent 3: Salem al Hazmi cleared the metal detector and was permitted through; Nawaf al Hazmi set off the alarms for both the first and second metal detectors and was then hand-wanded before being passed.\nSent 4: In addition, his over-the-shoulder carry-on bag was swiped by an explosive trace detector and then passed.\nSent 5: The video footage indicates that he was carrying an unidentified item in his back pocket, clipped to its rim.\nSent 6: When the local civil aviation security office of the Federal Aviation Administration (FAA) later investigated these security screening operations, the screeners recalled nothing out of the ordinary.\nSent 7: They could not recall that any of the passengers they screened were CAPPS selectees.\nSent 8: We asked a screening expert to review the videotape of the hand-wanding, and he found the quality of the screener's work to have been \"marginal at best.\"Sent 9: The screener should have \"resolved\" what set off the alarm; and in the case of both Moqed and Hazmi, it was clear that he did not.\nSent 10: At 7:50, Majed Moqed and Khalid al Mihdhar boarded the flight and were seated in 12A and 12B in coach.\nSent 11: Hani Hanjour, assigned to seat 1B (first class), soon followed.\nSent 12: The Hazmi brothers, sitting in 5E and 5F, joined Hanjour in the first-class cabin.\nSent 13: Newark: United 93.\nSent 14: Between 7:03 and 7:39, Saeed al Ghamdi, Ahmed al Nami, Ahmad al Haznawi, and Ziad Jarrah checked in at the United Airlines ticket counter for Flight 93, going to Los Angeles.\nSent 15: Two checked bags; two did not.\nSent 16: Haznawi was selected by CAPPS.\nSent 17: His checked bag was screened for explosives and then loaded on the plane.\nSent 18: The four men passed through the security checkpoint, owned by United Airlines and operated under contract by Argenbright Security. \nQuestion: who was carrying an unidentified item in his back pocket.", "pos": "Paragraph- Sent 1: Romulus, Michigan (CNN) -- A Nigerian man is \"talking a lot\" to the FBI, said a senior U.S. official, after what the United States believes was an attempted terrorist attack on an inbound international flight.\nSent 2: The initial impression is that the suspect was acting alone and did not have any formal connections to organized terrorist groups, said the senior official who is familiar with the investigation.\nSent 3: The suspect, identified by a U.S. government official as 23-year-old Umar Farouk Abdulmutallab, ignited a small explosive device Friday, shortly before a Northwest flight from Amsterdam, Netherlands, made its landing in Detroit, Michigan.\nSent 4: With the aid of the cabin crew, another passenger quickly helped subdue and isolate Abdulmutallab, passenger Syed Jafry told CNN.\nSent 5: Abdulmutallab, was placed in custody and is being treated for second- and third-degree burns on his thighs, according to federal law enforcement and airline security sources.\nSent 6: The sources told CNN that the suspect flew into Schiphol Airport in Amsterdam on a KLM flight from Lagos, Nigeria, and is not believed to be on any \"no fly\" list, although his name does appear in a U.S. database of people with suspect connections.\nSent 7: He did not undergo secondary security screening in Amsterdam, an administration official said.\nSent 8: The administration official said there was no evidence that Abdulmutallab was a hard-core, trained member of al Qaeda.\nSent 9: Abdulmutallab, a Nigerian national, claimed to have extremist ties and said the explosive device \"was acquired in Yemen along with instructions as to when it should be used,\" a federal security bulletin obtained by CNN said.\nSent 10: The remains of the device used are being sent to an FBI explosives lab in Quantico, Virginia, for analysis, security sources said.\nSent 11: U.S. President Barack Obama, who is spending the holidays in his home state of Hawaii, was briefed on the incident during a secure phone call with aides, and instructed in a subsequent discussion with security advisers \"that all appropriate measures be taken to increase security for air travel,\" White House spokesman Bill Burton told CNN.\nSent 12: The president made no changes to his schedule, Burton said. \nQuestion: A small explosive device caused what type of injuries to the suspect?.", "neg": "Paragraph- Sent 1: About 20 minutes later, at 7:35, another passenger for Flight 77, Hani Hanjour, placed two carry-on bags on the X-ray belt in the Main Terminal's west checkpoint, and proceeded, without alarm, through the metal detector.\nSent 2: A short time later, Nawaf and Salem al Hazmi entered the same checkpoint.\nSent 3: Salem al Hazmi cleared the metal detector and was permitted through; Nawaf al Hazmi set off the alarms for both the first and second metal detectors and was then hand-wanded before being passed.\nSent 4: In addition, his over-the-shoulder carry-on bag was swiped by an explosive trace detector and then passed.\nSent 5: The video footage indicates that he was carrying an unidentified item in his back pocket, clipped to its rim.\nSent 6: When the local civil aviation security office of the Federal Aviation Administration (FAA) later investigated these security screening operations, the screeners recalled nothing out of the ordinary.\nSent 7: They could not recall that any of the passengers they screened were CAPPS selectees.\nSent 8: We asked a screening expert to review the videotape of the hand-wanding, and he found the quality of the screener's work to have been \"marginal at best.\"Sent 9: The screener should have \"resolved\" what set off the alarm; and in the case of both Moqed and Hazmi, it was clear that he did not.\nSent 10: At 7:50, Majed Moqed and Khalid al Mihdhar boarded the flight and were seated in 12A and 12B in coach.\nSent 11: Hani Hanjour, assigned to seat 1B (first class), soon followed.\nSent 12: The Hazmi brothers, sitting in 5E and 5F, joined Hanjour in the first-class cabin.\nSent 13: Newark: United 93.\nSent 14: Between 7:03 and 7:39, Saeed al Ghamdi, Ahmed al Nami, Ahmad al Haznawi, and Ziad Jarrah checked in at the United Airlines ticket counter for Flight 93, going to Los Angeles.\nSent 15: Two checked bags; two did not.\nSent 16: Haznawi was selected by CAPPS.\nSent 17: His checked bag was screened for explosives and then loaded on the plane.\nSent 18: The four men passed through the security checkpoint, owned by United Airlines and operated under contract by Argenbright Security. \nQuestion: A screening expert said that the screener's work was marginal at best and that the screener should have done what?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.\nSent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.\nSent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.\nSent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.\nSent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.\nSent 6: Two of Camus's works were published posthumously.\nSent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.\nSent 8: There is scholarly debate as to the relationship between the two books.\nSent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.\nSent 10: The novel was an autobiographical work about his childhood in Algeria. \nQuestion: A Milan newspaper thought this person's death was part of a Soviet plot.", "pos": "Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.\nSent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.\nSent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.\nSent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.\nSent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.\nSent 6: Two of Camus's works were published posthumously.\nSent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.\nSent 8: There is scholarly debate as to the relationship between the two books.\nSent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.\nSent 10: The novel was an autobiographical work about his childhood in Algeria. \nQuestion: Olivier Todd dis not consider this cause of Camus' death part of a Soviet plot.", "neg": "Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.\nSent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.\nSent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.\nSent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.\nSent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.\nSent 6: Two of Camus's works were published posthumously.\nSent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.\nSent 8: There is scholarly debate as to the relationship between the two books.\nSent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.\nSent 10: The novel was an autobiographical work about his childhood in Algeria. \nQuestion: Which 2 books were published posthumously?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: Why is there a perception that Californians are more health conscious?.", "pos": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: The former director of the California Department of Public health is a professor at which university?.", "neg": "Paragraph- Sent 1: (CNN) -- Beyond skateboards, Silicon Valley and hippies, California has a trendsetting streak of a different kind.\nSent 2: The state has been first to pass major public health initiatives that have spread throughout the country.\nSent 3: California was first to require smog checks for clean air, pass anti-tobacco initiatives and bike helmets laws.\nSent 4: While these laws were met with skepticism and ridicule, they've often become standard practice in other states.\nSent 5: The Golden State was first to ban smoking in workplaces, bars and restaurants in 1998.\nSent 6: Now similar rules exist throughout the country.\nSent 7: Some advocates tout the state as a forward-thinking vanguard in which its health and safety laws are routinely emulated by other states.\nSent 8: \"There have been progressive legislations in tobacco, environment and obesity prevention,\" said Mark Horton, a lecturer at the University of California Berkeley School of Public Health.\nSent 9: \"In some respect, the rest of the country looks to California as a laboratory for moving forward with those various types of initiatives.\"Sent 10: But some critics liken the Golden State to a nanny state.\nSent 11: California has 151,002 health and safety laws.\nSent 12: \"It never ends,\" said Laer Pearce, who works in public affairs in Orange County.\nSent 13: \"Every year, several hundred bills come through and dozens of them tell us how to live our lives.\"Sent 14: Starting in January, 760 new California laws went into effect -- for example, the importing of shark fins is prohibited, student athletes are required to have medical clearance after suffering a head injury, teens are banned from using tanning booths and the sale of caffeinated beer is forbidden.\nSent 15: There's a perception that California has \"more folks who are health-oriented and more health-minded,\" said Horton, former director of the California Department of Public Health.\nSent 16: It's not just workout fanatics hanging out at Muscle Beach, Sierra Club members hiking mountains or the uber-health-conscious touting organic foods.\nSent 17: Californians in general tend to have healthier habits, ranking 10th for physical activity, fourth for healthy blood pressure and fifth for a diet high in fruits and vegetables compared with other states, according to America's Health Rankings. \nQuestion: What major public health initiatives were first passed in California?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The world can be divided into three climate zones.\nSent 2: The first climate zone is the polar zone.\nSent 3: As it sounds, the polar zone is near earths poles.\nSent 4: The polar zone has very long and cold winters.\nSent 5: Brrr!!!!\nSent 6: Near the equator is the tropical zone.\nSent 7: The tropical zone is known for being hot and wet.\nSent 8: Between these two zones is the temperate zone.\nSent 9: Temperatures there tend to be mild.\nSent 10: Its not too hot and not too cold.\nSent 11: You might expect places near the equator to be hot and wet.\nSent 12: Thats not always the case.\nSent 13: Sometimes there are other factors at work.\nSent 14: These factors can affect the local climate type or a region.\nSent 15: Oceans and mountain ranges can have a major impact.\nSent 16: They can greatly influence the climate of an area.\nSent 17: Many factors influence an areas climate. \nQuestion: What three climate zones can the earth be divided into?.", "pos": "Paragraph- Sent 1: The world can be divided into three climate zones.\nSent 2: The first climate zone is the polar zone.\nSent 3: As it sounds, the polar zone is near earths poles.\nSent 4: The polar zone has very long and cold winters.\nSent 5: Brrr!!!!\nSent 6: Near the equator is the tropical zone.\nSent 7: The tropical zone is known for being hot and wet.\nSent 8: Between these two zones is the temperate zone.\nSent 9: Temperatures there tend to be mild.\nSent 10: Its not too hot and not too cold.\nSent 11: You might expect places near the equator to be hot and wet.\nSent 12: Thats not always the case.\nSent 13: Sometimes there are other factors at work.\nSent 14: These factors can affect the local climate type or a region.\nSent 15: Oceans and mountain ranges can have a major impact.\nSent 16: They can greatly influence the climate of an area.\nSent 17: Many factors influence an areas climate. \nQuestion: What are the world's three climate zones?.", "neg": "Paragraph- Sent 1: The world can be divided into three climate zones.\nSent 2: The first climate zone is the polar zone.\nSent 3: As it sounds, the polar zone is near earths poles.\nSent 4: The polar zone has very long and cold winters.\nSent 5: Brrr!!!!\nSent 6: Near the equator is the tropical zone.\nSent 7: The tropical zone is known for being hot and wet.\nSent 8: Between these two zones is the temperate zone.\nSent 9: Temperatures there tend to be mild.\nSent 10: Its not too hot and not too cold.\nSent 11: You might expect places near the equator to be hot and wet.\nSent 12: Thats not always the case.\nSent 13: Sometimes there are other factors at work.\nSent 14: These factors can affect the local climate type or a region.\nSent 15: Oceans and mountain ranges can have a major impact.\nSent 16: They can greatly influence the climate of an area.\nSent 17: Many factors influence an areas climate. \nQuestion: What are two factors that can affect the climate of an area?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: What is the theme and what is its aim?.", "pos": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: What is the aim of this years theme \"Earth\"?.", "neg": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: How long did it take Kashi to compile photos of the Niger Delta and what is being done with his photos now?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Creed family moves into a new home , close to a road where truckers often drive unsafely .\nSent 2: They befriend their neighbor , Jud Crandall , who tells them about a nearby pet cemetery which was built on Indian burial grounds and is rumored to be haunted .\nSent 3: Later , Louis Creed , working at the University of Maine at Orono health center , treats Victor Pascow , who has been hit by a truck and incurred massive head injuries .\nSent 4: Pascow dies after grabbing Louis , addressing him by name , and uttering a cryptic message .\nSent 5: He also promises to `` come to '' him .\nSent 6: That night , in what is seemingly a dream , Victor visits Louis , warning him about the burial ground beyond the pet cemetery .\nSent 7: Louis wakes up to find his feet covered in dirt .\nSent 8: Church , a cat owned by Louis ' daughter Ellie , is killed by a truck on the road in front of their house while Rachel , Ellie and Gage are in Chicago .\nSent 9: Jud takes Louis to an ancient Micmac Indian burial ground beyond the pet cemetery they visited earlier and buries the cat .\nSent 10: Church is brought back to life , but is an evil shell of himself .\nSent 11: He attacks Louis and reeks of decomposition .\nSent 12: Louis asks if a person was ever buried in the grounds .\nSent 13: Jud replies , `` Christ on His throne , no. .\nSent 14: And whoever would ? ''Sent 15: Sometime later , Louis ' young son Gage is killed by a truck on the same road .\nSent 16: Louis considers burying Gage in the burial grounds .\nSent 17: Jud tries to dissuade him from doing so , telling him about a young man from town , Timmy Baterman , who died in service during World War II . \nQuestion: What was the rumor about the pet cemetery that Victor warned Louis about?.", "pos": "Paragraph- Sent 1: The Ghost Inside tells the story of a young mother , Lin Xiaoyue , who flees an abusive husband , taking their young daughter with her .\nSent 2: She rents an apartment in a new apartment block but soon regrets the move as a neighbor tells her the apartment is haunted by the spirit of a young mother who threw her daughter out of the window before jumping to her death herself .\nSent 3: A series of strange occurrences convince Lin there really is a ghost before the spirit finally reveals herself to Lin .\nSent 4: The ghost tells Lin she too will one day committed murder\\/suicide in the same fashion .\nSent 5: Lin finds some solace in the company of a male neighbor who helps fend off Lin 's husband when he finally manages to track Lin and his daughter down .\nSent 6: But something about this neighbor and several other inhabitants of the building does n't seem right .\nSent 7: When Lin 's husband shows up at the apartment late one night with two goons intent on taking his daughter back by force , Lin finds herself standing on her balcony , under encouragement from the ghost , considering whether or not to throw her daughter and herself off to stop her abusive husband from parting her from her daughter .\nSent 8: The police arrive and Lin is committed to a psychiatric institute . \nQuestion: Are the inhabitants of the new apartment Lin moves to ghosts?.", "neg": "Paragraph- Sent 1: The Creed family moves into a new home , close to a road where truckers often drive unsafely .\nSent 2: They befriend their neighbor , Jud Crandall , who tells them about a nearby pet cemetery which was built on Indian burial grounds and is rumored to be haunted .\nSent 3: Later , Louis Creed , working at the University of Maine at Orono health center , treats Victor Pascow , who has been hit by a truck and incurred massive head injuries .\nSent 4: Pascow dies after grabbing Louis , addressing him by name , and uttering a cryptic message .\nSent 5: He also promises to `` come to '' him .\nSent 6: That night , in what is seemingly a dream , Victor visits Louis , warning him about the burial ground beyond the pet cemetery .\nSent 7: Louis wakes up to find his feet covered in dirt .\nSent 8: Church , a cat owned by Louis ' daughter Ellie , is killed by a truck on the road in front of their house while Rachel , Ellie and Gage are in Chicago .\nSent 9: Jud takes Louis to an ancient Micmac Indian burial ground beyond the pet cemetery they visited earlier and buries the cat .\nSent 10: Church is brought back to life , but is an evil shell of himself .\nSent 11: He attacks Louis and reeks of decomposition .\nSent 12: Louis asks if a person was ever buried in the grounds .\nSent 13: Jud replies , `` Christ on His throne , no. .\nSent 14: And whoever would ? ''Sent 15: Sometime later , Louis ' young son Gage is killed by a truck on the same road .\nSent 16: Louis considers burying Gage in the burial grounds .\nSent 17: Jud tries to dissuade him from doing so , telling him about a young man from town , Timmy Baterman , who died in service during World War II . \nQuestion: What happens to Ellie's cat after its killed and buried?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: Which television shows has George Pelecanos worked on?.", "pos": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: What three shows has Pelecanos been a writer for?.", "neg": "Paragraph- Sent 1: (CNN) -- Horror-meister, Stephen King calls George Pelecanos \"perhaps the greatest living American crime writer.\"Sent 2: His stories are set in Pelecanos' hometown of Washington, D.C., but this is not the side of the U.S. capitol that you see portrayed on TV with white marble monuments, lawyers and lobbyists.\nSent 3: Pelecanos is more interested in working families struggling to get by, the racial tensions in its ethnic neighborhoods and the low-lifes on the edges.\nSent 4: His crime-writing peers call Pelecanos the \"undisputed poet\" of Washington's gritty side.\nSent 5: The best-selling and award-winning author is out this week with his 17th and latest novel, \"The Cut.\"Sent 6: It's the first in a new series featuring Iraq war veteran and private investigator Spero Lucas.\nSent 7: When he's not working for a Washington defense attorney, Lucas recovers stolen property for a 40% cut.\nSent 8: Now, a high-profile crime boss hires Lucas to find out who's been stealing from him, and it could turn out to be Lucas' biggest payday or an untimely end.\nSent 9: While Pelecanos made his bones in the noir tradition, there's a definite \"Western\" feel to \"The Cut.\"Sent 10: The new novel takes place in a morally gray and often violent world.\nSent 11: It's peppered with pitch-perfect dialogue and captures the sights, sounds and taste of Washington in rich detail.\nSent 12: In short, Pelecanos reads like the real deal.\nSent 13: Pelecanos knows a thing or two about capturing the authenticity of urban America with an ethnically and socially diverse cast.\nSent 14: In addition to his success as a novelist, Pelecanos is a producer and writer for HBO's New Orleans-set, \"Treme.\"Sent 15: He was previously a producer and Emmy-nominated writer on the hit series \"The Wire\" and the miniseries \"The Pacific.\"Sent 16: Read an excerpt from \"The Cut\" CNN recently spoke to Pelecanos about his new novel.\nSent 17: The following is an edited transcript.\nSent 18: CNN: Tell me more about your new character, Spero Lucas. \nQuestion: George Pelecanos' latest novel \"The Cut\" features which character?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: Who did Pushkin died to when fending off his wife's would be seducer?.", "pos": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: How many duels did Pushkin fight after the one he had with the man he accused of seducing Pushkin's wife?.", "neg": "Paragraph- Sent 1: Alexander Sergeyevich Pushkin (/'pUSkIn/; Russian: Aleksandr Sergeevich Pushkin, tr.\nSent 2: Aleksandr Sergeyevich Pushkin; IPA: [aljI'ksandr sjI'rgjejIvjItc 'puskjIn]; 6 June [O.S. 26 May] 1799 - 10 February [O.S. 29 January] 1837) was a Russian author of the Romantic era who is considered by many to be the greatest Russian poet and the founder of modern Russian literature.\nSent 3: Pushkin was born into Russian nobility in Moscow.\nSent 4: His matrilineal great grandfather was Abram Gannibal, who was brought over as a slave from what is now Cameroon.\nSent 5: Pushkin published his first poem at the age of fifteen, and was widely recognized by the literary establishment by the time of his graduation from the Tsarskoye Selo Lyceum.\nSent 6: While under the strict surveillance of the Tsar's political police and unable to publish, Pushkin wrote his most famous play, the drama Boris Godunov.\nSent 7: His novel in verse, Eugene Onegin, was serialized between 1825 and 1832.\nSent 8: Notoriously touchy about his honour, Pushkin fought as many as twenty-nine duels, and was fatally wounded in such an encounter with Georges-Charles de Heeckeren d'Anthes.\nSent 9: Pushkin had accused D'Anthes, a French officer serving with the Chevalier Guard Regiment of attempting to seduce the poet's wife, Natalya Pushkina. \nQuestion: Where was Pushkin born in 1799?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Shelley was, in the main, not only an exquisite but a trustworthy critic; and no man was more absolutely above being influenced by the fanfaronade of rank or the din of popularity.\nSent 2: These criticisms are therefore not to be lightly set aside, nor are they unintelligible.\nSent 3: Perhaps those admirers of the clearer and more consistent nature, who exalt him to the rank of a greater poet, are misled by the amiable love of one of the purest characters in the history of our literature.\nSent 4: There is at least no difficulty in understanding why he should have been, as it were, concussed by Byron's greater massiveness and energy into a sense--easy to an impassioned devotee--of inferiority.\nSent 5: Similarly, most of the estimates-- many already reversed, others reversible--by the men of that age, of each other, can be explained.\nSent 6: We can see how it was that Shelley overestimated both the character and the powers of Hunt; and Byron depreciated Keats, and was ultimately repelled by Wordsworth, and held out his hand to meet the manly grasp of Scott.\nSent 7: The one enigma of their criticism is the respect that they joined in paying to the witty, genial, shallow, worldly, musical Tom Moore. \nQuestion: Does Byron respect Tom Moore?.", "pos": "Paragraph- Sent 1:   Shelley was, in the main, not only an exquisite but a trustworthy critic; and no man was more absolutely above being influenced by the fanfaronade of rank or the din of popularity.\nSent 2: These criticisms are therefore not to be lightly set aside, nor are they unintelligible.\nSent 3: Perhaps those admirers of the clearer and more consistent nature, who exalt him to the rank of a greater poet, are misled by the amiable love of one of the purest characters in the history of our literature.\nSent 4: There is at least no difficulty in understanding why he should have been, as it were, concussed by Byron's greater massiveness and energy into a sense--easy to an impassioned devotee--of inferiority.\nSent 5: Similarly, most of the estimates-- many already reversed, others reversible--by the men of that age, of each other, can be explained.\nSent 6: We can see how it was that Shelley overestimated both the character and the powers of Hunt; and Byron depreciated Keats, and was ultimately repelled by Wordsworth, and held out his hand to meet the manly grasp of Scott.\nSent 7: The one enigma of their criticism is the respect that they joined in paying to the witty, genial, shallow, worldly, musical Tom Moore. \nQuestion: Which of the period poets did Shelley agree with Byron about, according to the text?.", "neg": "Paragraph- Sent 1:   Shelley was, in the main, not only an exquisite but a trustworthy critic; and no man was more absolutely above being influenced by the fanfaronade of rank or the din of popularity.\nSent 2: These criticisms are therefore not to be lightly set aside, nor are they unintelligible.\nSent 3: Perhaps those admirers of the clearer and more consistent nature, who exalt him to the rank of a greater poet, are misled by the amiable love of one of the purest characters in the history of our literature.\nSent 4: There is at least no difficulty in understanding why he should have been, as it were, concussed by Byron's greater massiveness and energy into a sense--easy to an impassioned devotee--of inferiority.\nSent 5: Similarly, most of the estimates-- many already reversed, others reversible--by the men of that age, of each other, can be explained.\nSent 6: We can see how it was that Shelley overestimated both the character and the powers of Hunt; and Byron depreciated Keats, and was ultimately repelled by Wordsworth, and held out his hand to meet the manly grasp of Scott.\nSent 7: The one enigma of their criticism is the respect that they joined in paying to the witty, genial, shallow, worldly, musical Tom Moore. \nQuestion: What character trait of Byron's was to influence Shelley's usually trustworthy critiques of fellow writers?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.\nSent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.\nSent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.\nSent 4: Christ seemed to have left the world.\nSent 5: The little while that He  had promised to be away seemed to have become a very long while.\nSent 6: Hundreds of years passed, and yet Christ did not come in glory.\nSent 7: And, as  I said, a sadness fell on all the Church.\nSent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.\nSent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory. \nQuestion: Who believed their Lord was coming again in a very little while during their own life-time?.", "pos": "Paragraph- Sent 1:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.\nSent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.\nSent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.\nSent 4: Christ seemed to have left the world.\nSent 5: The little while that He  had promised to be away seemed to have become a very long while.\nSent 6: Hundreds of years passed, and yet Christ did not come in glory.\nSent 7: And, as  I said, a sadness fell on all the Church.\nSent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.\nSent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory. \nQuestion: Who believed that He was coming again?.", "neg": "Paragraph- Sent 1:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.\nSent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.\nSent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.\nSent 4: Christ seemed to have left the world.\nSent 5: The little while that He  had promised to be away seemed to have become a very long while.\nSent 6: Hundreds of years passed, and yet Christ did not come in glory.\nSent 7: And, as  I said, a sadness fell on all the Church.\nSent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.\nSent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory. \nQuestion: Why did sadness fall on all the Church?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Champion cyclist Lance Armstrong said Wednesday the U.S. Anti-Doping Agency intends to \"dredge up discredited\" doping allegations against him in a bid to strip him of his seven Tour de France victories.\nSent 2: The Washington Post said it received a copy of a 15-page agency letter sent Tuesday to Armstrong and several others.\nSent 3: As a result of the allegations, Armstrong was immediately banned from competing in triathlons, a sport he took up after retiring from professional bicycling, the newspaper reported on its website.\nSent 4: Armstrong, as he has in the past, said he has never engaged in doping.\nSent 5: \"Unlike many of my accusers, I have competed as an endurance athlete for 25 years with no spike in performance, passed more than 500 drug tests and never failed one,\" Armstrong said on his website.\nSent 6: \"That USADA ignores this fundamental distinction and charges me instead of the admitted dopers says far more about USADA, its lack of fairness and this vendetta than it does about my guilt or innocence.\"Sent 7: Justice Department prosecutors in February said they closed a criminal investigation after reviewing allegations against Armstrong.\nSent 8: They had called witnesses to a federal grand jury in Los Angeles, but they apparently determined they lacked evidence to bring a charge that Armstrong used performance-enhancing drugs.\nSent 9: Armstrong was accused of using such drugs by other riders, but never failed a drug test.\nSent 10: \"These are the very same charges and the same witnesses that the Justice Department chose not to pursue after a two-year investigation,\" Armstrong said Wednesday.\nSent 11: According to the Post, the U.S. Anti-Doping Agency alleged it collected blood samples from Armstrong in 2009 and 2010 that were \"fully consistent with blood manipulation including EPO use and/or blood transfusions.\"Sent 12: The allegations were previously unpublicized, according to the Post.\nSent 13: Opinion: Why fans shouldn't forgive Armstrong The letter says Armstrong and five former cycling team associates engaged in a doping conspiracy from 1998 to 2011, the Post reported.\nSent 14: Riders will testify that Armstrong used EPO, blood transfusions, testosterone and masking agents, and that he distributed and administered drugs to other cyclists from 1998 to 2005, the Post quoted the letter as saying. \nQuestion: Between what years ws Lance Armstrong accused of \"doping\"?.", "pos": "Paragraph- Sent 1: (CNN) -- Champion cyclist Lance Armstrong said Wednesday the U.S. Anti-Doping Agency intends to \"dredge up discredited\" doping allegations against him in a bid to strip him of his seven Tour de France victories.\nSent 2: The Washington Post said it received a copy of a 15-page agency letter sent Tuesday to Armstrong and several others.\nSent 3: As a result of the allegations, Armstrong was immediately banned from competing in triathlons, a sport he took up after retiring from professional bicycling, the newspaper reported on its website.\nSent 4: Armstrong, as he has in the past, said he has never engaged in doping.\nSent 5: \"Unlike many of my accusers, I have competed as an endurance athlete for 25 years with no spike in performance, passed more than 500 drug tests and never failed one,\" Armstrong said on his website.\nSent 6: \"That USADA ignores this fundamental distinction and charges me instead of the admitted dopers says far more about USADA, its lack of fairness and this vendetta than it does about my guilt or innocence.\"Sent 7: Justice Department prosecutors in February said they closed a criminal investigation after reviewing allegations against Armstrong.\nSent 8: They had called witnesses to a federal grand jury in Los Angeles, but they apparently determined they lacked evidence to bring a charge that Armstrong used performance-enhancing drugs.\nSent 9: Armstrong was accused of using such drugs by other riders, but never failed a drug test.\nSent 10: \"These are the very same charges and the same witnesses that the Justice Department chose not to pursue after a two-year investigation,\" Armstrong said Wednesday.\nSent 11: According to the Post, the U.S. Anti-Doping Agency alleged it collected blood samples from Armstrong in 2009 and 2010 that were \"fully consistent with blood manipulation including EPO use and/or blood transfusions.\"Sent 12: The allegations were previously unpublicized, according to the Post.\nSent 13: Opinion: Why fans shouldn't forgive Armstrong The letter says Armstrong and five former cycling team associates engaged in a doping conspiracy from 1998 to 2011, the Post reported.\nSent 14: Riders will testify that Armstrong used EPO, blood transfusions, testosterone and masking agents, and that he distributed and administered drugs to other cyclists from 1998 to 2005, the Post quoted the letter as saying. \nQuestion: What evidence is the Post prepared to  put forth against Lance?.", "neg": "Paragraph- Sent 1: (CNN) -- Champion cyclist Lance Armstrong said Wednesday the U.S. Anti-Doping Agency intends to \"dredge up discredited\" doping allegations against him in a bid to strip him of his seven Tour de France victories.\nSent 2: The Washington Post said it received a copy of a 15-page agency letter sent Tuesday to Armstrong and several others.\nSent 3: As a result of the allegations, Armstrong was immediately banned from competing in triathlons, a sport he took up after retiring from professional bicycling, the newspaper reported on its website.\nSent 4: Armstrong, as he has in the past, said he has never engaged in doping.\nSent 5: \"Unlike many of my accusers, I have competed as an endurance athlete for 25 years with no spike in performance, passed more than 500 drug tests and never failed one,\" Armstrong said on his website.\nSent 6: \"That USADA ignores this fundamental distinction and charges me instead of the admitted dopers says far more about USADA, its lack of fairness and this vendetta than it does about my guilt or innocence.\"Sent 7: Justice Department prosecutors in February said they closed a criminal investigation after reviewing allegations against Armstrong.\nSent 8: They had called witnesses to a federal grand jury in Los Angeles, but they apparently determined they lacked evidence to bring a charge that Armstrong used performance-enhancing drugs.\nSent 9: Armstrong was accused of using such drugs by other riders, but never failed a drug test.\nSent 10: \"These are the very same charges and the same witnesses that the Justice Department chose not to pursue after a two-year investigation,\" Armstrong said Wednesday.\nSent 11: According to the Post, the U.S. Anti-Doping Agency alleged it collected blood samples from Armstrong in 2009 and 2010 that were \"fully consistent with blood manipulation including EPO use and/or blood transfusions.\"Sent 12: The allegations were previously unpublicized, according to the Post.\nSent 13: Opinion: Why fans shouldn't forgive Armstrong The letter says Armstrong and five former cycling team associates engaged in a doping conspiracy from 1998 to 2011, the Post reported.\nSent 14: Riders will testify that Armstrong used EPO, blood transfusions, testosterone and masking agents, and that he distributed and administered drugs to other cyclists from 1998 to 2005, the Post quoted the letter as saying. \nQuestion: U.S. Anti-Doping Agency intends to \"dredge up discredited\" doping allegations, after a grand jury from what city determined lack of evidence in the case?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Three great battle cruisers had gone to the bottom--the _Queen Mary_, of 27,000 tons; the _Indefatigable_, of 18,750 tons, and the _Invincible_, of 17,250 tons.\nSent 2: Cruisers lost included the _Defense_, of 14,600 tons; the _Black Prince_; of 13,550 tons, and the _Warrior_, of 13,550 tons.\nSent 3: The giant battle cruiser _Marlborough,_ of 27,500 tons, had been badly damaged, as had the _Lion_ and other vessels.\nSent 4: The destroyers _Tipperary, Turbulent, Nestore, Alcaster, Fortune, Sparrow Hawk, Ardent_ and _Shark_ had been sunk.\nSent 5: Total losses ran high into the millions and in the number of men above 7,000.\nSent 6: The German losses had been less, but nevertheless, taking into consideration damage done to the effectiveness of the two fleets as a whole, the enemy had sustained the harder blow.\nSent 7: The British fleet still maintained control of the North Sea, while the Germans, because of their losses, had been deprived of a large part of the fighting strength of their fleet.\nSent 8: The British, in spite of their heavier losses, would recover more quickly than could the enemy. \nQuestion: What are the names of at least five battle cruisers?.", "pos": "Paragraph- Sent 1: Three great battle cruisers had gone to the bottom--the _Queen Mary_, of 27,000 tons; the _Indefatigable_, of 18,750 tons, and the _Invincible_, of 17,250 tons.\nSent 2: Cruisers lost included the _Defense_, of 14,600 tons; the _Black Prince_; of 13,550 tons, and the _Warrior_, of 13,550 tons.\nSent 3: The giant battle cruiser _Marlborough,_ of 27,500 tons, had been badly damaged, as had the _Lion_ and other vessels.\nSent 4: The destroyers _Tipperary, Turbulent, Nestore, Alcaster, Fortune, Sparrow Hawk, Ardent_ and _Shark_ had been sunk.\nSent 5: Total losses ran high into the millions and in the number of men above 7,000.\nSent 6: The German losses had been less, but nevertheless, taking into consideration damage done to the effectiveness of the two fleets as a whole, the enemy had sustained the harder blow.\nSent 7: The British fleet still maintained control of the North Sea, while the Germans, because of their losses, had been deprived of a large part of the fighting strength of their fleet.\nSent 8: The British, in spite of their heavier losses, would recover more quickly than could the enemy. \nQuestion: How many of the lost ships are described as \"cruisers\"?.", "neg": "Paragraph- Sent 1: Three great battle cruisers had gone to the bottom--the _Queen Mary_, of 27,000 tons; the _Indefatigable_, of 18,750 tons, and the _Invincible_, of 17,250 tons.\nSent 2: Cruisers lost included the _Defense_, of 14,600 tons; the _Black Prince_; of 13,550 tons, and the _Warrior_, of 13,550 tons.\nSent 3: The giant battle cruiser _Marlborough,_ of 27,500 tons, had been badly damaged, as had the _Lion_ and other vessels.\nSent 4: The destroyers _Tipperary, Turbulent, Nestore, Alcaster, Fortune, Sparrow Hawk, Ardent_ and _Shark_ had been sunk.\nSent 5: Total losses ran high into the millions and in the number of men above 7,000.\nSent 6: The German losses had been less, but nevertheless, taking into consideration damage done to the effectiveness of the two fleets as a whole, the enemy had sustained the harder blow.\nSent 7: The British fleet still maintained control of the North Sea, while the Germans, because of their losses, had been deprived of a large part of the fighting strength of their fleet.\nSent 8: The British, in spite of their heavier losses, would recover more quickly than could the enemy. \nQuestion: Who suffered losses?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Growing up on a farm near St. Paul, L. Mark Bailey didn't dream of becoming a judge.\nSent 2: Even when he graduated from North Decatur High School in 1975, sitting on the bench someday seemed more like a leisurely activity than a career.\nSent 3: Somewhere along the line, all of that changed.\nSent 4: Bailey received his bachelor's degree from the University of Indianapolis in 1978 and a jurisprudence doctorate from Indiana University-Indianapolis in 1982.\nSent 5: After several years of private practice from 1982-90, he became the judge of Decatur County Court for a year.\nSent 6: The Indiana legislature renamed that judgeship and Bailey was tabbed Decatur Superior Court judge from 1992-98, winning reelection twice.\nSent 7: From there, his career continued on the fast track and Bailey was appointed by Gov. Frank O'Bannon to sit on the Indiana Court of Appeals First District, where he works today.\nSent 8: Despite his quick climb up the legal ladder, Bailey has always found time to help out in causes he feels strongly about.\nSent 9: It was for his dedication to the law and the people that are affected by it that he was recently recognized.\nSent 10: The Indiana Pro Bono Commission hosted its annual celebration event, the Randall T. Shepard Dinner, at French Lick Springs Spa in October.\nSent 11: More than 100 judges, lawyers and dignitaries were present for the gathering.\nSent 12: One of the highlights of the event was the presentation of the first-ever Randall T. Shepard award for excellence in pro bono work.\nSent 13: Bailey received the award for his three years of volunteer work at Indiana Pro Bono Commission.\nSent 14: The award was named after the chief justice of the Indiana Supreme Court to honor his statewide vision on justice.\nSent 15: The qualifications for the award were based upon demonstrated dedication to the innovative development and delivery of legal services to the poor in one of the 14 pro bono districts of Indiana.\nSent 16: \"This award came as a real surprise to me.\nSent 17: It is truly an honor.\nSent 18: Just being the first chair of the commission which began the implementation of the pro bono process was somewhat humbling. \nQuestion: Where did Bailey go to school?.", "pos": "Paragraph- Sent 1: Growing up on a farm near St. Paul, L. Mark Bailey didn't dream of becoming a judge.\nSent 2: Even when he graduated from North Decatur High School in 1975, sitting on the bench someday seemed more like a leisurely activity than a career.\nSent 3: Somewhere along the line, all of that changed.\nSent 4: Bailey received his bachelor's degree from the University of Indianapolis in 1978 and a jurisprudence doctorate from Indiana University-Indianapolis in 1982.\nSent 5: After several years of private practice from 1982-90, he became the judge of Decatur County Court for a year.\nSent 6: The Indiana legislature renamed that judgeship and Bailey was tabbed Decatur Superior Court judge from 1992-98, winning reelection twice.\nSent 7: From there, his career continued on the fast track and Bailey was appointed by Gov. Frank O'Bannon to sit on the Indiana Court of Appeals First District, where he works today.\nSent 8: Despite his quick climb up the legal ladder, Bailey has always found time to help out in causes he feels strongly about.\nSent 9: It was for his dedication to the law and the people that are affected by it that he was recently recognized.\nSent 10: The Indiana Pro Bono Commission hosted its annual celebration event, the Randall T. Shepard Dinner, at French Lick Springs Spa in October.\nSent 11: More than 100 judges, lawyers and dignitaries were present for the gathering.\nSent 12: One of the highlights of the event was the presentation of the first-ever Randall T. Shepard award for excellence in pro bono work.\nSent 13: Bailey received the award for his three years of volunteer work at Indiana Pro Bono Commission.\nSent 14: The award was named after the chief justice of the Indiana Supreme Court to honor his statewide vision on justice.\nSent 15: The qualifications for the award were based upon demonstrated dedication to the innovative development and delivery of legal services to the poor in one of the 14 pro bono districts of Indiana.\nSent 16: \"This award came as a real surprise to me.\nSent 17: It is truly an honor.\nSent 18: Just being the first chair of the commission which began the implementation of the pro bono process was somewhat humbling. \nQuestion: Who eventually became the judge of Decatur County Court for a year?.", "neg": "Paragraph- Sent 1: Growing up on a farm near St. Paul, L. Mark Bailey didn't dream of becoming a judge.\nSent 2: Even when he graduated from North Decatur High School in 1975, sitting on the bench someday seemed more like a leisurely activity than a career.\nSent 3: Somewhere along the line, all of that changed.\nSent 4: Bailey received his bachelor's degree from the University of Indianapolis in 1978 and a jurisprudence doctorate from Indiana University-Indianapolis in 1982.\nSent 5: After several years of private practice from 1982-90, he became the judge of Decatur County Court for a year.\nSent 6: The Indiana legislature renamed that judgeship and Bailey was tabbed Decatur Superior Court judge from 1992-98, winning reelection twice.\nSent 7: From there, his career continued on the fast track and Bailey was appointed by Gov. Frank O'Bannon to sit on the Indiana Court of Appeals First District, where he works today.\nSent 8: Despite his quick climb up the legal ladder, Bailey has always found time to help out in causes he feels strongly about.\nSent 9: It was for his dedication to the law and the people that are affected by it that he was recently recognized.\nSent 10: The Indiana Pro Bono Commission hosted its annual celebration event, the Randall T. Shepard Dinner, at French Lick Springs Spa in October.\nSent 11: More than 100 judges, lawyers and dignitaries were present for the gathering.\nSent 12: One of the highlights of the event was the presentation of the first-ever Randall T. Shepard award for excellence in pro bono work.\nSent 13: Bailey received the award for his three years of volunteer work at Indiana Pro Bono Commission.\nSent 14: The award was named after the chief justice of the Indiana Supreme Court to honor his statewide vision on justice.\nSent 15: The qualifications for the award were based upon demonstrated dedication to the innovative development and delivery of legal services to the poor in one of the 14 pro bono districts of Indiana.\nSent 16: \"This award came as a real surprise to me.\nSent 17: It is truly an honor.\nSent 18: Just being the first chair of the commission which began the implementation of the pro bono process was somewhat humbling. \nQuestion: Before being appointed to the state Supreme court, what court did her preside over?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   This apartment, the best in Fort Laramie, was that usually occupied by the legitimate bourgeois, Papin; in whose absence the command devolved upon Bordeaux.\nSent 2: The latter, a stout, bluff little fellow, much inflated by a sense of his new authority, began to roar for buffalo robes.\nSent 3: These being brought and spread upon the floor formed our beds; much better ones than we had of late been accustomed to.\nSent 4: Our arrangements made, we stepped out to the balcony to take a more leisurely survey of the long looked-for haven at which we had arrived at last.\nSent 5: Beneath us was the square area surrounded by little rooms, or rather cells, which opened upon it.\nSent 6: These were devoted to various purposes, but served chiefly for the accommodation of the men employed at the fort, or of the equally numerous squaws, whom they were allowed to maintain in it.\nSent 7: Opposite to us rose the blockhouse above the gateway; it was adorned with a figure which even now haunts my memory; a horse at full speed, daubed upon the boards with red paint, and exhibiting a degree of skill which might rival that displayed by the Indians in executing similar designs upon their robes and lodges.\nSent 8: A busy scene was enacting in the area.\nSent 9: The wagons of Vaskiss, an old trader, were about to set out for a remote post in the mountains, and the Canadians were going through their preparations with all possible bustle, while here and there an Indian stood looking on with imperturbable gravity. \nQuestion: How did Bordeaux feel about his new authority?.", "pos": "Paragraph- Sent 1:   This apartment, the best in Fort Laramie, was that usually occupied by the legitimate bourgeois, Papin; in whose absence the command devolved upon Bordeaux.\nSent 2: The latter, a stout, bluff little fellow, much inflated by a sense of his new authority, began to roar for buffalo robes.\nSent 3: These being brought and spread upon the floor formed our beds; much better ones than we had of late been accustomed to.\nSent 4: Our arrangements made, we stepped out to the balcony to take a more leisurely survey of the long looked-for haven at which we had arrived at last.\nSent 5: Beneath us was the square area surrounded by little rooms, or rather cells, which opened upon it.\nSent 6: These were devoted to various purposes, but served chiefly for the accommodation of the men employed at the fort, or of the equally numerous squaws, whom they were allowed to maintain in it.\nSent 7: Opposite to us rose the blockhouse above the gateway; it was adorned with a figure which even now haunts my memory; a horse at full speed, daubed upon the boards with red paint, and exhibiting a degree of skill which might rival that displayed by the Indians in executing similar designs upon their robes and lodges.\nSent 8: A busy scene was enacting in the area.\nSent 9: The wagons of Vaskiss, an old trader, were about to set out for a remote post in the mountains, and the Canadians were going through their preparations with all possible bustle, while here and there an Indian stood looking on with imperturbable gravity. \nQuestion: What is the name of the stout bluff little fellow?.", "neg": "Paragraph- Sent 1:   This apartment, the best in Fort Laramie, was that usually occupied by the legitimate bourgeois, Papin; in whose absence the command devolved upon Bordeaux.\nSent 2: The latter, a stout, bluff little fellow, much inflated by a sense of his new authority, began to roar for buffalo robes.\nSent 3: These being brought and spread upon the floor formed our beds; much better ones than we had of late been accustomed to.\nSent 4: Our arrangements made, we stepped out to the balcony to take a more leisurely survey of the long looked-for haven at which we had arrived at last.\nSent 5: Beneath us was the square area surrounded by little rooms, or rather cells, which opened upon it.\nSent 6: These were devoted to various purposes, but served chiefly for the accommodation of the men employed at the fort, or of the equally numerous squaws, whom they were allowed to maintain in it.\nSent 7: Opposite to us rose the blockhouse above the gateway; it was adorned with a figure which even now haunts my memory; a horse at full speed, daubed upon the boards with red paint, and exhibiting a degree of skill which might rival that displayed by the Indians in executing similar designs upon their robes and lodges.\nSent 8: A busy scene was enacting in the area.\nSent 9: The wagons of Vaskiss, an old trader, were about to set out for a remote post in the mountains, and the Canadians were going through their preparations with all possible bustle, while here and there an Indian stood looking on with imperturbable gravity. \nQuestion: Who's wagons were being ready in the scene near in the gateway under the blockhouse?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: State-mandated course enables nearly 70 percent of divorcing couples to untie the knot without a lawyer.\nSent 2: A majority of Vermonters who divorce do so without hiring an attorney.\nSent 3: Instead, they take a class on how to represent themselves.\nSent 4: The court-mandated session is for people who have filed for divorce and opted not to hire a lawyer.\nSent 5: Nearly 70 percent of Vermonters are divorced without an attorney, according to statistics from the Court Administrator's Office.\nSent 6: Some are put off by the cost of a hiring a divorce lawyer, which starts at about $1,500.\nSent 7: Others just want to be in control of the process.\nSent 8: \"There's not a lot of low-cost counsel available.\nSent 9: If you've got limited resources and you think you can do it, and the court does help, then maybe this is the one thing that you forego in order to pay for something else,\" said Sally Fox, a former state representative who helped write the legislation to establish Family Courts and who used to be the state director of Family Court operations.\nSent 10: There are also risks to going it alone.\nSent 11: Many of the decisions that are made in front of a judge cannot be reversed later.\nSent 12: The state established a Family Court system in 1990.\nSent 13: A separate court system would bring divorce and child custody cases onto the same docket as juvenile cases.\nSent 14: The goal was to more quickly resolve cases that had to do with children, Fox said.\nSent 15: \"Because it's a place where the needs of children will be paramount, we want it to be a place where you can get these cases resolved quickly,\" Fox said.\nSent 16: Family Court was set up as a user-friendly place and continues to add programs to streamline the process.\nSent 17: Although the court wasn't necessarily established to allow the majority of Vermonters to represent themselves in a divorce, that has been the effect.\nSent 18: Tom Garrett, executive director of Legal Services Law Line of Vermont, said he worries most about people who have reading problems, disabilities or who are so traumatized by the divorce itself that they lack judgment in making decisions. \nQuestion: When did Vermont establish the Family Court system?.", "pos": "Paragraph- Sent 1: State-mandated course enables nearly 70 percent of divorcing couples to untie the knot without a lawyer.\nSent 2: A majority of Vermonters who divorce do so without hiring an attorney.\nSent 3: Instead, they take a class on how to represent themselves.\nSent 4: The court-mandated session is for people who have filed for divorce and opted not to hire a lawyer.\nSent 5: Nearly 70 percent of Vermonters are divorced without an attorney, according to statistics from the Court Administrator's Office.\nSent 6: Some are put off by the cost of a hiring a divorce lawyer, which starts at about $1,500.\nSent 7: Others just want to be in control of the process.\nSent 8: \"There's not a lot of low-cost counsel available.\nSent 9: If you've got limited resources and you think you can do it, and the court does help, then maybe this is the one thing that you forego in order to pay for something else,\" said Sally Fox, a former state representative who helped write the legislation to establish Family Courts and who used to be the state director of Family Court operations.\nSent 10: There are also risks to going it alone.\nSent 11: Many of the decisions that are made in front of a judge cannot be reversed later.\nSent 12: The state established a Family Court system in 1990.\nSent 13: A separate court system would bring divorce and child custody cases onto the same docket as juvenile cases.\nSent 14: The goal was to more quickly resolve cases that had to do with children, Fox said.\nSent 15: \"Because it's a place where the needs of children will be paramount, we want it to be a place where you can get these cases resolved quickly,\" Fox said.\nSent 16: Family Court was set up as a user-friendly place and continues to add programs to streamline the process.\nSent 17: Although the court wasn't necessarily established to allow the majority of Vermonters to represent themselves in a divorce, that has been the effect.\nSent 18: Tom Garrett, executive director of Legal Services Law Line of Vermont, said he worries most about people who have reading problems, disabilities or who are so traumatized by the divorce itself that they lack judgment in making decisions. \nQuestion: Which state established a Family Court system in 1990?.", "neg": "Paragraph- Sent 1: State-mandated course enables nearly 70 percent of divorcing couples to untie the knot without a lawyer.\nSent 2: A majority of Vermonters who divorce do so without hiring an attorney.\nSent 3: Instead, they take a class on how to represent themselves.\nSent 4: The court-mandated session is for people who have filed for divorce and opted not to hire a lawyer.\nSent 5: Nearly 70 percent of Vermonters are divorced without an attorney, according to statistics from the Court Administrator's Office.\nSent 6: Some are put off by the cost of a hiring a divorce lawyer, which starts at about $1,500.\nSent 7: Others just want to be in control of the process.\nSent 8: \"There's not a lot of low-cost counsel available.\nSent 9: If you've got limited resources and you think you can do it, and the court does help, then maybe this is the one thing that you forego in order to pay for something else,\" said Sally Fox, a former state representative who helped write the legislation to establish Family Courts and who used to be the state director of Family Court operations.\nSent 10: There are also risks to going it alone.\nSent 11: Many of the decisions that are made in front of a judge cannot be reversed later.\nSent 12: The state established a Family Court system in 1990.\nSent 13: A separate court system would bring divorce and child custody cases onto the same docket as juvenile cases.\nSent 14: The goal was to more quickly resolve cases that had to do with children, Fox said.\nSent 15: \"Because it's a place where the needs of children will be paramount, we want it to be a place where you can get these cases resolved quickly,\" Fox said.\nSent 16: Family Court was set up as a user-friendly place and continues to add programs to streamline the process.\nSent 17: Although the court wasn't necessarily established to allow the majority of Vermonters to represent themselves in a divorce, that has been the effect.\nSent 18: Tom Garrett, executive director of Legal Services Law Line of Vermont, said he worries most about people who have reading problems, disabilities or who are so traumatized by the divorce itself that they lack judgment in making decisions. \nQuestion: What are two factors that could motivate Vermonters to get divorced without an attorney?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.\nSent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.\nSent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.\nSent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.\nSent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.\nSent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.\nSent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.\nSent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.\nSent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.\nSent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.\nSent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.\nSent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.\nSent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.\nSent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.\nSent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.\nSent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.\nSent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy. \nQuestion: What year did social learning theory become social cognititive theory?.", "pos": "Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.\nSent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.\nSent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.\nSent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.\nSent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.\nSent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.\nSent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.\nSent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.\nSent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.\nSent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.\nSent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.\nSent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.\nSent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.\nSent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.\nSent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.\nSent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.\nSent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy. \nQuestion: What theory can be applied to motivation and learning?.", "neg": "Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.\nSent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.\nSent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.\nSent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.\nSent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.\nSent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.\nSent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.\nSent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.\nSent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.\nSent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.\nSent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.\nSent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.\nSent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.\nSent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.\nSent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.\nSent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.\nSent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy. \nQuestion: Which process operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Electric current cannot go through empty space.\nSent 2: Electricity needs something to flow through.\nSent 3: Electricity cannot flow through all materials.\nSent 4: Some materials resist the flow of electricity.\nSent 5: Some materials let electricity pass through easily.\nSent 6: Scientists classify these into two groups.\nSent 7: These groups are called conductors and insulators.\nSent 8: Materials that allow electrons to flow freely are called electric conductors.\nSent 9: Electricity is able to race through these materials.\nSent 10: Copper, aluminum, and steel are good conductors.\nSent 11: Materials that resist the flow of electricity are called electric insulators.\nSent 12: Instead of racing, the current may travel in slow motion, if at all.\nSent 13: Wood, rubber, and plastic are examples of electric insulators.\nSent 14: You probably know that electric wires are made of metal.\nSent 15: They typically have a rubber or plastic coating.\nSent 16: Do you know why?\nSent 17: Metals are good electric conductors.\nSent 18: They offer little resistance to electricity. \nQuestion: What are some examples of materials that resist or prevent the flow of electrical current through them?.", "pos": "Paragraph- Sent 1: Electric current cannot go through empty space.\nSent 2: Electricity needs something to flow through.\nSent 3: Electricity cannot flow through all materials.\nSent 4: Some materials resist the flow of electricity.\nSent 5: Some materials let electricity pass through easily.\nSent 6: Scientists classify these into two groups.\nSent 7: These groups are called conductors and insulators.\nSent 8: Materials that allow electrons to flow freely are called electric conductors.\nSent 9: Electricity is able to race through these materials.\nSent 10: Copper, aluminum, and steel are good conductors.\nSent 11: Materials that resist the flow of electricity are called electric insulators.\nSent 12: Instead of racing, the current may travel in slow motion, if at all.\nSent 13: Wood, rubber, and plastic are examples of electric insulators.\nSent 14: You probably know that electric wires are made of metal.\nSent 15: They typically have a rubber or plastic coating.\nSent 16: Do you know why?\nSent 17: Metals are good electric conductors.\nSent 18: They offer little resistance to electricity. \nQuestion: What are materials called through which electrical current flows slowly, if at all?.", "neg": "Paragraph- Sent 1: Electric current cannot go through empty space.\nSent 2: Electricity needs something to flow through.\nSent 3: Electricity cannot flow through all materials.\nSent 4: Some materials resist the flow of electricity.\nSent 5: Some materials let electricity pass through easily.\nSent 6: Scientists classify these into two groups.\nSent 7: These groups are called conductors and insulators.\nSent 8: Materials that allow electrons to flow freely are called electric conductors.\nSent 9: Electricity is able to race through these materials.\nSent 10: Copper, aluminum, and steel are good conductors.\nSent 11: Materials that resist the flow of electricity are called electric insulators.\nSent 12: Instead of racing, the current may travel in slow motion, if at all.\nSent 13: Wood, rubber, and plastic are examples of electric insulators.\nSent 14: You probably know that electric wires are made of metal.\nSent 15: They typically have a rubber or plastic coating.\nSent 16: Do you know why?\nSent 17: Metals are good electric conductors.\nSent 18: They offer little resistance to electricity. \nQuestion: What are electrical conductors?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: How are lightning and shocks similar?.", "pos": "Paragraph- Sent 1: You approach the door of a friend.\nSent 2: What is the first thing you do?\nSent 3: Of course, you wipe your feet.\nSent 4: You are a thoughtful visitor.\nSent 5: Fortunately, there is a piece of carpet to wipe your shoes.\nSent 6: Too bad your caring comes at a price.\nSent 7: You now reach out to touch the brass knocker on the door.\nSent 8: A spark appears between you and the door.\nSent 9: You feel an electric shock.\nSent 10: Why do you think this happened?\nSent 11: Where did the electricity come from?This was a discharge of static electricity.\nSent 12: Has this ever happened to you?\nSent 13: Why do you think you felt a shock?\nSent 14: What causes the electric charge to form?\nSent 15: Lightning is created in much the same way.\nSent 16: Both are caused by the build-up of electric charges.\nSent 17: This is also the same reason electric current flows through cables and wires. \nQuestion: What is outside your friends door to wipe your shoes on?.", "neg": "Paragraph- Sent 1: Have you ever felt a shock?\nSent 2: Maybe you had just walked across the carpet and touched something metal?\nSent 3: How is this similar to lightning?\nSent 4: Believe it or not, they are very similar.\nSent 5: They are both discharges of static electricity.\nSent 6: Lightning is static electricity on a grand scale.\nSent 7: Lightning discharges a lot of electric charge.\nSent 8: It happens all at once.\nSent 9: Unfortunately, this large discharge is not useful.\nSent 10: It is so large and so fast, it cannot be controlled.\nSent 11: You cant plug a toaster into a lightning bolt!\nSent 12: For most devices, a much smaller amount of electric charge is needed.\nSent 13: It must also be steady.\nSent 14: It cant come all in one big jolt.\nSent 15: Thats why we cant run our homes off of lightning.\nSent 16: Our homes need to have a steady and continuous supply of electric current. \nQuestion: How must electric charge be delivered for most devices if it is to be useful?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: What does the State department say in reaction to Rodman?.", "pos": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: Why is the US considered a passive player in the story of Rodman and North Korea?.", "neg": "Paragraph- Sent 1: This week, we've been treated to the increasingly familiar sight of former NBA star and provocateur Dennis Rodman attending events in Pyongyang, North Korea.\nSent 2: It's his fourth trip in less than 12 months.\nSent 3: On Tuesday, an angry Rodman defended his visit in a CNN interview straight from Pyongyang, at one point saying to \"New Day\" anchor Chris Cuomo, \"I don't give a rat's ass what the hell you think ...\"Sent 4: in response to question about Kenneth Bae, an American detained in North Korea.\nSent 5: When will we tire of this circus?\nSent 6: In case you don't watch cable news, you might miss that the media really loves this kind of thing.\nSent 7: No story about North Korea is too weird to go unreported, even if there is no real information to disseminate.\nSent 8: Recall the recent rumor that Kim Jong Un's uncle was executed by being fed to hungry dogs, which most likely was started as satire on Chinese social media but was at first reported widely in the media (CNN was unable to confirm and did not report the story).\nSent 9: In media discourse, North Korea is the classic enemy.\nSent 10: The regime's injustices, quirks and dysfunctions are reassuring to Americans that their own country is just the opposite: Normal, well-functioning, a land of peace and liberty.\nSent 11: But add in Rodman to the North Korea story, and it's bound to produce eye-popping headlines: The Weird American Athlete Goes to Weird Country story is just too easy not to cover.\nSent 12: Rodman himself seems to be thriving on finding a strange smidgen of relevance through his visits to North Korea (and perhaps a Paddy Power paycheck).\nSent 13: Though often described as quite shy, he has always enjoyed challenging the values of Middle America.\nSent 14: North Korea is providing him a new avenue to be in the spotlight.\nSent 15: The most passive player in this tragicomedy is Rodman's home country, the United States.\nSent 16: The U.S. State Department has deployed the rhetorical equivalent of an embarrassed teenager whose dad has shown up to dance at his prom.\nSent 17: Something along the lines of \"this has nothing to do with us\" is what the State Department has said with every one of Rodman's trip.\nSent 18: Last winter,the State Department criticized Rodman's timing as it followed a nuclear test and rocket launch. \nQuestion: Why is Rodman so popular in the news?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: Was Refsdal kidnapped or was he an invited guest?.", "pos": "Paragraph- Sent 1: (CNN) -- An operation to retrieve two Colombian hostages held by the FARC rebel group will resume Tuesday, the Red Cross said, but the government denied that it had authorized such a move.\nSent 2: The conflicting reports come two days after an initial attempt to retrieve the hostages was foiled by inaccurate coordinates.\nSent 3: Christophe Beney, the Red Cross representative for the operation, said that the release of police Maj. Guillermo Solorzano and Army Cpl. Salin Sanmiguel by the Revolutionary Armed Forces of Colombia or FARC will happen in the department of Cauca on Tuesday morning.\nSent 4: But shortly after these comments were reported, the Colombian government said in a statement that \"it is not true that we have authorized the resumption of any operation for the liberation of the hostages.\"Sent 5: The government was awaiting a debrief from the Red Cross before moving forward, the statement said.\nSent 6: Solorzano, Sanmiguel, and police officer Carlos Ocampo were to be released by the FARC on Sunday, but only Ocampo was freed.\nSent 7: Colombian authorities were upset at what they said were wrong coordinates given by the Marxist guerrilla group.\nSent 8: \"Even though the government did its part, the FARC have committed an act that shocks us,\" said Eduardo Pizarro, the government's representative for the liberation operation.\nSent 9: \"Today, the FARC gave us coordinates in the department of Tolima.\nSent 10: The helicopters went to those areas, and it turns out that the hostages aren't in the department of Tolima, but in the department of Cauca.\"Sent 11: He added that \"this behavior surprises, upsets and disturbs us very much.\"Sent 12: In December, the FARC leftist guerrilla group pledged to release five hostages as a humanitarian gesture.\nSent 13: Three of them were released last week, and two others had originally been scheduled to be released Sunday.\nSent 14: However, former Sen. Piedad Cordoba, who helped to coordinate the humanitarian mission, later said that the rebel group would release three hostages Sunday. \nQuestion: The FARC rebel group subscribes to what social and economic ideology?.", "neg": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: What difference did it is make if the pick-up truck made a left or right turn?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Albrecht Durer (/'dU@r@r, 'djU@r@r/; German: ['albRect 'dy:Ra]; 21 May 1471 - 6 April 1528) was a painter, printmaker and theorist of the German Renaissance.\nSent 2: Born in Nuremberg, Durer established his reputation and influence across Europe when he was still in his twenties, due to his high-quality woodcut prints.\nSent 3: He was in communication with the major Italian artists of his time, including Raphael, Giovanni Bellini and Leonardo da Vinci, and from 1512 he was patronized by emperor Maximilian I. His vast body of work includes engravings, his preferred technique in his later prints, altarpieces, portraits and self-portraits, watercolours and books.\nSent 4: The woodcuts, such as the Apocalypse series (1498), retain a more Gothic flavour than the rest of his work.\nSent 5: His well-known engravings include the Knight, Death, and the Devil (1513), Saint Jerome in his Study (1514) and Melencolia I (1514), which has been the subject of extensive analysis and interpretation.\nSent 6: His watercolours also mark him as one of the first European landscape artists, while his ambitious woodcuts revolutionized the potential of that medium.\nSent 7: Durer's introduction of classical motifs into Northern art, through his knowledge of Italian artists and German humanists, has secured his reputation as one of the most important figures of the Northern Renaissance.\nSent 8: This is reinforced by his theoretical treatises, which involve principles of mathematics, perspective and ideal proportions. \nQuestion: What three specific types of work earned Durer a good reputation?.", "pos": "Paragraph- Sent 1: On his return to Nuremberg in 1495, Durer opened his own workshop (being married was a requirement for this).\nSent 2: Over the next five years his style increasingly integrated Italian influences into underlying Northern forms.\nSent 3: Durer's father died in 1502, and his mother died in 1513.\nSent 4: His best works in the first years of the workshop were his woodcut prints, mostly religious, but including secular scenes such as The Men's Bath House (ca.\nSent 5: 1496).\nSent 6: These were larger and more finely cut than the great majority of German woodcuts hitherto, and far more complex and balanced in composition.\nSent 7: It is now thought unlikely that Durer cut any of the woodblocks himself; this task would have been performed by a specialist craftsman.\nSent 8: However, his training in Wolgemut's studio, which made many carved and painted altarpieces and both designed and cut woodblocks for woodcut, evidently gave him great understanding of what the technique could be made to produce, and how to work with block cutters.\nSent 9: Durer either drew his design directly onto the woodblock itself, or glued a paper drawing to the block.\nSent 10: Either way, his drawings were destroyed during the cutting of the block. \nQuestion: Durer was able to create larger and more complex woodcuts relative to the majority of other German's because of Durer's experience working where?.", "neg": "Paragraph- Sent 1: Albrecht Durer (/'dU@r@r, 'djU@r@r/; German: ['albRect 'dy:Ra]; 21 May 1471 - 6 April 1528) was a painter, printmaker and theorist of the German Renaissance.\nSent 2: Born in Nuremberg, Durer established his reputation and influence across Europe when he was still in his twenties, due to his high-quality woodcut prints.\nSent 3: He was in communication with the major Italian artists of his time, including Raphael, Giovanni Bellini and Leonardo da Vinci, and from 1512 he was patronized by emperor Maximilian I. His vast body of work includes engravings, his preferred technique in his later prints, altarpieces, portraits and self-portraits, watercolours and books.\nSent 4: The woodcuts, such as the Apocalypse series (1498), retain a more Gothic flavour than the rest of his work.\nSent 5: His well-known engravings include the Knight, Death, and the Devil (1513), Saint Jerome in his Study (1514) and Melencolia I (1514), which has been the subject of extensive analysis and interpretation.\nSent 6: His watercolours also mark him as one of the first European landscape artists, while his ambitious woodcuts revolutionized the potential of that medium.\nSent 7: Durer's introduction of classical motifs into Northern art, through his knowledge of Italian artists and German humanists, has secured his reputation as one of the most important figures of the Northern Renaissance.\nSent 8: This is reinforced by his theoretical treatises, which involve principles of mathematics, perspective and ideal proportions. \nQuestion: How old was Durer when he was patronized by emperor Maximilian I?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: After the death of Spitamenes and his marriage to Roxana (Roshanak in Bactrian) to cement relations with his new satrapies, Alexander turned to the Indian subcontinent.\nSent 2: He invited the chieftains of the former satrapy of Gandhara, in the north of what is now Pakistan, to come to him and submit to his authority.\nSent 3: Omphis(Indian name Ambhi Kumar), the ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied, but the chieftains of some hill clans, including the Aspasioi and Assakenoi sections of the Kambojas (known in Indian texts also as Ashvayanas and Ashvakayanas), refused to submit.\nSent 4: Ambhi hastened to relieve Alexander of his apprehension and met him with valuable presents, placing himself and all his forces at his disposal.\nSent 5: Alexander not only returned Ambhi his title and the gifts but he also presented him with a wardrobe of \"Persian robes, gold and silver ornaments, 30 horses and 1000 talents in gold\".\nSent 6: Alexander was emboldened to divide his forces, and Ambhi assisted Hephaestion and Perdiccas in constructing a bridge over the Indus where it bends at Hund (Fox 1973), supplied their troops with provisions, and received Alexander himself, and his whole army, in his capital city of Taxila, with every demonstration of friendship and the most liberal hospitality.\nSent 7: On the subsequent advance of the Macedonian king, Taxiles accompanied him with a force of 5000 men and took part in the battle of the Hydaspes River.\nSent 8: After that victory he was sent by Alexander in pursuit of Porus, to whom he was charged to offer favourable terms, but narrowly escaped losing his life at the hands of his old enemy.\nSent 9: Subsequently, however, the two rivals were reconciled by the personal mediation of Alexander; and Taxiles, after having contributed zealously to the equipment of the fleet on the Hydaspes, was entrusted by the king with the government of the whole territory between that river and the Indus.\nSent 10: A considerable accession of power was granted him after the death of Philip, son of Machatas; and he was allowed to retain his authority at the death of Alexander himself (323 BC), as well as in the subsequent partition of the provinces at Triparadisus, 321 BC.\nSent 11: In the winter of 327/326 BC, Alexander personally led a campaign against these clans; the Aspasioi of Kunar valleys, the Guraeans of the Guraeus valley, and the Assakenoi of the Swat and Buner valleys.\nSent 12: A fierce contest ensued with the Aspasioi in which Alexander was wounded in the shoulder by a dart, but eventually the Aspasioi lost.\nSent 13: Alexander then faced the Assakenoi, who fought in the strongholds of Massaga, Ora and Aornos.\nSent 14: The fort of Massaga was reduced only after days of bloody fighting, in which Alexander was wounded seriously in the ankle.\nSent 15: According to Curtius, \"Not only did Alexander slaughter the entire population of Massaga, but also did he reduce its buildings to rubble\".\nSent 16: A similar slaughter followed at Ora.\nSent 17: In the aftermath of Massaga and Ora, numerous Assakenians fled to the fortress of Aornos.\nSent 18: Alexander followed close behind and captured the strategic hill-fort after four bloody days. \nQuestion: After what victory was Ambhi sent to pursue Porus?.", "pos": "Paragraph- Sent 1: Alexander fled Macedon with his mother, dropping her off with her brother, King Alexander I of Epirus in Dodona, capital of the Molossians.\nSent 2: He continued to Illyria, where he sought refuge with the Illyrian King and was treated as a guest, despite having defeated them in battle a few years before.\nSent 3: However, it appears Philip never intended to disown his politically and militarily trained son.\nSent 4: Accordingly, Alexander returned to Macedon after six months due to the efforts of a family friend, Demaratus, who mediated between the two parties.\nSent 5: In the following year, the Persian satrap (governor) of Caria, Pixodarus, offered his eldest daughter to Alexander's half-brother, Philip Arrhidaeus.\nSent 6: Olympias and several of Alexander's friends suggested this showed Philip intended to make Arrhidaeus his heir.\nSent 7: Alexander reacted by sending an actor, Thessalus of Corinth, to tell Pixodarus that he should not offer his daughter's hand to an illegitimate son, but instead to Alexander.\nSent 8: When Philip heard of this, he stopped the negotiations and scolded Alexander for wishing to marry the daughter of a Carian, explaining that he wanted a better bride for him.\nSent 9: Philip exiled four of Alexander's friends, Harpalus, Nearchus, Ptolemy and Erigyius, and had the Corinthians bring Thessalus to him in chains. \nQuestion: Why did Phillip stop negotiations and scold Alexander?.", "neg": "Paragraph- Sent 1: After the death of Spitamenes and his marriage to Roxana (Roshanak in Bactrian) to cement relations with his new satrapies, Alexander turned to the Indian subcontinent.\nSent 2: He invited the chieftains of the former satrapy of Gandhara, in the north of what is now Pakistan, to come to him and submit to his authority.\nSent 3: Omphis(Indian name Ambhi Kumar), the ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied, but the chieftains of some hill clans, including the Aspasioi and Assakenoi sections of the Kambojas (known in Indian texts also as Ashvayanas and Ashvakayanas), refused to submit.\nSent 4: Ambhi hastened to relieve Alexander of his apprehension and met him with valuable presents, placing himself and all his forces at his disposal.\nSent 5: Alexander not only returned Ambhi his title and the gifts but he also presented him with a wardrobe of \"Persian robes, gold and silver ornaments, 30 horses and 1000 talents in gold\".\nSent 6: Alexander was emboldened to divide his forces, and Ambhi assisted Hephaestion and Perdiccas in constructing a bridge over the Indus where it bends at Hund (Fox 1973), supplied their troops with provisions, and received Alexander himself, and his whole army, in his capital city of Taxila, with every demonstration of friendship and the most liberal hospitality.\nSent 7: On the subsequent advance of the Macedonian king, Taxiles accompanied him with a force of 5000 men and took part in the battle of the Hydaspes River.\nSent 8: After that victory he was sent by Alexander in pursuit of Porus, to whom he was charged to offer favourable terms, but narrowly escaped losing his life at the hands of his old enemy.\nSent 9: Subsequently, however, the two rivals were reconciled by the personal mediation of Alexander; and Taxiles, after having contributed zealously to the equipment of the fleet on the Hydaspes, was entrusted by the king with the government of the whole territory between that river and the Indus.\nSent 10: A considerable accession of power was granted him after the death of Philip, son of Machatas; and he was allowed to retain his authority at the death of Alexander himself (323 BC), as well as in the subsequent partition of the provinces at Triparadisus, 321 BC.\nSent 11: In the winter of 327/326 BC, Alexander personally led a campaign against these clans; the Aspasioi of Kunar valleys, the Guraeans of the Guraeus valley, and the Assakenoi of the Swat and Buner valleys.\nSent 12: A fierce contest ensued with the Aspasioi in which Alexander was wounded in the shoulder by a dart, but eventually the Aspasioi lost.\nSent 13: Alexander then faced the Assakenoi, who fought in the strongholds of Massaga, Ora and Aornos.\nSent 14: The fort of Massaga was reduced only after days of bloody fighting, in which Alexander was wounded seriously in the ankle.\nSent 15: According to Curtius, \"Not only did Alexander slaughter the entire population of Massaga, but also did he reduce its buildings to rubble\".\nSent 16: A similar slaughter followed at Ora.\nSent 17: In the aftermath of Massaga and Ora, numerous Assakenians fled to the fortress of Aornos.\nSent 18: Alexander followed close behind and captured the strategic hill-fort after four bloody days. \nQuestion: How did chieftains of some hill clans respond to Alexanders invitation?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The judge leaned back in his chair and beckoned to Mr. Andrews.\nSent 2: It was finished.\nSent 3: Spear was free, and from different parts of the courtroom people were moving toward the door.\nSent 4: Their numbers showed that the friends of the young man had been many.\nSent 5: Mr. Thorndike felt a certain twinge of disappointment.\nSent 6: Even though the result relieved and pleased him, he wished, in bringing it about, he had had some part.\nSent 7: He begrudged to Isaacs & Sons the credit of having given Spear his liberty.\nSent 8: His morning had been wasted.\nSent 9: He had neglected his own interests, and in no way assisted those of Spear.\nSent 10: He was moving out of the railed enclosure when Andrews called him by name.\nSent 11: “His honor,” he said impressively, “wishes to speak to you.” The judge leaned over his desk and shook Mr. Thorndike by the hand.\nSent 12: Then he made a speech.\nSent 13: The speech was about public-spirited citizens who, to the neglect of their own interests, came to assist the ends of justice, and fellow-creatures in misfortune.\nSent 14: He purposely spoke in a loud voice, and every one stopped to listen.\nSent 15: “The law, Mr. Thorndike, is not vindictive,” he said.\nSent 16: “It wishes only to be just.\nSent 17: Nor can it be swayed by wealth or political or social influences.\nSent 18: But when there is good in a man, I, personally, want to know it, and when gentlemen like yourself, of your standing in this city, come here to speak a good word for a man, we would stultify the purpose of justice if we did not listen.\nSent 19: I thank you for coming, and I wish more of our citizens were as unselfish and public-spirited.” It was all quite absurd and most embarrassing, but inwardly Mr. Thorndike glowed with pleasure.\nSent 20: It was a long time since any one had had the audacity to tell him he had done well. \nQuestion: What was the judges result and did it please or displease Mr. Thorndike?.", "pos": "Paragraph- Sent 1: The judge leaned back in his chair and beckoned to Mr. Andrews.\nSent 2: It was finished.\nSent 3: Spear was free, and from different parts of the courtroom people were moving toward the door.\nSent 4: Their numbers showed that the friends of the young man had been many.\nSent 5: Mr. Thorndike felt a certain twinge of disappointment.\nSent 6: Even though the result relieved and pleased him, he wished, in bringing it about, he had had some part.\nSent 7: He begrudged to Isaacs & Sons the credit of having given Spear his liberty.\nSent 8: His morning had been wasted.\nSent 9: He had neglected his own interests, and in no way assisted those of Spear.\nSent 10: He was moving out of the railed enclosure when Andrews called him by name.\nSent 11: “His honor,” he said impressively, “wishes to speak to you.” The judge leaned over his desk and shook Mr. Thorndike by the hand.\nSent 12: Then he made a speech.\nSent 13: The speech was about public-spirited citizens who, to the neglect of their own interests, came to assist the ends of justice, and fellow-creatures in misfortune.\nSent 14: He purposely spoke in a loud voice, and every one stopped to listen.\nSent 15: “The law, Mr. Thorndike, is not vindictive,” he said.\nSent 16: “It wishes only to be just.\nSent 17: Nor can it be swayed by wealth or political or social influences.\nSent 18: But when there is good in a man, I, personally, want to know it, and when gentlemen like yourself, of your standing in this city, come here to speak a good word for a man, we would stultify the purpose of justice if we did not listen.\nSent 19: I thank you for coming, and I wish more of our citizens were as unselfish and public-spirited.” It was all quite absurd and most embarrassing, but inwardly Mr. Thorndike glowed with pleasure.\nSent 20: It was a long time since any one had had the audacity to tell him he had done well. \nQuestion: Why did Mr. Thorndike feel a twinge of dissapointment?.", "neg": "Paragraph- Sent 1: The judge leaned back in his chair and beckoned to Mr. Andrews.\nSent 2: It was finished.\nSent 3: Spear was free, and from different parts of the courtroom people were moving toward the door.\nSent 4: Their numbers showed that the friends of the young man had been many.\nSent 5: Mr. Thorndike felt a certain twinge of disappointment.\nSent 6: Even though the result relieved and pleased him, he wished, in bringing it about, he had had some part.\nSent 7: He begrudged to Isaacs & Sons the credit of having given Spear his liberty.\nSent 8: His morning had been wasted.\nSent 9: He had neglected his own interests, and in no way assisted those of Spear.\nSent 10: He was moving out of the railed enclosure when Andrews called him by name.\nSent 11: “His honor,” he said impressively, “wishes to speak to you.” The judge leaned over his desk and shook Mr. Thorndike by the hand.\nSent 12: Then he made a speech.\nSent 13: The speech was about public-spirited citizens who, to the neglect of their own interests, came to assist the ends of justice, and fellow-creatures in misfortune.\nSent 14: He purposely spoke in a loud voice, and every one stopped to listen.\nSent 15: “The law, Mr. Thorndike, is not vindictive,” he said.\nSent 16: “It wishes only to be just.\nSent 17: Nor can it be swayed by wealth or political or social influences.\nSent 18: But when there is good in a man, I, personally, want to know it, and when gentlemen like yourself, of your standing in this city, come here to speak a good word for a man, we would stultify the purpose of justice if we did not listen.\nSent 19: I thank you for coming, and I wish more of our citizens were as unselfish and public-spirited.” It was all quite absurd and most embarrassing, but inwardly Mr. Thorndike glowed with pleasure.\nSent 20: It was a long time since any one had had the audacity to tell him he had done well. \nQuestion: Why did the judge loudly thank Mr. Thorndike for coming?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: Who was said to have developed a fever that eventually worsened until people were anxious about his health?.", "pos": "Paragraph- Sent 1: In spring 333 BC, Alexander crossed the Taurus into Cilicia.\nSent 2: After a long pause due to illness, he marched on towards Syria.\nSent 3: Though outmanoeuvered by Darius' significantly larger army, he marched back to Cilicia, where he defeated Darius at Issos.\nSent 4: Darius fled the battle, causing his army to collapse, and left behind his wife, his two daughters, his mother Sisygambis, and a fabulous treasure.\nSent 5: He offered a peace treaty that included the lands he had already lost, and a ransom of 10,000 talents for his family.\nSent 6: Alexander replied that since he was now king of Asia, it was he alone who decided territorial divisions.\nSent 7: Alexander proceeded to take possession of Syria, and most of the coast of the Levant.\nSent 8: In the following year, 332 BC, he was forced to attack Tyre, which he captured after a long and difficult siege.\nSent 9: Alexander massacred the men of military age and sold the women and children into slavery. \nQuestion: What happened to Darius after he was defeated by Alexander?.", "neg": "Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.\nSent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.\nSent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.\nSent 4: He developed a fever, which worsened until he was unable to speak.\nSent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.\nSent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.\nSent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.\nSent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.\nSent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.\nSent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.\nSent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.\nSent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.\nSent 13: There was even a suggestion that Aristotle may have participated.\nSent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.\nSent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.\nSent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.\nSent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.\nSent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria. \nQuestion: Who was behind the plot to kill Alexander?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The next evening, she arrived with a stack of glistening stopboxes containing sushi, sashimi, oysters in their shells, and Terran vegetables fresh plucked from their hydroponic beds.\nSent 2: Wondering about the reason for her extravagance, I asked how work had gone that day.\nSent 3: \"Emil came in.\nSent 4: He's taking Dream's End.\"Sent 5: \"Emil?\"Sent 6: \"You've no memory left, old one.\nSent 7: Emil Malaquez.\"Sent 8: You did that to test my affections.\"Sent 9: \"What?\"Sent 10: \"Calling him by his first name.\nSent 11: I did that in a comedy once.'Nights with Karl and Groucho.'Sent 12: It was before your time.\"Sent 13: \"The critics liked it.\"Sent 14: \"I'm glad.\"Sent 15: A moment later: \"That's not why I called him 'Emil'.\"Sent 16: \"No. We lunched together.\nSent 17: He's nice.\". \nQuestion: What is the full name of the person taking Dream’s End?.", "pos": "Paragraph- Sent 1: The side of Malaquez's parcel gave way to reveal a greenmunk caught in a sheen of solid air.\nSent 2: Bits of leaf mold flew from under his feet as he ran to greet a friend or a bringer of food.\nSent 3: Tasha oohed in awe.\nSent 4: I said, \"Frodo's been visiting you, eh?\"Sent 5: Malaquez said, \"Your pet?\"Sent 6: \"Hardly.\nSent 7: He lives around here somewhere.\nSent 8: I suppose he was attracted to the commotion up the hill.\"Sent 9: \"Ah,\" Malaquez said.\nSent 10: \"Why 'Frodo'?\"Sent 11: Tasha said, \"A little fellow with big, furry feet.\nSent 12: What else could he be called?\"Sent 13: She handed the sculpture to me.\nSent 14: I almost dropped it; I expected it to weigh no more than a holo.\nSent 15: \"Heavy,\" I said, as if he might not have known.\nSent 16: He laughed.\nSent 17: \"My last piece was of four old Undersiders crouched around a trash fire.\nSent 18: Be glad someone didn't toss that to you.\"Sent 19: He spoke of his art with the enthusiasm of a seven-year-old.\nSent 20: \"Um, I should wait to importune you, but...\". \nQuestion: Where does Frodo live?.", "neg": "Paragraph- Sent 1: The next evening, she arrived with a stack of glistening stopboxes containing sushi, sashimi, oysters in their shells, and Terran vegetables fresh plucked from their hydroponic beds.\nSent 2: Wondering about the reason for her extravagance, I asked how work had gone that day.\nSent 3: \"Emil came in.\nSent 4: He's taking Dream's End.\"Sent 5: \"Emil?\"Sent 6: \"You've no memory left, old one.\nSent 7: Emil Malaquez.\"Sent 8: You did that to test my affections.\"Sent 9: \"What?\"Sent 10: \"Calling him by his first name.\nSent 11: I did that in a comedy once.'Nights with Karl and Groucho.'Sent 12: It was before your time.\"Sent 13: \"The critics liked it.\"Sent 14: \"I'm glad.\"Sent 15: A moment later: \"That's not why I called him 'Emil'.\"Sent 16: \"No. We lunched together.\nSent 17: He's nice.\". \nQuestion: Why did one of the charaters from the passages call Emil by his first name?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Michelle was riding her scooter.\nSent 2: She hit a hole in the street.\nSent 3: She started to lose control of her scooter.\nSent 4: She thought she would fall.\nSent 5: In the blink of an eye, she shifted her weight.\nSent 6: This quick action helped her to keep her balance.\nSent 7: Her heart was pounding.\nSent 8: The good news is that she did not get hurt.\nSent 9: How was she able to react so quickly?\nSent 10: Michelle can thank her nervous system.\nSent 11: The nervous system does not work alone.\nSent 12: It works with the endocrine system.\nSent 13: Together, they control all the other organ systems.\nSent 14: The nervous system sends one type of signal.\nSent 15: The nervous system sends electrical pulses.\nSent 16: The endocrine system sends another type of signal.\nSent 17: These chemical signals are called hormones.\nSent 18: Hormones tell other body parts that a change is needed. \nQuestion: Why was Michele's heart pounding?.", "pos": "Paragraph- Sent 1: Michelle was riding her scooter.\nSent 2: She hit a hole in the street.\nSent 3: She started to lose control of her scooter.\nSent 4: She thought she would fall.\nSent 5: In the blink of an eye, she shifted her weight.\nSent 6: This quick action helped her to keep her balance.\nSent 7: Her heart was pounding.\nSent 8: The good news is that she did not get hurt.\nSent 9: How was she able to react so quickly?\nSent 10: Michelle can thank her nervous system.\nSent 11: The nervous system does not work alone.\nSent 12: It works with the endocrine system.\nSent 13: Together, they control all the other organ systems.\nSent 14: The nervous system sends one type of signal.\nSent 15: The nervous system sends electrical pulses.\nSent 16: The endocrine system sends another type of signal.\nSent 17: These chemical signals are called hormones.\nSent 18: Hormones tell other body parts that a change is needed. \nQuestion: What quick action allowed Michelle to keep her balance?.", "neg": "Paragraph- Sent 1: Michelle was riding her scooter.\nSent 2: She hit a hole in the street.\nSent 3: She started to lose control of her scooter.\nSent 4: She thought she would fall.\nSent 5: In the blink of an eye, she shifted her weight.\nSent 6: This quick action helped her to keep her balance.\nSent 7: Her heart was pounding.\nSent 8: The good news is that she did not get hurt.\nSent 9: How was she able to react so quickly?\nSent 10: Michelle can thank her nervous system.\nSent 11: The nervous system does not work alone.\nSent 12: It works with the endocrine system.\nSent 13: Together, they control all the other organ systems.\nSent 14: The nervous system sends one type of signal.\nSent 15: The nervous system sends electrical pulses.\nSent 16: The endocrine system sends another type of signal.\nSent 17: These chemical signals are called hormones.\nSent 18: Hormones tell other body parts that a change is needed. \nQuestion: What bodily system allowed Michelle to react quickly?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: What is the wise of Callimaco?.", "pos": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Who does Liguro help Callimaco with?.", "neg": "Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .\nSent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .\nSent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .\nSent 4: With the fixer 's help , .\nSent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .\nSent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .\nSent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .\nSent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .\nSent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .\nSent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .\nSent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .\nSent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .\nSent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others . \nQuestion: Why did Nicia allow Callimaco to sleep with his wife?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: What train does Rollo lead the toys into?.", "pos": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: Whom are the three human characters?.", "neg": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: What was one of the other engines doing? What does Farnsworth and Pete do?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In pre-Islamic Middle Persian (Zoroastrian) literature, Alexander is referred to by the epithet gujastak, meaning \"accursed\", and is accused of destroying temples and burning the sacred texts of Zoroastrianism.\nSent 2: In Islamic Iran, under the influence of the Alexander Romance (in Persian: skhndrnmh Iskandarnamah), a more positive portrayal of Alexander emerges.\nSent 3: Firdausi's Shahnameh (\"The Book of Kings\") includes Alexander in a line of legitimate Iranian shahs, a mythical figure who explored the far reaches of the world in search of the Fountain of Youth.\nSent 4: Later Persian writers associate him with philosophy, portraying him at a symposium with figures such as Socrates, Plato and Aristotle, in search of immortality.\nSent 5: The Syriac version of the Alexander Romance portrays him as an ideal Christian world conqueror who prayed to \"the one true God\".\nSent 6: In Egypt, Alexander was portrayed as the son of Nectanebo II, the last pharaoh before the Persian conquest.\nSent 7: His defeat of Darius was depicted as Egypt's salvation, \"proving\" Egypt was still ruled by an Egyptian.\nSent 8: The figure of Dhul-Qarnayn (literally \"the Two-Horned One\") mentioned in the Quran is believed by some scholars to represent Alexander, due to parallels with the Alexander Romance.\nSent 9: In this tradition, he was a heroic figure who built a wall to defend against the nations of Gog and Magog.\nSent 10: He then traveled the known world in search for the Water of Life and Immortality, eventually becoming a prophet.\nSent 11: In Hindi and Urdu, the name \"Sikandar\", derived from Persian, denotes a rising young talent.\nSent 12: In medieval Europe he was made a member of the Nine Worthies, a group of heroes who encapsulated all the ideal qualities of chivalry. \nQuestion: Firdausi's Shahnameh (\"The Book of Kings\") includes who in a line of legitimate Iranian shahs and later Persian writers associate him with what?.", "pos": "Paragraph- Sent 1: In pre-Islamic Middle Persian (Zoroastrian) literature, Alexander is referred to by the epithet gujastak, meaning \"accursed\", and is accused of destroying temples and burning the sacred texts of Zoroastrianism.\nSent 2: In Islamic Iran, under the influence of the Alexander Romance (in Persian: skhndrnmh Iskandarnamah), a more positive portrayal of Alexander emerges.\nSent 3: Firdausi's Shahnameh (\"The Book of Kings\") includes Alexander in a line of legitimate Iranian shahs, a mythical figure who explored the far reaches of the world in search of the Fountain of Youth.\nSent 4: Later Persian writers associate him with philosophy, portraying him at a symposium with figures such as Socrates, Plato and Aristotle, in search of immortality.\nSent 5: The Syriac version of the Alexander Romance portrays him as an ideal Christian world conqueror who prayed to \"the one true God\".\nSent 6: In Egypt, Alexander was portrayed as the son of Nectanebo II, the last pharaoh before the Persian conquest.\nSent 7: His defeat of Darius was depicted as Egypt's salvation, \"proving\" Egypt was still ruled by an Egyptian.\nSent 8: The figure of Dhul-Qarnayn (literally \"the Two-Horned One\") mentioned in the Quran is believed by some scholars to represent Alexander, due to parallels with the Alexander Romance.\nSent 9: In this tradition, he was a heroic figure who built a wall to defend against the nations of Gog and Magog.\nSent 10: He then traveled the known world in search for the Water of Life and Immortality, eventually becoming a prophet.\nSent 11: In Hindi and Urdu, the name \"Sikandar\", derived from Persian, denotes a rising young talent.\nSent 12: In medieval Europe he was made a member of the Nine Worthies, a group of heroes who encapsulated all the ideal qualities of chivalry. \nQuestion: Who is claimed to have attended a symposium with Socrates, Plato and Aristotle?.", "neg": "Paragraph- Sent 1: In pre-Islamic Middle Persian (Zoroastrian) literature, Alexander is referred to by the epithet gujastak, meaning \"accursed\", and is accused of destroying temples and burning the sacred texts of Zoroastrianism.\nSent 2: In Islamic Iran, under the influence of the Alexander Romance (in Persian: skhndrnmh Iskandarnamah), a more positive portrayal of Alexander emerges.\nSent 3: Firdausi's Shahnameh (\"The Book of Kings\") includes Alexander in a line of legitimate Iranian shahs, a mythical figure who explored the far reaches of the world in search of the Fountain of Youth.\nSent 4: Later Persian writers associate him with philosophy, portraying him at a symposium with figures such as Socrates, Plato and Aristotle, in search of immortality.\nSent 5: The Syriac version of the Alexander Romance portrays him as an ideal Christian world conqueror who prayed to \"the one true God\".\nSent 6: In Egypt, Alexander was portrayed as the son of Nectanebo II, the last pharaoh before the Persian conquest.\nSent 7: His defeat of Darius was depicted as Egypt's salvation, \"proving\" Egypt was still ruled by an Egyptian.\nSent 8: The figure of Dhul-Qarnayn (literally \"the Two-Horned One\") mentioned in the Quran is believed by some scholars to represent Alexander, due to parallels with the Alexander Romance.\nSent 9: In this tradition, he was a heroic figure who built a wall to defend against the nations of Gog and Magog.\nSent 10: He then traveled the known world in search for the Water of Life and Immortality, eventually becoming a prophet.\nSent 11: In Hindi and Urdu, the name \"Sikandar\", derived from Persian, denotes a rising young talent.\nSent 12: In medieval Europe he was made a member of the Nine Worthies, a group of heroes who encapsulated all the ideal qualities of chivalry. \nQuestion: In Hindi and Urdu, the name \"Sikandar\", is derived from where? and in medieval Europe Alexander was a member of the what?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .\nSent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .\nSent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .\nSent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .\nSent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .\nSent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .\nSent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .\nSent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days . \nQuestion: What jobs has Marcus done specifically to help war efforts?.", "pos": "Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .\nSent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .\nSent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .\nSent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .\nSent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .\nSent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .\nSent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .\nSent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days . \nQuestion: What wars are mentioned in the story?.", "neg": "Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .\nSent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .\nSent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .\nSent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .\nSent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .\nSent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .\nSent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .\nSent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days . \nQuestion: Which two women is he involved with?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Tokugawa Takes All: When Hideyoshi died in 1598, he hoped to have his five-year-old son continue his “dynasty,” initially under the tutelage of five regents.\nSent 2: But one of the regents was Ieyasu Tokugawa, who had been biding his time at Edo for 12 years, nurturing dynastic ambitions of his own.\nSent 3: Of the cunning, ruthless triumvirate that came out on top at the end of the country’s century of civil war, Tokugawa was without doubt the most patient, the most prudent — and most treacherous.\nSent 4: He moved quickly to eliminate his strongest rivals, crushing them in 1600 at the great Battle of Sekigahara (near modern Nagoya).\nSent 5: During its subsequent two and a half centuries of rule from the new capital established at Edo, the Tokugawa organized a tightly controlled coalition of some 260 daimyo in strategic strongholds throughout the country.\nSent 6: The allegiance of this highly privileged and prestigious group was ensured by cementing their ethical principles in the code of bushido, “the way of the warrior”: loyalty to one’s master, defense of one’s status and honor, and fulfillment of all obligations.\nSent 7: Loyalty was further enforced by holding the vassals’ wives and children hostage in Edo.\nSent 8: All roads into Edo, the most famous being the Tokaido Highway, had checkpoints for guns coming in and for wives going out.\nSent 9: One of the most effective ways of keeping a tight rein on the country was to cut it off from the outside world, to keep Japan Japanese.\nSent 10: At first, Ieyasu Tokugawa was eager to promote foreign trade.\nSent 11: He wanted silk and encouraged the Dutch and British as good, nonproselytizing Protestants just interested in trade.\nSent 12: But he didn’t like the Portuguese and Spanish Catholic missionaries, who he felt were undermining traditional Japanese values.\nSent 13: He banned their activities in 1612 and two years later ordered the expulsion of all missionaries and unrepentant Japanese converts.\nSent 14: Executions and torture followed.\nSent 15: Converts were forced to renounce their faith by trampling crucifixes and effigies of Jesus and Mary.\nSent 16: The Catholic Church has counted 3,125 martyrs in Japan from 1597 (beginning under Hideyoshi) to 1660.\nSent 17: In 1635 the Japanese were forbidden, on pain of death, to attempt to travel abroad, and Japanese citizens already overseas were prevented from returning, in case they brought back subversive Christian doctrines.\nSent 18: Western books were banned, as were Chinese books that mentioned Christianity. \nQuestion: how was loyalty enforced in the bushido?.", "pos": "Paragraph- Sent 1: Tokugawa Takes All: When Hideyoshi died in 1598, he hoped to have his five-year-old son continue his “dynasty,” initially under the tutelage of five regents.\nSent 2: But one of the regents was Ieyasu Tokugawa, who had been biding his time at Edo for 12 years, nurturing dynastic ambitions of his own.\nSent 3: Of the cunning, ruthless triumvirate that came out on top at the end of the country’s century of civil war, Tokugawa was without doubt the most patient, the most prudent — and most treacherous.\nSent 4: He moved quickly to eliminate his strongest rivals, crushing them in 1600 at the great Battle of Sekigahara (near modern Nagoya).\nSent 5: During its subsequent two and a half centuries of rule from the new capital established at Edo, the Tokugawa organized a tightly controlled coalition of some 260 daimyo in strategic strongholds throughout the country.\nSent 6: The allegiance of this highly privileged and prestigious group was ensured by cementing their ethical principles in the code of bushido, “the way of the warrior”: loyalty to one’s master, defense of one’s status and honor, and fulfillment of all obligations.\nSent 7: Loyalty was further enforced by holding the vassals’ wives and children hostage in Edo.\nSent 8: All roads into Edo, the most famous being the Tokaido Highway, had checkpoints for guns coming in and for wives going out.\nSent 9: One of the most effective ways of keeping a tight rein on the country was to cut it off from the outside world, to keep Japan Japanese.\nSent 10: At first, Ieyasu Tokugawa was eager to promote foreign trade.\nSent 11: He wanted silk and encouraged the Dutch and British as good, nonproselytizing Protestants just interested in trade.\nSent 12: But he didn’t like the Portuguese and Spanish Catholic missionaries, who he felt were undermining traditional Japanese values.\nSent 13: He banned their activities in 1612 and two years later ordered the expulsion of all missionaries and unrepentant Japanese converts.\nSent 14: Executions and torture followed.\nSent 15: Converts were forced to renounce their faith by trampling crucifixes and effigies of Jesus and Mary.\nSent 16: The Catholic Church has counted 3,125 martyrs in Japan from 1597 (beginning under Hideyoshi) to 1660.\nSent 17: In 1635 the Japanese were forbidden, on pain of death, to attempt to travel abroad, and Japanese citizens already overseas were prevented from returning, in case they brought back subversive Christian doctrines.\nSent 18: Western books were banned, as were Chinese books that mentioned Christianity. \nQuestion: What was one cruel way in which the Bushido Code was enforced?.", "neg": "Paragraph- Sent 1: Tokugawa Takes All: When Hideyoshi died in 1598, he hoped to have his five-year-old son continue his “dynasty,” initially under the tutelage of five regents.\nSent 2: But one of the regents was Ieyasu Tokugawa, who had been biding his time at Edo for 12 years, nurturing dynastic ambitions of his own.\nSent 3: Of the cunning, ruthless triumvirate that came out on top at the end of the country’s century of civil war, Tokugawa was without doubt the most patient, the most prudent — and most treacherous.\nSent 4: He moved quickly to eliminate his strongest rivals, crushing them in 1600 at the great Battle of Sekigahara (near modern Nagoya).\nSent 5: During its subsequent two and a half centuries of rule from the new capital established at Edo, the Tokugawa organized a tightly controlled coalition of some 260 daimyo in strategic strongholds throughout the country.\nSent 6: The allegiance of this highly privileged and prestigious group was ensured by cementing their ethical principles in the code of bushido, “the way of the warrior”: loyalty to one’s master, defense of one’s status and honor, and fulfillment of all obligations.\nSent 7: Loyalty was further enforced by holding the vassals’ wives and children hostage in Edo.\nSent 8: All roads into Edo, the most famous being the Tokaido Highway, had checkpoints for guns coming in and for wives going out.\nSent 9: One of the most effective ways of keeping a tight rein on the country was to cut it off from the outside world, to keep Japan Japanese.\nSent 10: At first, Ieyasu Tokugawa was eager to promote foreign trade.\nSent 11: He wanted silk and encouraged the Dutch and British as good, nonproselytizing Protestants just interested in trade.\nSent 12: But he didn’t like the Portuguese and Spanish Catholic missionaries, who he felt were undermining traditional Japanese values.\nSent 13: He banned their activities in 1612 and two years later ordered the expulsion of all missionaries and unrepentant Japanese converts.\nSent 14: Executions and torture followed.\nSent 15: Converts were forced to renounce their faith by trampling crucifixes and effigies of Jesus and Mary.\nSent 16: The Catholic Church has counted 3,125 martyrs in Japan from 1597 (beginning under Hideyoshi) to 1660.\nSent 17: In 1635 the Japanese were forbidden, on pain of death, to attempt to travel abroad, and Japanese citizens already overseas were prevented from returning, in case they brought back subversive Christian doctrines.\nSent 18: Western books were banned, as were Chinese books that mentioned Christianity. \nQuestion: Who crushed their rivals in 1600 at the great Battle of Sekigahara?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Gravitational Potential Energy is affected by position.\nSent 2: Like the leaves on trees, anything that is raised up has the potential to fall.\nSent 3: It has potential energy.\nSent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.\nSent 5: Gravitational potential energy depends on two things.\nSent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.\nSent 7: It also depends on its height above the ground.\nSent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.\nSent 9: Like all energy, gravitational potential energy has the ability to do work.\nSent 10: In this case, weight has the potential to deliver a force.\nSent 11: More important for us is that it has the ability to cause change.\nSent 12: What kind of change you may ask?\nSent 13: Gravitational potential energy has the ability to cause motion. \nQuestion: Give an example of Gravitational Potential Energy.", "pos": "Paragraph- Sent 1: Gravitational Potential Energy is affected by position.\nSent 2: Like the leaves on trees, anything that is raised up has the potential to fall.\nSent 3: It has potential energy.\nSent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.\nSent 5: Gravitational potential energy depends on two things.\nSent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.\nSent 7: It also depends on its height above the ground.\nSent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.\nSent 9: Like all energy, gravitational potential energy has the ability to do work.\nSent 10: In this case, weight has the potential to deliver a force.\nSent 11: More important for us is that it has the ability to cause change.\nSent 12: What kind of change you may ask?\nSent 13: Gravitational potential energy has the ability to cause motion. \nQuestion: Name two examples of the effect of gravitational potential energy that are given in the paragraph.", "neg": "Paragraph- Sent 1: Gravitational Potential Energy is affected by position.\nSent 2: Like the leaves on trees, anything that is raised up has the potential to fall.\nSent 3: It has potential energy.\nSent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.\nSent 5: Gravitational potential energy depends on two things.\nSent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.\nSent 7: It also depends on its height above the ground.\nSent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.\nSent 9: Like all energy, gravitational potential energy has the ability to do work.\nSent 10: In this case, weight has the potential to deliver a force.\nSent 11: More important for us is that it has the ability to cause change.\nSent 12: What kind of change you may ask?\nSent 13: Gravitational potential energy has the ability to cause motion. \nQuestion: What is the change that Gravitational potential energy can cause?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: You couldnt survive without your skin.\nSent 2: It has many important functions.\nSent 3: The main function of the skin is controlling what enters and leaves the body.\nSent 4: It prevents the loss of too much water from the body.\nSent 5: It also prevents bacteria and other microorganisms from entering the body.\nSent 6: The skin helps maintain a constant body temperature.\nSent 7: It keeps the body cool in two ways.\nSent 8: Sweat from sweat glands in the skin evaporates to cool the body.\nSent 9: Blood vessels in the skin dilate, or widen.\nSent 10: This action increases blood flow to the body surface.\nSent 11: This allows more heat to reach the surface.\nSent 12: The heat is then able to radiate off the body.\nSent 13: The opposite happens to retain body heat.\nSent 14: Blood vessels in the skin constrict, or narrow.\nSent 15: This decreases blood flow to the body surface.\nSent 16: This reduces the amount of heat that reaches the surface.\nSent 17: When this happens, less heat can be lost to the air. \nQuestion: Can skin prevent bacteria from entering the body?.", "pos": "Paragraph- Sent 1: Energy is stored in chemical compounds.\nSent 2: This energy is called chemical energy.\nSent 3: Chemical energy is a form of potential energy.\nSent 4: When bonds between atoms are broken, energy is released.\nSent 5: The wood in fireplaces has chemical energy.\nSent 6: The energy is released as heat and light when the wood burns.\nSent 7: Most living things get their energy from food.\nSent 8: When food molecules are broken down, the energy is released.\nSent 9: It may then be used to do work, like playing ball or studying science.\nSent 10: If you have ever heard, “Eat a good breakfast”, thats why.\nSent 11: You need energy to do things during the day.\nSent 12: To do those things you need energy.\nSent 13: You get your energy from the food you eat.\nSent 14: That energy is stored in your body until you need it.\nSent 15: How did you get to school today?\nSent 16: If you walked, you used chemical energy from the food you ate.\nSent 17: What if you rode the bus or were driven in a car?\nSent 18: Where did that energy come from?. \nQuestion: Does wood have potential energy?.", "neg": "Paragraph- Sent 1: You couldnt survive without your skin.\nSent 2: It has many important functions.\nSent 3: The main function of the skin is controlling what enters and leaves the body.\nSent 4: It prevents the loss of too much water from the body.\nSent 5: It also prevents bacteria and other microorganisms from entering the body.\nSent 6: The skin helps maintain a constant body temperature.\nSent 7: It keeps the body cool in two ways.\nSent 8: Sweat from sweat glands in the skin evaporates to cool the body.\nSent 9: Blood vessels in the skin dilate, or widen.\nSent 10: This action increases blood flow to the body surface.\nSent 11: This allows more heat to reach the surface.\nSent 12: The heat is then able to radiate off the body.\nSent 13: The opposite happens to retain body heat.\nSent 14: Blood vessels in the skin constrict, or narrow.\nSent 15: This decreases blood flow to the body surface.\nSent 16: This reduces the amount of heat that reaches the surface.\nSent 17: When this happens, less heat can be lost to the air. \nQuestion: What happens when heat reaches the surface of your skin?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The year is 1980 , and the film opens with the launch of the JX-1 Hayabusa spaceship into outer space .\nSent 2: The ship , originally sent to collect data on Saturn , has its course diverted to investigate the mysterious star Gorath , reported as being 6000 times the size of the Earth .\nSent 3: It is feared that the star 's path could come dangerously close to Earth .\nSent 4: The JX-1 reaches locates Gorath and it 's much smaller than earth but with 6000 times the gravity .\nSent 5: The JX-1 radio 's back any data about the star but gets sucked into the star 's gravitational field which drags the ship into Gorath , incinerating it .\nSent 6: Japan and the rest of the world are stunned by the discovery and , after some reluctance , send up the JX-2 Ootori spaceship for a voyage to investigate Gorath .\nSent 7: The United Nations band together to discover a solution to the problem , and decide that their only solutions are to either destroy Gorath or move the planet out of the way .\nSent 8: Back on Earth , the UN decides on the plan to move the Earth out of the way of Gorath , the South Pole Operation .\nSent 9: The plan is to have atomic energy channeled through huge atomic furnaces 500 meters below the surface , then fed though enormous pipes called thrusters which will all fire in unison .\nSent 10: But for this to work they will need an area 600 kilometers producing an atomic force equal to that of 6,600,000,000 megatons to move the Earth 400,000 kilometers way from Gorath .\nSent 11: This massive project meets some setbacks such as cave-ins , but presses on . \nQuestion: Which plants are considered for moving and which one do they go with.", "pos": "Paragraph- Sent 1: The year is 1980 , and the film opens with the launch of the JX-1 Hayabusa spaceship into outer space .\nSent 2: The ship , originally sent to collect data on Saturn , has its course diverted to investigate the mysterious star Gorath , reported as being 6000 times the size of the Earth .\nSent 3: It is feared that the star 's path could come dangerously close to Earth .\nSent 4: The JX-1 reaches locates Gorath and it 's much smaller than earth but with 6000 times the gravity .\nSent 5: The JX-1 radio 's back any data about the star but gets sucked into the star 's gravitational field which drags the ship into Gorath , incinerating it .\nSent 6: Japan and the rest of the world are stunned by the discovery and , after some reluctance , send up the JX-2 Ootori spaceship for a voyage to investigate Gorath .\nSent 7: The United Nations band together to discover a solution to the problem , and decide that their only solutions are to either destroy Gorath or move the planet out of the way .\nSent 8: Back on Earth , the UN decides on the plan to move the Earth out of the way of Gorath , the South Pole Operation .\nSent 9: The plan is to have atomic energy channeled through huge atomic furnaces 500 meters below the surface , then fed though enormous pipes called thrusters which will all fire in unison .\nSent 10: But for this to work they will need an area 600 kilometers producing an atomic force equal to that of 6,600,000,000 megatons to move the Earth 400,000 kilometers way from Gorath .\nSent 11: This massive project meets some setbacks such as cave-ins , but presses on . \nQuestion: What international powers get involved in solving the problem of Gorath?.", "neg": "Paragraph- Sent 1: The year is 1980 , and the film opens with the launch of the JX-1 Hayabusa spaceship into outer space .\nSent 2: The ship , originally sent to collect data on Saturn , has its course diverted to investigate the mysterious star Gorath , reported as being 6000 times the size of the Earth .\nSent 3: It is feared that the star 's path could come dangerously close to Earth .\nSent 4: The JX-1 reaches locates Gorath and it 's much smaller than earth but with 6000 times the gravity .\nSent 5: The JX-1 radio 's back any data about the star but gets sucked into the star 's gravitational field which drags the ship into Gorath , incinerating it .\nSent 6: Japan and the rest of the world are stunned by the discovery and , after some reluctance , send up the JX-2 Ootori spaceship for a voyage to investigate Gorath .\nSent 7: The United Nations band together to discover a solution to the problem , and decide that their only solutions are to either destroy Gorath or move the planet out of the way .\nSent 8: Back on Earth , the UN decides on the plan to move the Earth out of the way of Gorath , the South Pole Operation .\nSent 9: The plan is to have atomic energy channeled through huge atomic furnaces 500 meters below the surface , then fed though enormous pipes called thrusters which will all fire in unison .\nSent 10: But for this to work they will need an area 600 kilometers producing an atomic force equal to that of 6,600,000,000 megatons to move the Earth 400,000 kilometers way from Gorath .\nSent 11: This massive project meets some setbacks such as cave-ins , but presses on . \nQuestion: What is the name of the first spaceship and what happens to it?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.\nSent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.\nSent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.\nSent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.\nSent 5: \"They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate,\" she said.\nSent 6: \"Those who need legal help and don't get it feel totally lost.\nSent 7: Because then they feel like they are forced to stay in that situation.\"Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.\nSent 9: Legal services typically helps the poor.\nSent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.\nSent 11: \"When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me,\" said Bunzy, 40.\nSent 12: \"For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her.\"Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.\nSent 14: \"Legal assistance is a major issue for women fleeing a domestic violence situation,\" she said.\nSent 15: \"Often times women are in need of immediate legal assistance services for the protection of the mother and the child.\nSent 16: To get a protective order you need to be represented by an attorney.\"Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.\nSent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there. \nQuestion: What is the process of getting a protective order?.", "pos": "Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.\nSent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.\nSent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.\nSent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.\nSent 5: \"They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate,\" she said.\nSent 6: \"Those who need legal help and don't get it feel totally lost.\nSent 7: Because then they feel like they are forced to stay in that situation.\"Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.\nSent 9: Legal services typically helps the poor.\nSent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.\nSent 11: \"When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me,\" said Bunzy, 40.\nSent 12: \"For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her.\"Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.\nSent 14: \"Legal assistance is a major issue for women fleeing a domestic violence situation,\" she said.\nSent 15: \"Often times women are in need of immediate legal assistance services for the protection of the mother and the child.\nSent 16: To get a protective order you need to be represented by an attorney.\"Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.\nSent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there. \nQuestion: How much does a Order of Protection cost and does it need to be filed by an attorny?.", "neg": "Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.\nSent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.\nSent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.\nSent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.\nSent 5: \"They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate,\" she said.\nSent 6: \"Those who need legal help and don't get it feel totally lost.\nSent 7: Because then they feel like they are forced to stay in that situation.\"Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.\nSent 9: Legal services typically helps the poor.\nSent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.\nSent 11: \"When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me,\" said Bunzy, 40.\nSent 12: \"For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her.\"Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.\nSent 14: \"Legal assistance is a major issue for women fleeing a domestic violence situation,\" she said.\nSent 15: \"Often times women are in need of immediate legal assistance services for the protection of the mother and the child.\nSent 16: To get a protective order you need to be represented by an attorney.\"Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.\nSent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there. \nQuestion: What group hopes to help 1,000 victims of domestic violence?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .\nSent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .\nSent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .\nSent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .\nSent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .\nSent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .\nSent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .\nSent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .\nSent 9: The mercenaries encounter their first zombie , who injures a member of the team .\nSent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .\nSent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .\nSent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .\nSent 13: Jenny and Chuck flee , the only survivors remaining .\nSent 14: They stumble upon the cave once again , where the zombies appear and attack . \nQuestion: Where did Chuck find weapons?.", "pos": "Paragraph- Sent 1: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .\nSent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .\nSent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .\nSent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .\nSent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .\nSent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .\nSent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .\nSent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .\nSent 9: The mercenaries encounter their first zombie , who injures a member of the team .\nSent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .\nSent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .\nSent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .\nSent 13: Jenny and Chuck flee , the only survivors remaining .\nSent 14: They stumble upon the cave once again , where the zombies appear and attack . \nQuestion: Who arms themselves against the zombies?.", "neg": "Paragraph- Sent 1: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .\nSent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .\nSent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .\nSent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .\nSent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .\nSent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .\nSent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .\nSent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .\nSent 9: The mercenaries encounter their first zombie , who injures a member of the team .\nSent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .\nSent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .\nSent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .\nSent 13: Jenny and Chuck flee , the only survivors remaining .\nSent 14: They stumble upon the cave once again , where the zombies appear and attack . \nQuestion: Why is Jenny able to escape death by zombies?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.\nSent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.\nSent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.\nSent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.\nSent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.\nSent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.\nSent 7: Some companies moved their headquarters out of Hong Kong.\nSent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.\nSent 9: Since the handover in July 1997, China has generally followed a hands-off policy.\nSent 10: Many who fled have returned.\nSent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.\nSent 12: In short, the status quo prevails.\nSent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.\nSent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy. \nQuestion: What repercussions had this regime change?.", "pos": "Paragraph- Sent 1: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.\nSent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.\nSent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.\nSent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.\nSent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.\nSent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.\nSent 7: Some companies moved their headquarters out of Hong Kong.\nSent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.\nSent 9: Since the handover in July 1997, China has generally followed a hands-off policy.\nSent 10: Many who fled have returned.\nSent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.\nSent 12: In short, the status quo prevails.\nSent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.\nSent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy. \nQuestion: Why did companies move their headquarters out of Hong Kong?.", "neg": "Paragraph- Sent 1: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.\nSent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.\nSent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.\nSent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.\nSent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.\nSent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.\nSent 7: Some companies moved their headquarters out of Hong Kong.\nSent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.\nSent 9: Since the handover in July 1997, China has generally followed a hands-off policy.\nSent 10: Many who fled have returned.\nSent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.\nSent 12: In short, the status quo prevails.\nSent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.\nSent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy. \nQuestion: Why did China declare Hong Kong a “Special Administrative Region” ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: What was the problem with the layered security system in place by the FAA?.", "pos": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: What is a \"layered\" system of defense?.", "neg": "Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.\nSent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.\nSent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.\nSent 4: First, no domestic hijacking had occurred in a decade.\nSent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.\nSent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.\nSent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.\nSent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.\nSent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.\nSent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.\nSent 11: The rules were supposed to produce a \"layered\" system of defense.\nSent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.\nSent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.\nSent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.\nSent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.\nSent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.\nSent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.\nSent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters. \nQuestion: In the years prior to 9/11 why was sabotage considered a greater threat to aviation?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Zinni feared that Bin Ladin would in the future locate himself in cities, where U.S. missiles could kill thousands of Afghans.\nSent 2: He worried also lest Pakistani authorities not get adequate warning, think the missiles came from India, RESPONSES TO AL QAEDA'S INITIAL ASSAULTS 135 and do something that everyone would later regret.\nSent 3: Discussing potential repercussions in the region of his military responsibility, Zinni said, \"It was easy to take the shot from Washington and walk away from it.\nSent 4: We had to live there.\"Sent 5: Zinni's distinct preference would have been to build up counterterrorism capabilities in neighboring countries such as Uzbekistan.\nSent 6: But he told us that he could not drum up much interest in or money for such a purpose from Washington, partly, he thought, because these countries had dictatorial governments.\nSent 7: After the decision-in which fear of collateral damage was an important factor- not to use cruise missiles against Kandahar in December 1998, Shelton and officers in the Pentagon developed plans for using an AC-130 gunship instead of cruise missile strikes.\nSent 8: Designed specifically for the special forces, the version of the AC-130 known as \"Spooky\"can fly in fast or from high altitude, undetected by radar; guided to its zone by extraordinarily complex electronics, it is capable of rapidly firing precision-guided 25, 40, and 105 mm projectiles.\nSent 9: Because this system could target more precisely than a salvo of cruise missiles, it had a much lower risk of causing collateral damage.\nSent 10: After giving Clarke a briefing and being encouraged to proceed, Shelton formally directed Zinni and General Peter Schoomaker, who headed the Special Operations Command, to develop plans for an AC-130 mission against Bin Ladin's headquarters and infrastructure in Afghanistan.\nSent 11: The Joint Staff prepared a decision paper for deployment of the Special Operations aircraft.\nSent 12: Though Berger and Clarke continued to indicate interest in this option, the AC-130s were never deployed.\nSent 13: Clarke wrote at the time that Zinni opposed their use, and John Maher, the Joint Staff 's deputy director of operations, agreed that this was Zinni's position.\nSent 14: Zinni himself does not recall blocking the option.\nSent 15: He told us that he understood the Special Operations Command had never thought the intelligence good enough to justify actually moving AC-130s into position.\nSent 16: Schoomaker says, on the contrary, that he thought the AC-130 option feasible.\nSent 17: The most likely explanation for the two generals' differing recollections is that both of them thought serious preparation for any such operations would require a long-term redeployment of Special Operations forces to the Middle East or South Asia.\nSent 18: The AC-130s would need bases because the aircraft's unrefueled range was only a little over 2,000 miles. \nQuestion: Why were AC-130s never deployed?.", "pos": "Paragraph- Sent 1: Zinni feared that Bin Ladin would in the future locate himself in cities, where U.S. missiles could kill thousands of Afghans.\nSent 2: He worried also lest Pakistani authorities not get adequate warning, think the missiles came from India, RESPONSES TO AL QAEDA'S INITIAL ASSAULTS 135 and do something that everyone would later regret.\nSent 3: Discussing potential repercussions in the region of his military responsibility, Zinni said, \"It was easy to take the shot from Washington and walk away from it.\nSent 4: We had to live there.\"Sent 5: Zinni's distinct preference would have been to build up counterterrorism capabilities in neighboring countries such as Uzbekistan.\nSent 6: But he told us that he could not drum up much interest in or money for such a purpose from Washington, partly, he thought, because these countries had dictatorial governments.\nSent 7: After the decision-in which fear of collateral damage was an important factor- not to use cruise missiles against Kandahar in December 1998, Shelton and officers in the Pentagon developed plans for using an AC-130 gunship instead of cruise missile strikes.\nSent 8: Designed specifically for the special forces, the version of the AC-130 known as \"Spooky\"can fly in fast or from high altitude, undetected by radar; guided to its zone by extraordinarily complex electronics, it is capable of rapidly firing precision-guided 25, 40, and 105 mm projectiles.\nSent 9: Because this system could target more precisely than a salvo of cruise missiles, it had a much lower risk of causing collateral damage.\nSent 10: After giving Clarke a briefing and being encouraged to proceed, Shelton formally directed Zinni and General Peter Schoomaker, who headed the Special Operations Command, to develop plans for an AC-130 mission against Bin Ladin's headquarters and infrastructure in Afghanistan.\nSent 11: The Joint Staff prepared a decision paper for deployment of the Special Operations aircraft.\nSent 12: Though Berger and Clarke continued to indicate interest in this option, the AC-130s were never deployed.\nSent 13: Clarke wrote at the time that Zinni opposed their use, and John Maher, the Joint Staff 's deputy director of operations, agreed that this was Zinni's position.\nSent 14: Zinni himself does not recall blocking the option.\nSent 15: He told us that he understood the Special Operations Command had never thought the intelligence good enough to justify actually moving AC-130s into position.\nSent 16: Schoomaker says, on the contrary, that he thought the AC-130 option feasible.\nSent 17: The most likely explanation for the two generals' differing recollections is that both of them thought serious preparation for any such operations would require a long-term redeployment of Special Operations forces to the Middle East or South Asia.\nSent 18: The AC-130s would need bases because the aircraft's unrefueled range was only a little over 2,000 miles. \nQuestion: What is the most likely explanation for the two generals' differing recollections about  the AC-130 Option?.", "neg": "Paragraph- Sent 1: Zinni feared that Bin Ladin would in the future locate himself in cities, where U.S. missiles could kill thousands of Afghans.\nSent 2: He worried also lest Pakistani authorities not get adequate warning, think the missiles came from India, RESPONSES TO AL QAEDA'S INITIAL ASSAULTS 135 and do something that everyone would later regret.\nSent 3: Discussing potential repercussions in the region of his military responsibility, Zinni said, \"It was easy to take the shot from Washington and walk away from it.\nSent 4: We had to live there.\"Sent 5: Zinni's distinct preference would have been to build up counterterrorism capabilities in neighboring countries such as Uzbekistan.\nSent 6: But he told us that he could not drum up much interest in or money for such a purpose from Washington, partly, he thought, because these countries had dictatorial governments.\nSent 7: After the decision-in which fear of collateral damage was an important factor- not to use cruise missiles against Kandahar in December 1998, Shelton and officers in the Pentagon developed plans for using an AC-130 gunship instead of cruise missile strikes.\nSent 8: Designed specifically for the special forces, the version of the AC-130 known as \"Spooky\"can fly in fast or from high altitude, undetected by radar; guided to its zone by extraordinarily complex electronics, it is capable of rapidly firing precision-guided 25, 40, and 105 mm projectiles.\nSent 9: Because this system could target more precisely than a salvo of cruise missiles, it had a much lower risk of causing collateral damage.\nSent 10: After giving Clarke a briefing and being encouraged to proceed, Shelton formally directed Zinni and General Peter Schoomaker, who headed the Special Operations Command, to develop plans for an AC-130 mission against Bin Ladin's headquarters and infrastructure in Afghanistan.\nSent 11: The Joint Staff prepared a decision paper for deployment of the Special Operations aircraft.\nSent 12: Though Berger and Clarke continued to indicate interest in this option, the AC-130s were never deployed.\nSent 13: Clarke wrote at the time that Zinni opposed their use, and John Maher, the Joint Staff 's deputy director of operations, agreed that this was Zinni's position.\nSent 14: Zinni himself does not recall blocking the option.\nSent 15: He told us that he understood the Special Operations Command had never thought the intelligence good enough to justify actually moving AC-130s into position.\nSent 16: Schoomaker says, on the contrary, that he thought the AC-130 option feasible.\nSent 17: The most likely explanation for the two generals' differing recollections is that both of them thought serious preparation for any such operations would require a long-term redeployment of Special Operations forces to the Middle East or South Asia.\nSent 18: The AC-130s would need bases because the aircraft's unrefueled range was only a little over 2,000 miles. \nQuestion: What did the Pentagon developed plans for using an AC-130 gunship entail?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.\nSent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.\nSent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.\nSent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.\nSent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco’s once hermetically sealed Spain.\nSent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe’s most popular holiday destinations.\nSent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.\nSent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.\nSent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.\nSent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.\nSent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.\nSent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares. \nQuestion: What year did Spain join the European Community (now European Union) and what effects did it have (1 positive and 1 negative)?.", "pos": "Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.\nSent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.\nSent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.\nSent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.\nSent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco’s once hermetically sealed Spain.\nSent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe’s most popular holiday destinations.\nSent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.\nSent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.\nSent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.\nSent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.\nSent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.\nSent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares. \nQuestion: Why did a new emphasis on quality and on safeguarding the environment take root in Spain in the late 1990s?.", "neg": "Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.\nSent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.\nSent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.\nSent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.\nSent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco’s once hermetically sealed Spain.\nSent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe’s most popular holiday destinations.\nSent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.\nSent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.\nSent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.\nSent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.\nSent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.\nSent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares. \nQuestion: What major event made the country of Spain so eager to capitalize on mass tourism?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Once upon a time I had a dog named Toodles.\nSent 2: He was black and white and had long floppy ears.\nSent 3: He also had very short legs, but really big paws.\nSent 4: Every Saturday we would go to the park and play Toodles' favorite game.\nSent 5: Toodles loved playing fetch.\nSent 6: One Saturday, Toodles ran over to the pond because he saw ducks swimming there.\nSent 7: He ran all around the pond, barking at the ducks.\nSent 8: The ducks ignored him, and kept swimming.\nSent 9: Toodles wasn't having it!\nSent 10: He jumped into the pond and started swimming toward the ducks, chasing around his new playmates.\nSent 11: One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears!\nSent 12: Toodles barked and ran out of the pond because the duck hurt his ear.\nSent 13: Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better.\nSent 14: After that, whenever he would see a duck, Toodles would run the other way. \nQuestion: what was toodles favourite game.", "pos": "Paragraph- Sent 1: Once upon a time I had a dog named Toodles.\nSent 2: He was black and white and had long floppy ears.\nSent 3: He also had very short legs, but really big paws.\nSent 4: Every Saturday we would go to the park and play Toodles' favorite game.\nSent 5: Toodles loved playing fetch.\nSent 6: One Saturday, Toodles ran over to the pond because he saw ducks swimming there.\nSent 7: He ran all around the pond, barking at the ducks.\nSent 8: The ducks ignored him, and kept swimming.\nSent 9: Toodles wasn't having it!\nSent 10: He jumped into the pond and started swimming toward the ducks, chasing around his new playmates.\nSent 11: One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears!\nSent 12: Toodles barked and ran out of the pond because the duck hurt his ear.\nSent 13: Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better.\nSent 14: After that, whenever he would see a duck, Toodles would run the other way. \nQuestion: What was Toodle's favorite game?.", "neg": "Paragraph- Sent 1: Once upon a time I had a dog named Toodles.\nSent 2: He was black and white and had long floppy ears.\nSent 3: He also had very short legs, but really big paws.\nSent 4: Every Saturday we would go to the park and play Toodles' favorite game.\nSent 5: Toodles loved playing fetch.\nSent 6: One Saturday, Toodles ran over to the pond because he saw ducks swimming there.\nSent 7: He ran all around the pond, barking at the ducks.\nSent 8: The ducks ignored him, and kept swimming.\nSent 9: Toodles wasn't having it!\nSent 10: He jumped into the pond and started swimming toward the ducks, chasing around his new playmates.\nSent 11: One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears!\nSent 12: Toodles barked and ran out of the pond because the duck hurt his ear.\nSent 13: Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better.\nSent 14: After that, whenever he would see a duck, Toodles would run the other way. \nQuestion: What was the narrator doing when the duck bit Toodles' ear?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: Who in the passage is not used to boiling water?.", "pos": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: When the author stopped for tea, was finding milk difficult?.", "neg": "Paragraph- Sent 1:   We drove about a great deal--the country at the back of Deauville, going away from the sea, is lovely--very like England--charming narrow roads with high banks and hedges on each side--big trees with spreading branches meeting overhead--stretches of green fields with cows grazing placidly and horses and colts gambolling about.\nSent 2: It is a great grazing and breeding country.\nSent 3: There are many haras (breeding stables) in the neighbourhood, and the big Norman posters are much in demand.\nSent 4: I have friends who never take their horses to the country.\nSent 5: They hire for the season a pair of strong Norman horses that go all day up and down hill at the same regular pace and who get over a vast amount of country.\nSent 6: We stopped once or twice when we were a large party, two or three carriages, and had tea at one of the numerous farmhouses that were scattered about.\nSent 7: Boiling water was a difficulty--milk, cider, good bread and butter, cheese we could always find--sometimes a galette, but a kettle and boiling water were entirely out of their habits.\nSent 8: They used to boil the water in a large black pot, and take it out with a big spoon.\nSent 9: However, it amused us, and the water really did boil. \nQuestion: Where are there many haras?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As for engravings, Durer's work was restricted to portraits and illustrations for his treatise.\nSent 2: The portraits include Cardinal-Elector Albert of Mainz; Frederick the Wise, elector of Saxony; the humanist scholar Willibald Pirckheimer; Philipp Melanchthon, and Erasmus of Rotterdam.\nSent 3: For those of the Cardinal, Melanchthon, and Durer's final major work, a drawn portrait of the Nuremberg patrician Ulrich Starck, Durer depicted the sitters in profile, perhaps reflecting a more mathematical approach.\nSent 4: Despite complaining of his lack of a formal classical education, Durer was greatly interested in intellectual matters and learned much from his boyhood friend Willibald Pirckheimer, whom he no doubt consulted on the content of many of his images.\nSent 5: He also derived great satisfaction from his friendships and correspondence with Erasmus and other scholars.\nSent 6: Durer succeeded in producing two books during his lifetime.\nSent 7: \"The Four Books on Measurement\" were published at Nuremberg in 1525 and was the first book for adults on mathematics in German, as well as being cited later by Galileo and Kepler.\nSent 8: The other, a work on city fortifications, was published in 1527.\nSent 9: \"The Four Books on Human Proportion\" were published posthumously, shortly after his death in 1528. \nQuestion: Who engraved the portrait of Cardinal-Elector Albert of Mainz?.", "pos": "Paragraph- Sent 1: Albrecht Durer (/'dU@r@r, 'djU@r@r/; German: ['albRect 'dy:Ra]; 21 May 1471 - 6 April 1528) was a painter, printmaker and theorist of the German Renaissance.\nSent 2: Born in Nuremberg, Durer established his reputation and influence across Europe when he was still in his twenties, due to his high-quality woodcut prints.\nSent 3: He was in communication with the major Italian artists of his time, including Raphael, Giovanni Bellini and Leonardo da Vinci, and from 1512 he was patronized by emperor Maximilian I. His vast body of work includes engravings, his preferred technique in his later prints, altarpieces, portraits and self-portraits, watercolours and books.\nSent 4: The woodcuts, such as the Apocalypse series (1498), retain a more Gothic flavour than the rest of his work.\nSent 5: His well-known engravings include the Knight, Death, and the Devil (1513), Saint Jerome in his Study (1514) and Melencolia I (1514), which has been the subject of extensive analysis and interpretation.\nSent 6: His watercolours also mark him as one of the first European landscape artists, while his ambitious woodcuts revolutionized the potential of that medium.\nSent 7: Durer's introduction of classical motifs into Northern art, through his knowledge of Italian artists and German humanists, has secured his reputation as one of the most important figures of the Northern Renaissance.\nSent 8: This is reinforced by his theoretical treatises, which involve principles of mathematics, perspective and ideal proportions. \nQuestion: Who was the painter, print maker and theorist of the German Renaissance that was born in Nuremberg Germany?.", "neg": "Paragraph- Sent 1: As for engravings, Durer's work was restricted to portraits and illustrations for his treatise.\nSent 2: The portraits include Cardinal-Elector Albert of Mainz; Frederick the Wise, elector of Saxony; the humanist scholar Willibald Pirckheimer; Philipp Melanchthon, and Erasmus of Rotterdam.\nSent 3: For those of the Cardinal, Melanchthon, and Durer's final major work, a drawn portrait of the Nuremberg patrician Ulrich Starck, Durer depicted the sitters in profile, perhaps reflecting a more mathematical approach.\nSent 4: Despite complaining of his lack of a formal classical education, Durer was greatly interested in intellectual matters and learned much from his boyhood friend Willibald Pirckheimer, whom he no doubt consulted on the content of many of his images.\nSent 5: He also derived great satisfaction from his friendships and correspondence with Erasmus and other scholars.\nSent 6: Durer succeeded in producing two books during his lifetime.\nSent 7: \"The Four Books on Measurement\" were published at Nuremberg in 1525 and was the first book for adults on mathematics in German, as well as being cited later by Galileo and Kepler.\nSent 8: The other, a work on city fortifications, was published in 1527.\nSent 9: \"The Four Books on Human Proportion\" were published posthumously, shortly after his death in 1528. \nQuestion: How many books were produced by Durer in total?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Once upon a time, there was a squirrel named Joey.\nSent 2: Joey loved to go outside and play with his cousin Jimmy.\nSent 3: Joey and Jimmy played silly games together, and were always laughing.\nSent 4: One day, Joey and Jimmy went swimming together at their Aunt Julie's pond.\nSent 5: Joey woke up early in the morning to eat some food before they left.\nSent 6: He couldn't find anything to eat except for pie!\nSent 7: Usually, Joey would eat cereal, fruit (a pear), or oatmeal for breakfast.\nSent 8: After he ate, he and Jimmy went to the pond.\nSent 9: On their way there they saw their friend Jack Rabbit.\nSent 10: They dove into the water and swam for several hours.\nSent 11: The sun was out, but the breeze was cold.\nSent 12: Joey and Jimmy got out of the water and started walking home.\nSent 13: Their fur was wet, and the breeze chilled them.\nSent 14: When they got home, they dried off, and Jimmy put on his favorite purple shirt.\nSent 15: Joey put on a blue shirt with red and green dots.\nSent 16: The two squirrels ate some food that Joey's mom, Jasmine, made and went off to bed. \nQuestion: What happened before Joey went to  swim in Aunt Julie's pond.", "pos": "Paragraph- Sent 1: Billy had a pet turtle that he took good care of, everyday.\nSent 2: His turtle's name was Tumble.\nSent 3: Tumble liked to walk around outside in the garden and dig small holes to sleep in.\nSent 4: Billy loved Tumble and would visit him outside when he got home from school.\nSent 5: Tumble's favorite food was oatmeal.\nSent 6: So, every day after school, Billy would make Tumble a big bowl of oatmeal and take it outside for Tumble to enjoy.\nSent 7: Tumble would see Billy and walk up to him as fast as a turtle can go.\nSent 8: Billy would put the bowl down and wait for Tumble to come up to the bowl to eat from it.\nSent 9: When Tumble reached the bowl, he put his nose on it.\nSent 10: But, the oatmeal was too hot to eat.\nSent 11: Billy reached down and blew on the hot oatmeal, to cool it down for Tumble to eat.\nSent 12: Once the oatmeal was cool enough, Tumble could dig in and eat his big bowl of oatmeal.\nSent 13: Billy loved to watch as Tumble ate his bowl of oatmeal, because Billy took good care of Tumble, everyday. \nQuestion: What would Tumble do when he saw Billy?.", "neg": "Paragraph- Sent 1: Once upon a time, there was a squirrel named Joey.\nSent 2: Joey loved to go outside and play with his cousin Jimmy.\nSent 3: Joey and Jimmy played silly games together, and were always laughing.\nSent 4: One day, Joey and Jimmy went swimming together at their Aunt Julie's pond.\nSent 5: Joey woke up early in the morning to eat some food before they left.\nSent 6: He couldn't find anything to eat except for pie!\nSent 7: Usually, Joey would eat cereal, fruit (a pear), or oatmeal for breakfast.\nSent 8: After he ate, he and Jimmy went to the pond.\nSent 9: On their way there they saw their friend Jack Rabbit.\nSent 10: They dove into the water and swam for several hours.\nSent 11: The sun was out, but the breeze was cold.\nSent 12: Joey and Jimmy got out of the water and started walking home.\nSent 13: Their fur was wet, and the breeze chilled them.\nSent 14: When they got home, they dried off, and Jimmy put on his favorite purple shirt.\nSent 15: Joey put on a blue shirt with red and green dots.\nSent 16: The two squirrels ate some food that Joey's mom, Jasmine, made and went off to bed. \nQuestion: What are the names of the two squirrels?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Fiery Ming Ming has always been the kind to take responsibility for her actions .\nSent 2: When she meets D at a boxing ring , the two soon become lovers .\nSent 3: D tells Ming Ming he would go to Harbin if he had $ 5 million .\nSent 4: Taking him at his word , Ming Ming goes to Brother Cat and asks him for the money .\nSent 5: When he demurs , she steals it , along with a secret box ; she manages to fight off the other gang members by incredible prowess with black flying beads , which projected at enough speed , can be deadly .\nSent 6: Brother Cat is furious she has taken the box ; and send his associates to find her .\nSent 7: As she is running away , Ming Ming bumps into an acquaintance , Tu , and passes him the money and tells him to run .\nSent 8: Tu 's special skill is to run very fast .\nSent 9: She also bumps into Nana who coincidentally is also in love with D , while escaping .\nSent 10: Mistaking Nana for Ming Ming , Tu grabs her hand and the two of them escape to Shanghai in search for D. Nana knows Tu has got the wrong person , but the lure of the $ 50 million is too strong .\nSent 11: Meanwhile , Ming Ming keeps herself hidden with the box , using her superb fighting skills to protect the two from a distance .\nSent 12: Failing to find D , all Ming Ming and Nana have is a secretive voicemail message left by him .\nSent 13: Finally , they realize that the secret that D is looking for is also connected to the box they hold .\nSent 14: Just what is this secret ... \nQuestion: Where does Ming Ming think D will go with the money she steals from Brother Cat?.", "pos": "Paragraph- Sent 1: Fiery Ming Ming has always been the kind to take responsibility for her actions .\nSent 2: When she meets D at a boxing ring , the two soon become lovers .\nSent 3: D tells Ming Ming he would go to Harbin if he had $ 5 million .\nSent 4: Taking him at his word , Ming Ming goes to Brother Cat and asks him for the money .\nSent 5: When he demurs , she steals it , along with a secret box ; she manages to fight off the other gang members by incredible prowess with black flying beads , which projected at enough speed , can be deadly .\nSent 6: Brother Cat is furious she has taken the box ; and send his associates to find her .\nSent 7: As she is running away , Ming Ming bumps into an acquaintance , Tu , and passes him the money and tells him to run .\nSent 8: Tu 's special skill is to run very fast .\nSent 9: She also bumps into Nana who coincidentally is also in love with D , while escaping .\nSent 10: Mistaking Nana for Ming Ming , Tu grabs her hand and the two of them escape to Shanghai in search for D. Nana knows Tu has got the wrong person , but the lure of the $ 50 million is too strong .\nSent 11: Meanwhile , Ming Ming keeps herself hidden with the box , using her superb fighting skills to protect the two from a distance .\nSent 12: Failing to find D , all Ming Ming and Nana have is a secretive voicemail message left by him .\nSent 13: Finally , they realize that the secret that D is looking for is also connected to the box they hold .\nSent 14: Just what is this secret ... \nQuestion: Who does Ming Ming steal the money from?.", "neg": "Paragraph- Sent 1: Fiery Ming Ming has always been the kind to take responsibility for her actions .\nSent 2: When she meets D at a boxing ring , the two soon become lovers .\nSent 3: D tells Ming Ming he would go to Harbin if he had $ 5 million .\nSent 4: Taking him at his word , Ming Ming goes to Brother Cat and asks him for the money .\nSent 5: When he demurs , she steals it , along with a secret box ; she manages to fight off the other gang members by incredible prowess with black flying beads , which projected at enough speed , can be deadly .\nSent 6: Brother Cat is furious she has taken the box ; and send his associates to find her .\nSent 7: As she is running away , Ming Ming bumps into an acquaintance , Tu , and passes him the money and tells him to run .\nSent 8: Tu 's special skill is to run very fast .\nSent 9: She also bumps into Nana who coincidentally is also in love with D , while escaping .\nSent 10: Mistaking Nana for Ming Ming , Tu grabs her hand and the two of them escape to Shanghai in search for D. Nana knows Tu has got the wrong person , but the lure of the $ 50 million is too strong .\nSent 11: Meanwhile , Ming Ming keeps herself hidden with the box , using her superb fighting skills to protect the two from a distance .\nSent 12: Failing to find D , all Ming Ming and Nana have is a secretive voicemail message left by him .\nSent 13: Finally , they realize that the secret that D is looking for is also connected to the box they hold .\nSent 14: Just what is this secret ... \nQuestion: Where is Ming ming hiding while Tu and Nana were escaping?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: A flood occurs when a river overflows its banks.\nSent 2: This might happen because of heavy rains.\nSent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.\nSent 4: It then slows down and drops its sediment.\nSent 5: If a river floods often, a floodplain develops.\nSent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.\nSent 7: Thats why floodplains are usually good places for growing plants.\nSent 8: They are very flat areas and they have very rich soils.\nSent 9: The Nile River valley is a great example of a floodplain.\nSent 10: Each year, the Nile River rises over its banks.\nSent 11: This floodwater carries a lot of sediment.\nSent 12: This sediment has been eroded off areas of land from upstream.\nSent 13: This sediment is dropped as the water slows down after spreading across the land.\nSent 14: What is left behind is a very rich soil.\nSent 15: Thats why crops can be raised in the middle of a sandy desert.\nSent 16: Natural Levees A flooding river often forms natural levees along its banks.\nSent 17: A levee is a raised strip of sediments deposited close to the waters edge. \nQuestion: A flooding river leaves a raised strip of what near its edge?.", "pos": "Paragraph- Sent 1: A flood occurs when a river overflows its banks.\nSent 2: This might happen because of heavy rains.\nSent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.\nSent 4: It then slows down and drops its sediment.\nSent 5: If a river floods often, a floodplain develops.\nSent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.\nSent 7: Thats why floodplains are usually good places for growing plants.\nSent 8: They are very flat areas and they have very rich soils.\nSent 9: The Nile River valley is a great example of a floodplain.\nSent 10: Each year, the Nile River rises over its banks.\nSent 11: This floodwater carries a lot of sediment.\nSent 12: This sediment has been eroded off areas of land from upstream.\nSent 13: This sediment is dropped as the water slows down after spreading across the land.\nSent 14: What is left behind is a very rich soil.\nSent 15: Thats why crops can be raised in the middle of a sandy desert.\nSent 16: Natural Levees A flooding river often forms natural levees along its banks.\nSent 17: A levee is a raised strip of sediments deposited close to the waters edge. \nQuestion: What two geographic formation can be created from flooding rivers?.", "neg": "Paragraph- Sent 1: A flood occurs when a river overflows its banks.\nSent 2: This might happen because of heavy rains.\nSent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.\nSent 4: It then slows down and drops its sediment.\nSent 5: If a river floods often, a floodplain develops.\nSent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.\nSent 7: Thats why floodplains are usually good places for growing plants.\nSent 8: They are very flat areas and they have very rich soils.\nSent 9: The Nile River valley is a great example of a floodplain.\nSent 10: Each year, the Nile River rises over its banks.\nSent 11: This floodwater carries a lot of sediment.\nSent 12: This sediment has been eroded off areas of land from upstream.\nSent 13: This sediment is dropped as the water slows down after spreading across the land.\nSent 14: What is left behind is a very rich soil.\nSent 15: Thats why crops can be raised in the middle of a sandy desert.\nSent 16: Natural Levees A flooding river often forms natural levees along its banks.\nSent 17: A levee is a raised strip of sediments deposited close to the waters edge. \nQuestion: If a river floods often, in what type of region might a floodplain develop?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.\nSent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.\nSent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.\nSent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.\nSent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.\nSent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.\nSent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.\nSent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.\nSent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.\nSent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.\nSent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.\nSent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.\nSent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.\nSent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.\nSent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.\nSent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.\nSent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy. \nQuestion: When does observational learning occur?.", "pos": "Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.\nSent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.\nSent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.\nSent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.\nSent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.\nSent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.\nSent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.\nSent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.\nSent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.\nSent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.\nSent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.\nSent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.\nSent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.\nSent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.\nSent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.\nSent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.\nSent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy. \nQuestion: What theory can be applied to motivation and learning?.", "neg": "Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.\nSent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.\nSent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.\nSent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.\nSent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.\nSent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.\nSent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.\nSent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.\nSent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.\nSent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.\nSent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.\nSent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.\nSent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.\nSent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.\nSent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.\nSent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.\nSent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy. \nQuestion: Which process operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Animated history of the US.\nSent 2: Of course the cartoon is highly oversimplified, and most critics consider it one of the weakest parts of the film.\nSent 3: But it makes a valid claim which you ignore entirely: That the strategy to promote \"gun rights\" for white people and to outlaw gun possession by black people was a way to uphold racism without letting an openly terrorist organization like the KKK flourish.\nSent 4: Did the 19th century NRA in the southern states promote gun rights for black people?\nSent 5: I highly doubt it.\nSent 6: But if they didn't, one of their functions was to continue the racism of the KKK.\nSent 7: This is the key message of this part of the animation, which is again being ignored by its critics.\nSent 8: Buell shooting in Flint.\nSent 9: You write: \"Fact: The little boy was the class thug, already suspended from school for stabbing another kid with a pencil, and had fought with Kayla the day before\".\nSent 10: This characterization of a six-year-old as a pencil-stabbing thug is exactly the kind of hysteria that Moore's film warns against.\nSent 11: It is the typical right-wing reaction which looks for simple answers that do not contradict the Republican mindset.\nSent 12: The kid was a little bastard, and the parents were involved in drugs -- case closed.\nSent 13: But why do people deal with drugs?\nSent 14: Because it's so much fun to do so?\nSent 15: It is by now well documented that the CIA tolerated crack sales in US cities to fund the operation of South American \"contras\" It is equally well known that the so-called \"war on drugs\" begun under the Nixon administration is a failure which has cost hundreds of billions and made America the world leader in prison population (both in relative and absolute numbers). \nQuestion: The hysteria that Moore's film warns about is fueled by which wing's ignorance?.", "pos": "Paragraph- Sent 1: Animated history of the US.\nSent 2: Of course the cartoon is highly oversimplified, and most critics consider it one of the weakest parts of the film.\nSent 3: But it makes a valid claim which you ignore entirely: That the strategy to promote \"gun rights\" for white people and to outlaw gun possession by black people was a way to uphold racism without letting an openly terrorist organization like the KKK flourish.\nSent 4: Did the 19th century NRA in the southern states promote gun rights for black people?\nSent 5: I highly doubt it.\nSent 6: But if they didn't, one of their functions was to continue the racism of the KKK.\nSent 7: This is the key message of this part of the animation, which is again being ignored by its critics.\nSent 8: Buell shooting in Flint.\nSent 9: You write: \"Fact: The little boy was the class thug, already suspended from school for stabbing another kid with a pencil, and had fought with Kayla the day before\".\nSent 10: This characterization of a six-year-old as a pencil-stabbing thug is exactly the kind of hysteria that Moore's film warns against.\nSent 11: It is the typical right-wing reaction which looks for simple answers that do not contradict the Republican mindset.\nSent 12: The kid was a little bastard, and the parents were involved in drugs -- case closed.\nSent 13: But why do people deal with drugs?\nSent 14: Because it's so much fun to do so?\nSent 15: It is by now well documented that the CIA tolerated crack sales in US cities to fund the operation of South American \"contras\" It is equally well known that the so-called \"war on drugs\" begun under the Nixon administration is a failure which has cost hundreds of billions and made America the world leader in prison population (both in relative and absolute numbers). \nQuestion: The six year old's parents were described as being what by the right-wing ignorance?.", "neg": "Paragraph- Sent 1: Animated history of the US.\nSent 2: Of course the cartoon is highly oversimplified, and most critics consider it one of the weakest parts of the film.\nSent 3: But it makes a valid claim which you ignore entirely: That the strategy to promote \"gun rights\" for white people and to outlaw gun possession by black people was a way to uphold racism without letting an openly terrorist organization like the KKK flourish.\nSent 4: Did the 19th century NRA in the southern states promote gun rights for black people?\nSent 5: I highly doubt it.\nSent 6: But if they didn't, one of their functions was to continue the racism of the KKK.\nSent 7: This is the key message of this part of the animation, which is again being ignored by its critics.\nSent 8: Buell shooting in Flint.\nSent 9: You write: \"Fact: The little boy was the class thug, already suspended from school for stabbing another kid with a pencil, and had fought with Kayla the day before\".\nSent 10: This characterization of a six-year-old as a pencil-stabbing thug is exactly the kind of hysteria that Moore's film warns against.\nSent 11: It is the typical right-wing reaction which looks for simple answers that do not contradict the Republican mindset.\nSent 12: The kid was a little bastard, and the parents were involved in drugs -- case closed.\nSent 13: But why do people deal with drugs?\nSent 14: Because it's so much fun to do so?\nSent 15: It is by now well documented that the CIA tolerated crack sales in US cities to fund the operation of South American \"contras\" It is equally well known that the so-called \"war on drugs\" begun under the Nixon administration is a failure which has cost hundreds of billions and made America the world leader in prison population (both in relative and absolute numbers). \nQuestion: Does the author claim the animated films message is that the NRA upholds racism, continues racism, or both?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The grant also will help victims go through court proceedings after losing a job or being evicted because of an abuser's actions, Xanthopoulos said.\nSent 2: \"It's going to help the victims, but it's also going to help their children,\" he said.\nSent 3: More than 270 domestic violence assaults in Madison County were reported last year, according to Tennessee Bureau of Investigation statistics.\nSent 4: In Jackson, more than 730 domestic violence assaults were reported last year, according to records.\nSent 5: \"Domestic violence is certainly on the increase and we need to do something to curve that.\nSent 6: I see this as helping that,\" Madison County Sheriff David Woolfork said of the grant.\nSent 7: Domestic violence accounted for five of 12 murders in 2001 in Jackson, police have said.\nSent 8: And the increase in calls prompted Jackson Police Chief Rick Staples in March to form a focus group to determine if police officers need to make changes in their response to domestic calls. \nQuestion: Which counties had an increase in domestic assault cases?.", "pos": "Paragraph- Sent 1: The grant also will help victims go through court proceedings after losing a job or being evicted because of an abuser's actions, Xanthopoulos said.\nSent 2: \"It's going to help the victims, but it's also going to help their children,\" he said.\nSent 3: More than 270 domestic violence assaults in Madison County were reported last year, according to Tennessee Bureau of Investigation statistics.\nSent 4: In Jackson, more than 730 domestic violence assaults were reported last year, according to records.\nSent 5: \"Domestic violence is certainly on the increase and we need to do something to curve that.\nSent 6: I see this as helping that,\" Madison County Sheriff David Woolfork said of the grant.\nSent 7: Domestic violence accounted for five of 12 murders in 2001 in Jackson, police have said.\nSent 8: And the increase in calls prompted Jackson Police Chief Rick Staples in March to form a focus group to determine if police officers need to make changes in their response to domestic calls. \nQuestion: Where more domestic violence assaults were reported last year, in Madison County or in Jackson?.", "neg": "Paragraph- Sent 1: The grant also will help victims go through court proceedings after losing a job or being evicted because of an abuser's actions, Xanthopoulos said.\nSent 2: \"It's going to help the victims, but it's also going to help their children,\" he said.\nSent 3: More than 270 domestic violence assaults in Madison County were reported last year, according to Tennessee Bureau of Investigation statistics.\nSent 4: In Jackson, more than 730 domestic violence assaults were reported last year, according to records.\nSent 5: \"Domestic violence is certainly on the increase and we need to do something to curve that.\nSent 6: I see this as helping that,\" Madison County Sheriff David Woolfork said of the grant.\nSent 7: Domestic violence accounted for five of 12 murders in 2001 in Jackson, police have said.\nSent 8: And the increase in calls prompted Jackson Police Chief Rick Staples in March to form a focus group to determine if police officers need to make changes in their response to domestic calls. \nQuestion: Who made the following remark: \"Domestic violence is certainly on the increase and we need to do something to curve that. I see this as helping that,\".", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The world can be divided into three climate zones.\nSent 2: The first climate zone is the polar zone.\nSent 3: As it sounds, the polar zone is near earths poles.\nSent 4: The polar zone has very long and cold winters.\nSent 5: Brrr!!!!\nSent 6: Near the equator is the tropical zone.\nSent 7: The tropical zone is known for being hot and wet.\nSent 8: Between these two zones is the temperate zone.\nSent 9: Temperatures there tend to be mild.\nSent 10: Its not too hot and not too cold.\nSent 11: You might expect places near the equator to be hot and wet.\nSent 12: Thats not always the case.\nSent 13: Sometimes there are other factors at work.\nSent 14: These factors can affect the local climate type or a region.\nSent 15: Oceans and mountain ranges can have a major impact.\nSent 16: They can greatly influence the climate of an area.\nSent 17: Many factors influence an areas climate. \nQuestion: What are some characteristics of the first climate zone?.", "pos": "Paragraph- Sent 1: The world can be divided into three climate zones.\nSent 2: The first climate zone is the polar zone.\nSent 3: As it sounds, the polar zone is near earths poles.\nSent 4: The polar zone has very long and cold winters.\nSent 5: Brrr!!!!\nSent 6: Near the equator is the tropical zone.\nSent 7: The tropical zone is known for being hot and wet.\nSent 8: Between these two zones is the temperate zone.\nSent 9: Temperatures there tend to be mild.\nSent 10: Its not too hot and not too cold.\nSent 11: You might expect places near the equator to be hot and wet.\nSent 12: Thats not always the case.\nSent 13: Sometimes there are other factors at work.\nSent 14: These factors can affect the local climate type or a region.\nSent 15: Oceans and mountain ranges can have a major impact.\nSent 16: They can greatly influence the climate of an area.\nSent 17: Many factors influence an areas climate. \nQuestion: Which of the 3 climate zones have long and cold winters.", "neg": "Paragraph- Sent 1: The world can be divided into three climate zones.\nSent 2: The first climate zone is the polar zone.\nSent 3: As it sounds, the polar zone is near earths poles.\nSent 4: The polar zone has very long and cold winters.\nSent 5: Brrr!!!!\nSent 6: Near the equator is the tropical zone.\nSent 7: The tropical zone is known for being hot and wet.\nSent 8: Between these two zones is the temperate zone.\nSent 9: Temperatures there tend to be mild.\nSent 10: Its not too hot and not too cold.\nSent 11: You might expect places near the equator to be hot and wet.\nSent 12: Thats not always the case.\nSent 13: Sometimes there are other factors at work.\nSent 14: These factors can affect the local climate type or a region.\nSent 15: Oceans and mountain ranges can have a major impact.\nSent 16: They can greatly influence the climate of an area.\nSent 17: Many factors influence an areas climate. \nQuestion: What's the climate of the equator?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On Monday, departing Gov. Roy Barnes will spend his first day as a private citizen by starting his new job as a full-time, pro-bono (unpaid) lawyer at the Atlanta Legal Aid Society.\nSent 2: The decision by Barnes, the most improbable casualty of Election Day 2002, to go to work for legal aid was almost as unexpected as his November defeat.\nSent 3: As a legal services attorney, Barnes will help women escape domestic violence, Mauricio Vivero is vice president seniors fight predatory lending scams and parents obtain child support for their kids.\nSent 4: of Legal In doing so, he will take his place on the front line of the U.S. legal community's Services Corporation, the uphill and underpublicized struggle to achieve equal access to justice for millions of Washington-Americans too poor to afford legal representation.\nSent 5: based nonprofit corporation chartered by The inaccessibility of the U.S. civil justice system is hardly a new development, but it Congress in took Barnes' decision to put the national media spotlight on our country's ongoing 1974 to promote equal access to access-to-justice crisis.\nSent 6: civil justice.\nSent 7: The 2000 U.S. census reports that more than 43 million Americans qualify for free federally funded legal assistance, yet fewer than 20 percent of eligible clients (annual income: $11,075 or less) are able to obtain legal help when they need it, according to the American Bar Association.\nSent 8: In Georgia, there is just one legal aid lawyer for every 10,500 eligible poor people.\nSent 9: Barnes understood this problem long before he became governor.\nSent 10: While in private practice, he handled many pro-bono cases and was a frequent volunteer in the Cobb County office of the federally funded Atlanta Legal Aid Society.\nSent 11: Most memorably, he secured a $115 million judgment in 1993 against Fleet Finance for victimizing 18,000 homeowners -- many of them senior citizens -- with its widespread predatory lending mortgage practices.\nSent 12: His long-standing commitment to the underserved is certainly admirable, but it should not be viewed as a rare and laudable act of civic virtue.\nSent 13: To be admitted to practice law, every attorney must take a professional oath to promote justice -- and every state's ethical rules include language indicating lawyers' responsibility to be guardians of fair play for those living in poverty.\nSent 14: In Georgia, many law firms, corporations and private attorneys are working pro bono to serve the neediest clients.\nSent 15: Yet only 23 percent of the state's 23,598 active lawyers reported meeting the Georgia State Bar's goal of 50 hours of pro-bono service in 2002.\nSent 16: The need for volunteers is most severe outside the five-county Atlanta metropolitan area, where 70 percent of the state's poor people are served by only 24 percent of the state's lawyers.\nSent 17: National pro-bono participation is even worse.\nSent 18: Only 23 percent of the roughly 1 million attorneys in America volunteer even one hour of pro-bono service annually, according to the ABA. \nQuestion: What does the acronym ABA stand for?.", "pos": "Paragraph- Sent 1: On Monday, departing Gov. Roy Barnes will spend his first day as a private citizen by starting his new job as a full-time, pro-bono (unpaid) lawyer at the Atlanta Legal Aid Society.\nSent 2: The decision by Barnes, the most improbable casualty of Election Day 2002, to go to work for legal aid was almost as unexpected as his November defeat.\nSent 3: As a legal services attorney, Barnes will help women escape domestic violence, Mauricio Vivero is vice president seniors fight predatory lending scams and parents obtain child support for their kids.\nSent 4: of Legal In doing so, he will take his place on the front line of the U.S. legal community's Services Corporation, the uphill and underpublicized struggle to achieve equal access to justice for millions of Washington-Americans too poor to afford legal representation.\nSent 5: based nonprofit corporation chartered by The inaccessibility of the U.S. civil justice system is hardly a new development, but it Congress in took Barnes' decision to put the national media spotlight on our country's ongoing 1974 to promote equal access to access-to-justice crisis.\nSent 6: civil justice.\nSent 7: The 2000 U.S. census reports that more than 43 million Americans qualify for free federally funded legal assistance, yet fewer than 20 percent of eligible clients (annual income: $11,075 or less) are able to obtain legal help when they need it, according to the American Bar Association.\nSent 8: In Georgia, there is just one legal aid lawyer for every 10,500 eligible poor people.\nSent 9: Barnes understood this problem long before he became governor.\nSent 10: While in private practice, he handled many pro-bono cases and was a frequent volunteer in the Cobb County office of the federally funded Atlanta Legal Aid Society.\nSent 11: Most memorably, he secured a $115 million judgment in 1993 against Fleet Finance for victimizing 18,000 homeowners -- many of them senior citizens -- with its widespread predatory lending mortgage practices.\nSent 12: His long-standing commitment to the underserved is certainly admirable, but it should not be viewed as a rare and laudable act of civic virtue.\nSent 13: To be admitted to practice law, every attorney must take a professional oath to promote justice -- and every state's ethical rules include language indicating lawyers' responsibility to be guardians of fair play for those living in poverty.\nSent 14: In Georgia, many law firms, corporations and private attorneys are working pro bono to serve the neediest clients.\nSent 15: Yet only 23 percent of the state's 23,598 active lawyers reported meeting the Georgia State Bar's goal of 50 hours of pro-bono service in 2002.\nSent 16: The need for volunteers is most severe outside the five-county Atlanta metropolitan area, where 70 percent of the state's poor people are served by only 24 percent of the state's lawyers.\nSent 17: National pro-bono participation is even worse.\nSent 18: Only 23 percent of the roughly 1 million attorneys in America volunteer even one hour of pro-bono service annually, according to the ABA. \nQuestion: Where did Roy Barnes work in 1993.", "neg": "Paragraph- Sent 1: On Monday, departing Gov. Roy Barnes will spend his first day as a private citizen by starting his new job as a full-time, pro-bono (unpaid) lawyer at the Atlanta Legal Aid Society.\nSent 2: The decision by Barnes, the most improbable casualty of Election Day 2002, to go to work for legal aid was almost as unexpected as his November defeat.\nSent 3: As a legal services attorney, Barnes will help women escape domestic violence, Mauricio Vivero is vice president seniors fight predatory lending scams and parents obtain child support for their kids.\nSent 4: of Legal In doing so, he will take his place on the front line of the U.S. legal community's Services Corporation, the uphill and underpublicized struggle to achieve equal access to justice for millions of Washington-Americans too poor to afford legal representation.\nSent 5: based nonprofit corporation chartered by The inaccessibility of the U.S. civil justice system is hardly a new development, but it Congress in took Barnes' decision to put the national media spotlight on our country's ongoing 1974 to promote equal access to access-to-justice crisis.\nSent 6: civil justice.\nSent 7: The 2000 U.S. census reports that more than 43 million Americans qualify for free federally funded legal assistance, yet fewer than 20 percent of eligible clients (annual income: $11,075 or less) are able to obtain legal help when they need it, according to the American Bar Association.\nSent 8: In Georgia, there is just one legal aid lawyer for every 10,500 eligible poor people.\nSent 9: Barnes understood this problem long before he became governor.\nSent 10: While in private practice, he handled many pro-bono cases and was a frequent volunteer in the Cobb County office of the federally funded Atlanta Legal Aid Society.\nSent 11: Most memorably, he secured a $115 million judgment in 1993 against Fleet Finance for victimizing 18,000 homeowners -- many of them senior citizens -- with its widespread predatory lending mortgage practices.\nSent 12: His long-standing commitment to the underserved is certainly admirable, but it should not be viewed as a rare and laudable act of civic virtue.\nSent 13: To be admitted to practice law, every attorney must take a professional oath to promote justice -- and every state's ethical rules include language indicating lawyers' responsibility to be guardians of fair play for those living in poverty.\nSent 14: In Georgia, many law firms, corporations and private attorneys are working pro bono to serve the neediest clients.\nSent 15: Yet only 23 percent of the state's 23,598 active lawyers reported meeting the Georgia State Bar's goal of 50 hours of pro-bono service in 2002.\nSent 16: The need for volunteers is most severe outside the five-county Atlanta metropolitan area, where 70 percent of the state's poor people are served by only 24 percent of the state's lawyers.\nSent 17: National pro-bono participation is even worse.\nSent 18: Only 23 percent of the roughly 1 million attorneys in America volunteer even one hour of pro-bono service annually, according to the ABA. \nQuestion: The 2000 U.S. census reported how many Americans qualified for free federally funded legal assistance?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Fact: Some places are timeless.\nSent 2: Days passed, weeks passed, but I couldn't tell if it had been months or years since I was rescued.\nSent 3: All there was, all I remembered, was a blur.\nSent 4: Gathering for drinks in the parlors, playing dress up with all the fine clothes I found in the closets (some of it modern, some of it period dress for special themed events), idling in the lounges.\nSent 5: Now and then, a new face mingled in the crowd.\nSent 6: Other faces washed out, fading into the backdrop of carpets and fake glass chandeliers and the muted hum of the engines.\nSent 7: One of these evenings, we were gathered in the South Ballroom for post-dinner drinks, lounging on couches and watching other members of our populace move in circles on the dance floor.\nSent 8: (The 'South' was in the title to suggest that there were more ballrooms.\nSent 9: There weren't.) Sarah's circle had picked up another newcomer, Adrienne, a short blond girl who we all agreed was barely old enough to attend a traditional university back on Earth, let alone work on the ship in whose wreck Jefferson had found her.\nSent 10: Maybe it was her curiosity, asking a question I should have asked long before, that turned the conversation serious; maybe there was just something special about that evening.\nSent 11: Maybe we had all tired of the frivolity of our life, hitting some threshold or some breaking point.\nSent 12: Regardless, when Adrienne asked what the ship's purpose was, we all gave it a measure of thought.\nSent 13: We dredged up half-fledged theories and inchoate explanations, tossing these out the same way we pitched ideas about the art films. \nQuestion: Did anyone new show up in the days and weeks after the speaker was rescued?.", "pos": "Paragraph- Sent 1: Fact: Some places are timeless.\nSent 2: Days passed, weeks passed, but I couldn't tell if it had been months or years since I was rescued.\nSent 3: All there was, all I remembered, was a blur.\nSent 4: Gathering for drinks in the parlors, playing dress up with all the fine clothes I found in the closets (some of it modern, some of it period dress for special themed events), idling in the lounges.\nSent 5: Now and then, a new face mingled in the crowd.\nSent 6: Other faces washed out, fading into the backdrop of carpets and fake glass chandeliers and the muted hum of the engines.\nSent 7: One of these evenings, we were gathered in the South Ballroom for post-dinner drinks, lounging on couches and watching other members of our populace move in circles on the dance floor.\nSent 8: (The 'South' was in the title to suggest that there were more ballrooms.\nSent 9: There weren't.) Sarah's circle had picked up another newcomer, Adrienne, a short blond girl who we all agreed was barely old enough to attend a traditional university back on Earth, let alone work on the ship in whose wreck Jefferson had found her.\nSent 10: Maybe it was her curiosity, asking a question I should have asked long before, that turned the conversation serious; maybe there was just something special about that evening.\nSent 11: Maybe we had all tired of the frivolity of our life, hitting some threshold or some breaking point.\nSent 12: Regardless, when Adrienne asked what the ship's purpose was, we all gave it a measure of thought.\nSent 13: We dredged up half-fledged theories and inchoate explanations, tossing these out the same way we pitched ideas about the art films. \nQuestion: Does the author remember the details of being rescued?.", "neg": "Paragraph- Sent 1: Fact: Some places are timeless.\nSent 2: Days passed, weeks passed, but I couldn't tell if it had been months or years since I was rescued.\nSent 3: All there was, all I remembered, was a blur.\nSent 4: Gathering for drinks in the parlors, playing dress up with all the fine clothes I found in the closets (some of it modern, some of it period dress for special themed events), idling in the lounges.\nSent 5: Now and then, a new face mingled in the crowd.\nSent 6: Other faces washed out, fading into the backdrop of carpets and fake glass chandeliers and the muted hum of the engines.\nSent 7: One of these evenings, we were gathered in the South Ballroom for post-dinner drinks, lounging on couches and watching other members of our populace move in circles on the dance floor.\nSent 8: (The 'South' was in the title to suggest that there were more ballrooms.\nSent 9: There weren't.) Sarah's circle had picked up another newcomer, Adrienne, a short blond girl who we all agreed was barely old enough to attend a traditional university back on Earth, let alone work on the ship in whose wreck Jefferson had found her.\nSent 10: Maybe it was her curiosity, asking a question I should have asked long before, that turned the conversation serious; maybe there was just something special about that evening.\nSent 11: Maybe we had all tired of the frivolity of our life, hitting some threshold or some breaking point.\nSent 12: Regardless, when Adrienne asked what the ship's purpose was, we all gave it a measure of thought.\nSent 13: We dredged up half-fledged theories and inchoate explanations, tossing these out the same way we pitched ideas about the art films. \nQuestion: How many ballrooms besides the South Ballroom were located in the place the speaker is remembering?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: How is material deposited by glaciers?.", "pos": "Paragraph- Sent 1: While glaciers erode the landscape, they also deposit materials.\nSent 2: Glaciers deposit their sediment when they melt.\nSent 3: They drop and leave behind whatever was once frozen in their ice.\nSent 4: Its usually a mixture of particles and rocks.\nSent 5: It can be of all sizes, called glacial till.\nSent 6: Water from the melting ice may form lakes or other water features.\nSent 7: Figure Moraine is sediment deposited by a glacier.\nSent 8: A ground moraine is a thick layer of sediments left behind by a retreating glacier.\nSent 9: An end moraine is a low ridge of sediments deposited at the end of the glacier.\nSent 10: It marks the greatest distance the glacier advanced.\nSent 11: A drumlin is a long, low hill of sediments deposited by a glacier.\nSent 12: Drumlins often occur in groups.\nSent 13: These groups are called drumlin fields.\nSent 14: The narrow end of each drumlin points in the direction of an advancing glacier.\nSent 15: An esker is a winding ridge of sand deposited by a stream of meltwater.\nSent 16: Such streams flow underneath a retreating glacier.\nSent 17: A kettle lake occurs where a chunk of ice melt as they are left behind as a glacier retreats.\nSent 18: When the huge chuck of ice melts it leaves a depression. \nQuestion: What materials can be found in glacial till?.", "neg": "Paragraph- Sent 1: Like flowing water, flowing ice erodes the land.\nSent 2: It also can deposit the material elsewhere.\nSent 3: Glaciers cause erosion in two main ways: plucking and abrasion.\nSent 4: Plucking is caused when sediments are picked up by a glacier.\nSent 5: They freeze to the bottom of the glacier and are carried away by the flowing ice.\nSent 6: Abrasion occurs when glaciers scrape over the Earths surface.\nSent 7: The ice sheet acts like sandpaper.\nSent 8: The ice contains sediments and rocks frozen in the ice.\nSent 9: The rocks and sediment grind away as the glacier moves.\nSent 10: They wear away rock.\nSent 11: They may also leave scratches and grooves in them.\nSent 12: Scientists use these grooves to learn about the direction the glacier has moved. \nQuestion: Name two affects the rocks and sediments frozen to a glacier may have on the earth's surface?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: One look at Fred Rooney, and you just know he's the good guy.\nSent 2: A trace of childish innocence in his face gives the lanky Bethlehem lawyer a Jimmy Stewart-like quality of quiet trust.\nSent 3: In black jeans and button-down shirt, he's a kind of folk hero in the south Bethlehem melting pot where he's crafted a law practice catering to working-class families - mostly Latino - in the shadow of the hulkish remnants of Bethlehem Steel.\nSent 4: A two-hour drive away, at City University of New York Law School in Queens, Rooney spends several days a week helping upstart lawyers develop storefront practices that, like his, provide legal representation to folks who can't afford a $250-an-hour legal counselor.\nSent 5: Kristin Booth Glen, the law school's dean, took one look at Rooney and knew he was the right person to head the innovative Community Legal Resources Network.\nSent 6: ''Fred's so low-key, he's Midwestern in effect,'' says Glen, a former New York Supreme Court judge.\nSent 7: ''He captivates people, he inspires loyalty.''Sent 8: For bringing legal representation to the poor and a host of other social causes, including finding medical care for seriously ill children in Latin America, the Moravian College Alumni Association has chosen Rooney for its prestigious Haupert Humanitarian Award.\nSent 9: The award, given to only a select few alumni, will be presented at 7:30 tonight at a reception on Moravian's Priscilla Payne Hurd campus.\nSent 10: Moravian, where he was an undergraduate in the early 1970s, inspired Rooney's deep sense of social justice.\nSent 11: The son of a Bethlehem Steel executive in New York, he came to the Bethlehem campus from an affluent upbringing on Long Island.\nSent 12: The young Rooney might have set his sights on Washington, D.C., like his uncle, former U.S. Rep. Fred Rooney of Bethlehem.\nSent 13: After all, politics run in the Rooney family.\nSent 14: His brother, state Rep. T.J. Rooney of Bethlehem, is a power in the state Legislature and the Democratic Party.\nSent 15: But on a trip to Colombia when he was a junior at Moravian, the child of privilege saw human suffering, malnutrition and poverty the likes of which he had never imagined.\nSent 16: ''I couldn't understand why we live this way and they live that way,'' Rooney recalled.\nSent 17: ''It's been the guiding light of my life ever since.''Sent 18: After graduating in CUNY Law School's first class in 1986, he took a job with Lehigh Valley Legal Services. \nQuestion: How did Fred Rooney physically look?.", "pos": "Paragraph- Sent 1: One look at Fred Rooney, and you just know he's the good guy.\nSent 2: A trace of childish innocence in his face gives the lanky Bethlehem lawyer a Jimmy Stewart-like quality of quiet trust.\nSent 3: In black jeans and button-down shirt, he's a kind of folk hero in the south Bethlehem melting pot where he's crafted a law practice catering to working-class families - mostly Latino - in the shadow of the hulkish remnants of Bethlehem Steel.\nSent 4: A two-hour drive away, at City University of New York Law School in Queens, Rooney spends several days a week helping upstart lawyers develop storefront practices that, like his, provide legal representation to folks who can't afford a $250-an-hour legal counselor.\nSent 5: Kristin Booth Glen, the law school's dean, took one look at Rooney and knew he was the right person to head the innovative Community Legal Resources Network.\nSent 6: ''Fred's so low-key, he's Midwestern in effect,'' says Glen, a former New York Supreme Court judge.\nSent 7: ''He captivates people, he inspires loyalty.''Sent 8: For bringing legal representation to the poor and a host of other social causes, including finding medical care for seriously ill children in Latin America, the Moravian College Alumni Association has chosen Rooney for its prestigious Haupert Humanitarian Award.\nSent 9: The award, given to only a select few alumni, will be presented at 7:30 tonight at a reception on Moravian's Priscilla Payne Hurd campus.\nSent 10: Moravian, where he was an undergraduate in the early 1970s, inspired Rooney's deep sense of social justice.\nSent 11: The son of a Bethlehem Steel executive in New York, he came to the Bethlehem campus from an affluent upbringing on Long Island.\nSent 12: The young Rooney might have set his sights on Washington, D.C., like his uncle, former U.S. Rep. Fred Rooney of Bethlehem.\nSent 13: After all, politics run in the Rooney family.\nSent 14: His brother, state Rep. T.J. Rooney of Bethlehem, is a power in the state Legislature and the Democratic Party.\nSent 15: But on a trip to Colombia when he was a junior at Moravian, the child of privilege saw human suffering, malnutrition and poverty the likes of which he had never imagined.\nSent 16: ''I couldn't understand why we live this way and they live that way,'' Rooney recalled.\nSent 17: ''It's been the guiding light of my life ever since.''Sent 18: After graduating in CUNY Law School's first class in 1986, he took a job with Lehigh Valley Legal Services. \nQuestion: Who crafted a law practice catering to working-class families who are mostly Latino?.", "neg": "Paragraph- Sent 1: One look at Fred Rooney, and you just know he's the good guy.\nSent 2: A trace of childish innocence in his face gives the lanky Bethlehem lawyer a Jimmy Stewart-like quality of quiet trust.\nSent 3: In black jeans and button-down shirt, he's a kind of folk hero in the south Bethlehem melting pot where he's crafted a law practice catering to working-class families - mostly Latino - in the shadow of the hulkish remnants of Bethlehem Steel.\nSent 4: A two-hour drive away, at City University of New York Law School in Queens, Rooney spends several days a week helping upstart lawyers develop storefront practices that, like his, provide legal representation to folks who can't afford a $250-an-hour legal counselor.\nSent 5: Kristin Booth Glen, the law school's dean, took one look at Rooney and knew he was the right person to head the innovative Community Legal Resources Network.\nSent 6: ''Fred's so low-key, he's Midwestern in effect,'' says Glen, a former New York Supreme Court judge.\nSent 7: ''He captivates people, he inspires loyalty.''Sent 8: For bringing legal representation to the poor and a host of other social causes, including finding medical care for seriously ill children in Latin America, the Moravian College Alumni Association has chosen Rooney for its prestigious Haupert Humanitarian Award.\nSent 9: The award, given to only a select few alumni, will be presented at 7:30 tonight at a reception on Moravian's Priscilla Payne Hurd campus.\nSent 10: Moravian, where he was an undergraduate in the early 1970s, inspired Rooney's deep sense of social justice.\nSent 11: The son of a Bethlehem Steel executive in New York, he came to the Bethlehem campus from an affluent upbringing on Long Island.\nSent 12: The young Rooney might have set his sights on Washington, D.C., like his uncle, former U.S. Rep. Fred Rooney of Bethlehem.\nSent 13: After all, politics run in the Rooney family.\nSent 14: His brother, state Rep. T.J. Rooney of Bethlehem, is a power in the state Legislature and the Democratic Party.\nSent 15: But on a trip to Colombia when he was a junior at Moravian, the child of privilege saw human suffering, malnutrition and poverty the likes of which he had never imagined.\nSent 16: ''I couldn't understand why we live this way and they live that way,'' Rooney recalled.\nSent 17: ''It's been the guiding light of my life ever since.''Sent 18: After graduating in CUNY Law School's first class in 1986, he took a job with Lehigh Valley Legal Services. \nQuestion: How would one describe Fred's demeanor?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Italy, he returned to painting, at first producing a series of works executed in tempera on linen.\nSent 2: These include portraits and altarpieces, notably, the Paumgartner altarpiece and the Adoration of the Magi.\nSent 3: In early 1506, he returned to Venice and stayed there until the spring of 1507.\nSent 4: By this time Durer's engravings had attained great popularity and were being copied.\nSent 5: In Venice he was given a valuable commission from the emigrant German community for the church of San Bartolomeo.\nSent 6: This was the altar-piece known as the Adoration of the Virgin or the Feast of Rose Garlands.\nSent 7: It includes portraits of members of Venice's German community, but shows a strong Italian influence.\nSent 8: It was subsequently acquired by the Emperor Rudolf II and taken to Prague.\nSent 9: Other paintings Durer produced in Venice include The Virgin and Child with the Goldfinch, Christ Disputing with the Doctors (supposedly produced in a mere five days), and a number of smaller works. \nQuestion: By the end of what year did Durer's engravings become very popular?.", "pos": "Paragraph- Sent 1: Despite the regard in which he was held by the Venetians, Durer returned to Nuremberg by mid-1507, remaining in Germany until 1520.\nSent 2: His reputation had spread throughout Europe and he was on friendly terms and in communication with most of the major artists including Raphael, Giovanni Bellini and -- mainly through Lorenzo di Credi -- Leonardo da Vinci.\nSent 3: Between 1507 and 1511 Durer worked on some of his most celebrated paintings: Adam and Eve (1507), The Martyrdom of the Ten Thousand (1508, for Frederick of Saxony), Virgin with the Iris (1508), the altarpiece Assumption of the Virgin (1509, for Jacob Heller of Frankfurt), and Adoration of the Trinity (1511, for Matthaeus Landauer).\nSent 4: During this period he also completed two woodcut series, the Great Passion and the Life of the Virgin, both published in 1511 together with a second edition of the Apocalypse series.\nSent 5: The post-Venetian woodcuts show Durer's development of chiaroscuro modelling effects, creating a mid-tone throughout the print to which the highlights and shadows can be contrasted.\nSent 6: Other works from this period include the thirty-seven woodcut subjects of the Little Passion, published first in 1511, and a set of fifteen small engravings on the same theme in 1512.\nSent 7: Indeed, complaining that painting did not make enough money to justify the time spent when compared to his prints, he produced no paintings from 1513 to 1516.\nSent 8: However, in 1513 and 1514 Durer created his three most famous engravings: Knight, Death, and the Devil (1513, probably based on Erasmus's treatise Enchiridion militis Christiani), St. Jerome in his Study, and the much-debated Melencolia I (both 1514).\nSent 9: In 1515, he created his woodcut of a Rhinoceros which had arrived in Lisbon from a written description and sketch by another artist, without ever seeing the animal himself.\nSent 10: An image of the Indian rhinoceros, the image has such force that it remains one of his best-known and was still used in some German school science text-books as late as last century.\nSent 11: In the years leading to 1520 he produced a wide range of works, including the woodblocks for the first western printed star charts in 1515 and portraits in tempera on linen in 1516. \nQuestion: What was Durer working on when he returned from Venice to Nuremberg, Germany?.", "neg": "Paragraph- Sent 1: Despite the regard in which he was held by the Venetians, Durer returned to Nuremberg by mid-1507, remaining in Germany until 1520.\nSent 2: His reputation had spread throughout Europe and he was on friendly terms and in communication with most of the major artists including Raphael, Giovanni Bellini and -- mainly through Lorenzo di Credi -- Leonardo da Vinci.\nSent 3: Between 1507 and 1511 Durer worked on some of his most celebrated paintings: Adam and Eve (1507), The Martyrdom of the Ten Thousand (1508, for Frederick of Saxony), Virgin with the Iris (1508), the altarpiece Assumption of the Virgin (1509, for Jacob Heller of Frankfurt), and Adoration of the Trinity (1511, for Matthaeus Landauer).\nSent 4: During this period he also completed two woodcut series, the Great Passion and the Life of the Virgin, both published in 1511 together with a second edition of the Apocalypse series.\nSent 5: The post-Venetian woodcuts show Durer's development of chiaroscuro modelling effects, creating a mid-tone throughout the print to which the highlights and shadows can be contrasted.\nSent 6: Other works from this period include the thirty-seven woodcut subjects of the Little Passion, published first in 1511, and a set of fifteen small engravings on the same theme in 1512.\nSent 7: Indeed, complaining that painting did not make enough money to justify the time spent when compared to his prints, he produced no paintings from 1513 to 1516.\nSent 8: However, in 1513 and 1514 Durer created his three most famous engravings: Knight, Death, and the Devil (1513, probably based on Erasmus's treatise Enchiridion militis Christiani), St. Jerome in his Study, and the much-debated Melencolia I (both 1514).\nSent 9: In 1515, he created his woodcut of a Rhinoceros which had arrived in Lisbon from a written description and sketch by another artist, without ever seeing the animal himself.\nSent 10: An image of the Indian rhinoceros, the image has such force that it remains one of his best-known and was still used in some German school science text-books as late as last century.\nSent 11: In the years leading to 1520 he produced a wide range of works, including the woodblocks for the first western printed star charts in 1515 and portraits in tempera on linen in 1516. \nQuestion: What educational works was Durer known for?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Not surprisingly, guncite, too, compares data from different years -- as I know from personal experience, it is quite difficult to do comparisons of crime statistics due to differences in reporting frequency and methodology.\nSent 2: The gun homicide rates for the countries Moore mentioned, according to guncite, are: Japan: 0.02 per 100,000 (1994)England/Wales: 0.11 per 100,000 (1997)Germany: 0.22 per 100,000 (1994)Australia: 0.44 per 100,000 (1994)United States: 3.72 per 100,000 (1999) Critics fail to credit Moore with not making the same mistake that some gun control advocates make -- concluding that gun ownership \"leads\" to violence.\nSent 3: In fact, Moore mentions several counter-examples, and more such counter-examples can indeed be cited.\nSent 4: It is intuitively obvious that guns do not actually cause violence -- but it is equally intuitively obvious that they make the violence that is committed more deadly.\nSent 5: It is the second intuition which gun rights groups like the NRA seek to obscure using fraudulent data by the likes of John \"Mary\" Lott.\nSent 6: The gun control movement, on the other hand, distracts from the real causes of violence -- poverty, paranoia, the \"war on drugs\" and antisexuality.\nSent 7: If these causes were addressed, gun ownership in the United States would not be a problem (but also unnecessary); just like it is in Switzerland.\nSent 8: Canada ammunition purchase.\nSent 9: You write: Bowling shows Moore casually buying ammunition at an Ontario Walmart.\nSent 10: He asks us to \"look at what I, a foreign citizen, was able to do at a local Canadian Wal-Mart.\"Sent 11: He buys several boxes of ammunition without a question being raised.\nSent 12: \"That's right.\nSent 13: I could buy as much ammunition as I wanted, in Canada.\nSent 14: Canadian officials have pointed out that the buy is faked or illegal.\nSent 15: Once again, you fail to distinguish between regular film editing and \"faking\" (a word which \"Canadian officials\" have never used; for such a distortion, Moore would have been boiled alive by his critics).\nSent 16: If Moore simply chose not to show how he revealed his identification to the salesperson, there is nothing fraudulent about that.\nSent 17: He made no claims whatsoever in the film about the need to show or not show identification.\nSent 18: His claim that it is possible to purchase ammunition in supermarkets is independent from that claim. \nQuestion: A foreign citizen like Moore can buy his ammunition in a grocery store in which Canadian province?.", "pos": "Paragraph- Sent 1: Not surprisingly, guncite, too, compares data from different years -- as I know from personal experience, it is quite difficult to do comparisons of crime statistics due to differences in reporting frequency and methodology.\nSent 2: The gun homicide rates for the countries Moore mentioned, according to guncite, are: Japan: 0.02 per 100,000 (1994)England/Wales: 0.11 per 100,000 (1997)Germany: 0.22 per 100,000 (1994)Australia: 0.44 per 100,000 (1994)United States: 3.72 per 100,000 (1999) Critics fail to credit Moore with not making the same mistake that some gun control advocates make -- concluding that gun ownership \"leads\" to violence.\nSent 3: In fact, Moore mentions several counter-examples, and more such counter-examples can indeed be cited.\nSent 4: It is intuitively obvious that guns do not actually cause violence -- but it is equally intuitively obvious that they make the violence that is committed more deadly.\nSent 5: It is the second intuition which gun rights groups like the NRA seek to obscure using fraudulent data by the likes of John \"Mary\" Lott.\nSent 6: The gun control movement, on the other hand, distracts from the real causes of violence -- poverty, paranoia, the \"war on drugs\" and antisexuality.\nSent 7: If these causes were addressed, gun ownership in the United States would not be a problem (but also unnecessary); just like it is in Switzerland.\nSent 8: Canada ammunition purchase.\nSent 9: You write: Bowling shows Moore casually buying ammunition at an Ontario Walmart.\nSent 10: He asks us to \"look at what I, a foreign citizen, was able to do at a local Canadian Wal-Mart.\"Sent 11: He buys several boxes of ammunition without a question being raised.\nSent 12: \"That's right.\nSent 13: I could buy as much ammunition as I wanted, in Canada.\nSent 14: Canadian officials have pointed out that the buy is faked or illegal.\nSent 15: Once again, you fail to distinguish between regular film editing and \"faking\" (a word which \"Canadian officials\" have never used; for such a distortion, Moore would have been boiled alive by his critics).\nSent 16: If Moore simply chose not to show how he revealed his identification to the salesperson, there is nothing fraudulent about that.\nSent 17: He made no claims whatsoever in the film about the need to show or not show identification.\nSent 18: His claim that it is possible to purchase ammunition in supermarkets is independent from that claim. \nQuestion: Where is it easy to buy ammunition?.", "neg": "Paragraph- Sent 1: Not surprisingly, guncite, too, compares data from different years -- as I know from personal experience, it is quite difficult to do comparisons of crime statistics due to differences in reporting frequency and methodology.\nSent 2: The gun homicide rates for the countries Moore mentioned, according to guncite, are: Japan: 0.02 per 100,000 (1994)England/Wales: 0.11 per 100,000 (1997)Germany: 0.22 per 100,000 (1994)Australia: 0.44 per 100,000 (1994)United States: 3.72 per 100,000 (1999) Critics fail to credit Moore with not making the same mistake that some gun control advocates make -- concluding that gun ownership \"leads\" to violence.\nSent 3: In fact, Moore mentions several counter-examples, and more such counter-examples can indeed be cited.\nSent 4: It is intuitively obvious that guns do not actually cause violence -- but it is equally intuitively obvious that they make the violence that is committed more deadly.\nSent 5: It is the second intuition which gun rights groups like the NRA seek to obscure using fraudulent data by the likes of John \"Mary\" Lott.\nSent 6: The gun control movement, on the other hand, distracts from the real causes of violence -- poverty, paranoia, the \"war on drugs\" and antisexuality.\nSent 7: If these causes were addressed, gun ownership in the United States would not be a problem (but also unnecessary); just like it is in Switzerland.\nSent 8: Canada ammunition purchase.\nSent 9: You write: Bowling shows Moore casually buying ammunition at an Ontario Walmart.\nSent 10: He asks us to \"look at what I, a foreign citizen, was able to do at a local Canadian Wal-Mart.\"Sent 11: He buys several boxes of ammunition without a question being raised.\nSent 12: \"That's right.\nSent 13: I could buy as much ammunition as I wanted, in Canada.\nSent 14: Canadian officials have pointed out that the buy is faked or illegal.\nSent 15: Once again, you fail to distinguish between regular film editing and \"faking\" (a word which \"Canadian officials\" have never used; for such a distortion, Moore would have been boiled alive by his critics).\nSent 16: If Moore simply chose not to show how he revealed his identification to the salesperson, there is nothing fraudulent about that.\nSent 17: He made no claims whatsoever in the film about the need to show or not show identification.\nSent 18: His claim that it is possible to purchase ammunition in supermarkets is independent from that claim. \nQuestion: What is the “second intuition” that the NRA hopes to obscure?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: What does \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta\" capture and what does the photographer (Kashi) have to say about the piece?.", "pos": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: The impacts of the quest for oil from Kashi's photos focus on what region?.", "neg": "Paragraph- Sent 1: LONDON, England (CNN) -- Last year's inaugural Prix Pictet photography award for environmental sustainability produced a stunning shortlist of photos.\nSent 2: Ed Kashi has documented the impact oil has made on the Niger Delta in Africa.\nSent 3: This year is no different with 12 photographers in the running for the first prize of 100,000 CHF ($97,500).\nSent 4: The theme in 2009 is described simply as \"Earth.\"Sent 5: The aim is to highlight how man exploits the planet's resources and how this impacts the landscapes and communities surrounding them.\nSent 6: In an extraordinary series of photos Canadian Christopher Anderson captures how the quest for raw materials affects Venezuela.\nSent 7: In \"The Diminishing Present,\" Portuguese-born Edgar Martins records forest landscapes in the moments before they are engulfed by flames.\nSent 8: In \"Curse of the Black Gold: 50 Years of Oil in the Niger Delta,\" Ed Kashi captures the impact of the oil industry on Nigeria's environment and people since it was first discovered five decades ago.\nSent 9: Kashi, an American photojournalist, spent three years compiling his photos of the Niger Delta, making a total of five trips to the troubled region.\nSent 10: Kashi told CNN: \"It was truly one of the most graphic examples of economic inequity that I have ever seen.\nSent 11: Especially with the backdrop of hundreds of billions of oil wealth that has been generated over the previous 50 years.\"Sent 12: As a result of his work, Kashi says that his photos are now being used by universities and NGOs to raise awareness to try and effect change.\nSent 13: To him, this has been one of the most gratifying and exciting by-products of his work. \nQuestion: Ed Kashi is what kind of documentarian?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Wanderjahre and marriage (1490-94) After completing his term of apprenticeship, Durer followed the common German custom of taking Wanderjahre--in effect gap years --in which the apprentice learned skills from artists in other areas; Durer was to spend about four years away.\nSent 2: He left in 1490, possibly to work under Martin Schongauer, the leading engraver of Northern Europe, but who died shortly before Durer's arrival at Colmar in 1492.\nSent 3: It is unclear where Durer travelled in the intervening period, though it is likely that he went to Frankfurt and the Netherlands.\nSent 4: In Colmar, Durer was welcomed by Schongauer's brothers, the goldsmiths Caspar and Paul and the painter Ludwig.\nSent 5: In 1493 Durer went to Strasbourg, where he would have experienced the sculpture of Nikolaus Gerhaert.\nSent 6: Durer's first painted self-portrait (now in the Louvre) was painted at this time, probably to be sent back to his fiancee in Nuremberg.\nSent 7: In early 1492 Durer travelled to Basel to stay with another brother of Martin Schongauer, the goldsmith Georg.\nSent 8: Very soon after his return to Nuremberg, on 7 July 1494, at the age of 23, Durer was married to Agnes Frey following an arrangement made during his absence.\nSent 9: Agnes was the daughter of a prominent brass worker (and amateur harpist) in the city.\nSent 10: However, no children resulted from the marriage. \nQuestion: Where did Durer paint his first self-portrait?.", "pos": "Paragraph- Sent 1: In Italy, he returned to painting, at first producing a series of works executed in tempera on linen.\nSent 2: These include portraits and altarpieces, notably, the Paumgartner altarpiece and the Adoration of the Magi.\nSent 3: In early 1506, he returned to Venice and stayed there until the spring of 1507.\nSent 4: By this time Durer's engravings had attained great popularity and were being copied.\nSent 5: In Venice he was given a valuable commission from the emigrant German community for the church of San Bartolomeo.\nSent 6: This was the altar-piece known as the Adoration of the Virgin or the Feast of Rose Garlands.\nSent 7: It includes portraits of members of Venice's German community, but shows a strong Italian influence.\nSent 8: It was subsequently acquired by the Emperor Rudolf II and taken to Prague.\nSent 9: Other paintings Durer produced in Venice include The Virgin and Child with the Goldfinch, Christ Disputing with the Doctors (supposedly produced in a mere five days), and a number of smaller works. \nQuestion: For what church was the altar-piece known as the Adoration of the Virgin or the Feast of Rose Garlands produced?.", "neg": "Paragraph- Sent 1: Wanderjahre and marriage (1490-94) After completing his term of apprenticeship, Durer followed the common German custom of taking Wanderjahre--in effect gap years --in which the apprentice learned skills from artists in other areas; Durer was to spend about four years away.\nSent 2: He left in 1490, possibly to work under Martin Schongauer, the leading engraver of Northern Europe, but who died shortly before Durer's arrival at Colmar in 1492.\nSent 3: It is unclear where Durer travelled in the intervening period, though it is likely that he went to Frankfurt and the Netherlands.\nSent 4: In Colmar, Durer was welcomed by Schongauer's brothers, the goldsmiths Caspar and Paul and the painter Ludwig.\nSent 5: In 1493 Durer went to Strasbourg, where he would have experienced the sculpture of Nikolaus Gerhaert.\nSent 6: Durer's first painted self-portrait (now in the Louvre) was painted at this time, probably to be sent back to his fiancee in Nuremberg.\nSent 7: In early 1492 Durer travelled to Basel to stay with another brother of Martin Schongauer, the goldsmith Georg.\nSent 8: Very soon after his return to Nuremberg, on 7 July 1494, at the age of 23, Durer was married to Agnes Frey following an arrangement made during his absence.\nSent 9: Agnes was the daughter of a prominent brass worker (and amateur harpist) in the city.\nSent 10: However, no children resulted from the marriage. \nQuestion: How old was Durer after he completed his term of apprenticeship?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- Cuba will pardon more than 2,900 prisoners, the government said Friday, though U.S. subcontractor Alan Gross is not among those who will be freed.\nSent 2: The decision to release the prisoners follows \"numerous requests\" from their family members and religious institutions, and is a humanitarian gesture, said Cuban President Raul Castro.\nSent 3: Among those who might be freed are prisoners over the age of 60, along with those who are sick, female or young with no previous criminal record.\nSent 4: With some exceptions, prisoners convicted of spying, terrorism, murder and drug trafficking will not be released.\nSent 5: Those who will be freed have already served a \"important\" part of their sentences and exhibited good behavior, according to an official statement published on the state-run website Cubadebate.\nSent 6: The jailed American, Gross, will not be among those pardoned, the Cuban Interests Section in Washington said.\nSent 7: Gross was jailed in December 2009, when he was working as a subcontractor on a U.S. Agency for International Development project aimed at spreading democracy.\nSent 8: Castro has accused him of importing satellite equipment to connect dissidents to the Internet, and this year Cuba's highest court upheld the 15-year sentence imposed on Gross for committing crimes against the security of the state.\nSent 9: He has maintained his innocence and said he was trying to help connect the Jewish community to the Internet.\nSent 10: Castro, speaking to the National Assembly, said that 86 prisoners from 25 countries would be among those released in coming days.\nSent 11: He cited the upcoming visit of Pope Benedict XVI as one of the motivations behind the move, which he said showed the \"generosity and strength of the revolution.\"Sent 12: The pope has said he plans to visit Mexico and Cuba before Easter. \nQuestion: Where was Alan working in December 2009?.", "pos": "Paragraph- Sent 1: WASHINGTON (CNN) -- The Pacific island nation of Palau has agreed to take in 17 Chinese Muslims held at the U.S. prison camp at Guantanamo Bay, Cuba, the country's ambassador to the United States said Wednesday.\nSent 2: The map shows the Pacific island nation of Palau in relation to China.\nSent 3: Details of the transfer are still being worked out, Ambassador Hersey Kyota told CNN.\nSent 4: But Kyota said his country, a former U.S. Pacific trust territory, has agreed to take in the ethnic Uighur detainees \"for humanitarian reasons\" and because of the \"special relationship\" between Palau and the United States.\nSent 5: U.S. State Department spokesman Ian Kelly would not comment on the announcement, telling reporters, \"We're still involved in ongoing discussions.\"Sent 6: The agreement includes some U.S. aid for Palau, Kyota said, but he said those details remained to be worked out as well.\nSent 7: The country, with a population of about 20,000, is about 1,000 miles southeast of Manila, Philippines, and about 4,600 miles west of Hawaii.\nSent 8: Palau has received nearly $900 million in U.S. aid since independence in 1994, according to congressional auditors, and depends on Washington for defense.\nSent 9: The \"Compact of Free Association\" between Palau and the United States is up for review, but Kelly said any additional aid offer \"is not linked to any other discussions we may be having with the government of Palau.\"Sent 10: The Uighurs were accused of receiving weapons and military training in Afghanistan. \nQuestion: Which country has a population of about 20,000?.", "neg": "Paragraph- Sent 1: (CNN) -- Cuba will pardon more than 2,900 prisoners, the government said Friday, though U.S. subcontractor Alan Gross is not among those who will be freed.\nSent 2: The decision to release the prisoners follows \"numerous requests\" from their family members and religious institutions, and is a humanitarian gesture, said Cuban President Raul Castro.\nSent 3: Among those who might be freed are prisoners over the age of 60, along with those who are sick, female or young with no previous criminal record.\nSent 4: With some exceptions, prisoners convicted of spying, terrorism, murder and drug trafficking will not be released.\nSent 5: Those who will be freed have already served a \"important\" part of their sentences and exhibited good behavior, according to an official statement published on the state-run website Cubadebate.\nSent 6: The jailed American, Gross, will not be among those pardoned, the Cuban Interests Section in Washington said.\nSent 7: Gross was jailed in December 2009, when he was working as a subcontractor on a U.S. Agency for International Development project aimed at spreading democracy.\nSent 8: Castro has accused him of importing satellite equipment to connect dissidents to the Internet, and this year Cuba's highest court upheld the 15-year sentence imposed on Gross for committing crimes against the security of the state.\nSent 9: He has maintained his innocence and said he was trying to help connect the Jewish community to the Internet.\nSent 10: Castro, speaking to the National Assembly, said that 86 prisoners from 25 countries would be among those released in coming days.\nSent 11: He cited the upcoming visit of Pope Benedict XVI as one of the motivations behind the move, which he said showed the \"generosity and strength of the revolution.\"Sent 12: The pope has said he plans to visit Mexico and Cuba before Easter. \nQuestion: Will all 2,900 prisoners be released?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Alexander married twice: Roxana, daughter of the Bactrian nobleman Oxyartes, out of love; and Stateira II, a Persian princess and daughter of Darius III of Persia, for political reasons.\nSent 2: He apparently had two sons, Alexander IV of Macedon of Roxana and, possibly, Heracles of Macedon from his mistress Barsine.\nSent 3: He lost another child when Roxana miscarried at Babylon.\nSent 4: Alexander also had a close relationship with his friend, general, and bodyguard Hephaestion, the son of a Macedonian noble.\nSent 5: Hephaestion's death devastated Alexander.\nSent 6: This event may have contributed to Alexander's failing health and detached mental state during his final months.\nSent 7: Alexander's sexuality has been the subject of speculation and controversy.\nSent 8: No ancient sources stated that Alexander had homosexual relationships, or that Alexander's relationship with Hephaestion was sexual.\nSent 9: Aelian, however, writes of Alexander's visit to Troy where \"Alexander garlanded the tomb of Achilles and Hephaestion that of Patroclus, the latter riddling that he was a beloved of Alexander, in just the same way as Patroclus was of Achilles\".\nSent 10: Noting that the word eromenos (ancient Greek for beloved) does not necessarily bear sexual meaning, Alexander may have been bisexual, which in his time was not controversial.\nSent 11: Green argues that there is little evidence in ancient sources that Alexander had much carnal interest in women; he did not produce an heir until the very end of his life.\nSent 12: However, he was relatively young when he died, and Ogden suggests that Alexander's matrimonial record is more impressive than his father's at the same age.\nSent 13: Apart from wives, Alexander had many more female companions.\nSent 14: Alexander accumulated a harem in the style of Persian kings, but he used it rather sparingly; showing great self-control in \"pleasures of the body\".\nSent 15: Nevertheless, Plutarch described how Alexander was infatuated by Roxana while complimenting him on not forcing himself on her.\nSent 16: Green suggested that, in the context of the period, Alexander formed quite strong friendships with women, including Ada of Caria, who adopted him, and even Darius's mother Sisygambis, who supposedly died from grief upon hearing of Alexander's death. \nQuestion: What was the event that precipitated Alexander's death ?.", "pos": "Paragraph- Sent 1: Alexander married twice: Roxana, daughter of the Bactrian nobleman Oxyartes, out of love; and Stateira II, a Persian princess and daughter of Darius III of Persia, for political reasons.\nSent 2: He apparently had two sons, Alexander IV of Macedon of Roxana and, possibly, Heracles of Macedon from his mistress Barsine.\nSent 3: He lost another child when Roxana miscarried at Babylon.\nSent 4: Alexander also had a close relationship with his friend, general, and bodyguard Hephaestion, the son of a Macedonian noble.\nSent 5: Hephaestion's death devastated Alexander.\nSent 6: This event may have contributed to Alexander's failing health and detached mental state during his final months.\nSent 7: Alexander's sexuality has been the subject of speculation and controversy.\nSent 8: No ancient sources stated that Alexander had homosexual relationships, or that Alexander's relationship with Hephaestion was sexual.\nSent 9: Aelian, however, writes of Alexander's visit to Troy where \"Alexander garlanded the tomb of Achilles and Hephaestion that of Patroclus, the latter riddling that he was a beloved of Alexander, in just the same way as Patroclus was of Achilles\".\nSent 10: Noting that the word eromenos (ancient Greek for beloved) does not necessarily bear sexual meaning, Alexander may have been bisexual, which in his time was not controversial.\nSent 11: Green argues that there is little evidence in ancient sources that Alexander had much carnal interest in women; he did not produce an heir until the very end of his life.\nSent 12: However, he was relatively young when he died, and Ogden suggests that Alexander's matrimonial record is more impressive than his father's at the same age.\nSent 13: Apart from wives, Alexander had many more female companions.\nSent 14: Alexander accumulated a harem in the style of Persian kings, but he used it rather sparingly; showing great self-control in \"pleasures of the body\".\nSent 15: Nevertheless, Plutarch described how Alexander was infatuated by Roxana while complimenting him on not forcing himself on her.\nSent 16: Green suggested that, in the context of the period, Alexander formed quite strong friendships with women, including Ada of Caria, who adopted him, and even Darius's mother Sisygambis, who supposedly died from grief upon hearing of Alexander's death. \nQuestion: What was a possible cause for Alexander's failing health toward the end of his life?.", "neg": "Paragraph- Sent 1: Alexander married twice: Roxana, daughter of the Bactrian nobleman Oxyartes, out of love; and Stateira II, a Persian princess and daughter of Darius III of Persia, for political reasons.\nSent 2: He apparently had two sons, Alexander IV of Macedon of Roxana and, possibly, Heracles of Macedon from his mistress Barsine.\nSent 3: He lost another child when Roxana miscarried at Babylon.\nSent 4: Alexander also had a close relationship with his friend, general, and bodyguard Hephaestion, the son of a Macedonian noble.\nSent 5: Hephaestion's death devastated Alexander.\nSent 6: This event may have contributed to Alexander's failing health and detached mental state during his final months.\nSent 7: Alexander's sexuality has been the subject of speculation and controversy.\nSent 8: No ancient sources stated that Alexander had homosexual relationships, or that Alexander's relationship with Hephaestion was sexual.\nSent 9: Aelian, however, writes of Alexander's visit to Troy where \"Alexander garlanded the tomb of Achilles and Hephaestion that of Patroclus, the latter riddling that he was a beloved of Alexander, in just the same way as Patroclus was of Achilles\".\nSent 10: Noting that the word eromenos (ancient Greek for beloved) does not necessarily bear sexual meaning, Alexander may have been bisexual, which in his time was not controversial.\nSent 11: Green argues that there is little evidence in ancient sources that Alexander had much carnal interest in women; he did not produce an heir until the very end of his life.\nSent 12: However, he was relatively young when he died, and Ogden suggests that Alexander's matrimonial record is more impressive than his father's at the same age.\nSent 13: Apart from wives, Alexander had many more female companions.\nSent 14: Alexander accumulated a harem in the style of Persian kings, but he used it rather sparingly; showing great self-control in \"pleasures of the body\".\nSent 15: Nevertheless, Plutarch described how Alexander was infatuated by Roxana while complimenting him on not forcing himself on her.\nSent 16: Green suggested that, in the context of the period, Alexander formed quite strong friendships with women, including Ada of Caria, who adopted him, and even Darius's mother Sisygambis, who supposedly died from grief upon hearing of Alexander's death. \nQuestion: Did one of Alexander's wives suffer a miscarriage?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: Where does Dr. Stone have more friends, in Washington, D.C. or in Grady, South Carolina?.", "pos": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: What car was Melvin supposed to repair?.", "neg": "Paragraph- Sent 1: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills .\nSent 2: On his last day , Ben 's relationship with his co-workers is presumed to be anything but a warm one .\nSent 3: None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out .\nSent 4: Ben 's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina .\nSent 5: The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital .\nSent 6: Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back .\nSent 7: Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker .\nSent 8: Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe 's proprietor\\/head waitress , and Melvin , the local mechanic tasked with repairing Ben 's car .\nSent 9: Ben soon finds his clinic work to be much more laid-back than the emergency room .\nSent 10: He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers .\nSent 11: The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . \nQuestion: What did the judge sentence Ben to?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Ace , a wannabe rock star , is on his way to a concert of the band Guitar Wolf when space aliens invade the Earth .\nSent 2: As a result the dead rise to their feet in the countryside setting of Asahi , Japan , with an appetite for flesh .\nSent 3: Enlisting the help of his rock 'n roll blood brother Guitar Wolf , Ace and the members of the band get entangled in many misadventures with crazy rock managers in very tight shorts , transsexuals , naked women shooting guns in the shower , and bloodthirsty zombies ready to tear them apart .\nSent 4: Leather jackets , loud over-modulated music , laser guitar picks , motorcycles , guns , muscle cars , and fire abound .\nSent 5: Guitar Wolf , a Japanese trio signed to Matador Records in the US and self-proclaimed coolest rock band in the world star as the well-coiffed heroes .\nSent 6: It is also a love story , between Ace and Tobio , a trans woman .\nSent 7: The music , in a garage punk vein , plays an important role in the film .\nSent 8: It features music from Greg Cartwright of Reigning Sound and The Oblivians .\nSent 9: His 1997 song `` Twice as Deep '' by Greg Oblivian & the Tip Tops is featured .\nSent 10: This film is similar to another movie by a Spanish punk group , La matanza can bal de los garrulos lis rgicos produced by Siniestro Total. \nQuestion: What genre is the song \"Twice as deep\"?.", "pos": "Paragraph- Sent 1: Ace , a wannabe rock star , is on his way to a concert of the band Guitar Wolf when space aliens invade the Earth .\nSent 2: As a result the dead rise to their feet in the countryside setting of Asahi , Japan , with an appetite for flesh .\nSent 3: Enlisting the help of his rock 'n roll blood brother Guitar Wolf , Ace and the members of the band get entangled in many misadventures with crazy rock managers in very tight shorts , transsexuals , naked women shooting guns in the shower , and bloodthirsty zombies ready to tear them apart .\nSent 4: Leather jackets , loud over-modulated music , laser guitar picks , motorcycles , guns , muscle cars , and fire abound .\nSent 5: Guitar Wolf , a Japanese trio signed to Matador Records in the US and self-proclaimed coolest rock band in the world star as the well-coiffed heroes .\nSent 6: It is also a love story , between Ace and Tobio , a trans woman .\nSent 7: The music , in a garage punk vein , plays an important role in the film .\nSent 8: It features music from Greg Cartwright of Reigning Sound and The Oblivians .\nSent 9: His 1997 song `` Twice as Deep '' by Greg Oblivian & the Tip Tops is featured .\nSent 10: This film is similar to another movie by a Spanish punk group , La matanza can bal de los garrulos lis rgicos produced by Siniestro Total. \nQuestion: What musical artist(s) plays an important role in the film?.", "neg": "Paragraph- Sent 1: Ace , a wannabe rock star , is on his way to a concert of the band Guitar Wolf when space aliens invade the Earth .\nSent 2: As a result the dead rise to their feet in the countryside setting of Asahi , Japan , with an appetite for flesh .\nSent 3: Enlisting the help of his rock 'n roll blood brother Guitar Wolf , Ace and the members of the band get entangled in many misadventures with crazy rock managers in very tight shorts , transsexuals , naked women shooting guns in the shower , and bloodthirsty zombies ready to tear them apart .\nSent 4: Leather jackets , loud over-modulated music , laser guitar picks , motorcycles , guns , muscle cars , and fire abound .\nSent 5: Guitar Wolf , a Japanese trio signed to Matador Records in the US and self-proclaimed coolest rock band in the world star as the well-coiffed heroes .\nSent 6: It is also a love story , between Ace and Tobio , a trans woman .\nSent 7: The music , in a garage punk vein , plays an important role in the film .\nSent 8: It features music from Greg Cartwright of Reigning Sound and The Oblivians .\nSent 9: His 1997 song `` Twice as Deep '' by Greg Oblivian & the Tip Tops is featured .\nSent 10: This film is similar to another movie by a Spanish punk group , La matanza can bal de los garrulos lis rgicos produced by Siniestro Total. \nQuestion: Do part of Ace and the band member's misadventures include motorcycles?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Surviving being shot and stabbed at the end of the previous film , the stepfather has been institutionalized in Puget Sound , Washington since , spending his time building model houses in the workshop .\nSent 2: Assigned a new doctor named Joseph Danvers the stepfather begins confiding in him to gain his trust , ultimately murdering the doctor during a session by stabbing him in the neck with a blade smuggled out of the workshop .\nSent 3: After killing Danvers the stepfather beats a suspicious guard named Ralph Smith to death with his own nightstick with only two strikes and takes his uniform , successfully sneaking out of the sanitarium .\nSent 4: Checking into a hotel after robbing and murdering a traveling salesman the stepfather alters his appearance , takes the name Doctor Gene F. Clifford from the newspaper obituaries and travels to Palm Meadows , Los Angeles after seeing an ad for it on an episode of Dream House .\nSent 5: Gene arrives in Palm Meadows and meets real estate agent Carol Grayland and leases a house just across the street from her and her son Todd .\nSent 6: During a session with the wives of the neighborhood , Gene learns Carol 's dentist husband , Philip had absconded with his mistress the previous year .\nSent 7: Gene begins courting Carol , eventually winning over her and Todd .\nSent 8: Gene 's plan to marry Carol is soon complicated when Phil returns , wanting to reconcile with his wife .\nSent 9: Needing Phil out of the way , Gene persuades Carol to send Phil over for a meeting , during which Gene kills him with a broken bottle , covering up Phil 's disappearance afterward by arranging it so that it looks as though he simply ran off again . \nQuestion: Who does the Stepfather plan to marry?.", "pos": "Paragraph- Sent 1: Surviving being shot and stabbed at the end of the previous film , the stepfather has been institutionalized in Puget Sound , Washington since , spending his time building model houses in the workshop .\nSent 2: Assigned a new doctor named Joseph Danvers the stepfather begins confiding in him to gain his trust , ultimately murdering the doctor during a session by stabbing him in the neck with a blade smuggled out of the workshop .\nSent 3: After killing Danvers the stepfather beats a suspicious guard named Ralph Smith to death with his own nightstick with only two strikes and takes his uniform , successfully sneaking out of the sanitarium .\nSent 4: Checking into a hotel after robbing and murdering a traveling salesman the stepfather alters his appearance , takes the name Doctor Gene F. Clifford from the newspaper obituaries and travels to Palm Meadows , Los Angeles after seeing an ad for it on an episode of Dream House .\nSent 5: Gene arrives in Palm Meadows and meets real estate agent Carol Grayland and leases a house just across the street from her and her son Todd .\nSent 6: During a session with the wives of the neighborhood , Gene learns Carol 's dentist husband , Philip had absconded with his mistress the previous year .\nSent 7: Gene begins courting Carol , eventually winning over her and Todd .\nSent 8: Gene 's plan to marry Carol is soon complicated when Phil returns , wanting to reconcile with his wife .\nSent 9: Needing Phil out of the way , Gene persuades Carol to send Phil over for a meeting , during which Gene kills him with a broken bottle , covering up Phil 's disappearance afterward by arranging it so that it looks as though he simply ran off again . \nQuestion: Aside from being doctors, what do Doctor Joseph Danvers and Doctor Gene F. Clifford have in common?.", "neg": "Paragraph- Sent 1: Surviving being shot and stabbed at the end of the previous film , the stepfather has been institutionalized in Puget Sound , Washington since , spending his time building model houses in the workshop .\nSent 2: Assigned a new doctor named Joseph Danvers the stepfather begins confiding in him to gain his trust , ultimately murdering the doctor during a session by stabbing him in the neck with a blade smuggled out of the workshop .\nSent 3: After killing Danvers the stepfather beats a suspicious guard named Ralph Smith to death with his own nightstick with only two strikes and takes his uniform , successfully sneaking out of the sanitarium .\nSent 4: Checking into a hotel after robbing and murdering a traveling salesman the stepfather alters his appearance , takes the name Doctor Gene F. Clifford from the newspaper obituaries and travels to Palm Meadows , Los Angeles after seeing an ad for it on an episode of Dream House .\nSent 5: Gene arrives in Palm Meadows and meets real estate agent Carol Grayland and leases a house just across the street from her and her son Todd .\nSent 6: During a session with the wives of the neighborhood , Gene learns Carol 's dentist husband , Philip had absconded with his mistress the previous year .\nSent 7: Gene begins courting Carol , eventually winning over her and Todd .\nSent 8: Gene 's plan to marry Carol is soon complicated when Phil returns , wanting to reconcile with his wife .\nSent 9: Needing Phil out of the way , Gene persuades Carol to send Phil over for a meeting , during which Gene kills him with a broken bottle , covering up Phil 's disappearance afterward by arranging it so that it looks as though he simply ran off again . \nQuestion: How many people does the stepfather kill in the Puget Sound institution?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   Rolfe put down the little dog he had been holding, and went out into the hall.\nSent 2: The dog accompanied him, frisking about him in friendly fashion.\nSent 3: Rolfe first examined the bedroom that he had seen Inspector Chippenfield enter.\nSent 4: It was a small room, containing a double bed.\nSent 5: It was prettily furnished in white, with white curtains, and toilet-table articles in ivory to match.\nSent 6: A glance round the room convinced Rolfe that it was impossible for a man to secrete himself in it.\nSent 7: The door of the wardrobe had been flung open by the inspector, and the dresses and other articles of feminine apparel it contained flung out on the floor.\nSent 8: There was no other hiding-place possible, except beneath the bed, and the ruthless hand of the inspector had torn off the white muslin bed hangings, revealing emptiness underneath.\nSent 9: Rolfe went out into the hall again, and entered the room next the bedroom.\nSent 10: This apartment was apparently used as a dining-room, for it contained a large table, a few chairs, a small sideboard, a spirit-stand, a case of books and ornaments, and two small oak presses.\nSent 11: Plainly, there was no place in it where a man could hide himself.\nSent 12: The next room was the bathroom, which was also empty.\nSent 13: Opposite the bathroom was a small bedroom, very barely furnished, offering no possibility of concealment.\nSent 14: Then the passage opened into a large roomy kitchen, the full width of the rooms on both sides of the hall, and the kitchen completed the flat. \nQuestion: What room did Rolfe examine after the dining room?.", "pos": "Paragraph- Sent 1:   Rolfe put down the little dog he had been holding, and went out into the hall.\nSent 2: The dog accompanied him, frisking about him in friendly fashion.\nSent 3: Rolfe first examined the bedroom that he had seen Inspector Chippenfield enter.\nSent 4: It was a small room, containing a double bed.\nSent 5: It was prettily furnished in white, with white curtains, and toilet-table articles in ivory to match.\nSent 6: A glance round the room convinced Rolfe that it was impossible for a man to secrete himself in it.\nSent 7: The door of the wardrobe had been flung open by the inspector, and the dresses and other articles of feminine apparel it contained flung out on the floor.\nSent 8: There was no other hiding-place possible, except beneath the bed, and the ruthless hand of the inspector had torn off the white muslin bed hangings, revealing emptiness underneath.\nSent 9: Rolfe went out into the hall again, and entered the room next the bedroom.\nSent 10: This apartment was apparently used as a dining-room, for it contained a large table, a few chairs, a small sideboard, a spirit-stand, a case of books and ornaments, and two small oak presses.\nSent 11: Plainly, there was no place in it where a man could hide himself.\nSent 12: The next room was the bathroom, which was also empty.\nSent 13: Opposite the bathroom was a small bedroom, very barely furnished, offering no possibility of concealment.\nSent 14: Then the passage opened into a large roomy kitchen, the full width of the rooms on both sides of the hall, and the kitchen completed the flat. \nQuestion: {}.", "neg": "Paragraph- Sent 1:   Rolfe put down the little dog he had been holding, and went out into the hall.\nSent 2: The dog accompanied him, frisking about him in friendly fashion.\nSent 3: Rolfe first examined the bedroom that he had seen Inspector Chippenfield enter.\nSent 4: It was a small room, containing a double bed.\nSent 5: It was prettily furnished in white, with white curtains, and toilet-table articles in ivory to match.\nSent 6: A glance round the room convinced Rolfe that it was impossible for a man to secrete himself in it.\nSent 7: The door of the wardrobe had been flung open by the inspector, and the dresses and other articles of feminine apparel it contained flung out on the floor.\nSent 8: There was no other hiding-place possible, except beneath the bed, and the ruthless hand of the inspector had torn off the white muslin bed hangings, revealing emptiness underneath.\nSent 9: Rolfe went out into the hall again, and entered the room next the bedroom.\nSent 10: This apartment was apparently used as a dining-room, for it contained a large table, a few chairs, a small sideboard, a spirit-stand, a case of books and ornaments, and two small oak presses.\nSent 11: Plainly, there was no place in it where a man could hide himself.\nSent 12: The next room was the bathroom, which was also empty.\nSent 13: Opposite the bathroom was a small bedroom, very barely furnished, offering no possibility of concealment.\nSent 14: Then the passage opened into a large roomy kitchen, the full width of the rooms on both sides of the hall, and the kitchen completed the flat. \nQuestion: What type of room did Rolfe examine?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Amateur tennis star Guy Haines wants to divorce his vulgar and unfaithful wife Miriam , so he can marry the elegant and beautiful Anne Morton , daughter of a senator .\nSent 2: While on a train to meet Miriam , Haines meets Bruno Anthony , a forward stranger who recognizes Guy from gossip items in the newspapers that detail his marital problems .\nSent 3: During lunch in Bruno 's compartment , Bruno tells Guy about his idea for the perfect `` Criss-cross '' murder : he will kill Miriam and in exchange , Guy will kill Bruno 's father .\nSent 4: Since both are strangers , otherwise unconnected , there is no identifiable motive for the crimes , Bruno contends , hence no suspicion .\nSent 5: Guy hurriedly leaves the compartment but leaves Bruno thinking he has agreed to the deal .\nSent 6: Guy accidentally leaves his cigarette lighter behind , a gift from Anne to Guy , which Bruno pockets .\nSent 7: Bruno heads to Guy 's hometown of Metcalf and follows Miriam and her two beaux to an amusement park , where he briefly illuminates her face with Guy 's lighter , then strangles her to death .\nSent 8: Guy 's problems begin when his alibi an inebriated college professor on the same train as Guy can not remember their meeting .\nSent 9: But they increase exponentially when Bruno makes repeated appearances into Guy 's life as he seeks to remind Guy that he is now obliged to kill Bruno 's father , according to the bargain he thinks they struck on the train .\nSent 10: Bruno sends Guy the keys to his house , a map to his father 's room , and a pistol .\nSent 11: Soon after , Bruno appears at a party at Senator Morton 's house and hobnobs with the guests , much to Guy 's apprehension and Anne 's increasing suspicion . \nQuestion: why do the amateur tennis star Guy Haines wants to divorce his wife Mirriam.", "pos": "Paragraph- Sent 1: Amateur tennis star Guy Haines wants to divorce his vulgar and unfaithful wife Miriam , so he can marry the elegant and beautiful Anne Morton , daughter of a senator .\nSent 2: While on a train to meet Miriam , Haines meets Bruno Anthony , a forward stranger who recognizes Guy from gossip items in the newspapers that detail his marital problems .\nSent 3: During lunch in Bruno 's compartment , Bruno tells Guy about his idea for the perfect `` Criss-cross '' murder : he will kill Miriam and in exchange , Guy will kill Bruno 's father .\nSent 4: Since both are strangers , otherwise unconnected , there is no identifiable motive for the crimes , Bruno contends , hence no suspicion .\nSent 5: Guy hurriedly leaves the compartment but leaves Bruno thinking he has agreed to the deal .\nSent 6: Guy accidentally leaves his cigarette lighter behind , a gift from Anne to Guy , which Bruno pockets .\nSent 7: Bruno heads to Guy 's hometown of Metcalf and follows Miriam and her two beaux to an amusement park , where he briefly illuminates her face with Guy 's lighter , then strangles her to death .\nSent 8: Guy 's problems begin when his alibi an inebriated college professor on the same train as Guy can not remember their meeting .\nSent 9: But they increase exponentially when Bruno makes repeated appearances into Guy 's life as he seeks to remind Guy that he is now obliged to kill Bruno 's father , according to the bargain he thinks they struck on the train .\nSent 10: Bruno sends Guy the keys to his house , a map to his father 's room , and a pistol .\nSent 11: Soon after , Bruno appears at a party at Senator Morton 's house and hobnobs with the guests , much to Guy 's apprehension and Anne 's increasing suspicion . \nQuestion: why tennis star wants to divorce his wife.", "neg": "Paragraph- Sent 1: Amateur tennis star Guy Haines wants to divorce his vulgar and unfaithful wife Miriam , so he can marry the elegant and beautiful Anne Morton , daughter of a senator .\nSent 2: While on a train to meet Miriam , Haines meets Bruno Anthony , a forward stranger who recognizes Guy from gossip items in the newspapers that detail his marital problems .\nSent 3: During lunch in Bruno 's compartment , Bruno tells Guy about his idea for the perfect `` Criss-cross '' murder : he will kill Miriam and in exchange , Guy will kill Bruno 's father .\nSent 4: Since both are strangers , otherwise unconnected , there is no identifiable motive for the crimes , Bruno contends , hence no suspicion .\nSent 5: Guy hurriedly leaves the compartment but leaves Bruno thinking he has agreed to the deal .\nSent 6: Guy accidentally leaves his cigarette lighter behind , a gift from Anne to Guy , which Bruno pockets .\nSent 7: Bruno heads to Guy 's hometown of Metcalf and follows Miriam and her two beaux to an amusement park , where he briefly illuminates her face with Guy 's lighter , then strangles her to death .\nSent 8: Guy 's problems begin when his alibi an inebriated college professor on the same train as Guy can not remember their meeting .\nSent 9: But they increase exponentially when Bruno makes repeated appearances into Guy 's life as he seeks to remind Guy that he is now obliged to kill Bruno 's father , according to the bargain he thinks they struck on the train .\nSent 10: Bruno sends Guy the keys to his house , a map to his father 's room , and a pistol .\nSent 11: Soon after , Bruno appears at a party at Senator Morton 's house and hobnobs with the guests , much to Guy 's apprehension and Anne 's increasing suspicion . \nQuestion: whats increase exponentially.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In October 1933 Einstein returned to the U.S. and took up a position at the Institute for Advanced Study (in Princeton, New Jersey), noted for having become a refuge for scientists fleeing Nazi Germany.\nSent 2: At the time, most American universities, including Harvard, Princeton and Yale, had minimal or no Jewish faculty or students, as a result of their Jewish quota which lasted until the late 1940s.\nSent 3: Einstein was still undecided on his future.\nSent 4: He had offers from several European universities, including Oxford where he stayed for three short periods between May 1931 and June 1933, however in 1935 he arrived at the decision to remain permanently in the United States and apply for citizenship.\nSent 5: Einstein's affiliation with the Institute for Advanced Study would last until his death in 1955.\nSent 6: He was one of the four first selected (two of the others being John von Neumann and Kurt Godel) at the new Institute, where he soon developed a close friendship with Godel.\nSent 7: The two would take long walks together discussing their work.\nSent 8: Bruria Kaufman, his assistant, later became a physicist.\nSent 9: During this period, Einstein tried to develop a unified field theory and to refute the accepted interpretation of quantum physics, both unsuccessfully. \nQuestion: Who did Einstein take long walks with?.", "pos": "Paragraph- Sent 1: Einstein was now without a permanent home, unsure where he would live and work, and equally worried about the fate of countless other scientists still in Germany.\nSent 2: He rented a house in De Haan, Belgium where he lived for a few months.\nSent 3: In late July 1933, he went to England for about six weeks at the personal invitation of British naval officer Commander Oliver Locker-Lampson, who had become friends with Einstein in the preceding years.\nSent 4: To protect Einstein, Locker-Lampson secretly had two assistants watch over him at his secluded cottage outside of London, with the press publishing a photo of them guarding Einstein.\nSent 5: Locker-Lampson took Einstein to meet Winston Churchill at his home, and later, Austen Chamberlain and former Prime Minister Lloyd George.\nSent 6: Einstein asked them to help bring Jewish scientists out of Germany.\nSent 7: British historian Martin Gilbert notes that Churchill responded immediately, and sent his friend, physicist Frederick Lindemann to Germany to seek out Jewish scientists and place them in British universities.\nSent 8: Churchill later observed that as a result of Germany having driven the Jews out, they lowered their \"technical standards,\" and had put the Allies' technology ahead of theirs.\nSent 9: Einstein later contacted leaders of other nations, including Turkey's Prime Minister, Ismet Inonu, who he wrote in September 1933 requesting placement of unemployed German-Jewish scientists.\nSent 10: As a result of Einstein's letter, Jewish invitees to Turkey eventually totaled over \"1,000 saved individuals.\"Sent 11: Locker-Lampson also submitted a bill to parliament to extend British citizenship to Einstein, during which period Einstein made a number of public appearances describing the crisis brewing in Europe.\nSent 12: The bill failed to become law, however, and Einstein then accepted an earlier offer from the Princeton Institute for Advanced Study, in the U.S., to become a resident scholar. \nQuestion: Who did Einstein request assistance from to bring Jewish scientists out of Germany.", "neg": "Paragraph- Sent 1: In October 1933 Einstein returned to the U.S. and took up a position at the Institute for Advanced Study (in Princeton, New Jersey), noted for having become a refuge for scientists fleeing Nazi Germany.\nSent 2: At the time, most American universities, including Harvard, Princeton and Yale, had minimal or no Jewish faculty or students, as a result of their Jewish quota which lasted until the late 1940s.\nSent 3: Einstein was still undecided on his future.\nSent 4: He had offers from several European universities, including Oxford where he stayed for three short periods between May 1931 and June 1933, however in 1935 he arrived at the decision to remain permanently in the United States and apply for citizenship.\nSent 5: Einstein's affiliation with the Institute for Advanced Study would last until his death in 1955.\nSent 6: He was one of the four first selected (two of the others being John von Neumann and Kurt Godel) at the new Institute, where he soon developed a close friendship with Godel.\nSent 7: The two would take long walks together discussing their work.\nSent 8: Bruria Kaufman, his assistant, later became a physicist.\nSent 9: During this period, Einstein tried to develop a unified field theory and to refute the accepted interpretation of quantum physics, both unsuccessfully. \nQuestion: Why did Einstein have a hard time making a decision?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: While in Madikeri, he meets someone unexpectedly; to whom does he make a grand gesture and profess his love?.", "pos": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What did  Preetam  did when he met Nandini?.", "neg": "Paragraph- Sent 1: The protagonist Preetam ( ( ( Ganesh , on a visit to Eva Mall amidst a heavy wind , spots a pretty girl , Nandini .\nSent 2: While staring at her , he inadvertently falls into a manhole .\nSent 3: Nandini rescues him from the pit , but in the process loses her heart-shaped watch she had just bought .\nSent 4: While accompanying his mother to Madikeri , Preetam confronts a man named Jaanu .\nSent 5: Jaanu , who has been following Nandini , beats up Preetam thinking that he is in love with Nandini .\nSent 6: Preetam , unaware that Jaanu has vowed not to allow any one near Nandini , trashes Jaanu and his gang in return .\nSent 7: In Madikeri , Preetam meets Nandini unexpectedly .\nSent 8: He identifies himself and expresses his love towards her and offers to tie the watch as an indication for their marriage .\nSent 9: Nandini , who is already engaged rejects his request .\nSent 10: Still , Preetam vows to marry Nandini if she meets him again .\nSent 11: In the meantime , Preetam discovers that his host in Madikeri , Col. Subbayya is Nandini 's father , who is pretty much deaf , and Nandini 's marriage is a just a week away .\nSent 12: Dejected , Preetam throws Nandini 's heart-shaped watch away .\nSent 13: But Nandini calls him over the phone and taunts him to return .\nSent 14: Delighted , Preetam goes in search of her watch and brings it back .\nSent 15: While searching it , he spots a rabbit , which he calls Devadas , and brings it along with him .\nSent 16: Since Nandini 's friends are due to arrive from Mumbai for the marriage , Preetam takes Nandini to the railway station .\nSent 17: The train from Mumbai is delayed by five hours , so Nandini and Preetam decide to visit a nearby hill-temple . \nQuestion: What was Preetam doing that led to someone needing to resue him?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: Why can't Sujata continue to be an air hostess?.", "pos": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: Whether Sujata acepted to marry Bose and also whether she resigned her job?.", "neg": "Paragraph- Sent 1: The movie revolves around the experiences of the characters the author Shankar meets while working at one of the large and reputed hotels of Kolkata , Hotel ShahJahan .\nSent 2: At the end of the movie , most of the characters experience tragedy , in one form or another .\nSent 3: The major characters Shankar encounters with are : \\* Mr. Satyasundar Bose is Shankar 's co-worker and the receptionist at the hotel .\nSent 4: Mr. Bose , played by Uttam Kumar , is shown to be extremely friendly , benevolent and loved by all .\nSent 5: Being an efficient worker , he takes care of all the guests very well , including guarding their secrets , and earns the respect and admiration of his boss , Marco Polo .\nSent 6: He and Ms. Sujata Mitra , an air hostess who visits the hotel frequently , become close and they decide to marry .\nSent 7: Sata resigns from his profession as a receptionist in search for a better living after their wedding .\nSent 8: Sujata too decides to resign from her work since married women can no longer be employed as air hostesses .\nSent 9: Unfortunately , just as she was about to take her last flight as an air hostess , she meets with a trajic air crash while take off that leads to her death .\nSent 10: Her death leaves Sata bereaved and at a huge loss .\nSent 11: Unable to live with the fond memories of the past , he leaves Kolkata and goes to Africa where his former boss , Mr. Marco Polo has opened a new hotel and is more than willing to have him as his old fond worker .\nSent 12: Thereafter , the fate of Sata Bose remains unknown .\nSent 13: \\* Ms. Karabi Guha , played by Supriya Devi , is a housekeeper and hostess at the guest house owned by Mr. Aggarwal who is apparently a friend of the Pakrashis . \nQuestion: Where was Marco Polo working before Africa?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: How old were the three children when they first began to kill?.", "pos": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: What babies are born In Meadowvale , California , on June 9 , 1970 during the height of the total eclipse?.", "neg": "Paragraph- Sent 1: In Meadowvale , California , on June 9 , 1970 , three babies are born at the height of a total eclipse .\nSent 2: Due to the sun and moon blocking Saturn , which controls emotions , the babies develop into children who are heartless and uncaring , with no feelings of remorse for their awful offences .\nSent 3: Ten years later , in 1980 , Curtis , Debbie and Steven begin to kill the adults around them and are able to escape detection because of their youthful and innocent fa ades .\nSent 4: However , when Timmy and Joyce discover their crimes , they find themselves as the targets of the evil children .\nSent 5: Their attempt to warn their neighbors about them are ignored .\nSent 6: Soon enough , Beverly discovers Debbie 's horrible secret with the newspaper clippings as evidence as proof and learns that she , Curtis and Steven were responsible for the murders .\nSent 7: She realizes that Joyce and Timmy were telling the truth all along and confronts her sister for it .\nSent 8: Beverly and Mrs. Brody forbids Debbie from hanging out with Curtis and Steven .\nSent 9: Debbie responds by killing her older sister in retaliation with a bow and arrow .\nSent 10: They soon attempt to murder Joyce and Timmy .\nSent 11: However , they fight back and manages to capture Steven and Curtis .\nSent 12: While Timmy calls the police from a neighbor 's house , Debbie manages to escape from the backyard and gets inside her mother 's car .\nSent 13: She manages to lie about Curits and Steven trying to set her up to take the fall for the attacks .\nSent 14: At the end , Curtis and Steven are arrested by the police much to the shock and anger of the town . \nQuestion: Who is Curtis and Steven's older sister?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Before the mysterious disappearance of one of its passenger jets this month, Malaysia wasn't a country used to finding itself dominating headlines around the world.\nSent 2: Some of its Southeast Asian neighbors, including Indonesia and the Philippines, have suffered devastating natural disasters in recent years and are all too familiar with the media frenzy that accompanies a major crisis.\nSent 3: But Malaysia has largely managed to stay out of the international spotlight since its independence from British colonial rule more than half a century ago.\nSent 4: \"It is one of these countries, because of its geography, that doesn't have earthquakes,\" said Ernest Bower, senior adviser for Southeast Asia studies at the Center for Strategic and International Studies.\nSent 5: \"It doesn't have tsunamis.\nSent 6: It hasn't been tested with a disaster like this.\"Sent 7: The disappearance of Malaysia Airlines Flight 370 has thrust the government into the dazzling glare of worldwide attention.\nSent 8: And it hasn't emerged with very good grades.\nSent 9: \"I think on a stress test, they're failing,\" Bower told CNN's Jake Tapper, pointing to the government's coordination of different agencies and communication with other countries.\nSent 10: China among critics Criticism and complaints have come from other countries involved in the search for the missing plane, including China and Vietnam, and from the relatives of passengers.\nSent 11: Malaysian officials have created confusion by issuing contradictory statements on key aspects of the investigation.\nSent 12: The majority of the people on board the plane were Chinese, and Beijing has increasingly voiced its displeasure with the search, especially after Malaysia announced over the weekend that evidence suggested the plane had been deliberately flown west into the Indian Ocean, away from its last confirmed location over the South China Sea.\nSent 13: \"The new information means the intensive search in the South China Sea for the whole past week was worthless and would never bear fruit,\" said a commentary published by China's state-run news agency Xinhua.\nSent 14: \"Even worse, the golden time for saving possible survivors, if any, was generously wasted.\". \nQuestion: What are two example of natural disasters that Malaysia does not experience?.", "pos": "Paragraph- Sent 1: According to the radar reconstruction, American 77 reemerged as a primary target on Indianapolis Center radar scopes at 9:05, east of its last known position.\nSent 2: The target remained in Indianapolis Center's airspace for another six minutes, then crossed into the western portion of Washington Center's airspace at 9:10.\nSent 3: As Indianapolis Center continued searching for the aircraft, two managers and the controller responsible for American 77 looked to the west and southwest along the flight's projected path, not east-where the aircraft was now heading.\nSent 4: Managers did not instruct other controllers at Indianapolis Center to turn on their primary radar coverage to join in the search for American 77.\nSent 5: In sum, Indianapolis Center never saw Flight 77 turn around.\nSent 6: By the time it reappeared in primary radar coverage, controllers had either stopped looking for the aircraft because they thought it had crashed or were looking toward the west.\nSent 7: Although the Command Center learned Flight 77 was missing, neither it nor FAA headquarters issued an all points bulletin to surrounding centers to search for primary radar targets.\nSent 8: American 77 traveled undetected for 36 minutes on a course heading due east for Washington, D.C. By 9:25, FAA's Herndon Command Center and FAA headquarters knew two aircraft had crashed into the World Trade Center.\nSent 9: They knew American 77 was lost.\nSent 10: At least some FAA officials in Boston Center and the New England Region knew that a hijacker on board American 11 had said \"we have some planes.\"Sent 11: Concerns over the safety of other aircraft began to mount.\nSent 12: A manager at the Herndon Command Center asked FAA headquarters if they wanted to order a \"nationwide ground stop.\"Sent 13: While this was being discussed by executives at FAA headquarters, the Command Center ordered one at 9:25.\nSent 14: The Command Center kept looking for American 77.\nSent 15: At 9:21, it advised the Dulles terminal control facility, and Dulles urged its controllers to look for primary targets.\nSent 16: At 9:32, they found one.\nSent 17: Several of the Dulles controllers \"observed a primary radar target tracking eastbound at a high rate of speed\" and notified Reagan National Airport.\nSent 18: FAA personnel at both Reagan National and Dulles airports notified the Secret Service. \nQuestion: Why didn't the Indianapolis Center notice Flight 77 turn around?.", "neg": "Paragraph- Sent 1: Before the mysterious disappearance of one of its passenger jets this month, Malaysia wasn't a country used to finding itself dominating headlines around the world.\nSent 2: Some of its Southeast Asian neighbors, including Indonesia and the Philippines, have suffered devastating natural disasters in recent years and are all too familiar with the media frenzy that accompanies a major crisis.\nSent 3: But Malaysia has largely managed to stay out of the international spotlight since its independence from British colonial rule more than half a century ago.\nSent 4: \"It is one of these countries, because of its geography, that doesn't have earthquakes,\" said Ernest Bower, senior adviser for Southeast Asia studies at the Center for Strategic and International Studies.\nSent 5: \"It doesn't have tsunamis.\nSent 6: It hasn't been tested with a disaster like this.\"Sent 7: The disappearance of Malaysia Airlines Flight 370 has thrust the government into the dazzling glare of worldwide attention.\nSent 8: And it hasn't emerged with very good grades.\nSent 9: \"I think on a stress test, they're failing,\" Bower told CNN's Jake Tapper, pointing to the government's coordination of different agencies and communication with other countries.\nSent 10: China among critics Criticism and complaints have come from other countries involved in the search for the missing plane, including China and Vietnam, and from the relatives of passengers.\nSent 11: Malaysian officials have created confusion by issuing contradictory statements on key aspects of the investigation.\nSent 12: The majority of the people on board the plane were Chinese, and Beijing has increasingly voiced its displeasure with the search, especially after Malaysia announced over the weekend that evidence suggested the plane had been deliberately flown west into the Indian Ocean, away from its last confirmed location over the South China Sea.\nSent 13: \"The new information means the intensive search in the South China Sea for the whole past week was worthless and would never bear fruit,\" said a commentary published by China's state-run news agency Xinhua.\nSent 14: \"Even worse, the golden time for saving possible survivors, if any, was generously wasted.\". \nQuestion: Contradictory statements by the government of Malaysia have irritated what country involved with the investigation?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- As Iranian President Mahmoud Ahmadinejad visited the U.N. General Assembly in New York last month, the spotlight was once again on Iran.\nSent 2: And true to form, the Iranian president made his fair share of provocative statements for the Western media.\nSent 3: But while Ahmadinejad's mercurial rants captured our media's attention, back in Iran a coordinated strategy against the women's movement continued.\nSent 4: On the eve of Ahmadinejad's arrival to New York, Shiva Nazar Ahari, a prominent young female defender of human rights, received a heavy sentence of six years in prison on charges including the vague crime of \"waging war against God\" -- a convenient catch-all offense for anyone who criticizes the regime and its human rights record.\nSent 5: There's no denying it -- Iran's women have had a bad year.\nSent 6: Nazar Ahari joins a steadily increasing number of other women's rights activists who are in prison for no greater crime than their attempt to fight for the rights of the women.\nSent 7: Hengameh Shahidi, Alieh Eghdam Doust, Bahareh Hedayat and Mahdiyeh Golrou have all been sent to Tehran's notorious Evin Prison on trumped-up charges related to their activism.\nSent 8: And while Nobel Peace Prize laureate Shirin Ebadi, arguably the most internationally recognized Iranian women's rights activist, remains unable to safely return to her country, the government is targeting those affiliated with her for arrest and imprisonment, including her lawyer Nasrin Sotoudeh and her former aide Jinous Sobhani.\nSent 9: Since the 2009 disputed elections and associated government crackdown on the overall reform movement, the government has increasingly targeted women activists.\nSent 10: The reasons behind this go well beyond the misogynist nature of Iran's religious leadership.\nSent 11: Rather, it is more part of a deliberate and calculated strategy of the Iranian authorities to strike at the heart of the regime's greatest vulnerability -- internal legitimacy with its own people.\nSent 12: See more CNN.com opinion articles Iran's government recognizes and fears the broader power of the women activists who have been on the front line of reform in Iran for more than a decade.\nSent 13: One can roughly draw an analogy between the women's movement in Iran to movements of religious groups in Burma or Tibet, or the labor \"solidarity\" movements in the former Eastern bloc and associated labor-Roman Catholic solidarity in Poland -- all advocating initially for the freedoms of a specific group but which provoked government fears for their transformative power to promote broader human rights progress.\nSent 14: While the outside world occasionally reacts to the most egregious manifestations of Iran's repression of women -- such as the international condemnation associated with Sakineh Mohammadi Ashtiani, an Iranian widow sentenced to stoning on charges of alleged adultery -- these events are often portrayed simply as a consequence of the regime's archaic viewpoint about gender. \nQuestion: What is the reason that the Iranian government has increasingly targeted the reform movement of women activists since 2009?.", "pos": "Paragraph- Sent 1: (CNN) -- As Iranian President Mahmoud Ahmadinejad visited the U.N. General Assembly in New York last month, the spotlight was once again on Iran.\nSent 2: And true to form, the Iranian president made his fair share of provocative statements for the Western media.\nSent 3: But while Ahmadinejad's mercurial rants captured our media's attention, back in Iran a coordinated strategy against the women's movement continued.\nSent 4: On the eve of Ahmadinejad's arrival to New York, Shiva Nazar Ahari, a prominent young female defender of human rights, received a heavy sentence of six years in prison on charges including the vague crime of \"waging war against God\" -- a convenient catch-all offense for anyone who criticizes the regime and its human rights record.\nSent 5: There's no denying it -- Iran's women have had a bad year.\nSent 6: Nazar Ahari joins a steadily increasing number of other women's rights activists who are in prison for no greater crime than their attempt to fight for the rights of the women.\nSent 7: Hengameh Shahidi, Alieh Eghdam Doust, Bahareh Hedayat and Mahdiyeh Golrou have all been sent to Tehran's notorious Evin Prison on trumped-up charges related to their activism.\nSent 8: And while Nobel Peace Prize laureate Shirin Ebadi, arguably the most internationally recognized Iranian women's rights activist, remains unable to safely return to her country, the government is targeting those affiliated with her for arrest and imprisonment, including her lawyer Nasrin Sotoudeh and her former aide Jinous Sobhani.\nSent 9: Since the 2009 disputed elections and associated government crackdown on the overall reform movement, the government has increasingly targeted women activists.\nSent 10: The reasons behind this go well beyond the misogynist nature of Iran's religious leadership.\nSent 11: Rather, it is more part of a deliberate and calculated strategy of the Iranian authorities to strike at the heart of the regime's greatest vulnerability -- internal legitimacy with its own people.\nSent 12: See more CNN.com opinion articles Iran's government recognizes and fears the broader power of the women activists who have been on the front line of reform in Iran for more than a decade.\nSent 13: One can roughly draw an analogy between the women's movement in Iran to movements of religious groups in Burma or Tibet, or the labor \"solidarity\" movements in the former Eastern bloc and associated labor-Roman Catholic solidarity in Poland -- all advocating initially for the freedoms of a specific group but which provoked government fears for their transformative power to promote broader human rights progress.\nSent 14: While the outside world occasionally reacts to the most egregious manifestations of Iran's repression of women -- such as the international condemnation associated with Sakineh Mohammadi Ashtiani, an Iranian widow sentenced to stoning on charges of alleged adultery -- these events are often portrayed simply as a consequence of the regime's archaic viewpoint about gender. \nQuestion: Is the Iranian government for or against womens activist?.", "neg": "Paragraph- Sent 1: (CNN) -- As Iranian President Mahmoud Ahmadinejad visited the U.N. General Assembly in New York last month, the spotlight was once again on Iran.\nSent 2: And true to form, the Iranian president made his fair share of provocative statements for the Western media.\nSent 3: But while Ahmadinejad's mercurial rants captured our media's attention, back in Iran a coordinated strategy against the women's movement continued.\nSent 4: On the eve of Ahmadinejad's arrival to New York, Shiva Nazar Ahari, a prominent young female defender of human rights, received a heavy sentence of six years in prison on charges including the vague crime of \"waging war against God\" -- a convenient catch-all offense for anyone who criticizes the regime and its human rights record.\nSent 5: There's no denying it -- Iran's women have had a bad year.\nSent 6: Nazar Ahari joins a steadily increasing number of other women's rights activists who are in prison for no greater crime than their attempt to fight for the rights of the women.\nSent 7: Hengameh Shahidi, Alieh Eghdam Doust, Bahareh Hedayat and Mahdiyeh Golrou have all been sent to Tehran's notorious Evin Prison on trumped-up charges related to their activism.\nSent 8: And while Nobel Peace Prize laureate Shirin Ebadi, arguably the most internationally recognized Iranian women's rights activist, remains unable to safely return to her country, the government is targeting those affiliated with her for arrest and imprisonment, including her lawyer Nasrin Sotoudeh and her former aide Jinous Sobhani.\nSent 9: Since the 2009 disputed elections and associated government crackdown on the overall reform movement, the government has increasingly targeted women activists.\nSent 10: The reasons behind this go well beyond the misogynist nature of Iran's religious leadership.\nSent 11: Rather, it is more part of a deliberate and calculated strategy of the Iranian authorities to strike at the heart of the regime's greatest vulnerability -- internal legitimacy with its own people.\nSent 12: See more CNN.com opinion articles Iran's government recognizes and fears the broader power of the women activists who have been on the front line of reform in Iran for more than a decade.\nSent 13: One can roughly draw an analogy between the women's movement in Iran to movements of religious groups in Burma or Tibet, or the labor \"solidarity\" movements in the former Eastern bloc and associated labor-Roman Catholic solidarity in Poland -- all advocating initially for the freedoms of a specific group but which provoked government fears for their transformative power to promote broader human rights progress.\nSent 14: While the outside world occasionally reacts to the most egregious manifestations of Iran's repression of women -- such as the international condemnation associated with Sakineh Mohammadi Ashtiani, an Iranian widow sentenced to stoning on charges of alleged adultery -- these events are often portrayed simply as a consequence of the regime's archaic viewpoint about gender. \nQuestion: What was happening in Iran?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Miguel and his mother suffer a car accident ; Miguel s mother dies , but the boy miraculously survives without any injuries .\nSent 2: Given that his father died before he was born , he goes on to live with his grandmother in Sintra .\nSent 3: There he is reunited with Carlos , his best childhood friend .\nSent 4: Miguel asks for a transfer to the local university in Sintra and pursues a degree in History .\nSent 5: On the first day of lectures , before entering the Medieval History classroom , Miguel watches someone approach .\nSent 6: A girl walks in his direction , and as she enters their eyes immediately meet .\nSent 7: Her name is Sofia .\nSent 8: Miguel and Sofia immediately feel an explosive and overwhelming attraction .\nSent 9: The presence of Sofia will also awaken unknown abilities in Miguel , both physically and mentally .\nSent 10: Though Miguel and Sofia do not know it , their destinies are connected .\nSent 11: Sofia is a vampire that belongs to the family of Hector , L dia , and the provocative Valentina .\nSent 12: Sofia is not a mere vampire ; she is the next step in vampiric evolution , because she is immune to sunlight .\nSent 13: Therefore she is protected by Hector and L dia , envied by Valentina and coveted by Hector 's creator , the deadly Victor .\nSent 14: Like Sofia , Miguel is not a mere human .\nSent 15: The first episode suggests that he may be the son of the vampire Charles , which makes him a dhampir and , consequently , gives him powers against the vampires .\nSent 16: This is explained by the fact that damphyrs inherit the powers of vampires , but none of their weaknesses . \nQuestion: Is Miguel a vampire?.", "pos": "Paragraph- Sent 1: Miguel and his mother suffer a car accident ; Miguel s mother dies , but the boy miraculously survives without any injuries .\nSent 2: Given that his father died before he was born , he goes on to live with his grandmother in Sintra .\nSent 3: There he is reunited with Carlos , his best childhood friend .\nSent 4: Miguel asks for a transfer to the local university in Sintra and pursues a degree in History .\nSent 5: On the first day of lectures , before entering the Medieval History classroom , Miguel watches someone approach .\nSent 6: A girl walks in his direction , and as she enters their eyes immediately meet .\nSent 7: Her name is Sofia .\nSent 8: Miguel and Sofia immediately feel an explosive and overwhelming attraction .\nSent 9: The presence of Sofia will also awaken unknown abilities in Miguel , both physically and mentally .\nSent 10: Though Miguel and Sofia do not know it , their destinies are connected .\nSent 11: Sofia is a vampire that belongs to the family of Hector , L dia , and the provocative Valentina .\nSent 12: Sofia is not a mere vampire ; she is the next step in vampiric evolution , because she is immune to sunlight .\nSent 13: Therefore she is protected by Hector and L dia , envied by Valentina and coveted by Hector 's creator , the deadly Victor .\nSent 14: Like Sofia , Miguel is not a mere human .\nSent 15: The first episode suggests that he may be the son of the vampire Charles , which makes him a dhampir and , consequently , gives him powers against the vampires .\nSent 16: This is explained by the fact that damphyrs inherit the powers of vampires , but none of their weaknesses . \nQuestion: Who is Victor?.", "neg": "Paragraph- Sent 1: Miguel and his mother suffer a car accident ; Miguel s mother dies , but the boy miraculously survives without any injuries .\nSent 2: Given that his father died before he was born , he goes on to live with his grandmother in Sintra .\nSent 3: There he is reunited with Carlos , his best childhood friend .\nSent 4: Miguel asks for a transfer to the local university in Sintra and pursues a degree in History .\nSent 5: On the first day of lectures , before entering the Medieval History classroom , Miguel watches someone approach .\nSent 6: A girl walks in his direction , and as she enters their eyes immediately meet .\nSent 7: Her name is Sofia .\nSent 8: Miguel and Sofia immediately feel an explosive and overwhelming attraction .\nSent 9: The presence of Sofia will also awaken unknown abilities in Miguel , both physically and mentally .\nSent 10: Though Miguel and Sofia do not know it , their destinies are connected .\nSent 11: Sofia is a vampire that belongs to the family of Hector , L dia , and the provocative Valentina .\nSent 12: Sofia is not a mere vampire ; she is the next step in vampiric evolution , because she is immune to sunlight .\nSent 13: Therefore she is protected by Hector and L dia , envied by Valentina and coveted by Hector 's creator , the deadly Victor .\nSent 14: Like Sofia , Miguel is not a mere human .\nSent 15: The first episode suggests that he may be the son of the vampire Charles , which makes him a dhampir and , consequently , gives him powers against the vampires .\nSent 16: This is explained by the fact that damphyrs inherit the powers of vampires , but none of their weaknesses . \nQuestion: where did  Miguel meet  his best childhood friend Carlos?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .\nSent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .\nSent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .\nSent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .\nSent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .\nSent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .\nSent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .\nSent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .\nSent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .\nSent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back . \nQuestion: Why is Jerry mad?.", "pos": "Paragraph- Sent 1: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .\nSent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .\nSent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .\nSent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .\nSent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .\nSent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .\nSent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .\nSent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .\nSent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .\nSent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back . \nQuestion: How many balls are there?.", "neg": "Paragraph- Sent 1: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .\nSent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .\nSent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .\nSent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .\nSent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .\nSent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .\nSent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .\nSent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .\nSent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .\nSent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back . \nQuestion: What makes Jerry try to jump into another corner pocket?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The dermis is the inner layer of skin.\nSent 2: The dermis has blood vessels and nerve endings.\nSent 3: The nerve endings explain why your skin is sensitive.\nSent 4: You can sense pain, pressure, and temperature.\nSent 5: You cut your finger and it starts to bleed.\nSent 6: What has happened?\nSent 7: If your skin bleeds, it means you have cut the dermis layer and damaged blood vessels.\nSent 8: The cut really hurts.\nSent 9: It hurts because of the nerve endings in this skin layer.\nSent 10: The dermis also contains hair follicles and two types of glands.\nSent 11: Hair follicles are structures where hairs originate.\nSent 12: Each hair grows out of a follicle.\nSent 13: Hair passes up through the epidermis.\nSent 14: It then extends above the skin surface.\nSent 15: Oil glands produce an oily substance.\nSent 16: The oil is secreted into hair follicles. \nQuestion: The dermis contains three other substances not discussed earlier. Name one of the three.", "pos": "Paragraph- Sent 1: The dermis is the inner layer of skin.\nSent 2: The dermis has blood vessels and nerve endings.\nSent 3: The nerve endings explain why your skin is sensitive.\nSent 4: You can sense pain, pressure, and temperature.\nSent 5: You cut your finger and it starts to bleed.\nSent 6: What has happened?\nSent 7: If your skin bleeds, it means you have cut the dermis layer and damaged blood vessels.\nSent 8: The cut really hurts.\nSent 9: It hurts because of the nerve endings in this skin layer.\nSent 10: The dermis also contains hair follicles and two types of glands.\nSent 11: Hair follicles are structures where hairs originate.\nSent 12: Each hair grows out of a follicle.\nSent 13: Hair passes up through the epidermis.\nSent 14: It then extends above the skin surface.\nSent 15: Oil glands produce an oily substance.\nSent 16: The oil is secreted into hair follicles. \nQuestion: What is the function of each part of the skin?.", "neg": "Paragraph- Sent 1: The dermis is the inner layer of skin.\nSent 2: The dermis has blood vessels and nerve endings.\nSent 3: The nerve endings explain why your skin is sensitive.\nSent 4: You can sense pain, pressure, and temperature.\nSent 5: You cut your finger and it starts to bleed.\nSent 6: What has happened?\nSent 7: If your skin bleeds, it means you have cut the dermis layer and damaged blood vessels.\nSent 8: The cut really hurts.\nSent 9: It hurts because of the nerve endings in this skin layer.\nSent 10: The dermis also contains hair follicles and two types of glands.\nSent 11: Hair follicles are structures where hairs originate.\nSent 12: Each hair grows out of a follicle.\nSent 13: Hair passes up through the epidermis.\nSent 14: It then extends above the skin surface.\nSent 15: Oil glands produce an oily substance.\nSent 16: The oil is secreted into hair follicles. \nQuestion: How is the dermis related to skin sensitivity?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1:   He was gone, like the shades of which he had spoken, and Mademoiselle and I were left staring at the black rectangle of the broken door.\nSent 2: I drew a deep breath and looked about me quickly.\nSent 3: It seemed somehow as though a spell were broken, as though the curtain had lowered on some final act in the theatre.\nSent 4: Slowly my mind seemed to free itself from a hundred illusions, and to move along more logical paths.\nSent 5: Brutus went to the arms rack in the corner, and selected a rusted cutlass from the small arms that still rested there, thrust it at me playfully and grinned.\nSent 6: For a minute or even more, the single log that was still burning in the fireplace hissed drowsily, and I could hear the vines tapping gently on the windows.\nSent 7: Then I heard a pistol shot, followed by a hoarse cry.\nSent 8: Mademoiselle started to her feet, and then sank back in her chair again, and from where I was standing I could see that her face was white and her hands were trembling.\nSent 9: So she loved him.\nSent 10: My hand gripped hard against the back of a chair.\nSent 11: Why should I have hoped she did not?. \nQuestion: What causes the speaker to become upset and grab the back of the chair?.", "pos": "Paragraph- Sent 1:   He was gone, like the shades of which he had spoken, and Mademoiselle and I were left staring at the black rectangle of the broken door.\nSent 2: I drew a deep breath and looked about me quickly.\nSent 3: It seemed somehow as though a spell were broken, as though the curtain had lowered on some final act in the theatre.\nSent 4: Slowly my mind seemed to free itself from a hundred illusions, and to move along more logical paths.\nSent 5: Brutus went to the arms rack in the corner, and selected a rusted cutlass from the small arms that still rested there, thrust it at me playfully and grinned.\nSent 6: For a minute or even more, the single log that was still burning in the fireplace hissed drowsily, and I could hear the vines tapping gently on the windows.\nSent 7: Then I heard a pistol shot, followed by a hoarse cry.\nSent 8: Mademoiselle started to her feet, and then sank back in her chair again, and from where I was standing I could see that her face was white and her hands were trembling.\nSent 9: So she loved him.\nSent 10: My hand gripped hard against the back of a chair.\nSent 11: Why should I have hoped she did not?. \nQuestion: What causes Mademoiselle to become upset?.", "neg": "Paragraph- Sent 1:   Heavy wooden shutters dulled the noise of the boisterous gale outside.\nSent 2: A thick red curtain hung over the door, and a cheery log fire burnt in the stove.\nSent 3: A man and woman sat over it; the man, a tall, repulsive-looking creature, with unkempt hair and matted beard, his age apparently about fifty.\nSent 4: The woman looked seventy or more.\nSent 5: She too had once been tall, but now old age gave her a withered, witch-like appearance, in spite of her great height.\nSent 6: She was dressed in limp, faded garments, with a tattered shawl crossed over her chest, and had a scared, miserable look in her bleared old eyes.\nSent 7: There were a few words of explanation from the man who had come home, and then, in gruff but not unkindly tones, he bade Babette be seated, and told his mother to get some supper speedily.\nSent 8: She spread a coarse cloth on the wooden table, and when all was ready, lifted a large black saucepan from the stove and turned out a smoking, savoury-looking stew.\nSent 9: The youngest son produced a bottle containing the thin acid wine of the country, and another of spirits.\nSent 10: As he set them on the table, Babette noticed that across one of his hands, which were much smaller and whiter than those of his brothers, there ran a dull red scar that looked as if he had had a bad cut there.\nSent 11: Then they all sat down, excepting the old mother, who busied herself in waiting on them. \nQuestion: What did the man and the woman sit over?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: When you get sick, your body springs to action.\nSent 2: Your body starts to fight the illness.\nSent 3: Thats why you want to eat right and get plenty of sleep.\nSent 4: You need a strong immune system to fight off illness.\nSent 5: Plants dont have an immune system.\nSent 6: That does not mean they do not get sick.\nSent 7: Plants are affected by disease just like us.\nSent 8: Typically, their first line of defense is the death of part of the plant.\nSent 9: This prevents the infection from spreading.\nSent 10: Many plants also produce special chemicals to fight disease.\nSent 11: For example, willow trees produce a chemical to kill the bacteria.\nSent 12: The same compound is used in many acne products.\nSent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.\nSent 14: No, they cannot talk to each other.\nSent 15: They may be able to send messages, though. \nQuestion: How might death of part of a plant help the plant?.", "pos": "Paragraph- Sent 1: When you get sick, your body springs to action.\nSent 2: Your body starts to fight the illness.\nSent 3: Thats why you want to eat right and get plenty of sleep.\nSent 4: You need a strong immune system to fight off illness.\nSent 5: Plants dont have an immune system.\nSent 6: That does not mean they do not get sick.\nSent 7: Plants are affected by disease just like us.\nSent 8: Typically, their first line of defense is the death of part of the plant.\nSent 9: This prevents the infection from spreading.\nSent 10: Many plants also produce special chemicals to fight disease.\nSent 11: For example, willow trees produce a chemical to kill the bacteria.\nSent 12: The same compound is used in many acne products.\nSent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.\nSent 14: No, they cannot talk to each other.\nSent 15: They may be able to send messages, though. \nQuestion: Why does part of a plant die when a plant is infected by disease?.", "neg": "Paragraph- Sent 1: When you get sick, your body springs to action.\nSent 2: Your body starts to fight the illness.\nSent 3: Thats why you want to eat right and get plenty of sleep.\nSent 4: You need a strong immune system to fight off illness.\nSent 5: Plants dont have an immune system.\nSent 6: That does not mean they do not get sick.\nSent 7: Plants are affected by disease just like us.\nSent 8: Typically, their first line of defense is the death of part of the plant.\nSent 9: This prevents the infection from spreading.\nSent 10: Many plants also produce special chemicals to fight disease.\nSent 11: For example, willow trees produce a chemical to kill the bacteria.\nSent 12: The same compound is used in many acne products.\nSent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.\nSent 14: No, they cannot talk to each other.\nSent 15: They may be able to send messages, though. \nQuestion: What can help you to have a strong immune system?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Are the five cadets that are selected for the expedition in the forest men or women?.", "pos": "Paragraph- Sent 1: The film opens with Sunita , a medical student , and her friends working on a project about the human brain .\nSent 2: She wants to investigate the curious case of Sanjay Singhania , a notable city businessman , who is reported to have anterograde amnesia .\nSent 3: Her professor denies access to Sanjay 's records as it is currently under criminal investigation .\nSent 4: Sunita , nonetheless , decides to investigate the matter herself .\nSent 5: Sanjay is introduced as he brutally murders a man .\nSent 6: He takes a Polaroid picture of the man , and writes on it `` done '' .\nSent 7: It is revealed that Sanjay has anterograde amnesia where he loses his memory every 15 minutes .\nSent 8: Sanjay uses a system of photographs , notes , and tattoos on his body to recover his memory after each cycle .\nSent 9: It is revealed that Sanjay is ultimately out to avenge the death of his sweetheart Kalpana , and that he is systematically killing the people who were responsible for it .\nSent 10: His main target is `` Ghajini '' , a notable social personality in the city .\nSent 11: Police Inspector Arjun Yadav , on the case of the serial murders , tracks Sanjay down to his flat and attacks and disables him .\nSent 12: Yadav finds two diaries where Sanjay has chronicled the events of 2005 and 2006 .\nSent 13: The film flashes back to 2005 as Yadav reads the diary .\nSent 14: Sanjay Singhania is shown as the owner of the Air Voice mobile telephone company .\nSent 15: In the course of his business , Sanjay sends his men to meet Kalpana , a struggling model , about putting up a billboard above her apartment .\nSent 16: The owner of Kalpana 's advertising firm misinterprets this as a romantic advance , and in view of a possible lucrative Air Voice ad campaign and other benefits , encourages Kalpana to accept the overture . \nQuestion: when did  group figures out the aliens are allergic to iron.", "neg": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: What proved Dhuruvan's selection of the five female cadets to be a failure?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Don't think them heartless; they are neither better nor worse than you or I; they get over their professional horrors, and into their proper work; and in them pity, as an _emotion_, ending in itself or at best in tears and a long-drawn breath, lessens, while pity, as a _motive_, is quickened, and gains power and purpose.\nSent 2: It is well for poor human nature that it is so.\nSent 3: The operating-theatre is crowded; much talk and fun, and all the cordiality and stir of youth.\nSent 4: The surgeon with his staff of assistants is there.\nSent 5: In comes Ailie; one look at her quiets and abates the eager students.\nSent 6: That beautiful old woman is too much for them; they sit down, and are dumb, and gaze at her.\nSent 7: These rough boys feel the power of her presence.\nSent 8: She walks in quietly, but without haste; dressed in her mutch, her neckerchief, her white dimity short-gown, her black bombazeen petticoat, showing her white worsted stockings and her carpet shoes.\nSent 9: Behind her was James with Rab.\nSent 10: James sat down in the distance, and took that huge and noble head between his knees.\nSent 11: Rab looked perplexed and dangerous--forever cocking his ear and dropping it as fast. \nQuestion: What was Allie's description?.", "pos": "Paragraph- Sent 1: Don't think them heartless; they are neither better nor worse than you or I; they get over their professional horrors, and into their proper work; and in them pity, as an _emotion_, ending in itself or at best in tears and a long-drawn breath, lessens, while pity, as a _motive_, is quickened, and gains power and purpose.\nSent 2: It is well for poor human nature that it is so.\nSent 3: The operating-theatre is crowded; much talk and fun, and all the cordiality and stir of youth.\nSent 4: The surgeon with his staff of assistants is there.\nSent 5: In comes Ailie; one look at her quiets and abates the eager students.\nSent 6: That beautiful old woman is too much for them; they sit down, and are dumb, and gaze at her.\nSent 7: These rough boys feel the power of her presence.\nSent 8: She walks in quietly, but without haste; dressed in her mutch, her neckerchief, her white dimity short-gown, her black bombazeen petticoat, showing her white worsted stockings and her carpet shoes.\nSent 9: Behind her was James with Rab.\nSent 10: James sat down in the distance, and took that huge and noble head between his knees.\nSent 11: Rab looked perplexed and dangerous--forever cocking his ear and dropping it as fast. \nQuestion: What kind of shoes Allie wears ?.", "neg": "Paragraph- Sent 1: Don't think them heartless; they are neither better nor worse than you or I; they get over their professional horrors, and into their proper work; and in them pity, as an _emotion_, ending in itself or at best in tears and a long-drawn breath, lessens, while pity, as a _motive_, is quickened, and gains power and purpose.\nSent 2: It is well for poor human nature that it is so.\nSent 3: The operating-theatre is crowded; much talk and fun, and all the cordiality and stir of youth.\nSent 4: The surgeon with his staff of assistants is there.\nSent 5: In comes Ailie; one look at her quiets and abates the eager students.\nSent 6: That beautiful old woman is too much for them; they sit down, and are dumb, and gaze at her.\nSent 7: These rough boys feel the power of her presence.\nSent 8: She walks in quietly, but without haste; dressed in her mutch, her neckerchief, her white dimity short-gown, her black bombazeen petticoat, showing her white worsted stockings and her carpet shoes.\nSent 9: Behind her was James with Rab.\nSent 10: James sat down in the distance, and took that huge and noble head between his knees.\nSent 11: Rab looked perplexed and dangerous--forever cocking his ear and dropping it as fast. \nQuestion: Where is the surgeon?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: How long has Aubrey Robertson lived at Creston Plaza?.", "pos": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: Whats the ex presidet Barack obama favorite sport.", "neg": "Paragraph- Sent 1: As a husband, father and tenant of a Grand Rapids public housing complex, Aubrey Robertson puts security at the top of his home priority list.\nSent 2: Because of that, Robertson is all for a zero-tolerance drug law in force at Creston Plaza apartments on Grand Rapids' Northeast Side.\nSent 3: That includes cases in which families may be evicted for the drug use of a single family member, even off the premises.\nSent 4: Robertson sees it as a tool to keep his complex as clean and safe as possible.\nSent 5: \"If there's one person (using drugs), that is a start,\" said Robertson, 52, a native of Jamaica.\nSent 6: He has lived the past four years at Creston Plaza with his wife, Tammy, and his daughter, Precious, 3.\nSent 7: In recent months, Robertson was pleased to see casual drug use at the complex diminish with the installation of security cameras.\nSent 8: \"If there is a start, then there will be some other problem.\nSent 9: I totally agree (if there is a drug link), get them out.\"Sent 10: Critics say the law -- argued Tuesday before the U.S. Supreme Court -- tramples on individual rights and harms the very people public housing authorities are supposed to help.\nSent 11: \"It's basically one strike and you're out, and I think they went beyond what Congress intended,\" said Michael Chielens, executive director of Western Michigan Legal Services.\nSent 12: \"Someone who had no knowledge or involvement in a criminal act is being punished.\nSent 13: That's kind of a basic due process notion that we have had in our legal tradition for a long time.\"Sent 14: The case was brought by four Oakland, Calif., senior citizens, including 63-year-old great-grandmother Pearlie Rucker.\nSent 15: They received eviction notices because of the drug use of relatives or caregivers.\nSent 16: Rucker was ordered out because her mentally disabled daughter was caught with cocaine three blocks from the apartment she shared with her mother and other family members, court records show.\nSent 17: An appeals court blocked enforcement of the law.\nSent 18: At issue is whether housing directors are being more aggressive than Congress intended. \nQuestion: Summarize why Pearlie Rucker has sued due to this legislation.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: Who is assigned to pull the birthday train ?.", "pos": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: who assigned to pull the birthday train?.", "neg": "Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .\nSent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .\nSent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .\nSent 4: Georgia is assigned to pull the birthday train .\nSent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .\nSent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .\nSent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .\nSent 8: Farnsworth and Pete turn down their offers to pull the train .\nSent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .\nSent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .\nSent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain . \nQuestion: Who pulled the birthday train even when he was asked not to?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.\nSent 2: \"Henry Spear,” he exclaimed, “that’s your man.\nSent 3: Part Three, Judge Fallon.\nSent 4: Andrews is in that court.” He walked to the door of his private office.\nSent 5: “Andrews!” he called.\nSent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.\nSent 7: “Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.\nSent 8: Wants to speak for him.\nSent 9: Take him over with you.” The district attorney shook hands quickly, and retreated to his private office.\nSent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.\nSent 11: “Come with me,” he commanded.\nSent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.\nSent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.\nSent 14: He should at once have sent in his card to the judge.\nSent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.\nSent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.\nSent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.\nSent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.\nSent 19: Mr. Thorndike refused the newspaper.\nSent 20: “I thought I was going to see the judge,” he suggested. \nQuestion: Who is the broad-shouldered man?.", "pos": "Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.\nSent 2: \"Henry Spear,” he exclaimed, “that’s your man.\nSent 3: Part Three, Judge Fallon.\nSent 4: Andrews is in that court.” He walked to the door of his private office.\nSent 5: “Andrews!” he called.\nSent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.\nSent 7: “Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.\nSent 8: Wants to speak for him.\nSent 9: Take him over with you.” The district attorney shook hands quickly, and retreated to his private office.\nSent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.\nSent 11: “Come with me,” he commanded.\nSent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.\nSent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.\nSent 14: He should at once have sent in his card to the judge.\nSent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.\nSent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.\nSent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.\nSent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.\nSent 19: Mr. Thorndike refused the newspaper.\nSent 20: “I thought I was going to see the judge,” he suggested. \nQuestion: Did Mr. Thorndike read the morning newspaper?.", "neg": "Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.\nSent 2: \"Henry Spear,” he exclaimed, “that’s your man.\nSent 3: Part Three, Judge Fallon.\nSent 4: Andrews is in that court.” He walked to the door of his private office.\nSent 5: “Andrews!” he called.\nSent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.\nSent 7: “Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.\nSent 8: Wants to speak for him.\nSent 9: Take him over with you.” The district attorney shook hands quickly, and retreated to his private office.\nSent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.\nSent 11: “Come with me,” he commanded.\nSent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.\nSent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.\nSent 14: He should at once have sent in his card to the judge.\nSent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.\nSent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.\nSent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.\nSent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.\nSent 19: Mr. Thorndike refused the newspaper.\nSent 20: “I thought I was going to see the judge,” he suggested. \nQuestion: What court did Andrews work in?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In 2415 , after a virus in 2011 wiped out 99 % of the Earth 's population , all of the survivors inhabit Bregna , a walled city-state , which is ruled by a congress of scientists .\nSent 2: Although Bregna is idyllic , people are routinely disappearing and everyone is suffering from bad dreams .\nSent 3: on Flux is a member of the ` Monicans ' , an underground rebel organization who communicate through telepathy-enabling technology and are led by The Handler .\nSent 4: After a mission to destroy a surveillance station , on comes home to find her sister Una has been killed for being mistaken for a Monican .\nSent 5: When on is sent on a mission to kill the government 's leader , Trevor Goodchild , she discovers that both she and the Monicans are being manipulated by council members in a secret coup .\nSent 6: This discovery causes on to question the origins of everyone in Bregna ; and in particular , her own personal connection to Trevor .\nSent 7: It turns out that everyone in Bregna is actually a clone , grown from recycled DNA .\nSent 8: With the dead constantly being reborn into new individuals and still bearing partial memories of their previous lives , there has been an increase in the troubling dreams .\nSent 9: Recycling and cloning became necessary since the original viral antidote made humans infertile .\nSent 10: Trevor 's ongoing experiments , as with all his clone ancestors , has been trying to reverse the infertility .\nSent 11: on learns that she is a clone of the original Trevor 's wife , Katherine and is the first Katherine clone in over 400 years .\nSent 12: One of Trevor 's experiments , Una , was successful as she became pregnant . \nQuestion: What is the name of the walled city-state where all human survivors resided and what problems did the inhabitants face in the city?.", "pos": "Paragraph- Sent 1: In 2415 , after a virus in 2011 wiped out 99 % of the Earth 's population , all of the survivors inhabit Bregna , a walled city-state , which is ruled by a congress of scientists .\nSent 2: Although Bregna is idyllic , people are routinely disappearing and everyone is suffering from bad dreams .\nSent 3: on Flux is a member of the ` Monicans ' , an underground rebel organization who communicate through telepathy-enabling technology and are led by The Handler .\nSent 4: After a mission to destroy a surveillance station , on comes home to find her sister Una has been killed for being mistaken for a Monican .\nSent 5: When on is sent on a mission to kill the government 's leader , Trevor Goodchild , she discovers that both she and the Monicans are being manipulated by council members in a secret coup .\nSent 6: This discovery causes on to question the origins of everyone in Bregna ; and in particular , her own personal connection to Trevor .\nSent 7: It turns out that everyone in Bregna is actually a clone , grown from recycled DNA .\nSent 8: With the dead constantly being reborn into new individuals and still bearing partial memories of their previous lives , there has been an increase in the troubling dreams .\nSent 9: Recycling and cloning became necessary since the original viral antidote made humans infertile .\nSent 10: Trevor 's ongoing experiments , as with all his clone ancestors , has been trying to reverse the infertility .\nSent 11: on learns that she is a clone of the original Trevor 's wife , Katherine and is the first Katherine clone in over 400 years .\nSent 12: One of Trevor 's experiments , Una , was successful as she became pregnant . \nQuestion: what happen to Bregna in 2011?.", "neg": "Paragraph- Sent 1: In 2415 , after a virus in 2011 wiped out 99 % of the Earth 's population , all of the survivors inhabit Bregna , a walled city-state , which is ruled by a congress of scientists .\nSent 2: Although Bregna is idyllic , people are routinely disappearing and everyone is suffering from bad dreams .\nSent 3: on Flux is a member of the ` Monicans ' , an underground rebel organization who communicate through telepathy-enabling technology and are led by The Handler .\nSent 4: After a mission to destroy a surveillance station , on comes home to find her sister Una has been killed for being mistaken for a Monican .\nSent 5: When on is sent on a mission to kill the government 's leader , Trevor Goodchild , she discovers that both she and the Monicans are being manipulated by council members in a secret coup .\nSent 6: This discovery causes on to question the origins of everyone in Bregna ; and in particular , her own personal connection to Trevor .\nSent 7: It turns out that everyone in Bregna is actually a clone , grown from recycled DNA .\nSent 8: With the dead constantly being reborn into new individuals and still bearing partial memories of their previous lives , there has been an increase in the troubling dreams .\nSent 9: Recycling and cloning became necessary since the original viral antidote made humans infertile .\nSent 10: Trevor 's ongoing experiments , as with all his clone ancestors , has been trying to reverse the infertility .\nSent 11: on learns that she is a clone of the original Trevor 's wife , Katherine and is the first Katherine clone in over 400 years .\nSent 12: One of Trevor 's experiments , Una , was successful as she became pregnant . \nQuestion: was every one Bregna  was a clone.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some plants rely on seeds getting stuck in animal fur.\nSent 2: Once stuck, the seeds are carried off to another location.\nSent 3: Eventually, the seeds fall off.\nSent 4: Hoping the wind will blow is also risky for a plant.\nSent 5: What if the wind does not blow?\nSent 6: What if the blowing pollen does not land on another flower?\nSent 7: The wind could even blow the pollen over the ocean where it is wasted.\nSent 8: Do all plants have flowers?\nSent 9: No, plants do not all have flowers.\nSent 10: For example, the mosses and ferns are both types of plants.\nSent 11: However, they never produce flowers.\nSent 12: They don’t produce seeds, either.\nSent 13: They do, however, make tiny spores to reproduce.\nSent 14: Some plants do not depend on the birds and the bees.\nSent 15: They don’t even produce seeds.\nSent 16: Instead they produce spores.\nSent 17: Examples of plants that have spores are ferns and mosses. \nQuestion: Do mosses and ferns ever make seeds?.", "pos": "Paragraph- Sent 1: Some plants rely on seeds getting stuck in animal fur.\nSent 2: Once stuck, the seeds are carried off to another location.\nSent 3: Eventually, the seeds fall off.\nSent 4: Hoping the wind will blow is also risky for a plant.\nSent 5: What if the wind does not blow?\nSent 6: What if the blowing pollen does not land on another flower?\nSent 7: The wind could even blow the pollen over the ocean where it is wasted.\nSent 8: Do all plants have flowers?\nSent 9: No, plants do not all have flowers.\nSent 10: For example, the mosses and ferns are both types of plants.\nSent 11: However, they never produce flowers.\nSent 12: They don’t produce seeds, either.\nSent 13: They do, however, make tiny spores to reproduce.\nSent 14: Some plants do not depend on the birds and the bees.\nSent 15: They don’t even produce seeds.\nSent 16: Instead they produce spores.\nSent 17: Examples of plants that have spores are ferns and mosses. \nQuestion: What do mosses make to reproduce?.", "neg": "Paragraph- Sent 1: Some plants rely on seeds getting stuck in animal fur.\nSent 2: Once stuck, the seeds are carried off to another location.\nSent 3: Eventually, the seeds fall off.\nSent 4: Hoping the wind will blow is also risky for a plant.\nSent 5: What if the wind does not blow?\nSent 6: What if the blowing pollen does not land on another flower?\nSent 7: The wind could even blow the pollen over the ocean where it is wasted.\nSent 8: Do all plants have flowers?\nSent 9: No, plants do not all have flowers.\nSent 10: For example, the mosses and ferns are both types of plants.\nSent 11: However, they never produce flowers.\nSent 12: They don’t produce seeds, either.\nSent 13: They do, however, make tiny spores to reproduce.\nSent 14: Some plants do not depend on the birds and the bees.\nSent 15: They don’t even produce seeds.\nSent 16: Instead they produce spores.\nSent 17: Examples of plants that have spores are ferns and mosses. \nQuestion: How might seeds get to another location?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In 1863, Alexander II re-convened the Diet of Finland and initiated several reforms increasing Finland's autonomy from Russia including establishment of its own currency, the markka.\nSent 2: Liberation of business led to increased foreign investment and industrial development.\nSent 3: Finland also got its first railways, separately established under Finnish administration.\nSent 4: Finally, the elevation of Finnish from a language of the common people to a national language equal to Swedish opened opportunities for a larger proportion of the society.\nSent 5: Alexander II is still regarded as \"The Good Tsar\" in Finland.\nSent 6: These reforms could be seen as results of a genuine belief that reforms were easier to test in an underpopulated, homogeneous country, than in the whole of Russia.\nSent 7: They may also be seen as a reward for the loyalty of its relatively western-oriented population during the Crimean War and during the Polish uprising.\nSent 8: Encouraging Finnish nationalism and language can also be seen as an attempt to dilute ties with Sweden. \nQuestion: In what ways did Alexander ll encourage Finlands growth?.", "pos": "Paragraph- Sent 1: In 1863, Alexander II re-convened the Diet of Finland and initiated several reforms increasing Finland's autonomy from Russia including establishment of its own currency, the markka.\nSent 2: Liberation of business led to increased foreign investment and industrial development.\nSent 3: Finland also got its first railways, separately established under Finnish administration.\nSent 4: Finally, the elevation of Finnish from a language of the common people to a national language equal to Swedish opened opportunities for a larger proportion of the society.\nSent 5: Alexander II is still regarded as \"The Good Tsar\" in Finland.\nSent 6: These reforms could be seen as results of a genuine belief that reforms were easier to test in an underpopulated, homogeneous country, than in the whole of Russia.\nSent 7: They may also be seen as a reward for the loyalty of its relatively western-oriented population during the Crimean War and during the Polish uprising.\nSent 8: Encouraging Finnish nationalism and language can also be seen as an attempt to dilute ties with Sweden. \nQuestion: Did Alexander II help to establish Finland's own money and train system?.", "neg": "Paragraph- Sent 1: In 1863, Alexander II re-convened the Diet of Finland and initiated several reforms increasing Finland's autonomy from Russia including establishment of its own currency, the markka.\nSent 2: Liberation of business led to increased foreign investment and industrial development.\nSent 3: Finland also got its first railways, separately established under Finnish administration.\nSent 4: Finally, the elevation of Finnish from a language of the common people to a national language equal to Swedish opened opportunities for a larger proportion of the society.\nSent 5: Alexander II is still regarded as \"The Good Tsar\" in Finland.\nSent 6: These reforms could be seen as results of a genuine belief that reforms were easier to test in an underpopulated, homogeneous country, than in the whole of Russia.\nSent 7: They may also be seen as a reward for the loyalty of its relatively western-oriented population during the Crimean War and during the Polish uprising.\nSent 8: Encouraging Finnish nationalism and language can also be seen as an attempt to dilute ties with Sweden. \nQuestion: What did encouraging Finnish nationalism and language do?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: On 9/11, the defense of U.S. airspace depended on close interaction between two federal agencies: the FAA and the North American Aerospace Defense Command (NORAD).\nSent 2: The most recent hijacking that involved U.S. air traffic controllers, FAA management, and military coordination had occurred in 1993.90 In order to understand how the two agencies interacted eight years later, we will review their missions, command and control structures, and working relationship on the morning of 9/11.\nSent 3: FAA Mission and Structure.\nSent 4: As of September 11, 2001, the FAA was mandated by law to regulate the safety and security of civil aviation.\nSent 5: From an air traffic controller's perspective, that meant maintaining a safe distance between airborne aircraft.\nSent 6: Many controllers work at the FAA's 22 Air Route Traffic Control Centers.\nSent 7: They are grouped under regional offices and coordinate closely with the national Air Traffic Control System Command Center, located in Herndon, Virginia, which oversees daily traffic flow within the entire airspace system.\nSent 8: FAA headquarters is ultimately responsible for the management of the National Airspace System.\nSent 9: The Operations Center located at FAA headquarters receives notifications of incidents, including accidents and hijackings.\nSent 10: FAA Control Centers often receive information and make operational decisions independently of one another.\nSent 11: On 9/11, the four hijacked aircraft were monitored mainly by the centers in Boston, New York, Cleveland, and Indianapolis.\nSent 12: Each center thus had part of the knowledge of what was going on across the system.\nSent 13: What Boston knew was not necessarily known by centers in New York, Cleveland, or Indianapolis, or for that matter by the Command Center in Herndon or by FAA headquarters in Washington.\nSent 14: Controllers track airliners such as the four aircraft hijacked on 9/11 primarily by watching the data from a signal emitted by each aircraft's transponder equipment.\nSent 15: Those four planes, like all aircraft traveling above 10,000 feet, were required to emit a unique transponder signal while in flight.\nSent 16: On 9/11, the terrorists turned off the transponders on three of the four hijacked aircraft.\nSent 17: With its transponder off, it is possible, though more difficult, to track an aircraft by its primary radar returns.\nSent 18: But unlike transponder data, primary radar returns do not show the aircraft's identity and altitude. \nQuestion: Where is the FAA's Air Traffic Control System Command Center located ?.", "pos": "Paragraph- Sent 1: At 8:38, Ong told Gonzalez that the plane was flying erratically again.\nSent 2: Around this time Sweeney told Woodward that the hijackers were Middle Easterners, naming three of their seat numbers.\nSent 3: One spoke very little English and one spoke excellent English.\nSent 4: The hijackers had gained entry to the cockpit, and she did not know how.\nSent 5: The aircraft was in a rapid descent.\nSent 6: At 8:41, Sweeney told Woodward that passengers in coach were under the impression that there was a routine medical emergency in first class.\nSent 7: Other flight attendants were busy at duties such as getting medical supplies while Ong and Sweeney were reporting the events.\nSent 8: At 8:41, in American's operations center, a colleague told Marquis that the air traffic controllers declared Flight 11 a hijacking and \"think he's [American 11] headed toward Kennedy [airport in New York City].\nSent 9: They're moving everybody out of the way.\nSent 10: They seem to have him on a primary radar.\nSent 11: They seem to think that he is descending.\"Sent 12: At 8:44, Gonzalez reported losing phone contact with Ong.\nSent 13: About this same time Sweeney reported to Woodward, \"Something is wrong.\nSent 14: We are in a rapid descent .\nSent 15: we are all over the place.\"Sent 16: Woodward asked Sweeney to look out the window to see if she could determine where they were. \nQuestion: Was Sweeney a passenger or a flight attendant and which area of the plane was she in.", "neg": "Paragraph- Sent 1: On 9/11, the defense of U.S. airspace depended on close interaction between two federal agencies: the FAA and the North American Aerospace Defense Command (NORAD).\nSent 2: The most recent hijacking that involved U.S. air traffic controllers, FAA management, and military coordination had occurred in 1993.90 In order to understand how the two agencies interacted eight years later, we will review their missions, command and control structures, and working relationship on the morning of 9/11.\nSent 3: FAA Mission and Structure.\nSent 4: As of September 11, 2001, the FAA was mandated by law to regulate the safety and security of civil aviation.\nSent 5: From an air traffic controller's perspective, that meant maintaining a safe distance between airborne aircraft.\nSent 6: Many controllers work at the FAA's 22 Air Route Traffic Control Centers.\nSent 7: They are grouped under regional offices and coordinate closely with the national Air Traffic Control System Command Center, located in Herndon, Virginia, which oversees daily traffic flow within the entire airspace system.\nSent 8: FAA headquarters is ultimately responsible for the management of the National Airspace System.\nSent 9: The Operations Center located at FAA headquarters receives notifications of incidents, including accidents and hijackings.\nSent 10: FAA Control Centers often receive information and make operational decisions independently of one another.\nSent 11: On 9/11, the four hijacked aircraft were monitored mainly by the centers in Boston, New York, Cleveland, and Indianapolis.\nSent 12: Each center thus had part of the knowledge of what was going on across the system.\nSent 13: What Boston knew was not necessarily known by centers in New York, Cleveland, or Indianapolis, or for that matter by the Command Center in Herndon or by FAA headquarters in Washington.\nSent 14: Controllers track airliners such as the four aircraft hijacked on 9/11 primarily by watching the data from a signal emitted by each aircraft's transponder equipment.\nSent 15: Those four planes, like all aircraft traveling above 10,000 feet, were required to emit a unique transponder signal while in flight.\nSent 16: On 9/11, the terrorists turned off the transponders on three of the four hijacked aircraft.\nSent 17: With its transponder off, it is possible, though more difficult, to track an aircraft by its primary radar returns.\nSent 18: But unlike transponder data, primary radar returns do not show the aircraft's identity and altitude. \nQuestion: In which year did the hijackings occur ?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: I wondered if that were my case--if I rode out for honour, and not for the pure pleasure of the riding.\nSent 2: And I marvelled more to see the two of us, both lovers of one lady and eager rivals, burying for the nonce our feuds, and with the same hope serving the same cause.\nSent 3: We slept the night at Aird's store, and early the next morning found Ringan.\nSent 4: A new Ringan indeed, as unlike the buccaneer I knew as he was unlike the Quaker.\nSent 5: He was now the gentleman of Breadalbane, dressed for the part with all the care of an exquisite.\nSent 6: He rode a noble roan, in his Spanish belt were stuck silver-hafted pistols, and a long sword swung at his side.\nSent 7: When I presented Grey to him, he became at once the cavalier, as precise in his speech and polite in his deportment as any Whitehall courtier.\nSent 8: They talked high and disposedly of genteel matters, and you would have thought that that red-haired pirate had lived his life among proud lords and high-heeled ladies.\nSent 9: That is ever the way of the Highlander.\nSent 10: He alters like a clear pool to every mood of the sky, so that the shallow observer might forget how deep the waters are. \nQuestion: Who was Grey presented to?.", "pos": "Paragraph- Sent 1: I wondered if that were my case--if I rode out for honour, and not for the pure pleasure of the riding.\nSent 2: And I marvelled more to see the two of us, both lovers of one lady and eager rivals, burying for the nonce our feuds, and with the same hope serving the same cause.\nSent 3: We slept the night at Aird's store, and early the next morning found Ringan.\nSent 4: A new Ringan indeed, as unlike the buccaneer I knew as he was unlike the Quaker.\nSent 5: He was now the gentleman of Breadalbane, dressed for the part with all the care of an exquisite.\nSent 6: He rode a noble roan, in his Spanish belt were stuck silver-hafted pistols, and a long sword swung at his side.\nSent 7: When I presented Grey to him, he became at once the cavalier, as precise in his speech and polite in his deportment as any Whitehall courtier.\nSent 8: They talked high and disposedly of genteel matters, and you would have thought that that red-haired pirate had lived his life among proud lords and high-heeled ladies.\nSent 9: That is ever the way of the Highlander.\nSent 10: He alters like a clear pool to every mood of the sky, so that the shallow observer might forget how deep the waters are. \nQuestion: To whom was Grey presented?.", "neg": "Paragraph- Sent 1: I wondered if that were my case--if I rode out for honour, and not for the pure pleasure of the riding.\nSent 2: And I marvelled more to see the two of us, both lovers of one lady and eager rivals, burying for the nonce our feuds, and with the same hope serving the same cause.\nSent 3: We slept the night at Aird's store, and early the next morning found Ringan.\nSent 4: A new Ringan indeed, as unlike the buccaneer I knew as he was unlike the Quaker.\nSent 5: He was now the gentleman of Breadalbane, dressed for the part with all the care of an exquisite.\nSent 6: He rode a noble roan, in his Spanish belt were stuck silver-hafted pistols, and a long sword swung at his side.\nSent 7: When I presented Grey to him, he became at once the cavalier, as precise in his speech and polite in his deportment as any Whitehall courtier.\nSent 8: They talked high and disposedly of genteel matters, and you would have thought that that red-haired pirate had lived his life among proud lords and high-heeled ladies.\nSent 9: That is ever the way of the Highlander.\nSent 10: He alters like a clear pool to every mood of the sky, so that the shallow observer might forget how deep the waters are. \nQuestion: Who is described as carrying a long sword?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Soon Sweetwater realised that his work was over for the night and planned to leave.\nSent 2: But there was one point to be settled first.\nSent 3: Was there any other means of exit from these grounds save that offered by the ordinary driveway?\nSent 4: He had an impression that in one of his strolls about, he had detected the outlines of a door in what looked like a high brick wall in the extreme rear.\nSent 5: If so, it were well worth his while to know where that door led.\nSent 6: Working his way along in the shadow cast by the house and afterward by the stable itself, he came upon what was certainly a wall and a wall with a door in it.\nSent 7: He could see the latter plainly from where he halted in the thick of the shadows.\nSent 8: The moonlight shone broadly on it, and he could detect the very shape and size of its lock.\nSent 9: It might be as well to try that lock, but he would have to cross a very wide strip of moonlight in order to do so, and he feared to attract attention to his extreme inquisitiveness.\nSent 10: Yet who was there to notice him at this hour?\nSent 11: Mr. Cumberland had not moved, the girls were upstairs, Zadok was busy with his paper, and the footman dozing over his pipe in his room over the stable.\nSent 12: Sweetwater had just come from that room, and he knew. \nQuestion: What room was Sweetwater in before?.", "pos": "Paragraph- Sent 1: Soon Sweetwater realised that his work was over for the night and planned to leave.\nSent 2: But there was one point to be settled first.\nSent 3: Was there any other means of exit from these grounds save that offered by the ordinary driveway?\nSent 4: He had an impression that in one of his strolls about, he had detected the outlines of a door in what looked like a high brick wall in the extreme rear.\nSent 5: If so, it were well worth his while to know where that door led.\nSent 6: Working his way along in the shadow cast by the house and afterward by the stable itself, he came upon what was certainly a wall and a wall with a door in it.\nSent 7: He could see the latter plainly from where he halted in the thick of the shadows.\nSent 8: The moonlight shone broadly on it, and he could detect the very shape and size of its lock.\nSent 9: It might be as well to try that lock, but he would have to cross a very wide strip of moonlight in order to do so, and he feared to attract attention to his extreme inquisitiveness.\nSent 10: Yet who was there to notice him at this hour?\nSent 11: Mr. Cumberland had not moved, the girls were upstairs, Zadok was busy with his paper, and the footman dozing over his pipe in his room over the stable.\nSent 12: Sweetwater had just come from that room, and he knew. \nQuestion: Who could have possibly noticed Sweetwater if the timing was less ideal?.", "neg": "Paragraph- Sent 1: Soon Sweetwater realised that his work was over for the night and planned to leave.\nSent 2: But there was one point to be settled first.\nSent 3: Was there any other means of exit from these grounds save that offered by the ordinary driveway?\nSent 4: He had an impression that in one of his strolls about, he had detected the outlines of a door in what looked like a high brick wall in the extreme rear.\nSent 5: If so, it were well worth his while to know where that door led.\nSent 6: Working his way along in the shadow cast by the house and afterward by the stable itself, he came upon what was certainly a wall and a wall with a door in it.\nSent 7: He could see the latter plainly from where he halted in the thick of the shadows.\nSent 8: The moonlight shone broadly on it, and he could detect the very shape and size of its lock.\nSent 9: It might be as well to try that lock, but he would have to cross a very wide strip of moonlight in order to do so, and he feared to attract attention to his extreme inquisitiveness.\nSent 10: Yet who was there to notice him at this hour?\nSent 11: Mr. Cumberland had not moved, the girls were upstairs, Zadok was busy with his paper, and the footman dozing over his pipe in his room over the stable.\nSent 12: Sweetwater had just come from that room, and he knew. \nQuestion: What question needed to be answered before Sweetwater could leave?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: Did Alexander end hi? life with the same charisma he had in his prime?.", "pos": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: What did Alexander have absolutely no interests in?.", "neg": "Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.\nSent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.\nSent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition \"kept his spirit serious and lofty in advance of his years.\"Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.\nSent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.\nSent 6: While Alexander worried that his father would leave him \"no great or brilliant achievement to be displayed to the world\", he also downplayed his father's achievements to his companions.\nSent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.\nSent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.\nSent 9: He had a calmer side--perceptive, logical, and calculating.\nSent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.\nSent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.\nSent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.\nSent 13: He had great self-restraint in \"pleasures of the body,\" in contrast with his lack of self control with alcohol.\nSent 14: Alexander was erudite and patronized both arts and sciences.\nSent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).\nSent 16: He had great charisma and force of personality, characteristics which made him a great leader.\nSent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.\nSent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia. \nQuestion: What was some positive traits of Alexander?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: Why do you think the two white men want the Indian satellite research station?.", "pos": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: What type of satellite was mentioned?.", "neg": "Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .\nSent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .\nSent 3: Dhuruvan is a trainer at the camp .\nSent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .\nSent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .\nSent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .\nSent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .\nSent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .\nSent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .\nSent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .\nSent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest . \nQuestion: why dhuruvan is so depreciated?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: Why might Omar want Refsdal's face covered?.", "pos": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: Did they drive or walk to the house?.", "neg": "Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.\nSent 2: The Taliban have kidnapped him.\nSent 3: If the truck turns right, he knows he's being sold to another militant group.\nSent 4: A left turn means his kidnappers have decided to let him go.\nSent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.\nSent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.\nSent 7: As part of CNN's \"Taliban\" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.\nSent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.\nSent 9: I'm told it is not possible to drive anymore.\nSent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.\nSent 11: Omar is very particular about I should cover my face.\nSent 12: I assume this is because they don't want informers to see that there's a foreigner coming.\nSent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.\nSent 14: We have to wait there, because they're going to have a meeting.\nSent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.\nSent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.\nSent 17: And he goes on, saying that we're going to be killed with a knife.\nSent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners. \nQuestion: What is the name of the militant group driving the pick-up truck that Norwegian freelance journalist and kidnap victim, Paul Refsdal, is riding in?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}
{"query": "Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.\nSent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.\nSent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.\nSent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.\nSent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.\nSent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_. \nQuestion: How can a teacher discover the best way to give a strong foundation for complete living?.", "pos": "Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.\nSent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.\nSent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.\nSent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.\nSent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.\nSent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_. \nQuestion: How does watching the child help the educator find their special part of the whole work?.", "neg": "Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.\nSent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.\nSent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.\nSent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.\nSent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.\nSent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_. \nQuestion: If the teacher of young children is to live up to our educational profession, what must she teach?.", "instruction": "You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (\", \"). E.g. \"1, 2\" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (\", \")."}