train/task074_squad1.1_question_generation_train.jsonl

{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "What was the business state of Marvel by 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "When did Marvel withdraw from the Comics Code Authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "What in-house standards system did Marvel replace the Comics Code with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "What was the first book published under this new ratings system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "What was the name of the adult themed comics imprint for Marvel with more explicit content?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-221951ab287b4f09bef51f1306d6fd48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UK national curriculum is adapted for local use. A range of qualifications are offered \u2013 from GCSE, A/S and A2, to Level 3 Diplomas and VRQ qualifications:", "targets": "What curriculum does the island adapt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-221951ab287b4f09bef51f1306d6fd48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UK national curriculum is adapted for local use. A range of qualifications are offered \u2013 from GCSE, A/S and A2, to Level 3 Diplomas and VRQ qualifications:", "targets": "What are the qualifications offered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "Which foods do Greek Cypriots and Turkish Cypriots have in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "Which art forms are integral parts of everyday life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "What is something that Greek Cypriots and Turkish Cypriots do not have in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "What religion do Greek Cypriots usually practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "What religion do Greek Cypriots usually practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b9641e55b934c47a31e5fd23217e0b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is a thin material produced by pressing together moist fibres of cellulose pulp derived from wood, rags or grasses, and drying them into flexible sheets. It is a versatile material with many uses, including writing, printing, packaging, cleaning, and a number of industrial and construction processes.", "targets": "What is a source for the particles in paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b9641e55b934c47a31e5fd23217e0b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is a thin material produced by pressing together moist fibres of cellulose pulp derived from wood, rags or grasses, and drying them into flexible sheets. It is a versatile material with many uses, including writing, printing, packaging, cleaning, and a number of industrial and construction processes.", "targets": "What is a common use for paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b9641e55b934c47a31e5fd23217e0b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is a thin material produced by pressing together moist fibres of cellulose pulp derived from wood, rags or grasses, and drying them into flexible sheets. It is a versatile material with many uses, including writing, printing, packaging, cleaning, and a number of industrial and construction processes.", "targets": "What is the last step in paper production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "What company mines salt in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "How many acres is the Windsor Salt Mine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "How many routes to Canada does Detroit have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "What is the railway tunnel to Canada called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "What it the Ferry to Canada called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "What two types of forests can be found in Geres?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "To what period does the laurissilva forest date back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "What type of oak tree is colonizing many abandoned areas in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "What wild animal was recently found roaming urban areas in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "How many national parks does Portugal have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b84ffa28a744ff4adf3755165dfce4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian art encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking, and stonemasonry. The Median and Achaemenid empires left a significant classical art scene which remained as basic influences for the art of the later eras. Art of the Parthians was a mixture of Iranian and Hellenistic artworks, with their main motifs being scenes of royal hunting expeditions and investitures. The Sassanid art played a prominent role in the formation of both European and Asian medieval art, which carried forward to the Islamic world, and much of what later became known as Islamic learning, such as philology, literature, jurisprudence, philosophy, medicine, architecture, and science, were of Sassanid basis.", "targets": "The Achaemind Empire along with what other group became the foundation for the art in later Iranian history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b84ffa28a744ff4adf3755165dfce4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian art encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking, and stonemasonry. The Median and Achaemenid empires left a significant classical art scene which remained as basic influences for the art of the later eras. Art of the Parthians was a mixture of Iranian and Hellenistic artworks, with their main motifs being scenes of royal hunting expeditions and investitures. The Sassanid art played a prominent role in the formation of both European and Asian medieval art, which carried forward to the Islamic world, and much of what later became known as Islamic learning, such as philology, literature, jurisprudence, philosophy, medicine, architecture, and science, were of Sassanid basis.", "targets": "A blend of Iranian and what other type of artwork were the Parthians' art comprised of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b84ffa28a744ff4adf3755165dfce4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian art encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking, and stonemasonry. The Median and Achaemenid empires left a significant classical art scene which remained as basic influences for the art of the later eras. Art of the Parthians was a mixture of Iranian and Hellenistic artworks, with their main motifs being scenes of royal hunting expeditions and investitures. The Sassanid art played a prominent role in the formation of both European and Asian medieval art, which carried forward to the Islamic world, and much of what later became known as Islamic learning, such as philology, literature, jurisprudence, philosophy, medicine, architecture, and science, were of Sassanid basis.", "targets": "What Iranian art played a major role in the formation of medieval art from Europe and Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b84ffa28a744ff4adf3755165dfce4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian art encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking, and stonemasonry. The Median and Achaemenid empires left a significant classical art scene which remained as basic influences for the art of the later eras. Art of the Parthians was a mixture of Iranian and Hellenistic artworks, with their main motifs being scenes of royal hunting expeditions and investitures. The Sassanid art played a prominent role in the formation of both European and Asian medieval art, which carried forward to the Islamic world, and much of what later became known as Islamic learning, such as philology, literature, jurisprudence, philosophy, medicine, architecture, and science, were of Sassanid basis.", "targets": "The Sassanid became a cornerstone of what type of learning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "What school provides maritime education on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "What is the yearly number of cadets at the Maritime Training Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "What is the only trade union on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "On what does the Seaman'd Union represent workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "How many Tuvaluan men are active seafarers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470286cf6edd4e90b3df13b9362fd977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest evidence of human inhabitants of modern day Chihuahua was discovered in the area of Samalayuca and Rancho Colorado. Clovis points have been found in northeastern Chihuahua that have been dated from 12,000 BC to 7000 BC. It is thought that these inhabitants were hunter gatherers. Inhabitants of the state later developed farming with the domestication of corn. An archeological site in northern Chihuahua known as Cerro Juanaque\u00f1a revealed squash cultivation, irrigation techniques, and ceramic artifacts dating to around 2000 BC.", "targets": "In which areas were the earliest human inhabitants discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470286cf6edd4e90b3df13b9362fd977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest evidence of human inhabitants of modern day Chihuahua was discovered in the area of Samalayuca and Rancho Colorado. Clovis points have been found in northeastern Chihuahua that have been dated from 12,000 BC to 7000 BC. It is thought that these inhabitants were hunter gatherers. Inhabitants of the state later developed farming with the domestication of corn. An archeological site in northern Chihuahua known as Cerro Juanaque\u00f1a revealed squash cultivation, irrigation techniques, and ceramic artifacts dating to around 2000 BC.", "targets": "What range of years are the oldest ruins from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470286cf6edd4e90b3df13b9362fd977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest evidence of human inhabitants of modern day Chihuahua was discovered in the area of Samalayuca and Rancho Colorado. Clovis points have been found in northeastern Chihuahua that have been dated from 12,000 BC to 7000 BC. It is thought that these inhabitants were hunter gatherers. Inhabitants of the state later developed farming with the domestication of corn. An archeological site in northern Chihuahua known as Cerro Juanaque\u00f1a revealed squash cultivation, irrigation techniques, and ceramic artifacts dating to around 2000 BC.", "targets": "Which vegetable were they found to have been farming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470286cf6edd4e90b3df13b9362fd977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest evidence of human inhabitants of modern day Chihuahua was discovered in the area of Samalayuca and Rancho Colorado. Clovis points have been found in northeastern Chihuahua that have been dated from 12,000 BC to 7000 BC. It is thought that these inhabitants were hunter gatherers. Inhabitants of the state later developed farming with the domestication of corn. An archeological site in northern Chihuahua known as Cerro Juanaque\u00f1a revealed squash cultivation, irrigation techniques, and ceramic artifacts dating to around 2000 BC.", "targets": "Around what year were the ceramic artifacts found to have been from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "Which hurricane brought damaging rains to Tennessee in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "On average, how many days each year are there thunderstorms in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "Which parts of Tennessee are most threatened by tornadoes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "How many tornadoes strike in Tennessee in an average year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "What year in the 1990s did an unusual blizzard visit Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "What policies did a State Department official accuse UNFPA of helping China carry out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "What was this official's position at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "Who was the official that accused UNFPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "What was UNFPA accused of contributing to the Chinese program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "What papers reported on this incident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd0c6b95cd74589a7ec3f3f1952a53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of legal certainty is recognised one of the general principles of European Union law by the European Court of Justice since the 1960s. It is an important general principle of international law and public law, which predates European Union law. As a general principle in European Union law it means that the law must be certain, in that it is clear and precise, and its legal implications foreseeable, specially when applied to financial obligations. The adoption of laws which will have legal effect in the European Union must have a proper legal basis. Legislation in member states which implements European Union law must be worded so that it is clearly understandable by those who are subject to the law. In European Union law the general principle of legal certainty prohibits Ex post facto laws, i.e. laws should not take effect before they are published. The doctrine of legitimate expectation, which has its roots in the principles of legal certainty and good faith, is also a central element of the general principle of legal certainty in European Union law. The legitimate expectation doctrine holds that and that \"those who act in good faith on the basis of law as it is or seems to be should not be frustrated in their expectations\".", "targets": "How long has the concept of legal certainty been recognized as one of the general principles by the EU law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd0c6b95cd74589a7ec3f3f1952a53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of legal certainty is recognised one of the general principles of European Union law by the European Court of Justice since the 1960s. It is an important general principle of international law and public law, which predates European Union law. As a general principle in European Union law it means that the law must be certain, in that it is clear and precise, and its legal implications foreseeable, specially when applied to financial obligations. The adoption of laws which will have legal effect in the European Union must have a proper legal basis. Legislation in member states which implements European Union law must be worded so that it is clearly understandable by those who are subject to the law. In European Union law the general principle of legal certainty prohibits Ex post facto laws, i.e. laws should not take effect before they are published. The doctrine of legitimate expectation, which has its roots in the principles of legal certainty and good faith, is also a central element of the general principle of legal certainty in European Union law. The legitimate expectation doctrine holds that and that \"those who act in good faith on the basis of law as it is or seems to be should not be frustrated in their expectations\".", "targets": "Which laws mentioned predate EU law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd0c6b95cd74589a7ec3f3f1952a53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of legal certainty is recognised one of the general principles of European Union law by the European Court of Justice since the 1960s. It is an important general principle of international law and public law, which predates European Union law. As a general principle in European Union law it means that the law must be certain, in that it is clear and precise, and its legal implications foreseeable, specially when applied to financial obligations. The adoption of laws which will have legal effect in the European Union must have a proper legal basis. Legislation in member states which implements European Union law must be worded so that it is clearly understandable by those who are subject to the law. In European Union law the general principle of legal certainty prohibits Ex post facto laws, i.e. laws should not take effect before they are published. The doctrine of legitimate expectation, which has its roots in the principles of legal certainty and good faith, is also a central element of the general principle of legal certainty in European Union law. The legitimate expectation doctrine holds that and that \"those who act in good faith on the basis of law as it is or seems to be should not be frustrated in their expectations\".", "targets": "What must the adoption of laws which will have legal effect in the EU have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd0c6b95cd74589a7ec3f3f1952a53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of legal certainty is recognised one of the general principles of European Union law by the European Court of Justice since the 1960s. It is an important general principle of international law and public law, which predates European Union law. As a general principle in European Union law it means that the law must be certain, in that it is clear and precise, and its legal implications foreseeable, specially when applied to financial obligations. The adoption of laws which will have legal effect in the European Union must have a proper legal basis. Legislation in member states which implements European Union law must be worded so that it is clearly understandable by those who are subject to the law. In European Union law the general principle of legal certainty prohibits Ex post facto laws, i.e. laws should not take effect before they are published. The doctrine of legitimate expectation, which has its roots in the principles of legal certainty and good faith, is also a central element of the general principle of legal certainty in European Union law. The legitimate expectation doctrine holds that and that \"those who act in good faith on the basis of law as it is or seems to be should not be frustrated in their expectations\".", "targets": "In what does the doctrine of legitimate expectations have roots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "How many comics did Marvel sell during 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "What company was distributing Marvel's titles at that point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "To whom was Marvel sold in 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "What wholly-owned affiliate of this company did Marvel operate within?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "What distributor took over Marvel's titles in 1969?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "Who was the star of The Sarah Jane Adventures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "When did the Sarah Jane series begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "In what year did the Tenth Doctor appear in the Sarah Jane series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "When did the Eleventh Doctor appear in the Sarah Jane series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "Why did the series end in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "What was the budget of the city in 2013"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "How much of the budget was allocated for city administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "What percent of the budget goes towards public housing and urbanism projects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "What is the main source of income for Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "What percentage of the budget is allocated for schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229c626e8544eb4ad79ab3fd9204b93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Employment is primarily in government and industries such as natural resource extraction, shipping, and transportation. Military bases are a significant component of the economy in the Fairbanks North Star, Anchorage and Kodiak Island boroughs, as well as Kodiak. Federal subsidies are also an important part of the economy, allowing the state to keep taxes low. Its industrial outputs are crude petroleum, natural gas, coal, gold, precious metals, zinc and other mining, seafood processing, timber and wood products. There is also a growing service and tourism sector. Tourists have contributed to the economy by supporting local lodging.", "targets": "In which Alaskan areas are military bases prevalent as an important part of the local economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229c626e8544eb4ad79ab3fd9204b93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Employment is primarily in government and industries such as natural resource extraction, shipping, and transportation. Military bases are a significant component of the economy in the Fairbanks North Star, Anchorage and Kodiak Island boroughs, as well as Kodiak. Federal subsidies are also an important part of the economy, allowing the state to keep taxes low. Its industrial outputs are crude petroleum, natural gas, coal, gold, precious metals, zinc and other mining, seafood processing, timber and wood products. There is also a growing service and tourism sector. Tourists have contributed to the economy by supporting local lodging.", "targets": "What program allows Alaska to keep low taxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229c626e8544eb4ad79ab3fd9204b93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Employment is primarily in government and industries such as natural resource extraction, shipping, and transportation. Military bases are a significant component of the economy in the Fairbanks North Star, Anchorage and Kodiak Island boroughs, as well as Kodiak. Federal subsidies are also an important part of the economy, allowing the state to keep taxes low. Its industrial outputs are crude petroleum, natural gas, coal, gold, precious metals, zinc and other mining, seafood processing, timber and wood products. There is also a growing service and tourism sector. Tourists have contributed to the economy by supporting local lodging.", "targets": "What are some of Alaska's industrial products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229c626e8544eb4ad79ab3fd9204b93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Employment is primarily in government and industries such as natural resource extraction, shipping, and transportation. Military bases are a significant component of the economy in the Fairbanks North Star, Anchorage and Kodiak Island boroughs, as well as Kodiak. Federal subsidies are also an important part of the economy, allowing the state to keep taxes low. Its industrial outputs are crude petroleum, natural gas, coal, gold, precious metals, zinc and other mining, seafood processing, timber and wood products. There is also a growing service and tourism sector. Tourists have contributed to the economy by supporting local lodging.", "targets": "How, specifically, have tourists helped the local economy in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "What is another name for a freight elevator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "What type of notice is required to be visible in most freight elevators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "Some freight elevators allow transport of both freight and passengers by using what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "How do freight elevators differ from passenger elevators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "What type of elevator is better suited for carrying freight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "What type of recording did Brandenburg use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "What did Brandenburg use the recording to refine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "What word describes the nature of the song used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "As a result of her song being used, Suzanne Vega is sometimes referred to as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "Excerpts were taken from which reference compact disc to assess the subjective quality of the MPEG audio formats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "What part of the original model PS3s starting causing problems in March of 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "What essential network were some users unable to connect to because of the error?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "What erroneous date did some users start seeing on their consoles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "What humorous nickname was given to the situation with the console system clock errors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "The name \"ApocalyPS3\" combines \"PS3\" with what other word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "What were said to have been caused by government policy failures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "How many people were said to have died in the Great Famine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "When did the Great Famine happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "How many people died in the Indian Famine of 1899-1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "What killed 10 million people in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "In what year did the Cold War begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "How many nuclear weapons were tested in the Marshall Islands between 1946 and 1958?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "What was the name of the United States' largest atmospheric nuclear test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "What was the yield of the Castle Bravo bombs in kilotons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "Which of the Marshall Islands was destroyed in a United States hydrogen bomb test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "On what date was the state named the Soviet Russian Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "What body renamed the state the Soviet Russian Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "When was the Treaty of Brest-Litovsk signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "The Treaty of Brest-Litovsk ceded land to what state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "What document renamed the state the Russian Socialist Federative Soviet Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": "When were the diaries of Napoleon's valet published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": "What was the name of Napoleon's valet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": " What was the possible cause for Napoleon's death suggested in a 1961 Nature paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": "In 1961, who suggested the possibility that Napoleon died from ingestion of arsenic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": "What condition was Napoleon's body in when it was moved in 1840?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d6b513913594e2db536cbba80cfb10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The global dog population is estimated at 525 million:225 based on a transparent methodology, as opposed to other estimates where the methodology has not been made available \u2013 all dog population estimates are based on regional human population densities and land uses.", "targets": "What is the larger count for numbers of dogs considered to populate the planet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d6b513913594e2db536cbba80cfb10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The global dog population is estimated at 525 million:225 based on a transparent methodology, as opposed to other estimates where the methodology has not been made available \u2013 all dog population estimates are based on regional human population densities and land uses.", "targets": "How many dogs are estimated to be in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d6b513913594e2db536cbba80cfb10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The global dog population is estimated at 525 million:225 based on a transparent methodology, as opposed to other estimates where the methodology has not been made available \u2013 all dog population estimates are based on regional human population densities and land uses.", "targets": "What are dog population estimates based on other than land uses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "Which animal that lives in the Amazon river may produce a deadly shock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "Large predators of the Amazon rainforest include the jaguar, cougar, and anaconda, what is one other example?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "What fish living in the Amazon river is known to bit humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "What are dart frogs are known to secrete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "What type of bat that lives in the Amazon rainforest can spread rabies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1614e730a51a445693f2d8914b1aad1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Western Alaska is determined in large part by the Bering Sea and the Gulf of Alaska. It is a subarctic oceanic climate in the southwest and a continental subarctic climate farther north. The temperature is somewhat moderate considering how far north the area is. This region has a tremendous amount of variety in precipitation. An area stretching from the northern side of the Seward Peninsula to the Kobuk River valley (i. e., the region around Kotzebue Sound) is technically a desert, with portions receiving less than 10 in (25 cm) of precipitation annually. On the other extreme, some locations between Dillingham and Bethel average around 100 in (250 cm) of precipitation.", "targets": "What two bodies of water influene the climate in Western Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1614e730a51a445693f2d8914b1aad1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Western Alaska is determined in large part by the Bering Sea and the Gulf of Alaska. It is a subarctic oceanic climate in the southwest and a continental subarctic climate farther north. The temperature is somewhat moderate considering how far north the area is. This region has a tremendous amount of variety in precipitation. An area stretching from the northern side of the Seward Peninsula to the Kobuk River valley (i. e., the region around Kotzebue Sound) is technically a desert, with portions receiving less than 10 in (25 cm) of precipitation annually. On the other extreme, some locations between Dillingham and Bethel average around 100 in (250 cm) of precipitation.", "targets": "Is precipitation varied or uniform in Western Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1614e730a51a445693f2d8914b1aad1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Western Alaska is determined in large part by the Bering Sea and the Gulf of Alaska. It is a subarctic oceanic climate in the southwest and a continental subarctic climate farther north. The temperature is somewhat moderate considering how far north the area is. This region has a tremendous amount of variety in precipitation. An area stretching from the northern side of the Seward Peninsula to the Kobuk River valley (i. e., the region around Kotzebue Sound) is technically a desert, with portions receiving less than 10 in (25 cm) of precipitation annually. On the other extreme, some locations between Dillingham and Bethel average around 100 in (250 cm) of precipitation.", "targets": "Which area of Western Alaska is techincally a desert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1614e730a51a445693f2d8914b1aad1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Western Alaska is determined in large part by the Bering Sea and the Gulf of Alaska. It is a subarctic oceanic climate in the southwest and a continental subarctic climate farther north. The temperature is somewhat moderate considering how far north the area is. This region has a tremendous amount of variety in precipitation. An area stretching from the northern side of the Seward Peninsula to the Kobuk River valley (i. e., the region around Kotzebue Sound) is technically a desert, with portions receiving less than 10 in (25 cm) of precipitation annually. On the other extreme, some locations between Dillingham and Bethel average around 100 in (250 cm) of precipitation.", "targets": "How much precipitation does the desert area of Western Alaska receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce214a41aae34c96a2f0cd82a4c035d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though most ethnic groups prefer to communicate in their own languages, English as the official language is widely used for education, business transactions and for official purposes. English as a first language is used only by a small minority of the country's urban elite, and it is not spoken at all in some rural areas. Hausa is the most widely spoken of the 3 main languages spoken in Nigeria itself (Igbo, Hausa and Yoruba) but unlike the Yorubas and Igbos, the Hausas tend not to travel far outside Nigeria itself.[citation needed]", "targets": "What is the official language of Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce214a41aae34c96a2f0cd82a4c035d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though most ethnic groups prefer to communicate in their own languages, English as the official language is widely used for education, business transactions and for official purposes. English as a first language is used only by a small minority of the country's urban elite, and it is not spoken at all in some rural areas. Hausa is the most widely spoken of the 3 main languages spoken in Nigeria itself (Igbo, Hausa and Yoruba) but unlike the Yorubas and Igbos, the Hausas tend not to travel far outside Nigeria itself.[citation needed]", "targets": "How much of Nigeria uses English as a first language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce214a41aae34c96a2f0cd82a4c035d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though most ethnic groups prefer to communicate in their own languages, English as the official language is widely used for education, business transactions and for official purposes. English as a first language is used only by a small minority of the country's urban elite, and it is not spoken at all in some rural areas. Hausa is the most widely spoken of the 3 main languages spoken in Nigeria itself (Igbo, Hausa and Yoruba) but unlike the Yorubas and Igbos, the Hausas tend not to travel far outside Nigeria itself.[citation needed]", "targets": "What is the most popular language in Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce214a41aae34c96a2f0cd82a4c035d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though most ethnic groups prefer to communicate in their own languages, English as the official language is widely used for education, business transactions and for official purposes. English as a first language is used only by a small minority of the country's urban elite, and it is not spoken at all in some rural areas. Hausa is the most widely spoken of the 3 main languages spoken in Nigeria itself (Igbo, Hausa and Yoruba) but unlike the Yorubas and Igbos, the Hausas tend not to travel far outside Nigeria itself.[citation needed]", "targets": "What are the top 3 languages in Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "Why couldn't Asa Gray use a Boston publisher for an American version of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "How much of a royalty was Gray able to negotiate with a New York publisher for On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "When was the first American edition of On the Origin of Species published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "What did Darwin decide to do with the profits of the American version of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "What was the print run that Darwin mentioned for On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "What is more likely than the Solutrean hypothesis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "What supports a scenario of dual origin for Paleo-Indians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "What is C4c deeply rooted in the Asian portion of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "When did Kashani and others make their statement regarding the similarities for C4c distributions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "Because C4c and X2a are characterized by parallel genetic histories means what controversial hypothesis may be dismissed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-751a12b2525b43f1b98557b26f11ef2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With his third album, Graduation (2007), West moved away from the sound of his previous releases and towards a more atmospheric, rock-tinged, electronic-influenced soundscape. The musical evolution arose from him listening to music genres encompassing European Britpop and Euro-disco, American alternative and indie-rock, and his native Chicago house. Towards this end, West retracted much of the live instrumentation that characterized his previous album and replaced it with heavy, gothic synthesizers, distorted synth-chords, rave stabs, house beats, electro-disco rhythms, and a wide array of modulated electronic noises and digital audio-effects. In addition, West drew musical inspiration from arena rock bands such as The Rolling Stones, U2, and Led Zeppelin in terms of melody and chord progression.", "targets": "What was the name of Kanye's third record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-751a12b2525b43f1b98557b26f11ef2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With his third album, Graduation (2007), West moved away from the sound of his previous releases and towards a more atmospheric, rock-tinged, electronic-influenced soundscape. The musical evolution arose from him listening to music genres encompassing European Britpop and Euro-disco, American alternative and indie-rock, and his native Chicago house. Towards this end, West retracted much of the live instrumentation that characterized his previous album and replaced it with heavy, gothic synthesizers, distorted synth-chords, rave stabs, house beats, electro-disco rhythms, and a wide array of modulated electronic noises and digital audio-effects. In addition, West drew musical inspiration from arena rock bands such as The Rolling Stones, U2, and Led Zeppelin in terms of melody and chord progression.", "targets": "What musical direction did Kanye take with his third album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-751a12b2525b43f1b98557b26f11ef2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With his third album, Graduation (2007), West moved away from the sound of his previous releases and towards a more atmospheric, rock-tinged, electronic-influenced soundscape. The musical evolution arose from him listening to music genres encompassing European Britpop and Euro-disco, American alternative and indie-rock, and his native Chicago house. Towards this end, West retracted much of the live instrumentation that characterized his previous album and replaced it with heavy, gothic synthesizers, distorted synth-chords, rave stabs, house beats, electro-disco rhythms, and a wide array of modulated electronic noises and digital audio-effects. In addition, West drew musical inspiration from arena rock bands such as The Rolling Stones, U2, and Led Zeppelin in terms of melody and chord progression.", "targets": "Kanye drew inspiration from The Rolling Stones, U2, and Led Zeppelin in what ways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-751a12b2525b43f1b98557b26f11ef2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With his third album, Graduation (2007), West moved away from the sound of his previous releases and towards a more atmospheric, rock-tinged, electronic-influenced soundscape. The musical evolution arose from him listening to music genres encompassing European Britpop and Euro-disco, American alternative and indie-rock, and his native Chicago house. Towards this end, West retracted much of the live instrumentation that characterized his previous album and replaced it with heavy, gothic synthesizers, distorted synth-chords, rave stabs, house beats, electro-disco rhythms, and a wide array of modulated electronic noises and digital audio-effects. In addition, West drew musical inspiration from arena rock bands such as The Rolling Stones, U2, and Led Zeppelin in terms of melody and chord progression.", "targets": "What year was Kanye West's third album released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8a4be200f04c429c3ab7da90d05a81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a study published in the Journal of Behavioural and Experimental Economics, and reported on in early May 2014, researchers from the University of Portsmouth in the UK discussed findings from examining the illegal downloading behavior of 6,000 Finnish people, aged seven to 84. The list of reasons for downloading given by the study respondents included money saving; the ability to access material not on general release, or before it was released; and assisting artists to avoid involvement with record companies and movie studios.", "targets": "What researchers conducted a study in the early part of May 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8a4be200f04c429c3ab7da90d05a81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a study published in the Journal of Behavioural and Experimental Economics, and reported on in early May 2014, researchers from the University of Portsmouth in the UK discussed findings from examining the illegal downloading behavior of 6,000 Finnish people, aged seven to 84. The list of reasons for downloading given by the study respondents included money saving; the ability to access material not on general release, or before it was released; and assisting artists to avoid involvement with record companies and movie studios.", "targets": "How many people were part of the study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8a4be200f04c429c3ab7da90d05a81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a study published in the Journal of Behavioural and Experimental Economics, and reported on in early May 2014, researchers from the University of Portsmouth in the UK discussed findings from examining the illegal downloading behavior of 6,000 Finnish people, aged seven to 84. The list of reasons for downloading given by the study respondents included money saving; the ability to access material not on general release, or before it was released; and assisting artists to avoid involvement with record companies and movie studios.", "targets": "What was the age range of people studied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8a4be200f04c429c3ab7da90d05a81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a study published in the Journal of Behavioural and Experimental Economics, and reported on in early May 2014, researchers from the University of Portsmouth in the UK discussed findings from examining the illegal downloading behavior of 6,000 Finnish people, aged seven to 84. The list of reasons for downloading given by the study respondents included money saving; the ability to access material not on general release, or before it was released; and assisting artists to avoid involvement with record companies and movie studios.", "targets": "Who did downloaders want to help by avoiding studios and record companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05412af2fcf140f1bd4c9fcf446ae05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following this battle, Ali fought a battle against Muawiyah, known as the Battle of Siffin. The battle was stopped before either side had achieved victory, and the two parties agreed to arbitrate their dispute. After the battle Amr ibn al-As was appointed by Muawiyah as an arbitrator, and Ali appointed Abu Musa Ashaari. Seven months later, in February 658, the two arbitrators met at Adhruh, about 10 miles north west of Maan in Jordon. Amr ibn al-As convinced Abu Musa Ashaari that both Ali and Muawiyah should step down and a new Caliph be elected. Ali and his supporters were stunned by the decision which had lowered the Caliph to the status of the rebellious Muawiyah I. Ali was therefore outwitted by Muawiyah and Amr. Ali refused to accept the verdict and found himself technically in breach of his pledge to abide by the arbitration. This put Ali in a weak position even amongst his own supporters. The most vociferous opponents in Ali's camp were the very same people who had forced Ali into the ceasefire. They broke away from Ali's force, rallying under the slogan, \"arbitration belongs to God alone.\" This group came to be known as the Kharijites (\"those who leave\"). In 659 Ali's forces and the Kharijites met in the Battle of Nahrawan. Although Ali won the battle, the constant conflict had begun to affect his standing, and in the following years some Syrians seem to have acclaimed Muawiyah as a rival caliph.", "targets": "Where did Muawiyah fight Ali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05412af2fcf140f1bd4c9fcf446ae05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following this battle, Ali fought a battle against Muawiyah, known as the Battle of Siffin. The battle was stopped before either side had achieved victory, and the two parties agreed to arbitrate their dispute. After the battle Amr ibn al-As was appointed by Muawiyah as an arbitrator, and Ali appointed Abu Musa Ashaari. Seven months later, in February 658, the two arbitrators met at Adhruh, about 10 miles north west of Maan in Jordon. Amr ibn al-As convinced Abu Musa Ashaari that both Ali and Muawiyah should step down and a new Caliph be elected. Ali and his supporters were stunned by the decision which had lowered the Caliph to the status of the rebellious Muawiyah I. Ali was therefore outwitted by Muawiyah and Amr. Ali refused to accept the verdict and found himself technically in breach of his pledge to abide by the arbitration. This put Ali in a weak position even amongst his own supporters. The most vociferous opponents in Ali's camp were the very same people who had forced Ali into the ceasefire. They broke away from Ali's force, rallying under the slogan, \"arbitration belongs to God alone.\" This group came to be known as the Kharijites (\"those who leave\"). In 659 Ali's forces and the Kharijites met in the Battle of Nahrawan. Although Ali won the battle, the constant conflict had begun to affect his standing, and in the following years some Syrians seem to have acclaimed Muawiyah as a rival caliph.", "targets": "Who was appointed arbitrator by Ali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05412af2fcf140f1bd4c9fcf446ae05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following this battle, Ali fought a battle against Muawiyah, known as the Battle of Siffin. The battle was stopped before either side had achieved victory, and the two parties agreed to arbitrate their dispute. After the battle Amr ibn al-As was appointed by Muawiyah as an arbitrator, and Ali appointed Abu Musa Ashaari. Seven months later, in February 658, the two arbitrators met at Adhruh, about 10 miles north west of Maan in Jordon. Amr ibn al-As convinced Abu Musa Ashaari that both Ali and Muawiyah should step down and a new Caliph be elected. Ali and his supporters were stunned by the decision which had lowered the Caliph to the status of the rebellious Muawiyah I. Ali was therefore outwitted by Muawiyah and Amr. Ali refused to accept the verdict and found himself technically in breach of his pledge to abide by the arbitration. This put Ali in a weak position even amongst his own supporters. The most vociferous opponents in Ali's camp were the very same people who had forced Ali into the ceasefire. They broke away from Ali's force, rallying under the slogan, \"arbitration belongs to God alone.\" This group came to be known as the Kharijites (\"those who leave\"). In 659 Ali's forces and the Kharijites met in the Battle of Nahrawan. Although Ali won the battle, the constant conflict had begun to affect his standing, and in the following years some Syrians seem to have acclaimed Muawiyah as a rival caliph.", "targets": "In what battle did Ali fight the Kharjites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05412af2fcf140f1bd4c9fcf446ae05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following this battle, Ali fought a battle against Muawiyah, known as the Battle of Siffin. The battle was stopped before either side had achieved victory, and the two parties agreed to arbitrate their dispute. After the battle Amr ibn al-As was appointed by Muawiyah as an arbitrator, and Ali appointed Abu Musa Ashaari. Seven months later, in February 658, the two arbitrators met at Adhruh, about 10 miles north west of Maan in Jordon. Amr ibn al-As convinced Abu Musa Ashaari that both Ali and Muawiyah should step down and a new Caliph be elected. Ali and his supporters were stunned by the decision which had lowered the Caliph to the status of the rebellious Muawiyah I. Ali was therefore outwitted by Muawiyah and Amr. Ali refused to accept the verdict and found himself technically in breach of his pledge to abide by the arbitration. This put Ali in a weak position even amongst his own supporters. The most vociferous opponents in Ali's camp were the very same people who had forced Ali into the ceasefire. They broke away from Ali's force, rallying under the slogan, \"arbitration belongs to God alone.\" This group came to be known as the Kharijites (\"those who leave\"). In 659 Ali's forces and the Kharijites met in the Battle of Nahrawan. Although Ali won the battle, the constant conflict had begun to affect his standing, and in the following years some Syrians seem to have acclaimed Muawiyah as a rival caliph.", "targets": "What did the term Kharjites mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "What kind of University is Imperial College London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "Who founded the Imperial College London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "Who opened the Imperial Institute in 1907?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "Which document allowed the Imperial College London to be formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "What was the focus of the Imperial College London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "What year did season seven of American Idol first air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Which season seven contestant had worked as a stripper before his time on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Which contestant was talked about most for having a record deal before being a contestant on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "When did season seven premiere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Which contestant drew attention because he was a former stripper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Why did many of the contestants draw the attention of the media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Which contestant garnered the most attention because of a prior recording contract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "What needs to be avoided with civil disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "Why should disobedience by the general public be avoided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "What is one main reason that civil disobedience is not recognized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "Why should someone not commit a crime when they are protesting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "For what reason would someone avoid crimes while protesting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468aedcfc4a04c00bf31e0a1bab9a784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, out of 45,693 households, 23.0% had children under the age of 18 living with them, 37.8% were married couples living together, 7.5% had a female householder with no husband present, and 52.5% were nonfamilies. 35.5% of households were made up of individuals and 6.6% had someone living alone who was 65 years of age or older. The average household size was 2.22 and the average family size was 2.90. The age distribution was 16.8% under 18, 26.8% from 18 to 24, 31.2% from 25 to 44, 17.3% from 45 to 64, and 7.9% were 65 or older. The median age was 28 years. For every 100 females there were 97.7 males; while for every 100 females age 18 and over, there were 96.4 males.", "targets": "What is the average household size in the city of Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468aedcfc4a04c00bf31e0a1bab9a784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, out of 45,693 households, 23.0% had children under the age of 18 living with them, 37.8% were married couples living together, 7.5% had a female householder with no husband present, and 52.5% were nonfamilies. 35.5% of households were made up of individuals and 6.6% had someone living alone who was 65 years of age or older. The average household size was 2.22 and the average family size was 2.90. The age distribution was 16.8% under 18, 26.8% from 18 to 24, 31.2% from 25 to 44, 17.3% from 45 to 64, and 7.9% were 65 or older. The median age was 28 years. For every 100 females there were 97.7 males; while for every 100 females age 18 and over, there were 96.4 males.", "targets": "What is the average family size in the city of Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468aedcfc4a04c00bf31e0a1bab9a784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, out of 45,693 households, 23.0% had children under the age of 18 living with them, 37.8% were married couples living together, 7.5% had a female householder with no husband present, and 52.5% were nonfamilies. 35.5% of households were made up of individuals and 6.6% had someone living alone who was 65 years of age or older. The average household size was 2.22 and the average family size was 2.90. The age distribution was 16.8% under 18, 26.8% from 18 to 24, 31.2% from 25 to 44, 17.3% from 45 to 64, and 7.9% were 65 or older. The median age was 28 years. For every 100 females there were 97.7 males; while for every 100 females age 18 and over, there were 96.4 males.", "targets": "What is the median age for the city of Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "Whose Carnival is known local as Cwarm\u00ea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "Despite being located in East Belgium, Malmedy's Carnival harks purely to what area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "How many days does Malmedy's festival take place before Shrove Tuesday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "Where can all the traditional costumes be seen parading on the Sunday of the festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "What do disguised people pass through during the festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-237c2c0c0eff4031952278e6b0622526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all Protestant denominations are represented in Paris, with 74 evangelical churches from various denominations, including 21 parishes of the United Protestant Church of France and two parishes of the Church of Jesus Christ of the Latter-Day Saints. There are several important churches for the English-speaking community: the American Church in Paris, founded in 1814, was the first American church outside the United States; the current church was finished in 1931. The Saint George's Anglican Church in the 16th arrondissement is the principal Anglican church in the city.", "targets": "How many evangelical churches are there in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-237c2c0c0eff4031952278e6b0622526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all Protestant denominations are represented in Paris, with 74 evangelical churches from various denominations, including 21 parishes of the United Protestant Church of France and two parishes of the Church of Jesus Christ of the Latter-Day Saints. There are several important churches for the English-speaking community: the American Church in Paris, founded in 1814, was the first American church outside the United States; the current church was finished in 1931. The Saint George's Anglican Church in the 16th arrondissement is the principal Anglican church in the city.", "targets": "How many parishes of the LDS church are in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-237c2c0c0eff4031952278e6b0622526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all Protestant denominations are represented in Paris, with 74 evangelical churches from various denominations, including 21 parishes of the United Protestant Church of France and two parishes of the Church of Jesus Christ of the Latter-Day Saints. There are several important churches for the English-speaking community: the American Church in Paris, founded in 1814, was the first American church outside the United States; the current church was finished in 1931. The Saint George's Anglican Church in the 16th arrondissement is the principal Anglican church in the city.", "targets": "When was the American Church in Paris founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-237c2c0c0eff4031952278e6b0622526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all Protestant denominations are represented in Paris, with 74 evangelical churches from various denominations, including 21 parishes of the United Protestant Church of France and two parishes of the Church of Jesus Christ of the Latter-Day Saints. There are several important churches for the English-speaking community: the American Church in Paris, founded in 1814, was the first American church outside the United States; the current church was finished in 1931. The Saint George's Anglican Church in the 16th arrondissement is the principal Anglican church in the city.", "targets": "What is the principal Anglican church in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "How many times did Israelites have political independence in ancient history? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "From where did the term Jews originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "When was land divided into Israel and Judah?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "Inhabitants of Judah are known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "When did the Babylonian exile end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "What was Mexico home to prior to the arrival of the Spaniards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "When did the Olmecs flourish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "Who held sway in the mountains of Oaxaca?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "Who lived in the Yucatan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "Where was the Aztec's central capital located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "Saint Helena was an important port of which company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "What did ships replenish at Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "What vessel was owned by Captain James?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "What vessel resupplied at the Island in May 1771?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "Vessels of what navy protected convoys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "What did Hayek conclude regarding his brothers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "With whom did Hayek more frequently converse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "Prior to his schooling, what was the state of Hayek's reading skills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "Who told Hayek he should begin reading Hugo de Vries works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "Which philosopher did Hayek learn about in a school lecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "Heart disease and obesity are examples of what kind of disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "In which country was a study about the presence of cancer and heart disease in different regions done?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "How much of an increase in presence of \"Western\" diseases was there in communities that primarily had animal - based diets as opposed to vegetable diets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "Other than meat, what else is lacking from the people in China's diet compared to diets from the Western world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "What disease was said to possibly be the result of diets that are high in meat and dairy products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "Who was the designer of the Oriental Courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "What art historical style was used in the decoration for the northern part of the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "Who designed the bronze doors used as the main entrance to the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "What famous English physicist and mathematician was depicted in the main bronze door entrance of the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "What Italian painter was depicted in the main bronze door entrance of the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "What brand struck a deal with Kanye and sparked a new clothing line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "How many \"seasons\" of clothing did Kanye release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "What were the shoes designed by Kanye and released by Adidas called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "How many pairs of shoes were sold in the initial release in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "What shoe was announced on Twitter by Kanye West?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "In what year did Kanye premier his Season line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "What album release coincided with Kanye's Yeezy Season 3 clothing line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "What science led to botany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "What kind of plants did monasteries cultivate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "When did universities start growing gardens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "Why did universities have these gardens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "Why was plant taxonomy developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "How many minutes does it take the average New Yorker to get to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of New Yorkers use public transportation to get to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of people living in Manhattan own a car?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "In 2005, what percentage of New York residents used mass transit to get to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of Americans drive cars to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "In minutes, how long does it take for the average New Yorker to get to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of New York households don't own an automobile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of Manhattan residents own an automobile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edaf54cb10d4f2384da956b6ab0342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war has been described as the first \"world war\", although this label was also given to various earlier conflicts like the Eighty Years' War, the Thirty Years' War, the War of the Spanish Succession and the War of the Austrian Succession, and to later conflicts like the Napoleonic Wars. The term \"Second Hundred Years' War\" has been used in order to describe the almost continuous level of world-wide conflict during the entire 18th century, reminiscent of the more famous and compact struggle of the 14th century.", "targets": "What is the grandest label that historians have used to describe the  Seven Years' War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edaf54cb10d4f2384da956b6ab0342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war has been described as the first \"world war\", although this label was also given to various earlier conflicts like the Eighty Years' War, the Thirty Years' War, the War of the Spanish Succession and the War of the Austrian Succession, and to later conflicts like the Napoleonic Wars. The term \"Second Hundred Years' War\" has been used in order to describe the almost continuous level of world-wide conflict during the entire 18th century, reminiscent of the more famous and compact struggle of the 14th century.", "targets": "What does the term \"Second Hundred Years' War\" describe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edaf54cb10d4f2384da956b6ab0342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war has been described as the first \"world war\", although this label was also given to various earlier conflicts like the Eighty Years' War, the Thirty Years' War, the War of the Spanish Succession and the War of the Austrian Succession, and to later conflicts like the Napoleonic Wars. The term \"Second Hundred Years' War\" has been used in order to describe the almost continuous level of world-wide conflict during the entire 18th century, reminiscent of the more famous and compact struggle of the 14th century.", "targets": "What is the precedent for the \"Second Hundred Year's War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edaf54cb10d4f2384da956b6ab0342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war has been described as the first \"world war\", although this label was also given to various earlier conflicts like the Eighty Years' War, the Thirty Years' War, the War of the Spanish Succession and the War of the Austrian Succession, and to later conflicts like the Napoleonic Wars. The term \"Second Hundred Years' War\" has been used in order to describe the almost continuous level of world-wide conflict during the entire 18th century, reminiscent of the more famous and compact struggle of the 14th century.", "targets": "What was a later conflict that some considered the first World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "Who was Chief of Staff of the Army before Eisenhower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "About how many soldiers demobilized after the war ended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "What president ignored Eisenhower's recommendations in regard to atomic weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "What was Eisenhower's position on the use of nuclear weapons against Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "What city did Eisenhower notably visit in 1945?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "What is the primary cue for migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "How do birds act in the period before migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "What does Zugunruhe mean in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "What do caged birds display that corresponds with migratory direction in nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "When do caged birds change their preferential direction?"}