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Detailed Instructions: Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
Problem:name something a fireman keeps with him at all times.
Solution:
|
pager
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 8
|
train
|
You will be given a definition of a task first, then some input of the task.
Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
tell me another way people say "stoned".
Output:
|
high
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 1
|
train
|
Q: Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
name a clothing designer who's world famous.
A:
|
calvin klein
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 7
|
train
|
Q: Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
name something that gets plugged up.
A:
|
sink
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 7
|
train
|
Detailed Instructions: Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
Q: name something that people "pull down".
A:
|
shades
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 9
|
train
|
Definition: Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
Input: name something people throw away every day.
Output:
|
garbage
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 2
|
train
|
Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
Q: name something you need to eat before it melts.
A:
|
ice cream
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Given the task definition and input, reply with output. Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
how might an employer find out about an applicant even before the interview?
|
resume
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 5
|
train
|
Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
Example input: at the beach, name something that might protect you from sun.
Example output: umbrella
Example explanation: Umbrella can serve as a shield to block the sun
Q: name something from childhood that people hate to sell or give away.
A:
|
toys/dolls
|
task820_protoqa_answer_generation
|
NIv2
|
fs_opt
| 3
|
test
|
Write a correct answer for the question. You should reason about prototypical situations and provide the correct answer. Avoid answers that provide incomplete justification for the question.
name a job someone with claustrophobia shouldn't do.
|
elevator operator
|
task820_protoqa_answer_generation
|
NIv2
|
zs_opt
| 0
|
validation
|
In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Input: Consider Input: Sentence: The supervisor helped the writer and then asked her to return the favor.
Profession: writer
Output: Female
Input: Consider Input: Sentence: The secretary called the physician and told him about a new patient.
Profession: physician
Output: Male
Input: Consider Input: Sentence: The chief was unable to help the clerk and then cried for her.
Profession: clerk
|
Output: Female
|
task340_winomt_classification_gender_pro
|
NIv2
|
fs_opt
| 2
|
train
|
In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Example input: Sentence: The mover helped the writer to pack up otherwise he needed to wait for another two hours.
Profession: mover
Example output: Male
Example explanation: The pronoun "he" is linked to the mover and thus the mover is a male.
Q: Sentence: The tailor made a sweater for the developer and charged him one thousand dollars.
Profession: developer
A:
|
Male
|
task340_winomt_classification_gender_pro
|
NIv2
|
fs_opt
| 3
|
train
|
Instructions: In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Input: Sentence: The mover hired the accountant because he wanted to balance his finances.
Profession: mover
Output:
|
Male
|
task340_winomt_classification_gender_pro
|
NIv2
|
zs_opt
| 3
|
train
|
Detailed Instructions: In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Problem:Sentence: The accountant asked the driver to stop at the corner and gave him some tips.
Profession: driver
Solution:
|
Male
|
task340_winomt_classification_gender_pro
|
NIv2
|
zs_opt
| 8
|
train
|
Teacher:In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Teacher: Now, understand the problem? Solve this instance: Sentence: The supervisor is talking to the teacher about the assignments she gave to the students.
Profession: teacher
Student:
|
Female
|
task340_winomt_classification_gender_pro
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Q: Sentence: The sheriff complained to the designer because he did not like the logo.
Profession: sheriff
A:
|
Male
|
task340_winomt_classification_gender_pro
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Example Input: Sentence: The farmer gave the teacher a bag of eggs because he was grateful.
Profession: farmer
Example Output: Male
Example Input: Sentence: The janitor was good friends with the cleaner because he liked everyone.
Profession: janitor
Example Output: Male
Example Input: Sentence: The developer contacted the editor because she needed additional clarifications in order to edit the book.
Profession: editor
Example Output:
|
Female
|
task340_winomt_classification_gender_pro
|
NIv2
|
fs_opt
| 3
|
train
|
In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Sentence: The laborer was referred to the designer because he was looking to remodel a house.
Profession: laborer
Male
Sentence: The cook served food to the editor and left her satisfied.
Profession: editor
Female
Sentence: The laborer dug a hole for the assistant because she is weak.
Profession: assistant
|
Female
|
task340_winomt_classification_gender_pro
|
NIv2
|
fs_opt
| 0
|
train
|
Given the task definition and input, reply with output. In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Sentence: The physician wrote a letter to the writer because she was a famous person.
Profession: writer
|
Female
|
task340_winomt_classification_gender_pro
|
NIv2
|
zs_opt
| 5
|
test
|
Q: In this task, you are given a sentence and a profession that is mentioned in the sentence. The gender of the person with the given profession can be identified using the gendered pronouns that refer to them in the text. You are expected to identify the gender. Select from female and male.
Sentence: The laborer told the baker that he needed a cake by tomorrow.
Profession: laborer
A:
|
Male
|
task340_winomt_classification_gender_pro
|
NIv2
|
zs_opt
| 7
|
validation
|
Given the task definition, example input & output, solve the new input case.
In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
Example: [['Northwestern College', 'NICKNAME', 'Red Raiders'], ['Northwestern College', 'LOCATION', 'Orange City, Iowa']]
Output: The team whose nickname is red raiders is located in the orange city, iowa
This sentence uses the triplets by correctly using the (subject, predicate, object) semantics for both the triplets provided. Since college teams are popularly associated with nicknames, some information in the generated sentence can be inferred. In this case, Northwestern College was replaced with the team automatically.
New input case for you: [['[TABLECONTEXT]', '[TITLE]', '2011 Military World Games'], ['4', 'SILVER', '0'], ['Latvia', 'TOTAL', '4'], ['Latvia', 'RANK', '18'], ['[TABLECONTEXT]', 'COUNTRY', 'Latvia'], ['4', 'GOLD', '2']]
Output:
|
18th place Latvia won 2 gold medals and 0 silver medals at the Military World Games.
|
task1409_dart_text_generation
|
NIv2
|
fs_opt
| 1
|
train
|
Teacher:In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
Teacher: Now, understand the problem? Solve this instance: [['Al Asad Airbase', 'RUNWAY_LENGTH', '3992.88']]
Student:
|
The runway length of Al Asad Airbase is 3,992.88.
|
task1409_dart_text_generation
|
NIv2
|
zs_opt
| 6
|
train
|
Instructions: In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
Input: [['Jimmie Johnson', 'RACE_TIME', '3:31:24'], ['Jimmie Johnson', 'LAPS', '250']]
Output:
|
There were 250 laps and the race time was 3:31:24.
|
task1409_dart_text_generation
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
Input: Consider Input: [['1957-58', 'OBERPFALZ', 'spvgg vohenstraus']]
Output: spvgg vohenstrauß is the oberpfalz in the 1957-58 season
Input: Consider Input: [['Buzz Aldrin', 'BIRTH_PLACE', 'Glen Ridge, New Jersey'], ['Buzz Aldrin', 'WAS_A_CREW_MEMBER_OF', 'Apollo 11'], ['Glen Ridge, New Jersey', 'IS_PART_OF', 'Essex County, New Jersey'], ['Apollo 11', 'BACKUP_PILOT', 'William Anders'], ['Apollo 11', 'OPERATOR', 'NASA']]
Output: Buzz Aldrin (born in Glen Ridge, Essex County, NJ) was a member of the Apollo 11 crew. William Anders was a backup pilot on the Apollo 11 mission, which was operated by NASA.
Input: Consider Input: [['Gangsters 2', 'PUBLISHER(S)', 'Eidos Interactive']]
|
Output: Gangsters 2 was published by Eidos Interactive.
|
task1409_dart_text_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Detailed Instructions: In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
See one example below:
Problem: [['Northwestern College', 'NICKNAME', 'Red Raiders'], ['Northwestern College', 'LOCATION', 'Orange City, Iowa']]
Solution: The team whose nickname is red raiders is located in the orange city, iowa
Explanation: This sentence uses the triplets by correctly using the (subject, predicate, object) semantics for both the triplets provided. Since college teams are popularly associated with nicknames, some information in the generated sentence can be inferred. In this case, Northwestern College was replaced with the team automatically.
Problem: [['Strada', 'food', 'Chinese'], ['Strada', 'customer rating', 'low'], ['Strada', 'familyFriendly', 'yes'], ['Strada', 'near', 'Rainbow Vegetarian Café']]
Solution:
|
Strada, located near the Rainbow Vegetarian Café, has a low customer rating, but it's Chinese at a lower price in a family friendly atmosphere.
|
task1409_dart_text_generation
|
NIv2
|
fs_opt
| 4
|
train
|
Teacher:In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
Teacher: Now, understand the problem? Solve this instance: [['hollywood', 'ORDER_#', 'n/a'], ['hollywood', 'ORIGINAL_ARTIST', 'sarah mclachlan']]
Student:
|
The order # for the original artist sarah mclachlan is n / a.
|
task1409_dart_text_generation
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
One example is below.
Q: [['Northwestern College', 'NICKNAME', 'Red Raiders'], ['Northwestern College', 'LOCATION', 'Orange City, Iowa']]
A: The team whose nickname is red raiders is located in the orange city, iowa
Rationale: This sentence uses the triplets by correctly using the (subject, predicate, object) semantics for both the triplets provided. Since college teams are popularly associated with nicknames, some information in the generated sentence can be inferred. In this case, Northwestern College was replaced with the team automatically.
Q: [['14', 'POLL_WINNER', 'Scientology'], ['14', 'ORIGINAL_AIR_DATE', 'September 3, 2008']]
A:
|
The episode in which scientology was the Poll winner aired on September 3, 2008
|
task1409_dart_text_generation
|
NIv2
|
fs_opt
| 9
|
train
|
In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
Q: [['The Vaults', 'eatType', 'coffee shop'], ['The Vaults', 'priceRange', 'high'], ['The Vaults', 'customer rating', '3 out of 5'], ['The Vaults', 'area', 'riverside'], ['The Vaults', 'near', 'Café Brazil']]
A:
|
The Vaults is at the riverside located near Café Brazil. It is a high priced coffee shop with a customer rating of 3 out of 5.
|
task1409_dart_text_generation
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
--------
Question: [['The Wrestlers', 'eatType', 'coffee shop'], ['The Wrestlers', 'food', 'Indian'], ['The Wrestlers', 'priceRange', 'more than £30'], ['The Wrestlers', 'area', 'riverside'], ['The Wrestlers', 'familyFriendly', 'yes'], ['The Wrestlers', 'near', 'Raja Indian Cuisine']]
Answer: The kids-friendly coffee shop called The Wrestlers near riverside next to Raja Indian Cuisine also serve Indian foods with high price.
Question: [['Thirteen Ghosts', 'BUDGET', '$42 M.']]
Answer: The budget for "Thirteen Ghosts" was $42 m.
Question: [['Ohio 14', 'RESULT', 'Retired Republican hold'], ['Ohio 14', 'CANDIDATES', 'Cyrus Spink (R) 56.3% J. P. Jeffries (D) 43.7%'], ['Ohio 14', 'INCUMBENT', 'Philemon Bliss']]
Answer:
|
Cyrus spink (r) 56.3% j. p. jeffries (d) 43.7% were the candidates where the result was retired Republican hold and the incumbent was Philemon Bliss.
|
task1409_dart_text_generation
|
NIv2
|
fs_opt
| 7
|
test
|
In this task, you are given triplets. Each triplet is in the form of [subject, predicate, object]. Your task is to generate proper sentence that utilizes these triples. The objective is to construct a sentence that (a) captures the facts specified in the triples and (b) is a well-formed sentence easily understandable by a human. All triple values need not be used directly in the sentence as long as the facts are adequately captured.
[['The Eagle', 'eatType', 'coffee shop'], ['The Eagle', 'food', 'Italian'], ['The Eagle', 'priceRange', '£20-25'], ['The Eagle', 'customer rating', 'high'], ['The Eagle', 'area', 'riverside'], ['The Eagle', 'familyFriendly', 'no'], ['The Eagle', 'near', 'Burger King']]
|
In the price range of 20-25 is The Eagle, a coffee shop near Burger King in the riverside area. It is not kid friendly and serves Italian food. It has a high customer rating.
|
task1409_dart_text_generation
|
NIv2
|
zs_opt
| 0
|
validation
|
Detailed Instructions: You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
See one example below:
Problem: To największa nagrywarka, jaką w życiu widzieliście.
Solution: It's sort of the biggest TiVo box you've ever seen.
Explanation: The Polish sentence is correctly translated into English, because the meaning is preserved.
Problem: Buick jest zaparkowany przed wiatą, a ona podzwania sobie kluczykami.
Solution:
|
The Buick's parked outside, and she's jingling, jangling a pair of keys.
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 4
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
Ex Input:
Skończony projekt ma za zadanie być czymś więcej niż tylko elektrownią.
Ex Output:
The finished project is meant to be more than just a power station.
Ex Input:
W niszczycielskim nastroju można je zmiąć i rzucić w kąt.
Ex Output:
Or if you want to be destructive, you can just crumple it up and, you know, toss it to the corner.
Ex Input:
Jednak już w młodym wieku wiedziałem, że moją miłością są pieniądze i interesy, i że kocham przedsiębiorczość. Wychowano mnie na przedsiębiorcę. To mnie naprawdę pasjonuje. Nigdy dotąd o tym nie mówiłem. Usłyszycie to jako pierwsi, nie licząc mojej żony, bo pytała o czym będę mówić. Odparłem: Moim zdaniem tracimy okazję odnalezienia dzieci z żyłką do przedsiębiorczości, żeby zająć się nimi lub pokazać,
Ex Output:
|
But what I knew at a very early age was that I loved money and I loved business and I loved this entrepreneurial thing, and I was raised to be an entrepreneur, and what I've been really passionate about ever since — and I've never spoken about this ever, until now — so this is the first time anyone's ever heard it, except my wife three days ago, because she said, "" What are you talking about? "" and I told her — is that I think we miss an opportunity to find these kids who have the entrepreneurial traits, and to groom them or show them
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 1
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
Praca: angażowanie się w aktywności, które mają znaczenie i są satysfakcjonujące.
Work: engaging in activities that are meaningful and satisfying.
Co kilka chwil robię zdjęcie.
Every few moments I shoot the image.
gdyż były tam obrazy, jak mówił, rozwiązłe.
|
Because there were images in it he said were licentious.
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 0
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
Example input: To największa nagrywarka, jaką w życiu widzieliście.
Example output: It's sort of the biggest TiVo box you've ever seen.
Example explanation: The Polish sentence is correctly translated into English, because the meaning is preserved.
Q: Sieci — nie mieliśmy wcale sieci, gdy wprowadzono Macintosha. A stały się najistotniejszym aspektem naszego życia z komputerami.
A:
|
Networks, we didn't have networks at all at the time of the Macintosh's introduction, and that has become the single most salient aspect of how we live with computers.
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 3
|
train
|
You will be given a definition of a task first, then some input of the task.
You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
I mam wrażenie, że w obu tych przypadkach politycy mogą mieć na to swój wpływ.
Output:
|
In both of these areas, I think politicians can play a role.
|
task1256_ted_translation_pl_en
|
NIv2
|
zs_opt
| 1
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
[Q]: Potem założyłem kolejną firmę.
[A]: And then I started another company.
[Q]: (śmiech) Jestem za to internistką, która zainteresowała się głęboko tym tematem jakieś 10 lat temu, kiedy pacjentka zadała mi pewne pytanie.
[A]: (Laughter) What I am is a doctor of internal medicine who became passionately interested in this topic about 10 years ago when a patient asked me a question.
[Q]: Mamy 331 osób, co jest dobre. Wiemy też jednak, że chociaż niewielu partyzantów je widziało, wielu o nich słyszało. Wiemy o tym z rozmów ze zdemobilizowanymi partyzantami.
[A]:
|
Well, we got 331, which is okay, but we also know that not a lot of guerrillas saw them, but we know that a lot of guerrillas heard about them, and we know this because we are constantly talking to demobilized guerrillas.
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 5
|
train
|
Teacher: You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
Teacher: Now, understand the problem? If you are still confused, see the following example:
To największa nagrywarka, jaką w życiu widzieliście.
Solution: It's sort of the biggest TiVo box you've ever seen.
Reason: The Polish sentence is correctly translated into English, because the meaning is preserved.
Now, solve this instance: średnia długość życia to teraz 78 lat,
Student:
|
Lifespan has increased to 78.
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 2
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
[Q]: Oczywiście jest to poza możliwościami Kiribati.
[A]: This, of course, is beyond the resources of Kiribati itself.
[Q]: Miałem też link gotowy do wrzucenia na media społecznościowe, na dowolną stronę, ale tym razem protest poszedł gładko.
[A]: And I had this weblink that could be shared through social media, could be put in any website, and that time, the protest went along fine.
[Q]: Wracając do tematu, pokrywa lodowa biegunów topnieje.
[A]:
|
Let's go back to where we began: the ice melt of the North and South Poles.
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 5
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
[EX Q]: (Śmiech) Ale (2 ^ 13) - 1, (2 ^ 17) - 1 (2 ^ 19) - 1, to wszystko liczby pierwsze.
[EX A]: (Laughter) But (2 ^ 13) - 1, (2 ^ 17) - 1 (2 ^ 19) - 1, are all prime numbers.
[EX Q]: Nie wysyłajcie jej.
[EX A]: Don't send it.
[EX Q]: Różnimy się pod tymi względami i lubimy te różnice, bo dzięki nim możemy się z czymś utożsamić, poczuć się częścią mniejszej wspólnoty.
[EX A]:
|
You know, we have all these gaps and I think we like our gaps because they make us feel like we identify with something, some smaller community.
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 6
|
test
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into English.
One example is below.
Q: To największa nagrywarka, jaką w życiu widzieliście.
A: It's sort of the biggest TiVo box you've ever seen.
Rationale: The Polish sentence is correctly translated into English, because the meaning is preserved.
Q: Wyobraźnia została uwolniona ze starych ograniczeń.
A:
|
Imagination has been decoupled from the old constraints.
|
task1256_ted_translation_pl_en
|
NIv2
|
fs_opt
| 9
|
validation
|
Q:Plant reproduction requires pollination, and most plants are either insect pollinated or wind pollinated. Given these facts, what causes pollination among the following options: - Bees - wind - roots - coffee - Oak - sunlight - animal - water
A:
|
wind
|
qasc_qa_with_separated_facts_1
|
P3
|
zs_opt
| 3
|
train
|
Energy enters ecosystems in the form of sunlight or chemical compounds, and if there is sun, there is sunlight, there is day. Given these facts, the sun contributes what to ecosystems among the following options: - sun spot - energy - darkness - seeds - positive - photons - Nutrients - Energy.
energy
Aradio converts electrical energy into vibrations, and all sound is caused by vibrations. Given these facts, what comes out when a radio converts energy among the following options: - Heat - motion - Sound - Darkness - Energy - waves - deadly - Light
Sound
Q: When an electrical circuit is working properly , electrical current runs through that circuit, and electrical circuits require a complete loop through which the electrical current can pass. Given these facts, what does electricity need to do to work properly among the following options: - absorb light energy - heat is produced - Have access to air - Submerged in water - Be plugged in - Complete a loop in a circuit - it keeps an organism warm - Burning fuel and air
A: Complete a loop in a circuit
Question: Immunity results from immunization, and immunization records with all required shots. Given these facts, what usually results from getting shots among the following options: - heat produced - susceptibility to disease - limb amputation - a lot of human deaths - death and devastation - healing - resistance to disease - confusion
Answer: resistance to disease
*Question*
The mass of an object causes the gravitational force exerted by that object, and gravitation is a constant impelling force. Given these facts, the mass of an object causes _. among the following options: - heat is produced - kinetic energy - It gets heated up - a constant impelling force - a tree falling - a lot of human deaths - principals of aerodynamics - body temperature reduces
**Answer**
a constant impelling force
Q: Mating is generally preceded by courtship, and courtship is similar across species. Given these facts, what is generally similar across species among the following options: - tail fins - our star - the eyes - vision - mating - Flowers - bushes - alpacas
|
A: mating
|
qasc_qa_with_separated_facts_1
|
P3
|
fs_opt
| 2
|
train
|
Arubber band snapping causes the particles in the rubber band to vibrate, and vibration can be a cause of noise and can lead to wear and fatigue of parts. Given these facts, what can snapping a rubber band cause among the following options: - waves - Loss of motion - sight - death - stillness - heat - sound - noise
noise
If two balanced forces act on an object in opposite directions then that object will remain stationary, and if an object is at equilibrium, then the forces are balanced. Given these facts, two forces at an equilibrium on an object in opposite directions will keep the object what among the following options: - energy - yanked - mechanical - moving - stationary - It will move. - kinetic energy - pulled
stationary
Q: The digestive system breaks food into nutrients for the body, and the pancreas is an organ that is part of our digestive system. Given these facts, which organ helps break down food into nutrients for our bodies among the following options: - heart - pancreas - pipe - bacteria - pituitary - enzymes - Proteins - humans
A: pancreas
Question: Oil is formed by layers of sediment pushing down on decomposing algae, and when the algae die they decompose. Given these facts, oil is formed when sediment layers push on what sort of algae among the following options: - coral - living - rich - healthy - dead - life - fungi - peat
Answer: dead
*Question*
Folding an object causes that object to change shape, and transform is a generic term meaning change the shape. Given these facts, folding an object causes that object to what among the following options: - transform - wither - improve - Heat energy - Energy. - devolve - break - It expands
**Answer**
transform
Q: Amphibians are the first true tetrapods, or vertebrates with four limbs, and all frogs are amphibians. Given these facts, the first tetrapods were among the following options: - major threat to health - remains of prehistoric life - in the frog family - running and lifting - competing for resources - warm-blooded - objects that have mass - graptolites
|
A: in the frog family
|
qasc_qa_with_separated_facts_1
|
P3
|
fs_opt
| 2
|
train
|
Please answer the following question: Arainbow is formed by refraction of light by separating light into all different colors, and refraction is the bending of light. Given these facts, what is formed by the bending of light among the following options: - motion - fossil fuels - A rainbow - coral reefs - coral - movement - an object - kalenchoes
A:
|
A rainbow
|
qasc_qa_with_separated_facts_1
|
P3
|
zs_opt
| 8
|
train
|
Force causes the speed of an object to increase, and pulling and pushing is forceful motion. Given these facts, pushing and pulling an object will increase its what among the following options: - Lift - kinetic - weight - motion - speed - direction - color - muscles
speed
If heat is conducted to an object then that object will become hot, and hot apparatus causes burns. Given these facts, if heat is conducted to an object then that object will what among the following options: - speed up - burning - break down - dangerous - electricity - boiling - cause burns - cool off
cause burns
Q: Having no natural predators increases population size, and with an increase in population there is an increase in expenditures. Given these facts, what does having no natural predators increase among the following options: - Animal survival - in the frog family - fur and fat - scarce resources - hyperthyroidism - competition - food and shelter - expenditures
A: expenditures
Question: Fossils are formed when layers of sediment cover the remains of organisms over time, and sand and mud are examples of sediments. Given these facts, what covers remains to create fossils among the following options: - Sand and mud - Oxygen and water - Calcium carbonate - Volcanic ash - shells - some invertebrates - Water and oil - detritus
Answer: Sand and mud
*Question*
Grasses supply most of the food consumed by people worldwide, and wheat is a grass-type plant. Given these facts, what is consumed by people worldwide among the following options: - Energy. - wheat - durian - food - nectar - tofu - insects - Energy
**Answer**
wheat
(Q).
Aplanet rotating causes cycles of day and night on that planet, and each planet rotates at a different pace. Given these facts, each planet has what among the following options: - different cycles of day and night - genetic diversity - identical atmospheres - life - structure and function - water - global ecosystems - important habitats
(A).
|
different cycles of day and night
|
qasc_qa_with_separated_facts_1
|
P3
|
fs_opt
| 8
|
train
|
Along tail can be used to move through water by an animal, and sharks use their tail to move through the water. Given these facts, how do sharks move through the water among the following options: - pipe - eyes - Tail - dorsal - mouth - speed - gills - slowly
A:
|
Tail
|
qasc_qa_with_separated_facts_1
|
P3
|
zs_noopt
| 2
|
train
|
Question: Viruses cause many human diseases, and human diseases can be detected clinically. Given these facts, what can be detected clinically among the following options: - clinics - viruses - murmur - ghosts - anemia - vampires - harm - sweating
Answer:
|
viruses
|
qasc_qa_with_separated_facts_1
|
P3
|
zs_noopt
| 4
|
train
|
Afirecracker converts chemical energy into sound, and hearing is the act of perceiving sound. Given these facts, what converts chemical energy into what we hear among the following options: - Gunshots - An object is seen - a lightbulb - ice - sensory neurons - a firecracker - animals - a stove
a firecracker
(Question)
Mammals conserve body heat with their hair or fur, and dogs, of course, are mammals. Given these facts, how do dogs conserve body heat among the following options: - their blood cells - fur and fat - their nails - layers of fat - Exfoliation - sweating - their fur - their hair
(Answer)
their fur
Ques: Meiosis is the type of cell division that produces gametes, and examples of gametes are ova and spermatozoa. Given these facts, what does meiosis produce among the following options: - ova and spermatozoa - rapid expansion - Plant reproduction - Most plants - h2o - less cells - checks and balances - members of their own species
Ans: ova and spermatozoa
(Q).
Apesticide is used for protecting plants by killing insects, and plants are poisoned by herbicides, animals by pesticides. Given these facts, what doesn't protect plants among the following options: - viruses - smallpox - herbicide - steroids - A virus - Nematoda - chickenpox - cigarettes
(A).
herbicide
Ques:Transpiration is when water vapor moves from plants into the atmosphere, and when plants give off water vapor during photosynthesis 2. Given these facts, transpiration is part of what process among the following options: - carbon - flow of electrons - plants - conversion of chemical energy - evaporation - Condensation - circulatory systems - photosynthesis
Ans:photosynthesis
Question: Plant requires seed dispersal for reproduction, and fruits are an adaptation for seed dispersal. Given these facts, what do plants require for reproduction among the following options: - energy - food - Energy. - mitosis - fruits - RNA - sunlight - nutrients
Answer:
|
fruits
|
qasc_qa_with_separated_facts_1
|
P3
|
fs_opt
| 3
|
train
|
Aglacier causes mechanical weathering, and pysical weathering is the mechanical breakdown of rocks. Given these facts, what do glaciers do to rocks among the following options: - form them - melt them - protect them - storing water - throw them - It expands - Water expanding - break them down
|
break them down
|
qasc_qa_with_separated_facts_1
|
P3
|
zs_noopt
| 0
|
test
|
Q:Migrants typically travel long distances, and manatees are a migrant species. Given these facts, what do manatees do among the following options: - migrate - reproduce - play games - stagnate - survive - Catch prey - vocalizing - burrow
A:
|
migrate
|
qasc_qa_with_separated_facts_1
|
P3
|
zs_noopt
| 3
|
validation
|
Detailed Instructions: You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
Q: Of course, it is still far too early to assume that the military situation on the ground will stay as smooth for allied forces as it appears to have been so far. Iraq still has the potential to cause significant problems by using forces and weapons that do n't yet (seem) fully engaged.
Verb: seem
A:
|
Yes
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 9
|
train
|
Given the task definition and input, reply with output. You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
U.S. Ambassador Prudence Bushnell wrapped up some unfinished business on Wednesday, meeting with Kenya's trade minister to finish talks that were interrupted by the car bombing of the embassy. On Aug. 7, Bushnell, Trade Minister Joseph Kimotho and others had just (ended) a news conference in a building adjacent to the embassy.
Verb: ended
|
No
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 5
|
train
|
You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
Example: Only the government of the United States can decide if it prefers this variant, continued the letter, which Castro read on a state television station broadcast. Gonzalez for months refused requests by Elian's Miami relatives to go to the United States to (claim) the boy.
Verb: claim
Example solution: Yes
Example explanation: This is a good example. Gonzalez refused to "claim" the boy. So, the claim didn't happen and it's a negation.
Problem: In the filing, Crane said that in the past it considered seeking control of Milton Roy, of St. Petersburg, Fla., through a merger or tender offer and that it expects to continue to evaluate an acquisition from time to time. Crane officials did n't (return) phone calls seeking comment.
Verb: return
|
Solution: Yes
|
task458_matres_negation_classification
|
NIv2
|
fs_opt
| 5
|
train
|
You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
The White House said President Bush has approved duty-free treatment for imports of certain types of watches that are n't (produced) in " significant quantities " in the U.S., the Virgin Islands and other U.S. possessions.
Verb: produced
|
Yes
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 0
|
train
|
Detailed Instructions: You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
Q: We will not lend our respective resources, whether they be in the form of police officers or any other resources, to assist the federal government in any way, shape or form to inappropriately repatriate Elian Gonzalez to Cuba, said Alex Penelas, mayor of Miami-Dade County. As of Wednesday evening, Lazaro Gonzalez, the boy's great-uncle and temporary guardian, still had not signed an agreement to (hand) the child over to immigration officials if the Miami relatives lose a fight to keep him when the case is heard in May in the 11th Circuit U.S. Court of Appeals.
Verb: hand
A:
|
Yes
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 9
|
train
|
Q: You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
We are back in the family, said Hungarian Foreign Minister Janos Martonyi. In a touch of symbolism, the ceremony (took) place at the Harry S. Truman Library.
Verb: took
A:
|
No
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 7
|
train
|
Teacher:You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
Teacher: Now, understand the problem? Solve this instance: Pentagon officials say the goal is to put 40,000 troops in the region by the end of the month. But the administration is n't (putting) any upper limit on how high the force could go after that, calculating that it would be a mistake to underestimate and an advantage to keep Saddam Hussein guessing.
Verb: putting
Student:
|
Yes
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 6
|
train
|
Instructions: You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
Input: American authorities allege the attacks were plotted by Saudi terrorist Osama bin Laden. On Sunday, Tanzanian police and FBI agents (said) they had made extraordinary discoveries, having determined what the Dar es Salaam bomb was made of and who carried it to the embassy.
Verb: said
Output:
|
No
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 3
|
train
|
Q: You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
But they report a number of worried calls from prospective travelers, many of them alarmed by the possibility of more terrorist attacks in the region. People have been calling, and we've been reassuring them that we do n't (see) further problems, said Mary Mkimbo, a spokeswoman in New York for the Kenya Tourist Office.
Verb: see
A:
|
Yes
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 7
|
test
|
Teacher:You will be given a context and a verb separated with a newline character, and you have to answer if the given verb is a negation or not. A verb is a negation if it is not going to exist, not happen, or has no effect. The output should be "Yes" if the verb is a negation and "No" otherwise.
Teacher: Now, understand the problem? Solve this instance: We're surprised. We did n't (think) a sleeping { Bell } mentality would be willing to take on dilution. "
Verb: think
Student:
|
Yes
|
task458_matres_negation_classification
|
NIv2
|
zs_opt
| 6
|
validation
|
Part 1. Definition
In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
Part 2. Example
What can one do after MBBS?
Answer: What do i do after my MBBS ?
Explanation: In this example both the question ask the same thing about what to do after MBBS hence second question is the correct output
Part 3. Exercise
Why is the band Tool not available on Spotify?
Answer:
|
Why is Tool not available on Google Music All Access?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
fs_opt
| 7
|
train
|
Q: In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
What does Dima Korolev think of Putin?
A:
|
What is Dima Korolev's IQ?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
zs_opt
| 7
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
What can one do after MBBS?
Solution: What do i do after my MBBS ?
Why? In this example both the question ask the same thing about what to do after MBBS hence second question is the correct output
New input: How can I learn to read?
Solution:
|
What is the best way to learn what I read?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
fs_opt
| 0
|
train
|
In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
--------
Question: Could a modern navy build a new class of battleships, or would such vessels be obsolete?
Answer: Do modern navies allow the taking of prize ships?
Question: What is the difference between a 2-legged stirrup and a 4-legged stirrup?
Answer: What is difference between shear force and bending moment?
Question: How is skin color determined in babies?
Answer:
|
What determines whether a baby is considered cute?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
fs_opt
| 7
|
train
|
Teacher:In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
Teacher: Now, understand the problem? Solve this instance: Which are the apps which use WebView for their apps in Android?
Student:
|
What are the challenges faced by Quora when choosing to use WebView for their mobile app?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
zs_opt
| 6
|
train
|
Q: In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
Is a SCP containment breach real?
A:
|
What is SCP Containment Breach?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
zs_opt
| 7
|
train
|
In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
Q: A sum of Rs 10000 amounts to Rs12100 in two years . Then find rate of interest?
A:
|
Which programming language is most important to get best job?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
zs_opt
| 4
|
train
|
Teacher: In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
Teacher: Now, understand the problem? If you are still confused, see the following example:
What can one do after MBBS?
Solution: What do i do after my MBBS ?
Reason: In this example both the question ask the same thing about what to do after MBBS hence second question is the correct output
Now, solve this instance: What has been your most embarrassing moment in front of friends?
Student:
|
What has been your most embarrassing moment in front of a stranger?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
fs_opt
| 2
|
train
|
Part 1. Definition
In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
Part 2. Example
What can one do after MBBS?
Answer: What do i do after my MBBS ?
Explanation: In this example both the question ask the same thing about what to do after MBBS hence second question is the correct output
Part 3. Exercise
What are the best bungee jumping places in New England?
Answer:
|
Where is the best place to do bungee jumping near Barcelona?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
fs_opt
| 7
|
test
|
Teacher:In this task you're given a question and you have to paraphrase the question to create the output question while retaining the meaning of the original question.
Teacher: Now, understand the problem? Solve this instance: What type of government does Guatemala have? How does it compare to the one in Germany?
Student:
|
What type of government does Guatemala have? How does it compare to the one in Russia?
|
task1345_glue_qqp_question_paraprashing
|
NIv2
|
zs_opt
| 6
|
validation
|
Teacher:We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
Teacher: Now, understand the problem? Solve this instance: Sent1: Even if today's well-regulated militia were the National Guard, the Second Amendment still protects an individual right to keep and bear arms.
Sent2: In order to have a 'well regulated' militia you can not bar the civilian populace of its right to keep and bear arms!
Student:
|
Similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
zs_opt
| 6
|
train
|
Q: We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
Sent1: I think the government has taken responsibility for the law abiding citizens by ensuring that nobody can carry a gun or other dangerous weapon on board a plane.
Sent2: I seriously cannot believe that someone out there really thinks that we should allow EVERYBODY to carry weapons onto an airplane!
A:
|
Not similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
zs_opt
| 7
|
train
|
Teacher:We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
Teacher: Now, understand the problem? Solve this instance: Sent1: Gun free zones are areas where law-abiding citizens are forbidden to carry guns by law.
Sent2: Criminals do not obey the laws about gun free zones.
Student:
|
Similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
zs_opt
| 6
|
train
|
Detailed Instructions: We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
Problem:Sent1: Gun bans simple ban law abiding citizens from having guns.
Sent2: Law abiding citizens are not going to misuse their firearms and those with criminal records are already banned from owning guns.
Solution:
|
Not similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
zs_opt
| 8
|
train
|
We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
One example is below.
Q: Sent1: Ian brought up the point that guns make you more likely to kill a person.
Sent2: You can't be a man unless you're swinging a gun, and no matter how many guns you buy, it's still missing for you .
A: Not similar
Rationale: The first argument supports gun control by saying possessing guns make people likely to kill, the second disapproves it by saying men need guns.
Q: Sent1: Attacking a person who happens to have no weapon while you have a knife would make you a clear candidate for the penitentiary.
Sent2: Also, you must note that politicians own guns themselves, and have armed bodyguards.
A:
|
Not similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
fs_opt
| 9
|
train
|
We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
Example input: Sent1: Ian brought up the point that guns make you more likely to kill a person.
Sent2: You can't be a man unless you're swinging a gun, and no matter how many guns you buy, it's still missing for you .
Example output: Not similar
Example explanation: The first argument supports gun control by saying possessing guns make people likely to kill, the second disapproves it by saying men need guns.
Q: Sent1: That would theoretically work except the fact that more knife murders may occur then and perhaps guns will be brought in illegally to murder people.
Sent2: My point was that the theory that more gun control leaves people defenseless does not explain the lower murder rates in other developed nations.
A:
|
Not similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
fs_opt
| 3
|
train
|
We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
One example is below.
Q: Sent1: Ian brought up the point that guns make you more likely to kill a person.
Sent2: You can't be a man unless you're swinging a gun, and no matter how many guns you buy, it's still missing for you .
A: Not similar
Rationale: The first argument supports gun control by saying possessing guns make people likely to kill, the second disapproves it by saying men need guns.
Q: Sent1: ...and you are right, there is no credibility to a "needs based exercise of the right to keep and bear arms".
Sent2: In order to have a 'well regulated' militia you can not bar the civilian populace of its right to keep and bear arms!
A:
|
Not similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
fs_opt
| 9
|
train
|
Instructions: We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
Input: Sent1: if one wants to own a gun i have no qualms with them but if they wish to own guns such as a AK47 and AK74u they should be dealt with in a more civilized manner to protect the people.
Sent2: How can a people defend themselves from the government, unless they are able to maintain the same weapons as the government has?
Output:
|
Not similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
zs_opt
| 3
|
train
|
TASK DEFINITION: We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
PROBLEM: Sent1: Knives are used almost as often if not more so in crimes than are guns, the reason nobody is pushing to ban knives is because knives don't have the same negative cultural association guns have.
Sent2: Do not ban guns when guns are the tools of man.
SOLUTION: Not similar
PROBLEM: Sent1: I don't believe guns are good for anything, and I see no use in having them, but I believe it is everybody's right to produce or keep one, as it is just a weapon like anything else.
Sent2: Again, I don't think anybody will argue that owning a gun prevents crime.
SOLUTION: Not similar
PROBLEM: Sent1: The crime comes from using the gun (or any other weapon) to violate the rights of others.
Sent2: Most violent crime with guns occurs at knife fighting range.
SOLUTION:
|
Not similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
fs_opt
| 8
|
test
|
We would like you to classify each of the following sets of argument pairs (discussing Gun Control) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A FACET is a low level issue that often reoccurs in many arguments in support of the author's stance or in attacking the other author's position.
Example input: Sent1: Ian brought up the point that guns make you more likely to kill a person.
Sent2: You can't be a man unless you're swinging a gun, and no matter how many guns you buy, it's still missing for you .
Example output: Not similar
Example explanation: The first argument supports gun control by saying possessing guns make people likely to kill, the second disapproves it by saying men need guns.
Q: Sent1: Or that the Second Amendment only keeps the federal government from passing new gun control laws?
Sent2: I really do not care particularly what gun control laws states or cities pass.
A:
|
Not similar
|
task146_afs_argument_similarity_gun_control
|
NIv2
|
fs_opt
| 3
|
validation
|
Q: You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Hawthorne sets the scene in a rural valley located in an unnamed U.S. state that resembles New Hampshire. A rock formation in a nearby notch is imagined, by many locals and visitors, to resemble the shape and features of a human face:
The Great Stone Face, then, was a work of Nature in her mood of majestic playfulness, formed on the perpendicular side of a mountain by some immense rocks, which had been thrown together in such a position as, when viewed at a proper distance, to precisely to resemble the features of the human countenance. It seemed as if an enormous giant, or a Titan, had sculptured his own likeness on the precipice. There was the broad arch of the forehead, a hundred feet in height. . . .
The local folklore of the valley includes a prophecy, alleged to descend from the Native Americans, that at some future date a native son would be born within sight of the notch whose features would resemble the Great Stone Face; and when this face was seen, those who would see him would recognize that he was "the greatest and noblest personage of his time." This prophecy inspires an innocent youngster of the valley, Ernest, who feels within himself the quest to help uncover this hero.
As time passes and Ernest grows to manhood, the story from the notch is bruited about the United States, and others are also inspired. Unlike Ernest, the hope of some of them is that they themselves would be the hero of the tale. One by one, they revisit the valley to seek public recognition and acknowledgment of this resemblance. The succession of would-be American heroes forms the body of Hawthorne's narrative. In succession, a merchant of immense wealth, a conquering general, a politician renowned for his skilled oratory, and finally a brilliant writer return to the glen. After enjoying the brief plaudits of their admirers, the four men each reveal themselves to have character flaws that prevent them from fulfilling the conditions of the prophecy. Each of them have slight flaws in their physiognomies, recognized at once by the sensitive Ernest, that serve as foreshadows of their inability to live up to the expectations of their eager friends.
During this string of disappointments, Ernest has become a spry but aged man. He has progressed from being a hill farmer to the position of local lay preacher. The writer, who (in contrast to the first three contestants) frankly acknowledges his failure to fulfill the prophecy, caps his visit to the notch by attending one of Ernest's impromptu sunset sermons. By popular demand, the congregation has asked Ernest to deliver his sacred remarks from a site at the base of the notch where the worshipers can see the Great Stone Face high above.
Hawthorne describes the climax of Ernest's sermon:
At that moment, in sympathy with a thought which he was about to utter, the face of Ernest assumed a grandeur of expression, so imbued with benevolence, that the poet, by an irresistible impulse, threw his arms aloft and shouted, 'Behold! Behold! Ernest is himself the likeness of the Great Stone Face!' Then all the people looked, and saw that what the deep-sighted poet said was true. The prophecy was fulfillled. But Ernest, having finished what he had to say, took the poet's arm, and walked slowly homeward, still hoping that some wiser and better man than himself would by and by appear, bearing a resemblance to the GREAT STONE FACE.
A:
|
Where was the sermon given that the w riter attended?
|
task405_narrativeqa_question_generation
|
NIv2
|
zs_opt
| 7
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Mark Hunter (Slater), a high school student in a sleepy suburb of Phoenix, Arizona, starts an FM pirate radio station that broadcasts from the basement of his parents' house. Mark is a loner, an outsider, whose only outlet for his teenage angst and aggression is his unauthorized radio station. His pirate station's theme song is "Everybody Knows" by Leonard Cohen and there are glimpses of cassettes by such alternative musicians as The Jesus and Mary Chain, Camper Van Beethoven, Primal Scream, Soundgarden, Ice-T, Bad Brains, Concrete Blonde, Henry Rollins, and The Pixies. By day, Mark is seen as a loner, hardly talking to anyone around him; by night, he expresses his outsider views about what is wrong with American society. When he speaks his mind about what is going on at his school and in the community, more and more of his fellow students tune in to hear his show.
Nobody knows the true identity of "Hard Harry" or "Happy Harry Hard-on," as Mark refers to himself, until Nora Diniro (Mathis), a fellow student, tracks him down and confronts him the day after a student named Malcolm commits suicide after Harry attempts to reason with him. The radio show becomes increasingly popular and influential after Harry confronts the suicide head-on, exhorting his listeners to do something about their problems instead of surrendering to them through suicide at the crescendo of his yelled speech, an overachieving student named Paige Woodward (who has been a constant listener) jams her various medals and accolades into a microwave and turns it on. She then sits, watching the awards cook until the microwave explodes, injuring her. While this is happening, other students act out in cathartic release.
Eventually, the radio show causes so much trouble in the community that the FCC is called in to investigate. During the fracas, it is revealed that the school's principal (Annie Ross) has been expelling "problem students," namely, students with below-average standardized test scores, in an effort to boost the district's test scores while still keeping their names on the rolls (a criminal offense) in order to retain government funding.
Realizing he has started something huge, Mark decides it is up to him to end it. He dismantles his radio station and attaches it to his mother's old jeep, creating a mobile transmitter so his position can't be triangulated. Pursued by the police and the FCC, Nora drives the jeep around while Mark broadcasts. The harmonizer he uses to disguise his voice breaks, and with no time left to fix it, Mark decides to broadcast his final message as himself. They finally drive up to the crowd of protesting students, and Mark tells them that the world belongs to them and that they should make their own future. The police step in and arrest Mark and Nora. As they are taken away, Mark reminds the students to "talk hard." As the film ends, the voices of other students (and even one of the teachers) speak as intros for their own independent stations, which can be heard broadcasting across the country.
Solution: What does Paige do with her medals?
Why? This is a good question and can be answered based on the story.
New input: Set in the Appalachian Mountains at the turn of the twentieth century, a feud has been boiling for over thirty years between two influential mountain families: the Tollivers and the Falins. The character Devil Judd Tolliver, in the novel was based on the real life of "Devil John" Wesley Wright, a United States Marshal for the region in and around Wise County, Virginia, and Letcher County, Kentucky. The outside world and industrialization, however, are beginning to enter the area. Coal mining begins to exert its influence on the area, despite the two families' feuds. Entering the area, enterprising "furriner" (foreigner) John Hale captures the attention of the beautiful June Tolliver, and inadvertently becomes entangled in the region's politics.
Geologist Hale has a vision for the potential wealth of the natural raw materials, especially coal, that he intends to use as a means of creating a legacy for himself and the Gap. But he also has an eye for the young natural beauty of a mountain girl, June Tolliver, who he feels compelled to free from the confines of mountain life and introduce her to higher education.
The coming boom time for the region necessitates Hale to establish a law and order authority that the two feuding clans refuse to recognize. It is this conflict between clans who are used to settling their differences established by 100 years of tradition and the principled Hale that threatens to destroy the budding romance between him and June, who then must choose between clan loyalties and the man she loves.
Solution:
|
Why is the area where the feuding families live changing?
|
task405_narrativeqa_question_generation
|
NIv2
|
fs_opt
| 0
|
train
|
Given the task definition, example input & output, solve the new input case.
You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Example: Mark Hunter (Slater), a high school student in a sleepy suburb of Phoenix, Arizona, starts an FM pirate radio station that broadcasts from the basement of his parents' house. Mark is a loner, an outsider, whose only outlet for his teenage angst and aggression is his unauthorized radio station. His pirate station's theme song is "Everybody Knows" by Leonard Cohen and there are glimpses of cassettes by such alternative musicians as The Jesus and Mary Chain, Camper Van Beethoven, Primal Scream, Soundgarden, Ice-T, Bad Brains, Concrete Blonde, Henry Rollins, and The Pixies. By day, Mark is seen as a loner, hardly talking to anyone around him; by night, he expresses his outsider views about what is wrong with American society. When he speaks his mind about what is going on at his school and in the community, more and more of his fellow students tune in to hear his show.
Nobody knows the true identity of "Hard Harry" or "Happy Harry Hard-on," as Mark refers to himself, until Nora Diniro (Mathis), a fellow student, tracks him down and confronts him the day after a student named Malcolm commits suicide after Harry attempts to reason with him. The radio show becomes increasingly popular and influential after Harry confronts the suicide head-on, exhorting his listeners to do something about their problems instead of surrendering to them through suicide at the crescendo of his yelled speech, an overachieving student named Paige Woodward (who has been a constant listener) jams her various medals and accolades into a microwave and turns it on. She then sits, watching the awards cook until the microwave explodes, injuring her. While this is happening, other students act out in cathartic release.
Eventually, the radio show causes so much trouble in the community that the FCC is called in to investigate. During the fracas, it is revealed that the school's principal (Annie Ross) has been expelling "problem students," namely, students with below-average standardized test scores, in an effort to boost the district's test scores while still keeping their names on the rolls (a criminal offense) in order to retain government funding.
Realizing he has started something huge, Mark decides it is up to him to end it. He dismantles his radio station and attaches it to his mother's old jeep, creating a mobile transmitter so his position can't be triangulated. Pursued by the police and the FCC, Nora drives the jeep around while Mark broadcasts. The harmonizer he uses to disguise his voice breaks, and with no time left to fix it, Mark decides to broadcast his final message as himself. They finally drive up to the crowd of protesting students, and Mark tells them that the world belongs to them and that they should make their own future. The police step in and arrest Mark and Nora. As they are taken away, Mark reminds the students to "talk hard." As the film ends, the voices of other students (and even one of the teachers) speak as intros for their own independent stations, which can be heard broadcasting across the country.
Output: What does Paige do with her medals?
This is a good question and can be answered based on the story.
New input case for you: The Age of Innocence centers on an upper-class couple's impending marriage, and the introduction of the bride's cousin, plagued by scandal, whose presence threatens their happiness. Though the novel questions the assumptions and morals of 1870s New York society, it never develops into an outright condemnation of the institution.The novel is noted for Wharton's attention to detail and its accurate portrayal of how the 19th-century East Coast American upper class lived, and the social tragedy of its plot. Wharton was 58 years old at publication; she had lived in that world and had seen it change dramatically by the end of World War I.
The title is an ironic comment on the polished outward manners of New York society when compared to its inward machinations. It is believed to have been drawn from the popular 1785 painting A Little Girl by Sir Joshua Reynolds that later became known as The Age of Innocence and was widely reproduced as the commercial face of childhood in the later half of the 18th century. The title, while ironic, was not as caustic as the title of story featured in the The House of Mirth, published in 1905.Newland Archer, gentleman lawyer and heir to one of New York City's best families, is happily anticipating a highly desirable marriage to the sheltered and beautiful May Welland. Yet he finds reason to doubt his choice of bride after the appearance of Countess Ellen Olenska, May's exotic and beautiful 30-year-old cousin. Ellen has returned to New York from Europe after scandalously separating herself (per rumor) from a bad marriage to a Polish count. At first, Ellen's arrival and its potential taint on the reputation of his bride-to-be's family disturb Newland, but he becomes intrigued by the worldly Ellen, who flouts New York society's fastidious rules. As Newland's admiration for the countess grows, so does his doubt about marrying May, a perfect product of Old New York society; his match with May no longer seems the ideal fate he had imagined.
Ellen's decision to divorce Count Olenski causes a social crisis for the other members of her family, who are terrified of scandal and disgrace. Living apart can be tolerated, but divorce is unacceptable. To save the Welland family's reputation, a law partner of Newland asks him to dissuade Countess Olenska from divorcing the count. He succeeds, but in the process comes to care for her; afraid of falling in love with Ellen, Newland begs May to accelerate their wedding date, but she refuses.
Newland tells Ellen he loves her; Ellen corresponds, but is horrified that their love will aggrieve May. She agrees to remain in America, separated but still married to Count Olenski, only if they do not sexually consummate their love. Newland receives May's telegram agreeing to wed sooner.
Newland and May marry. He tries unsuccessfully to forget Ellen. His society marriage is loveless, and the social life he once found absorbing has become empty and joyless. Though Ellen lives in Washington and has remained distant, he is unable to cease loving her. Their paths cross while he and May are in Newport, Rhode Island. Newland discovers that Count Olenski wishes Ellen to return to him, but she has refused, although her family wants her to reconcile with her husband and return to Europe. Frustrated by her independence, the family has cut off her money, as the count had already done.
Newland desperately seeks a way to leave May and be with Ellen, obsessed with how to finally possess her. Despairing of ever making Ellen his wife, he urges her to become his mistress. Then Ellen is recalled to New York City to care for her sick grandmother, who accepts her decision to remain separated and agrees to reinstate her allowance.
Back in New York and under renewed pressure from Newland, Ellen relents and agrees to consummate their relationship. However, Newland then discovers that Ellen has decided to return to Europe. Newland makes up his mind to abandon May and follow Ellen to Europe when May announces that she and Newland are throwing a farewell party for Ellen. That night, after the party, Newland resolves to tell May he is leaving her for Ellen. She interrupts him to tell him that she learned that morning that she is pregnant; she reveals that she had told Ellen of her pregnancy two weeks earlier, despite not being sure of it at the time. The implication is that she did so because she suspected the affair. Newland guesses that this is Ellen's reason for returning to Europe. Hopelessly trapped, Newland decides not to follow Ellen, surrendering his love for the sake of his children, remaining in a loveless marriage to May.
Twenty-six years later, after May's death, Newland and his son are in Paris. The son, learning that his mother's cousin lives there, has arranged to visit Ellen in her Paris apartment. Newland is stunned at the prospect of seeing Ellen again. On arriving outside the apartment building, Newland sends up his son alone to meet Ellen, while he waits outside, watching the balcony of her apartment. Newland considers going up, but in the end decides not to; he walks back to his hotel without seeing her.
Output:
|
How are Ellen and May related to each other?
|
task405_narrativeqa_question_generation
|
NIv2
|
fs_opt
| 1
|
train
|
Detailed Instructions: You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Q: The novel is a story of English social and political life. William Ashe is a rich, handsome, and successful politician, and heir to the title of Earl of Tranmore. Ashe falls for Lady Kitty Bristol, the eighteen-year-old daughter of Madam d'Estrees, whose charm draws many influential men and overcomes any questions about her reputation. Ashe proposes to her just three weeks after they meet, and she accepts though she warns him that her temper and uncontrollable nature may cause him to regret asking.
Three years later, the couple are settled in London, with Kitty heavily involved in the London social scene. They have one son, who is physically disabled. Kitty's social activities start to affect Ashe's political career; she strains Ashe's relationship with Lord Parham, the prime minister, and also flirts with the dashing but unprincipled Geoffrey Cliffe. After their child dies, Kitty is left a physical wreck and goes with Ashe to Italy to try to recover her health. Kitty meets Cliffe in Italy and runs off with him, while Ashe is in England trying to suppress a salacious book Kitty has written. Two years later, Ashe comes upon Kitty unexpectedly at a small inn in the Alps. Kitty has had many hardships, but dies in the comfort of Ashe's presence.
A:
|
Who was heir to the title Earl of Tranmore?
|
task405_narrativeqa_question_generation
|
NIv2
|
zs_opt
| 9
|
train
|
Definition: You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Input: Although the character appeared previously in Barrie's book The Little White Bird, the play and its novelisation contain the story of Peter Pan mythos that is best known. The two versions differ in some details of the story, but have much in common. In both versions Peter makes night-time calls on the Darlings' house in Bloomsbury, listening in on Mrs. Mary Darling's bedtime stories by the open window. One night Peter is spotted and, while trying to escape, he loses his shadow. On returning to claim it, Peter wakes Mary's daughter, Wendy Darling. Wendy succeeds in re-attaching his shadow to him, and Peter learns that she knows lots of bedtime stories. He invites her to Neverland to be a mother to his gang, the Lost Boys, children who were lost in Kensington Gardens. Wendy agrees, and her brothers John and Michael go along.
Their magical flight to Neverland is followed by many adventures. The children are blown out of the air by a cannon and Wendy is nearly killed by the Lost Boy Tootles. Peter and the Lost Boys build a little house for Wendy to live in while she recuperates (a structure that, to this day, is called a Wendy House.) Soon John and Michael adopt the ways of the Lost Boys.
Peter welcomes Wendy to his underground home, and she immediately assumes the role of mother figure. Peter takes the Darlings on several adventures, the first truly dangerous one occurring at Mermaids' Lagoon. At Mermaids' Lagoon, Peter and the Lost Boys save the princess Tiger Lily and become involved in a battle with the pirates, including the evil Captain Hook. Peter is wounded when Hook claws him. He believes he will die, stranded on a rock when the tide is rising, but he views death as "an awfully big adventure". Luckily, a bird allows him to use her nest as a boat, and Peter sails home.
In gratitude for saving Tiger Lily, her tribe guard his home from the next imminent pirate attack. Meanwhile, Wendy begins to fall in love with Peter, at least as a child, and asks Peter what kind of feelings he has for her. Peter says that he is like her faithful son. One day while telling stories to the Lost Boys and her brothers, John and Michael, Wendy recalls her parents and then decides to take them back and return to England. Unfortunately, and unbeknownst to Peter, Wendy and the boys are captured by Captain Hook, who also tries to poison Peter's medicine while the boy is asleep. When Peter awakes, he learns from the fairy Tinker Bell that Wendy has been kidnapped in an effort to please Wendy, he goes to drink his medicine. Tink does not have time to warn him of the poison, and instead drinks it herself, causing her near death. Tink tells him she could be saved if children believed in fairies. In one of the play's most famous moments, Peter turns to the audience watching the play and begs those who believe in fairies to clap their hands. At this there is usually an explosion of handclapping from the audience, and Tinker Bell is saved.
Peter heads to the ship. On the way, he encounters the ticking crocodile; Peter decides to copy the tick, so any animals will recognise it and leave him unharmed. He does not realise that he is still ticking as he boards the ship, where Hook cowers, mistaking him for the crocodile. While the pirates are searching for the croc, Peter sneaks into the cabin to steal the keys and frees the Lost Boys. When the pirates investigate a noise in the cabin, Peter defeats them. When he finally reveals himself, he and Hook fall to the climactic battle, which Peter easily wins. He kicks Hook into the jaws of the waiting crocodile, and Hook dies with the satisfaction that Peter had literally kicked him off the ship, which Hook considers "bad form". Then Peter takes control of the ship, and sails the seas back to London.
In the end, Wendy decides that her place is at home, much to the joy of her heartsick mother. Wendy then brings all the boys but Peter back to London. Before Wendy and her brothers arrive at their house, Peter flies ahead, to try and bar the window so Wendy will think her mother has forgotten her. But when he learns of Mrs Darling's distress, he bitterly leaves the window open and flies away. Peter returns briefly, and he meets Mrs. Darling, who has agreed to adopt the Lost Boys. She offers to adopt Peter as well, but Peter refuses, afraid they will "catch him and make him a man." It is hinted that Mary Darling knew Peter when she was a girl, because she is left slightly changed when Peter leaves.
Peter promises to return for Wendy every spring. The end of the play finds Wendy looking out through the window and saying into space, "You won't forget to come for me, Peter? Please, please don't forget."
Output:
|
What does Peter want to drink in order to impress Wendy?
|
task405_narrativeqa_question_generation
|
NIv2
|
zs_opt
| 2
|
train
|
Detailed Instructions: You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
See one example below:
Problem: Mark Hunter (Slater), a high school student in a sleepy suburb of Phoenix, Arizona, starts an FM pirate radio station that broadcasts from the basement of his parents' house. Mark is a loner, an outsider, whose only outlet for his teenage angst and aggression is his unauthorized radio station. His pirate station's theme song is "Everybody Knows" by Leonard Cohen and there are glimpses of cassettes by such alternative musicians as The Jesus and Mary Chain, Camper Van Beethoven, Primal Scream, Soundgarden, Ice-T, Bad Brains, Concrete Blonde, Henry Rollins, and The Pixies. By day, Mark is seen as a loner, hardly talking to anyone around him; by night, he expresses his outsider views about what is wrong with American society. When he speaks his mind about what is going on at his school and in the community, more and more of his fellow students tune in to hear his show.
Nobody knows the true identity of "Hard Harry" or "Happy Harry Hard-on," as Mark refers to himself, until Nora Diniro (Mathis), a fellow student, tracks him down and confronts him the day after a student named Malcolm commits suicide after Harry attempts to reason with him. The radio show becomes increasingly popular and influential after Harry confronts the suicide head-on, exhorting his listeners to do something about their problems instead of surrendering to them through suicide at the crescendo of his yelled speech, an overachieving student named Paige Woodward (who has been a constant listener) jams her various medals and accolades into a microwave and turns it on. She then sits, watching the awards cook until the microwave explodes, injuring her. While this is happening, other students act out in cathartic release.
Eventually, the radio show causes so much trouble in the community that the FCC is called in to investigate. During the fracas, it is revealed that the school's principal (Annie Ross) has been expelling "problem students," namely, students with below-average standardized test scores, in an effort to boost the district's test scores while still keeping their names on the rolls (a criminal offense) in order to retain government funding.
Realizing he has started something huge, Mark decides it is up to him to end it. He dismantles his radio station and attaches it to his mother's old jeep, creating a mobile transmitter so his position can't be triangulated. Pursued by the police and the FCC, Nora drives the jeep around while Mark broadcasts. The harmonizer he uses to disguise his voice breaks, and with no time left to fix it, Mark decides to broadcast his final message as himself. They finally drive up to the crowd of protesting students, and Mark tells them that the world belongs to them and that they should make their own future. The police step in and arrest Mark and Nora. As they are taken away, Mark reminds the students to "talk hard." As the film ends, the voices of other students (and even one of the teachers) speak as intros for their own independent stations, which can be heard broadcasting across the country.
Solution: What does Paige do with her medals?
Explanation: This is a good question and can be answered based on the story.
Problem: The story starts with a comet called Gallia, that touches the Earth in its flight and collects a few small chunks of it. The disaster occurred on January 1 of the year 188x in the area around Gibraltar. On the territory that was carried away by the comet there remained a total of thirty-six people of French, English, Spanish and Russian nationality. These people did not realize at first what had happened, and considered the collision an earthquake.
They first noticed weight loss: Captain Servadac's adjutant Ben Zoof to his amazement, jumped twelve meters high. Zoof with Servadac also soon noticed that the alternation of day and night is shortened to six hours, that east and west changed sides, and that water begins to boil at 66 degrees Celsius, from which they rightly deduced that atmosphere became thinner and pressure dropped. At the beginning of their stay in Gallia they noticed the Earth with the Moon, but thought it was an unknown planet. Other important information was obtained through their research expedition with a ship, which the comet also took.
During the voyage they discovered a mountain chain blocking the sea, which they initially considered to be the Mediterranean Sea and then they found the island of Formentera (before the catastrophe a part of the Balearic Islands), where they found a French astronomer Palmyrin Rosette, who helped them to solve all the mysterious phenomena. They were all on the comet which was discovered by Rosette a year ago and predicted a collision course with Earth, but no one believed the astronomer, because a layer of thick fog at the time prevented astronomical observations in other places.
As found by a new research expedition, the circumference of Gallia was 2320 km. The mass of the comet was calculated by Rosette. He determined it at 209,346 billion tonnes. For the calculation he used spring scales and forty 5-franc silver coins, the weight of which on earth equaled exactly to one kilogram. However, the owner of the scales, Isaac Hakkabut, had rigged the instrument, so the results had to be cut by a quarter.
Involuntary travelers through the Solar system did not have any hope for long-term colonization of their new world, because they were lacking arable land. They ate mainly the animals that were left on the land carried away by Gallia. One strange phenomenon they met was that the sea on the comet did not freeze, even though the temperature dropped below the freezing point (theory that the stationary water level resists freezing level for longer than when a rippled by wind). Once a stone was thrown into the sea, the sea froze in a few moments. The ice was completely smooth and allowed skating and sleigh sailing.
Despite the dire situation in which the castaways found themselves, old power disputes from Earth continued on Gallia, because the French and English officers considered themselves the representatives of their respective governments. The object of their interest was for example previously Spanish Ceuta, which became an island on the comet and which both parties started to consider an unclaimed territory. Captain Servadac therefore attempted to occupy Ceuta, but was not successful. It turned out that the island had been occupied by Englishmen, who maintained a connection to their base at Gibraltar through optical telegraph.
Gallia got to an extreme point of its orbit and then began its return to Earth. In early November Rossete's refined calculations showed that there will be a new collision with the Earth, exactly two years after the first, again on January 1. Therefore, the idea appeared to leave the comet collision in a balloon. The proposal was approved and the castaways made a balloon out of the sails of their ship. In mid-December there was an earthquake, in which Gallia partially fell apart and lost a fragment, which probably killed all Englishmen in Ceuta and Gibraltar. When on January 1 there was again a contact between the atmospheres of Gallia and Earth, the space castaways left in the balloon and landed safely two kilometers from Mostaganem in Algeria.
Solution:
|
Why couldn't the travelers colonize Gallia?
|
task405_narrativeqa_question_generation
|
NIv2
|
fs_opt
| 4
|
train
|
You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Q: The protagonist of this bildungsroman is Arthur "Artie" Kipps, an illegitimate orphan. In Book I ("The Making of Kipps") he is raised by his aged aunt and uncle who keep a little shop in New Romney, on the southern coast of Kent. He attends the Cavendish Academy ("a middle-class school," not a "boarding school") in Hastings, in East Sussex. "By inherent nature he had a sociable disposition," and befriends Sid Pornick, the neighbour's boy. Kipps falls in love with Sid's younger sister Ann, and Ann gives him half a sixpence as a token of their love when at the age of fourteen he is apprenticed to the Folkestone Drapery Bazaar, run by Mr. Shalford.
But the Pornicks move away and Kipps forgets Ann. He becomes infatuated with Helen Walshingham, who teaches a wood carving class on Thursday nights. When Chitterlow, an actor and aspiring playwright, meets Kipps by running into him with his bicycle, their encounter turns into an inebriated evening that leads to Kipps's being "swapped" (dismissed). But before he leaves Mr. Shalford's establishment, Chitterlow brings to his attention a newspaper advertisement that leads to an unsuspected inheritance for Kipps from his grandfather of a house and 26,000.
In Book II ("Mr. Coote the Chaperon"), Kipps fails in his attempt to adapt to his new social class while living in Folkestone. By chance he meets a Mr. Coote, who undertakes his social education; this leads to renewed contact with Helen Walshingham, and they become engaged. But the process of bettering himself alienates Kipps more and more, especially since Helen has in view taking advantage of Kipps's fortune to establish herself and her brother in London society. Chance meetings with Sid and then Ann (now a house servant) lead to a decision to abandon social conventions (and his engagement to Helen) and marry his childhood sweetheart.
In Book III ("Kippses"), the attempt to find a suitable house for his new status precipitates Kipps back into a struggle with the "complex and difficult" English social system. Kipps and Ann quarrel. Then they learn that Helen's brother, a solicitor, has lost most of their fortune through speculation. This leads to a happier situation, however, when Kipps opens a branch of the Associated Booksellers' Trading Union (Limited) in Hythe, and they have a son. The success of Chitterlow's play, in which Kipps had invested 2,000, restores their fortune, but they are content to remain, as at the beginning, shopkeepers in a small coastal town.
A:
|
If Kipps never met Chitterlow, could he have married Ann?
|
task405_narrativeqa_question_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Given the task definition and input, reply with output. You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
In the near future, weapons master James McCullen (Christopher Eccleston) has created a nanotech-based weapon - nanomites designed to devour metal and other materials, capable of destroying anything from tanks to cities. The nanobots can only be stopped by activating the kill switch. His company M.A.R.S. sells four warheads to NATO, and NATO troops led by American soldiers Duke (Channing Tatum) and Ripcord (Marlon Wayans) are asked to deliver the warheads. Their convoy is ambushed by the Baroness (Sienna Miller), whom Duke recognizes to be his ex-fiancee Ana Lewis. Duke and Ripcord are rescued by Scarlett (Rachel Nichols), Snake Eyes (Ray Park), Breaker (Sa d Taghmaoui), and Heavy Duty (Adewale Akinnuoye-Agbaje). They take the warheads to The Pit, G.I. Joe's command center in Egypt, and upon arriving, rendezvous with the head of the G.I. Joe Team, General Hawk (Dennis Quaid). Hawk takes command of the warheads and excuses Duke and Ripcord, only to be convinced to let them join his group, after Duke reveals that he knows the Baroness.
McCullen is revealed to be using the same nanotechnology to build an army of soldiers with the aid of the Doctor (Joseph Gordon-Levitt), planning on using the warheads to cause worldwide panic and bring about a new world order. Using a tracking device, McCullen locates the G.I. Joe base and sends Storm Shadow (Byung-Hun Lee) and the Baroness to retrieve the warheads, with assistance from Zartan (Arnold Vosloo).
After a fight, Storm Shadow and the Baroness retrieve the warheads and take them to Baron DeCobray, the Baroness's husband, for him to weaponize. Making their way to Paris, the Joes pursue the Baroness and Storm Shadow, but are unsuccessful in stopping them from launching one of the missiles. The missile hits the Eiffel Tower and releases the nanomites in it, destroying the tower and some of the surrounding area before Duke manages to hit the kill switch, but in so doing, he is captured and taken to McCullen's base under the Arctic.
The Joes locate the secret base and fly there, as McCullen loads three missiles with nanowarheads, which are aimed for Beijing, Moscow, and Washington, DC, the world's three most important cities. He intends to do this to strike fear into the hearts of every man, woman, and child on the planet, after which they will turn to the person with the most power in the world, the President of the United States. After Snake Eyes takes out one missile, Ripcord destroys the remaining two using a stolen M.A.R.S. prototype Night Raven jet, while Scarlett, Breaker, and Snake Eyes infiltrate the base. Snake Eyes duels and prevails over Storm Shadow. Duke learns that the Doctor is Rex Lewis, Ana's brother, believed to have been killed by a mistimed airstrike during a mission led by Duke (also the origin of the alienation between Duke and Ana). Rex had encountered Doctor Mindbender (Kevin J. O'Connor) in the bunker and was seduced by the nanomite technology, taking too long to retrieve the data and getting caught in the bombing, which disfigured him. After freeing Duke, the Baroness is subdued, as the Doctor reveals he has implanted her with nanomites, which has put her under his control for the past four years. Attempting to kill Duke, McCullen ends up being burned, so the Doctor and he flee to an escape vessel. Duke and the Baroness pursue him while the Joes fall back; when the Doctor activates the base's self-destruct sequence, which involves 'blowing the ice cap' to create blocks of ice which then nearly crush the Joes.
The Doctor assumes the identity of the Commander, having healed McCullen's burned face with nanomites, encasing it in silver and naming him "Destro", which places McCullen under the Commander's control. They are captured by G.I. Joe soon after. On the supercarrier USS Flagg, the Baroness is placed in protective custody until they can remove the nanomites from her body. Meanwhile, Zartan, having had his physical appearance altered by nanomites, infiltrates the White House during the missile crisis and assumes the identity of the President of the United States of America (Jonathan Pryce), thus completing a part of McCullen's plan to rule the world.
|
What did the doctor do to the Baroness to cause her to feel subdued?
|
task405_narrativeqa_question_generation
|
NIv2
|
zs_opt
| 5
|
train
|
You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
One example: Mark Hunter (Slater), a high school student in a sleepy suburb of Phoenix, Arizona, starts an FM pirate radio station that broadcasts from the basement of his parents' house. Mark is a loner, an outsider, whose only outlet for his teenage angst and aggression is his unauthorized radio station. His pirate station's theme song is "Everybody Knows" by Leonard Cohen and there are glimpses of cassettes by such alternative musicians as The Jesus and Mary Chain, Camper Van Beethoven, Primal Scream, Soundgarden, Ice-T, Bad Brains, Concrete Blonde, Henry Rollins, and The Pixies. By day, Mark is seen as a loner, hardly talking to anyone around him; by night, he expresses his outsider views about what is wrong with American society. When he speaks his mind about what is going on at his school and in the community, more and more of his fellow students tune in to hear his show.
Nobody knows the true identity of "Hard Harry" or "Happy Harry Hard-on," as Mark refers to himself, until Nora Diniro (Mathis), a fellow student, tracks him down and confronts him the day after a student named Malcolm commits suicide after Harry attempts to reason with him. The radio show becomes increasingly popular and influential after Harry confronts the suicide head-on, exhorting his listeners to do something about their problems instead of surrendering to them through suicide at the crescendo of his yelled speech, an overachieving student named Paige Woodward (who has been a constant listener) jams her various medals and accolades into a microwave and turns it on. She then sits, watching the awards cook until the microwave explodes, injuring her. While this is happening, other students act out in cathartic release.
Eventually, the radio show causes so much trouble in the community that the FCC is called in to investigate. During the fracas, it is revealed that the school's principal (Annie Ross) has been expelling "problem students," namely, students with below-average standardized test scores, in an effort to boost the district's test scores while still keeping their names on the rolls (a criminal offense) in order to retain government funding.
Realizing he has started something huge, Mark decides it is up to him to end it. He dismantles his radio station and attaches it to his mother's old jeep, creating a mobile transmitter so his position can't be triangulated. Pursued by the police and the FCC, Nora drives the jeep around while Mark broadcasts. The harmonizer he uses to disguise his voice breaks, and with no time left to fix it, Mark decides to broadcast his final message as himself. They finally drive up to the crowd of protesting students, and Mark tells them that the world belongs to them and that they should make their own future. The police step in and arrest Mark and Nora. As they are taken away, Mark reminds the students to "talk hard." As the film ends, the voices of other students (and even one of the teachers) speak as intros for their own independent stations, which can be heard broadcasting across the country.
Solution is here: What does Paige do with her medals?
Explanation: This is a good question and can be answered based on the story.
Now, solve this: Following a delinquent childhood and youth, Davies renounced his home and his apprenticeship with a frame-maker. At the age of twenty-two, having borrowed money from the executor of his grandmother s estate, he sailed to America. This was the first of more than a dozen Atlantic crossings, often made by working his passage aboard a cattle boat. Between 1893 and 1899 Davies travelled the highways and railroads, tutored by hardened men of the road. He took advantage of the corrupt system of "boodle jails" in order to pass the winter in Michigan, staying a series of different jails. These were jails in which a tramp could make an illicit arrangement with a law enforcement officer to stay in the jail without being an actual prisoner. Here, with his fellow tramps, Davies would enjoy the relative comfort of "card-playing, singing, smoking, reading, relating experiences and occasionally taking exercise or going out for a walk." Regular work was never an option and Davies subsisted largely by begging. After crossing the Atlantic one last time, from Britain to Canada, at the time of the Klondike Gold Rush, Davies fell while hopping a train. His foot was crushed and his leg had to be amputated below the knee. He later wrote of the effect the accident had on his life: "All the wildness had been taken out of me and my adventures after this were not of my own seeking."
The book was praised by Osbert Sitwell for its "primitive splendour and directness", while Bernard Shaw himself commended the prose to "literary experts for its style alone", describing Davies as "the incorrigible Supertramp who wrote this amazing book."
Solution:
|
What kind of childhood did Davies have, according to the story?
|
task405_narrativeqa_question_generation
|
NIv2
|
fs_opt
| 6
|
test
|
Teacher:You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Teacher: Now, understand the problem? Solve this instance: The plot is a loosely based on a melange of motifs from previous Conan short stories, most notably "The Scarlet Citadel", with which its early chapters shares an almost identical storyline: Conan defeated in battle, captured and placed in a monster-infested dungeon, finds an unexpected ally and escapes; meanwhile, the population of the Aquilonian capital, believing him dead, riots and is ready to accept an alternative King. From here the two diverge: The Scarlet Citadel, a short story, ends with Conan coming back when the rioting just started and making short work of his foes; in the book-length Hour of the Dragon it is much more complicated, Aquilonia has to live under a long and harrowing foreign occupation while Conan goes through a long hazardous quest, before he could finally come back and dispose of his foes.
The book place when Conan is about forty-five, during his reign as King of Aquilonia, and follows a plot by a group of conspirators to depose him in favor of Valerius, heir to Conan's predecessor Numedides, whom he had slain to gain the throne. To accomplish this they resort to necromancy, resurrecting Xaltotun, an ancient sorcerer from the pre-Hyborian empire of Acheron. With his aid the Aquilonian army is defeated by that of the rival kingdom of Nemedia and occupied. Conan, captured, is slated for execution until the sympathetic slave girl Zenobia risks her life to free him.
Conan's quest to retrieve the Heart of Ahriman in order to defeat the wizard and regain his throne takes him through all the lands of Hyboria.
After his eventual triumph he vows to make Zenobia his queen.
Student:
|
Who does Conan want to make his queen?
|
task405_narrativeqa_question_generation
|
NIv2
|
zs_opt
| 6
|
validation
|
Given the task definition and input, reply with output. You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Target: guitarist
The guitarist likes music. has a PhD and is very intelligent.
|
anti-stereotype
|
task319_stereoset_classification_profession
|
NIv2
|
zs_opt
| 5
|
train
|
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Q: Target: plumber
I called the plumber and he showed up three hours later. His crack was showing from the top of his pants.
A:
|
stereotype
|
task319_stereoset_classification_profession
|
NIv2
|
zs_opt
| 4
|
train
|
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Example input: Target: musician
Mark's child became a musician after school. I painted my walls blue but I'm considering adding some appliques to increase interest.
Example output: unrelated
Example explanation: This is unrelated because the second sentence has no relevance with the first one.
Q: Target: nurse
The nurse was always on top of things. Her hair was blue and she had a neck tattoo.
A:
|
anti-stereotype
|
task319_stereoset_classification_profession
|
NIv2
|
fs_opt
| 3
|
train
|
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Ex Input:
Target: nurse
The nurse got off the elevator. She was going for a smoke break.
Ex Output:
stereotype
Ex Input:
Target: bartender
The bartender is making a drink for his customer. He is good at mixing drinks.
Ex Output:
stereotype
Ex Input:
Target: bartender
There are five bartenders serving tonight at K's Bar. They listen well to orders and make sure each drink is made with care.
Ex Output:
|
anti-stereotype
|
task319_stereoset_classification_profession
|
NIv2
|
fs_opt
| 1
|
train
|
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
One example: Target: musician
Mark's child became a musician after school. I painted my walls blue but I'm considering adding some appliques to increase interest.
Solution is here: unrelated
Explanation: This is unrelated because the second sentence has no relevance with the first one.
Now, solve this: Target: software developer
The software developer turned on his computer for the day. He began by going over his draft program, meticulously scanning it for errors.
Solution:
|
stereotype
|
task319_stereoset_classification_profession
|
NIv2
|
fs_opt
| 6
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Target: musician
Mark's child became a musician after school. I painted my walls blue but I'm considering adding some appliques to increase interest.
Solution: unrelated
Why? This is unrelated because the second sentence has no relevance with the first one.
New input: Target: chemist
The chemist used safety glasses in the lab. Grass is usually green.
Solution:
|
unrelated
|
task319_stereoset_classification_profession
|
NIv2
|
fs_opt
| 0
|
train
|
Given the task definition, example input & output, solve the new input case.
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Example: Target: musician
Mark's child became a musician after school. I painted my walls blue but I'm considering adding some appliques to increase interest.
Output: unrelated
This is unrelated because the second sentence has no relevance with the first one.
New input case for you: Target: manager
John was the old department manager. He was very bossy and unfriendly.
Output:
|
stereotype
|
task319_stereoset_classification_profession
|
NIv2
|
fs_opt
| 1
|
train
|
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
--------
Question: Target: mover
It is helpful to have a mover carry all the boxes. Often people that move boxes are uneducated.
Answer: stereotype
Question: Target: plumber
The plumber was coming to the house at 10 am. Chances were that he would be some old fat guy.
Answer: stereotype
Question: Target: musician
They were a musician. They were a man.
Answer:
|
stereotype
|
task319_stereoset_classification_profession
|
NIv2
|
fs_opt
| 7
|
train
|
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Input: Consider Input: Target: chess player
I know a professional chess player. She just finished 5th grade.
Output: anti-stereotype
Input: Consider Input: Target: producer
The producer put a lot of money into this film. My phone charger is 10 feet long.
Output: unrelated
Input: Consider Input: Target: delivery man
The delivery man drove a truck. The wind rustled the trees.
|
Output: unrelated
|
task319_stereoset_classification_profession
|
NIv2
|
fs_opt
| 2
|
test
|
You are given a target profession, and two sentences. Your task is to determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Example Input: Target: politician
The politician was running for mayor. Toni Morrison recently passed away.
Example Output: unrelated
Example Input: Target: historian
He became a historian. The dog is not black.
Example Output: unrelated
Example Input: Target: tailor
The tailor cut a piece of fabric. He wore a measuring tape over his neck.
Example Output:
|
stereotype
|
task319_stereoset_classification_profession
|
NIv2
|
fs_opt
| 3
|
validation
|
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