query
sequencelengths 2
2
| pos
sequencelengths 1
1
| neg
sequencelengths 1
1
| task_id
int64 1
330
|
---|---|---|---|
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Evelyn entered the office. Amelia entered the office. The banana is in the green_envelope. Amelia exited the office. Evelyn moved the banana to the red_bottle. Evelyn exited the office. Amelia entered the office. Mia entered the office. James entered the office. The banana is in the red_bottle. James exited the office. Mia moved the banana to the green_envelope. Mia exited the office. James entered the office. Amelia entered the den. Evelyn entered the den. The eggplant is in the blue_box. Evelyn exited the den. Amelia moved the eggplant to the red_bucket. Amelia exited the den. Evelyn entered the den. Evelyn entered the office. James is in the office. The cabbage is in the red_bottle. James exited the office. Evelyn moved the cabbage to the green_envelope. Evelyn exited the office. Phone rang. James entered the office. Where does Evelyn think that James searches for the cabbage?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Jack entered the office. Amelia entered the office. Phone rang. The broccoli is in the green_bottle. Amelia exited the office. Jack moved the broccoli to the red_bottle. Jack exited the office. Amelia entered the office. Jackson entered the office. Emily entered the office. The broccoli is in the red_bottle. Emily exited the office. Phone rang. Jackson moved the broccoli to the green_bottle. Jackson exited the office. Emily entered the office. Jackson entered the study. Emily entered the study. The turnip is in the blue_treasure_chest. Emily exited the study. Jackson moved the turnip to the green_treasure_chest. Jackson exited the study. Phone rang. Emily entered the study. Emily entered the office. Jackson entered the office. The tangerine is in the red_bottle. Jackson exited the office. Emily moved the tangerine to the green_bottle. Phone rang. Emily exited the office. Jackson entered the office. Where does Emily think that Jackson searches for the tangerine?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Ella entered the office. Jackson entered the office. Phone rang. The cabbage is in the red_bucket. Jackson exited the office. Ella moved the cabbage to the red_box. Ella exited the office. Jackson entered the office. Ella entered the patio. Jackson entered the patio. The lettuce is in the green_crate. Jackson exited the patio. Ella moved the lettuce to the green_basket. Phone rang. Ella exited the patio. Jackson entered the patio. Evelyn entered the office. Jackson entered the office. The cucumber is in the red_box. Jackson exited the office. Evelyn moved the cucumber to the red_bucket. Evelyn exited the office. Jackson entered the office. Jackson entered the staircase. Evelyn entered the staircase. The tangerine is in the blue_suitcase. Evelyn exited the staircase. Jackson moved the tangerine to the green_cupboard. Jackson exited the staircase. Evelyn entered the staircase. Where does Jackson think that Evelyn searches for the tangerine?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Amelia entered the office. Hannah entered the office. The potato is in the green_envelope. Hannah exited the office. Amelia moved the potato to the blue_bathtub. Amelia exited the office. Hannah entered the office. Alexander entered the kitchen. Amelia entered the kitchen. The grapefruit is in the green_crate. Amelia exited the kitchen. Alexander moved the grapefruit to the red_box. Alexander exited the kitchen. Amelia entered the kitchen. Logan entered the garden. Alexander entered the garden. The persimmon is in the blue_container. Alexander exited the garden. Logan moved the persimmon to the green_drawer. Logan exited the garden. Alexander entered the garden. Logan entered the garden. Hannah entered the garden. The persimmon is in the green_drawer. Hannah exited the garden. Logan moved the persimmon to the blue_container. Logan exited the garden. Hannah entered the garden. Where will Hannah look for the persimmon?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Mason entered the office. Jack entered the office. The tangerine is in the green_envelope. Mason moved the tangerine to the red_cupboard. Mason entered the kitchen. Jack entered the kitchen. The pumpkin is in the blue_treasure_chest. Mason moved the pumpkin to the green_box. Jack entered the office. Aiden entered the office. The cucumber is in the red_cupboard. Jack moved the cucumber to the green_envelope. Aria entered the staircase. Aiden entered the staircase. The asparagus is in the red_drawer. Aria moved the asparagus to the blue_container. Where will Aiden look for the asparagus?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Mason entered the office. Hannah entered the office. The cucumber is in the red_suitcase. Hannah exited the office. Mason moved the cucumber to the red_bucket. Mason exited the office. Hannah entered the office. Mason entered the kitchen. Hannah entered the kitchen. The strawberry is in the red_drawer. Hannah exited the kitchen. Mason moved the strawberry to the green_bottle. Mason exited the kitchen. Hannah entered the kitchen. Hannah entered the pantry. Mason entered the pantry. The potato is in the blue_treasure_chest. Mason exited the pantry. Hannah moved the potato to the blue_envelope. Hannah exited the pantry. Mason entered the pantry. William entered the office. Phone rang. Hannah entered the office. The turnip is in the red_bucket. Hannah exited the office. William moved the turnip to the red_suitcase. William exited the office. Hannah entered the office. Where is the turnip really?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Abigail entered the dining_room. Jackson entered the dining_room. The turnip is in the green_pantry. Jackson exited the dining_room. Abigail moved the turnip to the blue_cupboard. Abigail exited the dining_room. Jackson entered the dining_room. Jackson is in the dining_room. Isabella entered the dining_room. The turnip is in the blue_cupboard. Isabella exited the dining_room. Jackson moved the turnip to the green_pantry. Jackson exited the dining_room. Isabella entered the dining_room. Abigail entered the workshop. Isabella entered the workshop. The pineapple is in the red_drawer. Isabella exited the workshop. Phone rang. Abigail moved the pineapple to the green_basket. Abigail exited the workshop. Isabella entered the workshop. Isabella entered the dining_room. Phone rang. Evelyn entered the dining_room. The eggplant is in the blue_cupboard. Evelyn exited the dining_room. Isabella moved the eggplant to the green_pantry. Isabella exited the dining_room. Evelyn entered the dining_room. Where will Evelyn look for the eggplant?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Abigail entered the dining_room. Sophia entered the dining_room. The potato is in the green_pantry. Sophia exited the dining_room. Abigail moved the potato to the green_crate. Abigail exited the dining_room. Sophia entered the dining_room. Abigail entered the closet. Sophia entered the closet. The cucumber is in the blue_box. Sophia exited the closet. Abigail moved the cucumber to the green_suitcase. Abigail exited the closet. Sophia entered the closet. Sophia entered the sunroom. Abigail entered the sunroom. The spinach is in the green_drawer. Phone rang. Abigail exited the sunroom. Sophia moved the spinach to the green_bottle. Sophia exited the sunroom. Abigail entered the sunroom. Abigail entered the dining_room. Amelia entered the dining_room. Phone rang. The potato is in the green_crate. Phone rang. Amelia exited the dining_room. Abigail moved the potato to the green_pantry. Abigail exited the dining_room. Amelia entered the dining_room. Where is the potato really?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Amelia entered the dining_room. Abigail entered the dining_room. The eggplant is in the red_bucket. Abigail exited the dining_room. Amelia moved the eggplant to the green_bucket. Phone rang. Amelia exited the dining_room. Abigail entered the dining_room. Lucas entered the dining_room. James entered the dining_room. The potato is in the green_bucket. James exited the dining_room. Phone rang. Lucas moved the potato to the red_bucket. Lucas exited the dining_room. James entered the dining_room. Lucas entered the dining_room. Amelia entered the dining_room. The eggplant is in the green_bucket. Amelia exited the dining_room. Lucas moved the eggplant to the red_bucket. Lucas exited the dining_room. Phone rang. Amelia entered the dining_room. Lucas entered the patio. Amelia entered the patio. Phone rang. The grapes is in the blue_container. Amelia exited the patio. Lucas moved the grapes to the red_crate. Lucas exited the patio. Amelia entered the patio. Where will Amelia look for the grapes?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Benjamin entered the kitchen. Aria entered the kitchen. The peach is in the green_treasure_chest. Aria exited the kitchen. Benjamin moved the peach to the green_cupboard. Lucas entered the kitchen. Aria entered the kitchen. The peach is in the green_cupboard. Aria exited the kitchen. Lucas moved the peach to the green_treasure_chest. Benjamin entered the laundry. Evelyn entered the laundry. The turnip is in the blue_pantry. Evelyn exited the laundry. Benjamin moved the turnip to the green_box. Aria entered the workshop. Benjamin entered the workshop. The cucumber is in the green_basket. Phone rang. Benjamin exited the workshop. Aria moved the cucumber to the red_box. Where was the cucumber at the beginning?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Benjamin entered the garage. Olivia entered the garage. The pumpkin is in the red_envelope. Olivia exited the garage. Benjamin moved the pumpkin to the blue_pantry. Benjamin entered the office. Aria entered the office. The apple is in the blue_box. Aria exited the office. Phone rang. Benjamin moved the apple to the red_treasure_chest. Aria entered the front_yard. Jayden entered the front_yard. The tangerine is in the green_pantry. Jayden exited the front_yard. Aria moved the tangerine to the red_crate. Olivia entered the sunroom. Aria entered the sunroom. The onion is in the green_basket. Aria exited the sunroom. Olivia moved the onion to the blue_suitcase. Where will Aria look for the onion?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Aria entered the staircase. Olivia entered the staircase. The celery is in the green_bucket. Phone rang. Olivia exited the staircase. Aria moved the celery to the blue_box. Olivia entered the garage. Phone rang. Benjamin entered the garage. The pumpkin is in the blue_crate. Benjamin exited the garage. Olivia moved the pumpkin to the red_crate. Aria entered the bathroom. Oliver entered the bathroom. The turnip is in the green_box. Oliver exited the bathroom. Aria moved the turnip to the green_crate. Benjamin entered the front_yard. Aria entered the front_yard. The banana is in the red_cupboard. Aria exited the front_yard. Benjamin moved the banana to the red_pantry. Where does Benjamin think that Aria searches for the banana?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"William entered the back_yard. Phone rang. Ella entered the back_yard. The grapes is in the red_box. Ella exited the back_yard. William moved the grapes to the blue_suitcase. Phone rang. Ella entered the front_yard. James entered the front_yard. The apple is in the blue_bathtub. James exited the front_yard. Ella moved the apple to the red_cupboard. James entered the dining_room. Phone rang. Ella entered the dining_room. The beans is in the red_crate. Ella exited the dining_room. James moved the beans to the red_envelope. William entered the dining_room. Phone rang. Jayden entered the dining_room. The beans is in the red_envelope. Jayden exited the dining_room. Phone rang. William moved the beans to the red_crate. Where does William think that Jayden searches for the beans?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Jack entered the hallway. William entered the hallway. The beans is in the green_basket. William exited the hallway. Jack moved the beans to the red_treasure_chest. Jack exited the hallway. William entered the hallway. William entered the basement. Mason entered the basement. The tangerine is in the red_suitcase. Mason exited the basement. William moved the tangerine to the blue_cupboard. William exited the basement. Mason entered the basement. William entered the sunroom. Jack entered the sunroom. The apple is in the blue_container. Jack exited the sunroom. Phone rang. William moved the apple to the blue_pantry. William exited the sunroom. Jack entered the sunroom. William entered the dining_room. Mason entered the dining_room. The lettuce is in the red_envelope. Mason exited the dining_room. William moved the lettuce to the blue_crate. William exited the dining_room. Mason entered the dining_room. Where does William think that Mason searches for the lettuce?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Ella entered the laundry. Amelia entered the laundry. The grapefruit is in the red_box. Amelia exited the laundry. Phone rang. Ella moved the grapefruit to the blue_suitcase. Emily entered the front_yard. Amelia entered the front_yard. Phone rang. The beans is in the green_treasure_chest. Amelia exited the front_yard. Emily moved the beans to the blue_container. Ella entered the master_bedroom. Emily entered the master_bedroom. The banana is in the green_drawer. Emily exited the master_bedroom. Ella moved the banana to the green_bottle. Emily entered the front_yard. William entered the front_yard. The beans is in the blue_container. William exited the front_yard. Emily moved the beans to the green_treasure_chest. Where does Emily think that William searches for the beans?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Jayden entered the office. Liam entered the office. The strawberry is in the green_envelope. Liam exited the office. Jayden moved the strawberry to the green_treasure_chest. Jayden exited the office. Phone rang. Liam entered the office. Liam entered the master_bedroom. Phone rang. Sophia entered the master_bedroom. The grapefruit is in the red_bucket. Phone rang. Sophia exited the master_bedroom. Liam moved the grapefruit to the blue_cupboard. Liam exited the master_bedroom. Sophia entered the master_bedroom. Jayden entered the office. Jacob entered the office. The eggplant is in the green_treasure_chest. Jacob exited the office. Jayden moved the eggplant to the green_envelope. Jayden exited the office. Jacob entered the office. Sophia is in the master_bedroom. Jacob entered the master_bedroom. The grapefruit is in the blue_cupboard. Jacob exited the master_bedroom. Sophia moved the grapefruit to the red_bucket. Sophia exited the master_bedroom. Jacob entered the master_bedroom. Phone rang. Where does Sophia think that Jacob searches for the grapefruit?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Jayden entered the porch. Phone rang. Ethan entered the porch. The onion is in the red_treasure_chest. Ethan exited the porch. Jayden moved the onion to the green_basket. Jayden exited the porch. Ethan entered the porch. Ethan entered the playroom. Abigail entered the playroom. The corn is in the blue_treasure_chest. Abigail exited the playroom. Ethan moved the corn to the red_bucket. Ethan exited the playroom. Abigail entered the playroom. Jayden entered the attic. Ethan entered the attic. The apple is in the red_box. Ethan exited the attic. Jayden moved the apple to the blue_envelope. Phone rang. Jayden exited the attic. Phone rang. Ethan entered the attic. Ethan entered the back_yard. William entered the back_yard. The grapefruit is in the blue_cupboard. William exited the back_yard. Ethan moved the grapefruit to the blue_bathtub. Ethan exited the back_yard. William entered the back_yard. Where was the grapefruit at the beginning?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"William entered the office. Isabella entered the office. The pineapple is in the green_treasure_chest. Isabella exited the office. William moved the pineapple to the red_bucket. William exited the office. Isabella entered the office. Aria entered the hall. William entered the hall. The strawberry is in the green_suitcase. William exited the hall. Aria moved the strawberry to the blue_treasure_chest. Aria exited the hall. William entered the hall. Aria entered the office. William entered the office. The pineapple is in the red_bucket. Phone rang. William exited the office. Aria moved the pineapple to the green_treasure_chest. Aria exited the office. William entered the office. William entered the master_bedroom. Phone rang. Jayden entered the master_bedroom. The pear is in the red_suitcase. Jayden exited the master_bedroom. William moved the pear to the red_bottle. William exited the master_bedroom. Jayden entered the master_bedroom. Where will Jayden look for the pear?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Oliver entered the TV_room. Phone rang. Ethan entered the TV_room. The beans is in the red_cupboard. Ethan exited the TV_room. Oliver moved the beans to the green_pantry. Oliver exited the TV_room. Ethan entered the TV_room. Ethan entered the bathroom. Lucas entered the bathroom. Phone rang. The asparagus is in the red_crate. Lucas exited the bathroom. Phone rang. Ethan moved the asparagus to the red_pantry. Ethan exited the bathroom. Lucas entered the bathroom. Lucas entered the playroom. Benjamin entered the playroom. The grapefruit is in the red_bottle. Benjamin exited the playroom. Lucas moved the grapefruit to the green_drawer. Lucas exited the playroom. Benjamin entered the playroom. Oliver entered the bathroom. Lucas entered the bathroom. The apple is in the red_pantry. Lucas exited the bathroom. Oliver moved the apple to the red_crate. Oliver exited the bathroom. Phone rang. Lucas entered the bathroom. Where does Oliver think that Lucas searches for the apple?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Benjamin entered the playroom. Owen entered the playroom. The orange is in the blue_container. Phone rang. Owen exited the playroom. Benjamin moved the orange to the green_crate. Benjamin exited the playroom. Phone rang. Owen entered the playroom. Benjamin entered the bathroom. Owen entered the bathroom. The carrot is in the green_cupboard. Owen exited the bathroom. Benjamin moved the carrot to the red_cupboard. Benjamin exited the bathroom. Owen entered the bathroom. Phone rang. Sophia entered the TV_room. Benjamin entered the TV_room. The banana is in the red_envelope. Benjamin exited the TV_room. Sophia moved the banana to the blue_suitcase. Sophia exited the TV_room. Benjamin entered the TV_room. Sophia entered the bedroom. Benjamin entered the bedroom. Phone rang. The spinach is in the red_crate. Benjamin exited the bedroom. Sophia moved the spinach to the red_pantry. Sophia exited the bedroom. Benjamin entered the bedroom. Where will Benjamin look for the spinach?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Jackson entered the playroom. Olivia entered the playroom. The potato is in the red_bottle. Olivia exited the playroom. Jackson moved the potato to the blue_envelope. Jackson exited the playroom. Olivia entered the playroom. Olivia entered the laundry. Phone rang. Jackson entered the laundry. The grapefruit is in the red_cupboard. Jackson exited the laundry. Olivia moved the grapefruit to the blue_container. Olivia exited the laundry. Jackson entered the laundry. Olivia entered the bedroom. Sophia entered the bedroom. The turnip is in the red_pantry. Sophia exited the bedroom. Olivia moved the turnip to the green_bucket. Olivia exited the bedroom. Sophia entered the bedroom. Oliver entered the laundry. Jackson is in the laundry. Phone rang. The grapefruit is in the blue_container. Jackson exited the laundry. Oliver moved the grapefruit to the red_cupboard. Oliver exited the laundry. Jackson entered the laundry. Where does Oliver think that Jackson searches for the grapefruit?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Alexander entered the laundry. Hannah entered the laundry. The pear is in the green_cupboard. Alexander moved the pear to the blue_suitcase. Hannah entered the crawlspace. Alexander entered the crawlspace. The onion is in the blue_crate. Phone rang. Hannah moved the onion to the green_envelope. William entered the lounge. Alexander entered the lounge. The watermelon is in the red_box. William moved the watermelon to the green_basket. William entered the cellar. Phone rang. Aria entered the cellar. Phone rang. The lettuce is in the red_treasure_chest. William moved the lettuce to the red_pantry. Where will Aria look for the lettuce?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Alexander entered the basement. Owen entered the basement. The peach is in the green_envelope. Owen exited the basement. Alexander moved the peach to the blue_box. Alexander exited the basement. Owen entered the basement. Owen entered the front_yard. Charlotte entered the front_yard. The cabbage is in the blue_treasure_chest. Charlotte exited the front_yard. Phone rang. Owen moved the cabbage to the green_treasure_chest. Owen exited the front_yard. Charlotte entered the front_yard. Charlotte entered the basement. Aria entered the basement. The lettuce is in the blue_box. Aria exited the basement. Charlotte moved the lettuce to the green_envelope. Charlotte exited the basement. Aria entered the basement. Charlotte entered the closet. Aria entered the closet. The turnip is in the green_crate. Aria exited the closet. Charlotte moved the turnip to the red_pantry. Charlotte exited the closet. Aria entered the closet. Where will Aria look for the turnip?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Alexander entered the closet. Aria entered the closet. The pear is in the green_cupboard. Alexander moved the pear to the green_bottle. Emily entered the kitchen. Aria entered the kitchen. The tangerine is in the red_box. Phone rang. Emily moved the tangerine to the blue_box. Phone rang. Amelia entered the garage. Alexander entered the garage. The onion is in the red_bottle. Amelia moved the onion to the green_envelope. Aria entered the porch. Amelia entered the porch. The potato is in the red_pantry. Aria moved the potato to the blue_envelope. Where is the potato really?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Abigail entered the bathroom. Isabella entered the bathroom. The apple is in the green_box. Isabella exited the bathroom. Phone rang. Abigail moved the apple to the green_crate. Abigail exited the bathroom. Isabella entered the bathroom. Isabella entered the bedroom. Ethan entered the bedroom. The spinach is in the green_basket. Ethan exited the bedroom. Isabella moved the spinach to the red_treasure_chest. Isabella exited the bedroom. Ethan entered the bedroom. Ethan entered the study. Abigail entered the study. The cabbage is in the red_pantry. Abigail exited the study. Phone rang. Ethan moved the cabbage to the red_cupboard. Ethan exited the study. Phone rang. Abigail entered the study. Abigail entered the bathroom. Avery entered the bathroom. The apple is in the green_crate. Avery exited the bathroom. Abigail moved the apple to the green_box. Abigail exited the bathroom. Avery entered the bathroom. Where does Abigail think that Avery searches for the apple?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Abigail entered the closet. Isabella entered the closet. The broccoli is in the green_cupboard. Isabella exited the closet. Phone rang. Abigail moved the broccoli to the green_basket. Abigail exited the closet. Isabella entered the closet. Phone rang. Isabella is in the closet. William entered the closet. The turnip is in the green_basket. William exited the closet. Isabella moved the turnip to the green_cupboard. Isabella exited the closet. William entered the closet. Abigail entered the kitchen. Alexander entered the kitchen. The strawberry is in the blue_treasure_chest. Alexander exited the kitchen. Phone rang. Abigail moved the strawberry to the blue_pantry. Abigail exited the kitchen. Phone rang. Alexander entered the kitchen. William entered the crawlspace. Isabella entered the crawlspace. The pineapple is in the green_crate. Isabella exited the crawlspace. William moved the pineapple to the green_drawer. William exited the crawlspace. Isabella entered the crawlspace. Where was the pineapple at the beginning?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Abigail entered the office. Emily entered the office. Phone rang. The banana is in the red_bucket. Emily exited the office. Abigail moved the banana to the red_box. Abigail exited the office. Emily entered the office. Sophia entered the back_yard. Abigail entered the back_yard. The broccoli is in the blue_bathtub. Abigail exited the back_yard. Sophia moved the broccoli to the blue_envelope. Sophia exited the back_yard. Abigail entered the back_yard. Elizabeth entered the TV_room. Sophia entered the TV_room. Phone rang. The orange is in the red_pantry. Sophia exited the TV_room. Phone rang. Elizabeth moved the orange to the green_cupboard. Elizabeth exited the TV_room. Sophia entered the TV_room. Elizabeth entered the study. Abigail entered the study. The pear is in the blue_cupboard. Abigail exited the study. Elizabeth moved the pear to the red_envelope. Elizabeth exited the study. Phone rang. Abigail entered the study. Where does Elizabeth think that Abigail searches for the pear?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Emily entered the bathroom. Oliver entered the bathroom. The orange is in the red_drawer. Oliver exited the bathroom. Emily moved the orange to the green_bottle. Oliver entered the garden. James entered the garden. The pineapple is in the blue_crate. James exited the garden. Phone rang. Oliver moved the pineapple to the blue_cupboard. Phone rang. Oliver entered the kitchen. James entered the kitchen. The lettuce is in the red_cupboard. James exited the kitchen. Oliver moved the lettuce to the blue_pantry. Emily is in the bathroom. Mia entered the bathroom. Phone rang. The grapes is in the green_bottle. Mia exited the bathroom. Emily moved the grapes to the red_drawer. Where does Emily think that Mia searches for the grapes?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Amelia entered the bathroom. Ethan entered the bathroom. The peach is in the blue_container. Ethan exited the bathroom. Amelia moved the peach to the red_drawer. Amelia exited the bathroom. Ethan entered the bathroom. Charlotte entered the master_bedroom. Ethan entered the master_bedroom. The pineapple is in the red_crate. Ethan exited the master_bedroom. Charlotte moved the pineapple to the green_drawer. Charlotte exited the master_bedroom. Ethan entered the master_bedroom. Amelia entered the laundry. Emily entered the laundry. The eggplant is in the green_envelope. Emily exited the laundry. Amelia moved the eggplant to the green_bottle. Phone rang. Amelia exited the laundry. Emily entered the laundry. Emily is in the laundry. Ethan entered the laundry. Phone rang. The orange is in the green_bottle. Ethan exited the laundry. Emily moved the orange to the green_envelope. Emily exited the laundry. Ethan entered the laundry. Where does Emily think that Ethan searches for the orange?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Emily entered the lounge. Logan entered the lounge. The strawberry is in the red_bucket. Emily moved the strawberry to the blue_crate. Emily entered the bathroom. Alexander entered the bathroom. The onion is in the red_suitcase. Emily moved the onion to the blue_container. Emily is in the bathroom. Liam entered the bathroom. The onion is in the blue_container. Emily moved the onion to the red_suitcase. Emily entered the porch. Phone rang. Liam entered the porch. The grapes is in the green_cupboard. Phone rang. Emily moved the grapes to the blue_cupboard. Where does Emily think that Liam searches for the grapes?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the master_bedroom. Isabella entered the master_bedroom. The green_pepper is in the blue_treasure_chest. Isabella exited the master_bedroom. Liam moved the green_pepper to the blue_box. Liam exited the master_bedroom. Isabella entered the master_bedroom. Isabella entered the den. Liam entered the den. The apple is in the green_bottle. Liam exited the den. Isabella moved the apple to the green_envelope. Isabella exited the den. Liam entered the den. Ethan entered the den. Isabella entered the den. The grapes is in the green_envelope. Isabella exited the den. Ethan moved the grapes to the green_bottle. Ethan exited the den. Isabella entered the den. James entered the back_yard. Ethan entered the back_yard. The lime is in the red_treasure_chest. Ethan exited the back_yard. James moved the lime to the red_bucket. James exited the back_yard. Ethan entered the back_yard. Where will Ethan look for the lime?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the dining_room. Evelyn entered the dining_room. The beans is in the green_bucket. Evelyn exited the dining_room. Liam moved the beans to the red_crate. Liam exited the dining_room. Phone rang. Evelyn entered the dining_room. Liam entered the playroom. William entered the playroom. Phone rang. The lime is in the green_cupboard. William exited the playroom. Liam moved the lime to the green_treasure_chest. Liam exited the playroom. William entered the playroom. Liam entered the sunroom. Evelyn entered the sunroom. Phone rang. The lettuce is in the red_envelope. Evelyn exited the sunroom. Liam moved the lettuce to the blue_container. Liam exited the sunroom. Evelyn entered the sunroom. Evelyn entered the back_yard. William entered the back_yard. The pear is in the red_bucket. William exited the back_yard. Evelyn moved the pear to the red_suitcase. Evelyn exited the back_yard. William entered the back_yard. Where does Evelyn think that William searches for the pear?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the master_bedroom. Benjamin entered the master_bedroom. The beans is in the red_bucket. Benjamin exited the master_bedroom. Liam moved the beans to the green_suitcase. Liam exited the master_bedroom. Benjamin entered the master_bedroom. Elizabeth entered the playroom. Liam entered the playroom. The apple is in the green_pantry. Liam exited the playroom. Elizabeth moved the apple to the red_pantry. Elizabeth exited the playroom. Liam entered the playroom. Benjamin entered the playroom. Elizabeth entered the playroom. The orange is in the red_pantry. Phone rang. Elizabeth exited the playroom. Benjamin moved the orange to the green_pantry. Phone rang. Benjamin exited the playroom. Phone rang. Elizabeth entered the playroom. Phone rang. Elizabeth entered the garden. Phone rang. Benjamin entered the garden. Phone rang. The lime is in the green_envelope. Benjamin exited the garden. Elizabeth moved the lime to the blue_envelope. Elizabeth exited the garden. Benjamin entered the garden. Phone rang. Where does Elizabeth think that Benjamin searches for the lime?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Sophia entered the back_yard. William entered the back_yard. The pumpkin is in the blue_cupboard. Sophia moved the pumpkin to the blue_crate. Hannah entered the sunroom. James entered the sunroom. The onion is in the red_cupboard. Hannah moved the onion to the blue_bathtub. Phone rang. James entered the dining_room. Sophia entered the dining_room. The broccoli is in the red_box. Phone rang. James moved the broccoli to the red_treasure_chest. William entered the dining_room. Phone rang. Hannah entered the dining_room. The broccoli is in the red_treasure_chest. William moved the broccoli to the red_box. Where does William think that Hannah searches for the broccoli?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Mia entered the back_yard. Phone rang. Owen entered the back_yard. The tomato is in the green_treasure_chest. Mia moved the tomato to the blue_box. Ella entered the attic. Benjamin entered the attic. The persimmon is in the green_basket. Ella moved the persimmon to the green_bucket. Ella is in the attic. Owen entered the attic. The persimmon is in the green_bucket. Ella moved the persimmon to the green_basket. Ella entered the living_room. Benjamin entered the living_room. The apple is in the green_bottle. Ella moved the apple to the red_box. Where does Ella think that Benjamin searches for the apple?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"William entered the front_yard. Avery entered the front_yard. Phone rang. The pumpkin is in the blue_crate. William moved the pumpkin to the green_box. Avery entered the hall. William entered the hall. The green_pepper is in the blue_suitcase. Avery moved the green_pepper to the blue_treasure_chest. Phone rang. Aiden entered the hall. Mason entered the hall. The peach is in the blue_treasure_chest. Aiden moved the peach to the blue_suitcase. Avery entered the TV_room. William entered the TV_room. The asparagus is in the blue_cupboard. Avery moved the asparagus to the blue_pantry. Where is the asparagus really?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Charlotte entered the bedroom. Jacob entered the bedroom. The turnip is in the green_pantry. Charlotte moved the turnip to the red_envelope. Sophia entered the staircase. Phone rang. Mia entered the staircase. The watermelon is in the red_drawer. Sophia moved the watermelon to the red_treasure_chest. Sophia entered the bedroom. Charlotte is in the bedroom. The beans is in the red_envelope. Sophia moved the beans to the green_pantry. Mia is in the staircase. Phone rang. Charlotte entered the staircase. The watermelon is in the red_treasure_chest. Mia moved the watermelon to the red_drawer. Where was the watermelon at the beginning?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Benjamin entered the bedroom. Mason entered the bedroom. Phone rang. The tangerine is in the green_cupboard. Benjamin moved the tangerine to the red_envelope. Mason entered the hallway. William entered the hallway. The orange is in the red_bucket. Mason moved the orange to the blue_box. Sophia entered the bedroom. William entered the bedroom. The tangerine is in the red_envelope. Sophia moved the tangerine to the green_cupboard. Phone rang. William entered the crawlspace. Benjamin entered the crawlspace. The watermelon is in the red_box. William moved the watermelon to the red_drawer. Where will Benjamin look for the watermelon?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Charlotte entered the bedroom. Amelia entered the bedroom. The watermelon is in the green_bucket. Amelia exited the bedroom. Charlotte moved the watermelon to the red_treasure_chest. Phone rang. Charlotte exited the bedroom. Amelia entered the bedroom. Avery entered the hallway. Amelia entered the hallway. The grapefruit is in the green_drawer. Amelia exited the hallway. Avery moved the grapefruit to the red_box. Avery exited the hallway. Amelia entered the hallway. Charlotte entered the living_room. Avery entered the living_room. The cabbage is in the blue_envelope. Avery exited the living_room. Charlotte moved the cabbage to the blue_treasure_chest. Charlotte exited the living_room. Avery entered the living_room. Amelia entered the hall. Charlotte entered the hall. The turnip is in the blue_suitcase. Charlotte exited the hall. Amelia moved the turnip to the green_crate. Amelia exited the hall. Charlotte entered the hall. Phone rang. Where does Amelia think that Charlotte searches for the turnip?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. William entered the bathroom. Benjamin entered the bathroom. The onion is in the blue_crate. William moved the onion to the green_cupboard. Isabella entered the attic. Charlotte entered the attic. The spinach is in the green_treasure_chest. Phone rang. Isabella moved the spinach to the red_crate. Isabella entered the crawlspace. William entered the crawlspace. The turnip is in the blue_box. Isabella moved the turnip to the blue_suitcase. Charlotte is in the attic. Benjamin entered the attic. The spinach is in the red_crate. Charlotte moved the spinach to the green_treasure_chest. Where does Charlotte think that Benjamin searches for the spinach?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Lucas entered the crawlspace. Isabella entered the crawlspace. The cucumber is in the blue_container. Isabella exited the crawlspace. Phone rang. Lucas moved the cucumber to the blue_treasure_chest. Charlotte entered the crawlspace. Lucas is in the crawlspace. The cabbage is in the blue_treasure_chest. Lucas exited the crawlspace. Charlotte moved the cabbage to the blue_container. Lucas entered the attic. Isabella entered the attic. The grapefruit is in the red_bottle. Isabella exited the attic. Lucas moved the grapefruit to the blue_crate. Lucas entered the patio. Phone rang. Charlotte entered the patio. The asparagus is in the green_treasure_chest. Charlotte exited the patio. Lucas moved the asparagus to the green_bottle. Where does Lucas think that Charlotte searches for the asparagus?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Benjamin entered the workshop. William entered the workshop. The turnip is in the blue_envelope. Benjamin moved the turnip to the blue_treasure_chest. Ella entered the closet. William entered the closet. Phone rang. The potato is in the red_crate. Ella moved the potato to the red_treasure_chest. William entered the living_room. Ella entered the living_room. The eggplant is in the blue_box. William moved the eggplant to the blue_bathtub. Phone rang. Ella is in the living_room. Jacob entered the living_room. The lettuce is in the blue_bathtub. Ella moved the lettuce to the blue_box. Where does Ella think that Jacob searches for the lettuce?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Ella entered the bedroom. Charlotte entered the bedroom. The eggplant is in the green_suitcase. Ella moved the eggplant to the blue_container. Phone rang. Ella is in the bedroom. Jayden entered the bedroom. The eggplant is in the blue_container. Ella moved the eggplant to the green_suitcase. Charlotte entered the patio. Jacob entered the patio. The pear is in the green_treasure_chest. Charlotte moved the pear to the blue_pantry. Ella entered the basement. Jayden entered the basement. The orange is in the green_box. Ella moved the orange to the red_envelope. Where is the orange really?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Isabella entered the study. Olivia entered the study. The tangerine is in the green_box. Isabella moved the tangerine to the red_suitcase. Phone rang. Liam entered the office. Ethan entered the office. Phone rang. The turnip is in the red_envelope. Liam moved the turnip to the green_cupboard. Ethan entered the hallway. Liam entered the hallway. Phone rang. The carrot is in the blue_bathtub. Ethan moved the carrot to the green_envelope. Liam entered the office. Isabella entered the office. Phone rang. The lettuce is in the green_cupboard. Liam moved the lettuce to the red_envelope. Where will Isabella look for the lettuce?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Mia entered the hallway. Alexander entered the hallway. The lettuce is in the green_envelope. Mia moved the lettuce to the blue_box. Ella entered the bedroom. Evelyn entered the bedroom. The apple is in the green_drawer. Ella moved the apple to the green_treasure_chest. Ella entered the attic. Mia entered the attic. The potato is in the red_box. Ella moved the potato to the green_cupboard. Mia entered the porch. Evelyn entered the porch. The onion is in the green_suitcase. Mia moved the onion to the blue_cupboard. Where is the onion really?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the closet. Charlotte entered the closet. The pineapple is in the green_cupboard. Liam moved the pineapple to the blue_cupboard. James entered the closet. Avery entered the closet. The pineapple is in the blue_cupboard. James moved the pineapple to the green_cupboard. James entered the lounge. Liam entered the lounge. The carrot is in the green_suitcase. James moved the carrot to the green_drawer. Avery entered the hall. James entered the hall. The turnip is in the green_treasure_chest. Avery moved the turnip to the red_box. Where does Avery think that James searches for the turnip?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the closet. Lucas entered the closet. The asparagus is in the green_basket. Lucas exited the closet. Liam moved the asparagus to the blue_pantry. Liam exited the closet. Lucas entered the closet. Logan entered the laundry. Liam entered the laundry. The turnip is in the red_suitcase. Liam exited the laundry. Logan moved the turnip to the red_box. Logan exited the laundry. Liam entered the laundry. Lucas entered the hall. Amelia entered the hall. The spinach is in the green_crate. Amelia exited the hall. Lucas moved the spinach to the green_envelope. Lucas exited the hall. Amelia entered the hall. Amelia entered the laundry. Liam is in the laundry. The pineapple is in the red_box. Liam exited the laundry. Amelia moved the pineapple to the red_suitcase. Amelia exited the laundry. Liam entered the laundry. Where does Amelia think that Liam searches for the pineapple?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Jackson entered the closet. Olivia entered the closet. The beans is in the green_suitcase. Jackson moved the beans to the green_crate. Olivia entered the playroom. Emily entered the playroom. The tomato is in the blue_bathtub. Olivia moved the tomato to the blue_crate. Amelia entered the closet. Jackson is in the closet. The celery is in the green_crate. Amelia moved the celery to the green_suitcase. Emily entered the study. Olivia entered the study. The watermelon is in the green_bucket. Emily moved the watermelon to the blue_cupboard. Where does Emily think that Olivia searches for the watermelon?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Jackson entered the master_bedroom. James entered the master_bedroom. The orange is in the blue_cupboard. James exited the master_bedroom. Phone rang. Jackson moved the orange to the green_suitcase. Jackson exited the master_bedroom. James entered the master_bedroom. James entered the office. Owen entered the office. The lettuce is in the red_bottle. Owen exited the office. James moved the lettuce to the green_envelope. James exited the office. Phone rang. Owen entered the office. Jayden entered the study. Phone rang. James entered the study. The turnip is in the red_drawer. James exited the study. Jayden moved the turnip to the red_envelope. Jayden exited the study. James entered the study. Phone rang. James entered the staircase. Phone rang. Jackson entered the staircase. The onion is in the blue_suitcase. Jackson exited the staircase. James moved the onion to the blue_treasure_chest. Phone rang. James exited the staircase. Jackson entered the staircase. Where is the onion really?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Owen entered the hallway. Jayden entered the hallway. The green_pepper is in the green_drawer. Jayden exited the hallway. Phone rang. Owen moved the green_pepper to the red_suitcase. Owen exited the hallway. Jayden entered the hallway. Owen entered the office. Jackson entered the office. The watermelon is in the blue_treasure_chest. Jackson exited the office. Owen moved the watermelon to the blue_bathtub. Owen exited the office. Phone rang. Jackson entered the office. Jayden entered the office. Owen entered the office. The watermelon is in the blue_bathtub. Owen exited the office. Jayden moved the watermelon to the blue_treasure_chest. Jayden exited the office. Owen entered the office. Liam entered the office. Owen is in the office. The potato is in the blue_bathtub. Owen exited the office. Phone rang. Liam moved the potato to the blue_treasure_chest. Liam exited the office. Phone rang. Owen entered the office. Where is the potato really?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"James entered the bathroom. Owen entered the bathroom. The cabbage is in the blue_cupboard. James moved the cabbage to the blue_pantry. Mason entered the master_bedroom. Owen entered the master_bedroom. Phone rang. The pineapple is in the red_cupboard. Phone rang. Mason moved the pineapple to the red_suitcase. Jackson entered the master_bedroom. Owen is in the master_bedroom. The onion is in the red_suitcase. Jackson moved the onion to the red_cupboard. James entered the dining_room. Owen entered the dining_room. The orange is in the green_cupboard. Phone rang. James moved the orange to the green_envelope. Where will Owen look for the orange?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the front_yard. Ella entered the front_yard. The pumpkin is in the red_envelope. Ella exited the front_yard. Liam moved the pumpkin to the blue_suitcase. Phone rang. Liam exited the front_yard. Ella entered the front_yard. Jacob entered the study. Liam entered the study. The tangerine is in the green_basket. Phone rang. Liam exited the study. Jacob moved the tangerine to the blue_cupboard. Jacob exited the study. Liam entered the study. Ella entered the study. Benjamin entered the study. The tangerine is in the blue_cupboard. Benjamin exited the study. Ella moved the tangerine to the green_basket. Ella exited the study. Phone rang. Benjamin entered the study. Phone rang. Jacob entered the study. Benjamin is in the study. The celery is in the blue_cupboard. Phone rang. Benjamin exited the study. Jacob moved the celery to the green_basket. Jacob exited the study. Benjamin entered the study. Where is the celery really?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Lucas entered the back_yard. Jack entered the back_yard. The green_pepper is in the green_bucket. Jack exited the back_yard. Lucas moved the green_pepper to the green_basket. Lucas exited the back_yard. Jack entered the back_yard. Lucas entered the closet. Oliver entered the closet. Phone rang. The turnip is in the red_envelope. Oliver exited the closet. Lucas moved the turnip to the blue_box. Lucas exited the closet. Oliver entered the closet. Jack entered the playroom. Avery entered the playroom. The tangerine is in the green_bottle. Avery exited the playroom. Phone rang. Jack moved the tangerine to the red_box. Jack exited the playroom. Avery entered the playroom. Oliver entered the back_yard. Jack entered the back_yard. The green_pepper is in the green_basket. Jack exited the back_yard. Phone rang. Oliver moved the green_pepper to the green_bucket. Oliver exited the back_yard. Jack entered the back_yard. Where does Oliver think that Jack searches for the green_pepper?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Jacob entered the front_yard. Phone rang. Mia entered the front_yard. The pear is in the red_envelope. Mia exited the front_yard. Jacob moved the pear to the green_bucket. Jacob exited the front_yard. Mia entered the front_yard. Ella entered the patio. Phone rang. Ethan entered the patio. The corn is in the red_pantry. Ethan exited the patio. Ella moved the corn to the blue_cupboard. Ella exited the patio. Ethan entered the patio. Ella entered the patio. Phone rang. Mia entered the patio. The corn is in the blue_cupboard. Mia exited the patio. Ella moved the corn to the red_pantry. Ella exited the patio. Mia entered the patio. Ethan entered the front_yard. Ella entered the front_yard. The pear is in the green_bucket. Ella exited the front_yard. Ethan moved the pear to the red_envelope. Ethan exited the front_yard. Ella entered the front_yard. Where will Ella look for the pear?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the living_room. Phone rang. Charlotte entered the living_room. The banana is in the red_bucket. Charlotte exited the living_room. Liam moved the banana to the red_envelope. Phone rang. Liam exited the living_room. Charlotte entered the living_room. Phone rang. Liam entered the crawlspace. Charlotte entered the crawlspace. The persimmon is in the green_box. Phone rang. Charlotte exited the crawlspace. Liam moved the persimmon to the blue_crate. Liam exited the crawlspace. Charlotte entered the crawlspace. Charlotte entered the hall. Liam entered the hall. The cabbage is in the red_treasure_chest. Liam exited the hall. Charlotte moved the cabbage to the red_cupboard. Phone rang. Charlotte exited the hall. Liam entered the hall. Liam entered the bedroom. Ethan entered the bedroom. The apple is in the red_pantry. Ethan exited the bedroom. Liam moved the apple to the green_bucket. Liam exited the bedroom. Ethan entered the bedroom. Where does Liam think that Ethan searches for the apple?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the crawlspace. Charlotte entered the crawlspace. The tangerine is in the green_bottle. Charlotte exited the crawlspace. Liam moved the tangerine to the red_bucket. Phone rang. Liam exited the crawlspace. Charlotte entered the crawlspace. Hannah entered the crawlspace. Phone rang. Liam entered the crawlspace. The tangerine is in the red_bucket. Phone rang. Liam exited the crawlspace. Hannah moved the tangerine to the green_bottle. Hannah exited the crawlspace. Phone rang. Liam entered the crawlspace. Liam entered the garden. Charlotte entered the garden. The orange is in the green_basket. Charlotte exited the garden. Liam moved the orange to the green_crate. Liam exited the garden. Charlotte entered the garden. Evelyn entered the bedroom. Hannah entered the bedroom. The peach is in the red_pantry. Hannah exited the bedroom. Evelyn moved the peach to the red_envelope. Evelyn exited the bedroom. Phone rang. Hannah entered the bedroom. Where was the peach at the beginning?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the bathroom. Emily entered the bathroom. The green_pepper is in the red_envelope. Emily exited the bathroom. Liam moved the green_pepper to the red_treasure_chest. Liam exited the bathroom. Emily entered the bathroom. Liam entered the TV_room. Emily entered the TV_room. The tomato is in the green_crate. Emily exited the TV_room. Liam moved the tomato to the red_box. Phone rang. Liam exited the TV_room. Emily entered the TV_room. Phone rang. Mason entered the crawlspace. Phone rang. Emily entered the crawlspace. The lime is in the green_box. Emily exited the crawlspace. Mason moved the lime to the blue_bathtub. Mason exited the crawlspace. Emily entered the crawlspace. Emily entered the porch. Phone rang. Mason entered the porch. The spinach is in the blue_box. Mason exited the porch. Emily moved the spinach to the blue_cupboard. Emily exited the porch. Phone rang. Mason entered the porch. Where was the spinach at the beginning?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"James entered the hall. Olivia entered the hall. Phone rang. The green_pepper is in the green_envelope. Olivia exited the hall. James moved the green_pepper to the green_box. Olivia entered the closet. James entered the closet. The tangerine is in the green_pantry. James exited the closet. Phone rang. Olivia moved the tangerine to the blue_envelope. Lucas entered the hall. Jayden entered the hall. The cucumber is in the green_box. Jayden exited the hall. Lucas moved the cucumber to the green_envelope. Jayden entered the closet. Lucas entered the closet. The watermelon is in the blue_envelope. Lucas exited the closet. Jayden moved the watermelon to the green_pantry. Where will Lucas look for the watermelon?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Liam entered the office. Jackson entered the office. Phone rang. The turnip is in the green_suitcase. Liam moved the turnip to the red_box. Jackson entered the dining_room. Liam entered the dining_room. The pear is in the blue_envelope. Jackson moved the pear to the green_drawer. Jackson entered the office. Liam entered the office. The green_pepper is in the red_box. Jackson moved the green_pepper to the green_suitcase. Owen entered the dining_room. Liam entered the dining_room. The apple is in the green_drawer. Owen moved the apple to the blue_envelope. Where will Liam look for the apple?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"James entered the hallway. Phone rang. Emily entered the hallway. The peach is in the green_envelope. James moved the peach to the blue_bathtub. James is in the hallway. Phone rang. Emily is in the hallway. The banana is in the blue_bathtub. James moved the banana to the green_envelope. Evelyn entered the laundry. James entered the laundry. The carrot is in the blue_pantry. Evelyn moved the carrot to the green_bucket. Emily entered the office. Jayden entered the office. The tangerine is in the red_pantry. Emily moved the tangerine to the red_cupboard. Where does Emily think that Jayden searches for the tangerine?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Oliver entered the porch. Olivia entered the porch. The grapes is in the green_pantry. Phone rang. Oliver moved the grapes to the red_envelope. Olivia entered the basement. Evelyn entered the basement. The pumpkin is in the blue_treasure_chest. Olivia moved the pumpkin to the blue_crate. Oliver entered the basement. Olivia is in the basement. The persimmon is in the blue_crate. Oliver moved the persimmon to the blue_treasure_chest. Phone rang. Oliver entered the closet. Jackson entered the closet. The spinach is in the green_cupboard. Oliver moved the spinach to the green_suitcase. Where was the spinach at the beginning?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Oliver entered the crawlspace. Emily entered the crawlspace. The grapes is in the green_cupboard. Oliver moved the grapes to the green_box. Aiden entered the sunroom. Oliver entered the sunroom. The pumpkin is in the blue_pantry. Aiden moved the pumpkin to the red_cupboard. Phone rang. Oliver is in the sunroom. Ethan entered the sunroom. The pumpkin is in the red_cupboard. Phone rang. Oliver moved the pumpkin to the blue_pantry. Ethan entered the crawlspace. Oliver entered the crawlspace. The grapes is in the green_box. Ethan moved the grapes to the green_cupboard. Where will Oliver look for the grapes?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Olivia entered the back_yard. Aiden entered the back_yard. The tangerine is in the green_envelope. Olivia moved the tangerine to the green_bottle. Phone rang. Olivia entered the closet. Ethan entered the closet. The broccoli is in the blue_crate. Olivia moved the broccoli to the red_cupboard. Phone rang. Olivia is in the closet. Phone rang. Evelyn entered the closet. The celery is in the red_cupboard. Olivia moved the celery to the blue_crate. Olivia entered the staircase. Evelyn entered the staircase. The tomato is in the blue_suitcase. Phone rang. Olivia moved the tomato to the red_crate. Where is the tomato really?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Emily entered the living_room. Ella entered the living_room. The persimmon is in the red_bucket. Emily moved the persimmon to the blue_crate. Ella is in the living_room. Emily is in the living_room. The peach is in the blue_crate. Ella moved the peach to the red_bucket. Amelia entered the crawlspace. Ella entered the crawlspace. Phone rang. The cucumber is in the green_crate. Amelia moved the cucumber to the blue_envelope. Jack entered the living_room. Emily is in the living_room. The peach is in the red_bucket. Jack moved the peach to the blue_crate. Where will Emily look for the peach?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Liam entered the dining_room. William entered the dining_room. The peach is in the red_crate. William exited the dining_room. Liam moved the peach to the blue_crate. Phone rang. Emily entered the study. Liam entered the study. The banana is in the red_suitcase. Liam exited the study. Emily moved the banana to the red_envelope. Evelyn entered the study. William entered the study. The banana is in the red_envelope. William exited the study. Evelyn moved the banana to the red_suitcase. Emily entered the dining_room. Liam entered the dining_room. Phone rang. The peach is in the blue_crate. Liam exited the dining_room. Emily moved the peach to the red_crate. Where does Emily think that Liam searches for the peach?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Emily entered the garage. Jack entered the garage. The pineapple is in the red_crate. Jack exited the garage. Emily moved the pineapple to the green_suitcase. Emily entered the pantry. Jack entered the pantry. The cucumber is in the green_basket. Jack exited the pantry. Phone rang. Emily moved the cucumber to the green_drawer. Phone rang. Jackson entered the living_room. Evelyn entered the living_room. The persimmon is in the red_box. Evelyn exited the living_room. Jackson moved the persimmon to the red_cupboard. Evelyn entered the hallway. Phone rang. Emily entered the hallway. The turnip is in the green_pantry. Emily exited the hallway. Evelyn moved the turnip to the red_suitcase. Where was the turnip at the beginning?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Hannah entered the sunroom. Olivia entered the sunroom. Phone rang. The strawberry is in the red_envelope. Hannah moved the strawberry to the green_suitcase. Amelia entered the playroom. Hannah entered the playroom. The persimmon is in the blue_container. Amelia moved the persimmon to the red_drawer. Oliver entered the front_yard. Hannah entered the front_yard. The watermelon is in the blue_pantry. Oliver moved the watermelon to the blue_suitcase. Oliver entered the master_bedroom. Amelia entered the master_bedroom. The pear is in the red_suitcase. Oliver moved the pear to the green_envelope. Phone rang. Where does Oliver think that Amelia searches for the pear?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Amelia entered the hallway. Ella entered the hallway. The strawberry is in the green_crate. Amelia moved the strawberry to the red_crate. Mia entered the closet. Amelia entered the closet. The broccoli is in the green_bottle. Mia moved the broccoli to the red_cupboard. Amelia entered the bathroom. Mia entered the bathroom. The eggplant is in the green_pantry. Amelia moved the eggplant to the blue_crate. Ella entered the basement. Mia entered the basement. The persimmon is in the red_envelope. Ella moved the persimmon to the green_envelope. Where does Ella think that Mia searches for the persimmon?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Olivia entered the garden. Hannah entered the garden. The persimmon is in the red_suitcase. Olivia moved the persimmon to the green_bottle. Phone rang. Hannah is in the garden. Owen entered the garden. The lime is in the green_bottle. Hannah moved the lime to the red_suitcase. Emily entered the patio. Phone rang. Olivia entered the patio. The tomato is in the blue_bathtub. Emily moved the tomato to the green_treasure_chest. Emily entered the playroom. Hannah entered the playroom. The pear is in the blue_treasure_chest. Emily moved the pear to the red_bucket. Phone rang. Where does Emily think that Hannah searches for the pear?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Mason entered the laundry. Isabella entered the laundry. The strawberry is in the blue_box. Isabella exited the laundry. Mason moved the strawberry to the green_bottle. Isabella entered the laundry. Amelia entered the laundry. The strawberry is in the green_bottle. Amelia exited the laundry. Phone rang. Isabella moved the strawberry to the blue_box. Mason entered the cellar. Emily entered the cellar. The potato is in the red_bottle. Emily exited the cellar. Mason moved the potato to the blue_bathtub. Mason entered the playroom. Phone rang. Emily entered the playroom. The corn is in the red_pantry. Emily exited the playroom. Mason moved the corn to the blue_envelope. Where was the corn at the beginning?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Elizabeth entered the playroom. Mia entered the playroom. The peach is in the red_pantry. Mia exited the playroom. Elizabeth moved the peach to the blue_suitcase. Elizabeth exited the playroom. Mia entered the playroom. Phone rang. Elizabeth entered the TV_room. Ella entered the TV_room. The tangerine is in the red_drawer. Ella exited the TV_room. Elizabeth moved the tangerine to the red_bottle. Elizabeth exited the TV_room. Ella entered the TV_room. Hannah entered the TV_room. Elizabeth entered the TV_room. The tangerine is in the red_bottle. Elizabeth exited the TV_room. Hannah moved the tangerine to the red_drawer. Hannah exited the TV_room. Elizabeth entered the TV_room. Ella entered the playroom. Hannah entered the playroom. The cabbage is in the blue_suitcase. Hannah exited the playroom. Ella moved the cabbage to the red_pantry. Phone rang. Ella exited the playroom. Hannah entered the playroom. Where is the cabbage really?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Elizabeth entered the office. Hannah entered the office. The strawberry is in the blue_bathtub. Hannah exited the office. Elizabeth moved the strawberry to the blue_envelope. Elizabeth exited the office. Hannah entered the office. Elizabeth entered the playroom. Avery entered the playroom. The green_pepper is in the blue_treasure_chest. Avery exited the playroom. Elizabeth moved the green_pepper to the green_box. Phone rang. Elizabeth exited the playroom. Phone rang. Avery entered the playroom. Isabella entered the office. Elizabeth entered the office. The potato is in the blue_envelope. Elizabeth exited the office. Isabella moved the potato to the blue_bathtub. Isabella exited the office. Phone rang. Elizabeth entered the office. Isabella entered the den. Elizabeth entered the den. The grapes is in the green_suitcase. Phone rang. Elizabeth exited the den. Isabella moved the grapes to the green_treasure_chest. Phone rang. Isabella exited the den. Phone rang. Elizabeth entered the den. Where is the grapes really?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Phone rang. Hannah entered the bedroom. James entered the bedroom. The pear is in the red_suitcase. James exited the bedroom. Hannah moved the pear to the green_basket. James entered the bedroom. Phone rang. Hannah is in the bedroom. The tangerine is in the green_basket. Hannah exited the bedroom. James moved the tangerine to the red_suitcase. Oliver entered the bedroom. James is in the bedroom. The tangerine is in the red_suitcase. James exited the bedroom. Oliver moved the tangerine to the green_basket. Oliver entered the patio. Phone rang. James entered the patio. The banana is in the green_suitcase. James exited the patio. Oliver moved the banana to the red_cupboard. Phone rang. Where will James look for the banana?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Hannah entered the garden. Owen entered the garden. Phone rang. The pineapple is in the red_bucket. Hannah moved the pineapple to the red_drawer. Owen entered the office. Aiden entered the office. Phone rang. The eggplant is in the blue_pantry. Owen moved the eggplant to the blue_treasure_chest. Aiden entered the garden. Hannah is in the garden. The pineapple is in the red_drawer. Aiden moved the pineapple to the red_bucket. Aiden entered the staircase. Amelia entered the staircase. The grapefruit is in the green_box. Phone rang. Aiden moved the grapefruit to the green_suitcase. Where is the grapefruit really?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"James entered the garden. Jackson entered the garden. The banana is in the green_cupboard. Jackson exited the garden. James moved the banana to the green_envelope. Hannah entered the pantry. James entered the pantry. The tangerine is in the blue_crate. James exited the pantry. Hannah moved the tangerine to the blue_envelope. Hannah entered the cellar. Jackson entered the cellar. The corn is in the green_suitcase. Jackson exited the cellar. Hannah moved the corn to the red_bottle. Phone rang. Hannah entered the pantry. Jackson entered the pantry. Phone rang. The tangerine is in the blue_envelope. Jackson exited the pantry. Phone rang. Hannah moved the tangerine to the blue_crate. Where is the tangerine really?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Emily entered the cellar. Phone rang. Jackson entered the cellar. The lime is in the red_suitcase. Emily moved the lime to the blue_treasure_chest. Ethan entered the office. Emily entered the office. The beans is in the red_pantry. Ethan moved the beans to the green_box. Emily entered the dining_room. Jackson entered the dining_room. The persimmon is in the blue_bathtub. Emily moved the persimmon to the red_cupboard. Ethan entered the workshop. Emily entered the workshop. Phone rang. The lettuce is in the blue_suitcase. Ethan moved the lettuce to the blue_pantry. Phone rang. Where does Ethan think that Emily searches for the lettuce?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Ethan entered the den. Oliver entered the den. The broccoli is in the green_drawer. Ethan moved the broccoli to the red_envelope. James entered the den. Oliver is in the den. The asparagus is in the red_envelope. James moved the asparagus to the green_drawer. Ethan entered the staircase. Jacob entered the staircase. The tomato is in the blue_container. Ethan moved the tomato to the red_bottle. Phone rang. Jacob entered the kitchen. James entered the kitchen. The cabbage is in the red_cupboard. Jacob moved the cabbage to the blue_pantry. Where does Jacob think that James searches for the cabbage?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Emily entered the attic. Sophia entered the attic. The cabbage is in the red_drawer. Phone rang. Sophia exited the attic. Emily moved the cabbage to the red_treasure_chest. Liam entered the basement. Emily entered the basement. Phone rang. The green_pepper is in the red_bucket. Emily exited the basement. Liam moved the green_pepper to the green_bottle. Emily entered the office. William entered the office. The turnip is in the red_pantry. William exited the office. Emily moved the turnip to the green_box. Liam entered the office. Emily is in the office. The turnip is in the green_box. Emily exited the office. Liam moved the turnip to the red_pantry. Where does Liam think that Emily searches for the turnip?"
]
] | 107 |
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Ella entered the pantry. Charlotte entered the pantry. The grapes is in the red_box. Charlotte exited the pantry. Ella moved the grapes to the red_bottle. Mia entered the garden. Charlotte entered the garden. The potato is in the blue_envelope. Phone rang. Charlotte exited the garden. Mia moved the potato to the green_treasure_chest. Lucas entered the laundry. Ella entered the laundry. The corn is in the blue_pantry. Phone rang. Ella exited the laundry. Lucas moved the corn to the red_cupboard. Charlotte entered the pantry. Ella entered the pantry. The grapes is in the red_bottle. Ella exited the pantry. Charlotte moved the grapes to the red_box. Where does Charlotte think that Ella searches for the grapes?"
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Avery entered the study. Phone rang. Lucas entered the study. The grapes is in the red_pantry. Lucas exited the study. Avery moved the grapes to the green_cupboard. Lucas entered the lounge. Avery entered the lounge. Phone rang. The potato is in the red_drawer. Avery exited the lounge. Lucas moved the potato to the blue_crate. Ella entered the lounge. Lucas is in the lounge. The potato is in the blue_crate. Lucas exited the lounge. Ella moved the potato to the red_drawer. Ella entered the back_yard. Lucas entered the back_yard. The cucumber is in the red_bottle. Phone rang. Lucas exited the back_yard. Ella moved the cucumber to the green_box. Where does Ella think that Lucas searches for the cucumber?"
]
] | [
[
"Represent the example for the following task: Given a story, answer the question about the story. The question is the last sentence in the input. These stories can be difficult due to their length and how each story has at least one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.:",
"Charlotte entered the basement. Olivia entered the basement. The grapes is in the blue_container. Charlotte moved the grapes to the red_drawer. Olivia entered the den. Ella entered the den. The green_pepper is in the green_pantry. Olivia moved the green_pepper to the red_bottle. Ella entered the basement. Olivia entered the basement. The grapes is in the red_drawer. Ella moved the grapes to the blue_container. Lucas entered the closet. Ella entered the closet. The beans is in the blue_envelope. Lucas moved the beans to the green_treasure_chest. Where does Lucas think that Ella searches for the beans?"
]
] | 107 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: These studies were widely presented as demonstrating that the current warming period is exceptional in comparison to temperatures between 1000 and 1900, and the MBH99 based graph featured in publicity. Even at the draft stage, this finding was disputed by contrarians: in May 2000 Fred Singer's Science and Environmental Policy Project held a press event on Capitol Hill, Washington, D.C., featuring comments on the graph Wibjörn Karlén and Singer argued against the graph at a United States Senate Committee on Commerce, Science and Transportation hearing on 18 July 2000. Contrarian John Lawrence Daly featured a modified version of the IPCC 1990 schematic, which he mis-identified as appearing in the IPCC 1995 report, and argued that \"Overturning its own previous view in the 1995 report, the IPCC presented the 'Hockey Stick' as the new orthodoxy with hardly an apology or explanation for the abrupt U-turn since its 1995 report\". Criticism of the MBH99 reconstruction in a review paper, which was quickly discredited in the Soon and Baliunas controversy, was picked up by the Bush administration, and a Senate speech by US Republican senator James Inhofe alleged that \"manmade global warming is the greatest hoax ever perpetrated on the American people\". The data and methodology used to produce the \"hockey stick graph\" was criticized in papers by Stephen McIntyre and Ross McKitrick, and in turn the criticisms in these papers were examined by other studies and comprehensively refuted by Wahl & Ammann 2007, which showed errors in the methods used by McIntyre and McKitrick. Question: What range of years was the current warming compared to?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: These studies were widely presented as demonstrating that the current warming period is exceptional in comparison to temperatures between 1000 and 1900, and the MBH99 based graph featured in publicity. Even at the draft stage, this finding was disputed by contrarians: in May 2000 Fred Singer's Science and Environmental Policy Project held a press event on Capitol Hill, Washington, D.C., featuring comments on the graph Wibjörn Karlén and Singer argued against the graph at a United States Senate Committee on Commerce, Science and Transportation hearing on 18 July 2000. Contrarian John Lawrence Daly featured a modified version of the IPCC 1990 schematic, which he mis-identified as appearing in the IPCC 1995 report, and argued that \"Overturning its own previous view in the 1995 report, the IPCC presented the 'Hockey Stick' as the new orthodoxy with hardly an apology or explanation for the abrupt U-turn since its 1995 report\". Criticism of the MBH99 reconstruction in a review paper, which was quickly discredited in the Soon and Baliunas controversy, was picked up by the Bush administration, and a Senate speech by US Republican senator James Inhofe alleged that \"manmade global warming is the greatest hoax ever perpetrated on the American people\". The data and methodology used to produce the \"hockey stick graph\" was criticized in papers by Stephen McIntyre and Ross McKitrick, and in turn the criticisms in these papers were examined by other studies and comprehensively refuted by Wahl & Ammann 2007, which showed errors in the methods used by McIntyre and McKitrick. Question: Where did Singer hold a press conference in May 2000?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: These studies were widely presented as demonstrating that the current warming period is exceptional in comparison to temperatures between 1000 and 1900, and the MBH99 based graph featured in publicity. Even at the draft stage, this finding was disputed by contrarians: in May 2000 Fred Singer's Science and Environmental Policy Project held a press event on Capitol Hill, Washington, D.C., featuring comments on the graph Wibjörn Karlén and Singer argued against the graph at a United States Senate Committee on Commerce, Science and Transportation hearing on 18 July 2000. Contrarian John Lawrence Daly featured a modified version of the IPCC 1990 schematic, which he mis-identified as appearing in the IPCC 1995 report, and argued that \"Overturning its own previous view in the 1995 report, the IPCC presented the 'Hockey Stick' as the new orthodoxy with hardly an apology or explanation for the abrupt U-turn since its 1995 report\". Criticism of the MBH99 reconstruction in a review paper, which was quickly discredited in the Soon and Baliunas controversy, was picked up by the Bush administration, and a Senate speech by US Republican senator James Inhofe alleged that \"manmade global warming is the greatest hoax ever perpetrated on the American people\". The data and methodology used to produce the \"hockey stick graph\" was criticized in papers by Stephen McIntyre and Ross McKitrick, and in turn the criticisms in these papers were examined by other studies and comprehensively refuted by Wahl & Ammann 2007, which showed errors in the methods used by McIntyre and McKitrick. Question: On what date did John Lawrence Daly present the IPCC 1995 report?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Several commemorative events take place every year. Gatherings of thousands of people on the banks of the Vistula on Midsummer’s Night for a festival called Wianki (Polish for Wreaths) have become a tradition and a yearly event in the programme of cultural events in Warsaw. The festival traces its roots to a peaceful pagan ritual where maidens would float their wreaths of herbs on the water to predict when they would be married, and to whom. By the 19th century this tradition had become a festive event, and it continues today. The city council organize concerts and other events. Each Midsummer’s Eve, apart from the official floating of wreaths, jumping over fires, looking for the fern flower, there are musical performances, dignitaries' speeches, fairs and fireworks by the river bank. Question: When is the Midsummer's festival held?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Several commemorative events take place every year. Gatherings of thousands of people on the banks of the Vistula on Midsummer’s Night for a festival called Wianki (Polish for Wreaths) have become a tradition and a yearly event in the programme of cultural events in Warsaw. The festival traces its roots to a peaceful pagan ritual where maidens would float their wreaths of herbs on the water to predict when they would be married, and to whom. By the 19th century this tradition had become a festive event, and it continues today. The city council organize concerts and other events. Each Midsummer’s Eve, apart from the official floating of wreaths, jumping over fires, looking for the fern flower, there are musical performances, dignitaries' speeches, fairs and fireworks by the river bank. Question: How many people gather along the banks of the Vistula for the Wreaths festival?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Several commemorative events take place every year. Gatherings of thousands of people on the banks of the Vistula on Midsummer’s Night for a festival called Wianki (Polish for Wreaths) have become a tradition and a yearly event in the programme of cultural events in Warsaw. The festival traces its roots to a peaceful pagan ritual where maidens would float their wreaths of herbs on the water to predict when they would be married, and to whom. By the 19th century this tradition had become a festive event, and it continues today. The city council organize concerts and other events. Each Midsummer’s Eve, apart from the official floating of wreaths, jumping over fires, looking for the fern flower, there are musical performances, dignitaries' speeches, fairs and fireworks by the river bank. Question: What will maidens be able to predict by floating their wreaths down the Vistula?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Of particular concern with Internet pharmacies is the ease with which people, youth in particular, can obtain controlled substances (e.g., Vicodin, generically known as hydrocodone) via the Internet without a prescription issued by a doctor/practitioner who has an established doctor-patient relationship. There are many instances where a practitioner issues a prescription, brokered by an Internet server, for a controlled substance to a \"patient\" s/he has never met.[citation needed] In the United States, in order for a prescription for a controlled substance to be valid, it must be issued for a legitimate medical purpose by a licensed practitioner acting in the course of legitimate doctor-patient relationship. The filling pharmacy has a corresponding responsibility to ensure that the prescription is valid. Often, individual state laws outline what defines a valid patient-doctor relationship. Question: Who does not define what constitutes a patient-doctor relationship?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Of particular concern with Internet pharmacies is the ease with which people, youth in particular, can obtain controlled substances (e.g., Vicodin, generically known as hydrocodone) via the Internet without a prescription issued by a doctor/practitioner who has an established doctor-patient relationship. There are many instances where a practitioner issues a prescription, brokered by an Internet server, for a controlled substance to a \"patient\" s/he has never met.[citation needed] In the United States, in order for a prescription for a controlled substance to be valid, it must be issued for a legitimate medical purpose by a licensed practitioner acting in the course of legitimate doctor-patient relationship. The filling pharmacy has a corresponding responsibility to ensure that the prescription is valid. Often, individual state laws outline what defines a valid patient-doctor relationship. Question: What is not an example of a controlled substance?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Of particular concern with Internet pharmacies is the ease with which people, youth in particular, can obtain controlled substances (e.g., Vicodin, generically known as hydrocodone) via the Internet without a prescription issued by a doctor/practitioner who has an established doctor-patient relationship. There are many instances where a practitioner issues a prescription, brokered by an Internet server, for a controlled substance to a \"patient\" s/he has never met.[citation needed] In the United States, in order for a prescription for a controlled substance to be valid, it must be issued for a legitimate medical purpose by a licensed practitioner acting in the course of legitimate doctor-patient relationship. The filling pharmacy has a corresponding responsibility to ensure that the prescription is valid. Often, individual state laws outline what defines a valid patient-doctor relationship. Question: Who defines what constitutes a patient-doctor relationship?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The University of Chicago (UChicago, Chicago, or U of C) is a private research university in Chicago. The university, established in 1890, consists of The College, various graduate programs, interdisciplinary committees organized into four academic research divisions and seven professional schools. Beyond the arts and sciences, Chicago is also well known for its professional schools, which include the Pritzker School of Medicine, the University of Chicago Booth School of Business, the Law School, the School of Social Service Administration, the Harris School of Public Policy Studies, the Graham School of Continuing Liberal and Professional Studies and the Divinity School. The university currently enrolls approximately 5,000 students in the College and around 15,000 students overall. Question: Nearly 7,000 students are enrolled where?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The University of Chicago (UChicago, Chicago, or U of C) is a private research university in Chicago. The university, established in 1890, consists of The College, various graduate programs, interdisciplinary committees organized into four academic research divisions and seven professional schools. Beyond the arts and sciences, Chicago is also well known for its professional schools, which include the Pritzker School of Medicine, the University of Chicago Booth School of Business, the Law School, the School of Social Service Administration, the Harris School of Public Policy Studies, the Graham School of Continuing Liberal and Professional Studies and the Divinity School. The university currently enrolls approximately 5,000 students in the College and around 15,000 students overall. Question: What types of other schools is the city of Harris well known for?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The university runs a number of academic institutions and programs apart from its undergraduate and postgraduate schools. It operates the University of Chicago Laboratory Schools (a private day school for K-12 students and day care), the Sonia Shankman Orthogenic School (a residential treatment program for those with behavioral and emotional problems), and four public charter schools on the South Side of Chicago administered by the university's Urban Education Institute. In addition, the Hyde Park Day School, a school for students with learning disabilities, maintains a location on the University of Chicago campus. Since 1983, the University of Chicago has maintained the University of Chicago School Mathematics Project, a mathematics program used in urban primary and secondary schools. The university runs a program called the Council on Advanced Studies in the Social Sciences and Humanities, which administers interdisciplinary workshops to provide a forum for graduate students, faculty, and visiting scholars to present scholarly work in progress. The university also operates the University of Chicago Press, the largest university press in the United States. Question: How many public charter schools does the university run?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Islamist movements such as the Muslim Brotherhood, \"are well known for providing shelters, educational assistance, free or low cost medical clinics, housing assistance to students from out of town, student advisory groups, facilitation of inexpensive mass marriage ceremonies to avoid prohibitively costly dowry demands, legal assistance, sports facilities, and women's groups.\" All this compares very favourably against incompetent, inefficient, or neglectful governments whose commitment to social justice is limited to rhetoric. Question: Why has the Muslim Brotherhood facilitated inexpensive mass marriage ceremonies?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Islamist movements such as the Muslim Brotherhood, \"are well known for providing shelters, educational assistance, free or low cost medical clinics, housing assistance to students from out of town, student advisory groups, facilitation of inexpensive mass marriage ceremonies to avoid prohibitively costly dowry demands, legal assistance, sports facilities, and women's groups.\" All this compares very favourably against incompetent, inefficient, or neglectful governments whose commitment to social justice is limited to rhetoric. Question: What type of movement is the Muslim Brotherhood?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Islamist movements such as the Muslim Brotherhood, \"are well known for providing shelters, educational assistance, free or low cost medical clinics, housing assistance to students from out of town, student advisory groups, facilitation of inexpensive mass marriage ceremonies to avoid prohibitively costly dowry demands, legal assistance, sports facilities, and women's groups.\" All this compares very favourably against incompetent, inefficient, or neglectful governments whose commitment to social justice is limited to rhetoric. Question: The Muslim Brotherhood's competence does not compare against what type of local governments?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Many faults are able to produce a magnitude 6.7+ earthquake, such as the San Andreas Fault, which can produce a magnitude 8.0 event. Other faults include the San Jacinto Fault, the Puente Hills Fault, and the Elsinore Fault Zone. The USGS has released a California Earthquake forecast which models Earthquake occurrence in California. Question: What fault can produce a magnitude 8.7 event?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Many faults are able to produce a magnitude 6.7+ earthquake, such as the San Andreas Fault, which can produce a magnitude 8.0 event. Other faults include the San Jacinto Fault, the Puente Hills Fault, and the Elsinore Fault Zone. The USGS has released a California Earthquake forecast which models Earthquake occurrence in California. Question: What faults other than the San Andreas can produce a magnitude 8.0 event? "
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Many faults are able to produce a magnitude 6.7+ earthquake, such as the San Andreas Fault, which can produce a magnitude 8.0 event. Other faults include the San Jacinto Fault, the Puente Hills Fault, and the Elsinore Fault Zone. The USGS has released a California Earthquake forecast which models Earthquake occurrence in California. Question: What magnitude of earthquake can many faults produce?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: European Union law is applied by the courts of member states and the Court of Justice of the European Union. Where the laws of member states provide for lesser rights European Union law can be enforced by the courts of member states. In case of European Union law which should have been transposed into the laws of member states, such as Directives, the European Commission can take proceedings against the member state under the Treaty on the Functioning of the European Union. The European Court of Justice is the highest court able to interpret European Union law. Supplementary sources of European Union law include case law by the Court of Justice, international law and general principles of European Union law. Question: Who can enforce the European Union law when member states provide lesser rights?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: European Union law is applied by the courts of member states and the Court of Justice of the European Union. Where the laws of member states provide for lesser rights European Union law can be enforced by the courts of member states. In case of European Union law which should have been transposed into the laws of member states, such as Directives, the European Commission can take proceedings against the member state under the Treaty on the Functioning of the European Union. The European Court of Justice is the highest court able to interpret European Union law. Supplementary sources of European Union law include case law by the Court of Justice, international law and general principles of European Union law. Question: Who can enforce European Union law?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: European Union law is applied by the courts of member states and the Court of Justice of the European Union. Where the laws of member states provide for lesser rights European Union law can be enforced by the courts of member states. In case of European Union law which should have been transposed into the laws of member states, such as Directives, the European Commission can take proceedings against the member state under the Treaty on the Functioning of the European Union. The European Court of Justice is the highest court able to interpret European Union law. Supplementary sources of European Union law include case law by the Court of Justice, international law and general principles of European Union law. Question: Who can enforce the American Union law when members states provide lesser rights?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since the 1920s, motion pictures, petroleum and aircraft manufacturing have been major industries. In one of the richest agricultural regions in the U.S., cattle and citrus were major industries until farmlands were turned into suburbs. Although military spending cutbacks have had an impact, aerospace continues to be a major factor. Question: What is a major factor even with aerospace cutbacks?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since the 1920s, motion pictures, petroleum and aircraft manufacturing have been major industries. In one of the richest agricultural regions in the U.S., cattle and citrus were major industries until farmlands were turned into suburbs. Although military spending cutbacks have had an impact, aerospace continues to be a major factor. Question: What were major industries until suburbs were turned into farmlands?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since the 1920s, motion pictures, petroleum and aircraft manufacturing have been major industries. In one of the richest agricultural regions in the U.S., cattle and citrus were major industries until farmlands were turned into suburbs. Although military spending cutbacks have had an impact, aerospace continues to be a major factor. Question: Motion pictures, petroleum and aircraft manufacturing have been major industries since which decade?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Legislative power in Warsaw is vested in a unicameral Warsaw City Council (Rada Miasta), which comprises 60 members. Council members are elected directly every four years. Like most legislative bodies, the City Council divides itself into committees which have the oversight of various functions of the city government. Bills passed by a simple majority are sent to the mayor (the President of Warsaw), who may sign them into law. If the mayor vetoes a bill, the Council has 30 days to override the veto by a two-thirds majority vote. Question: How many members are on the Warsaw City Counil?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Legislative power in Warsaw is vested in a unicameral Warsaw City Council (Rada Miasta), which comprises 60 members. Council members are elected directly every four years. Like most legislative bodies, the City Council divides itself into committees which have the oversight of various functions of the city government. Bills passed by a simple majority are sent to the mayor (the President of Warsaw), who may sign them into law. If the mayor vetoes a bill, the Council has 30 days to override the veto by a two-thirds majority vote. Question: What does the City Council divide itself into?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Legislative power in Warsaw is vested in a unicameral Warsaw City Council (Rada Miasta), which comprises 60 members. Council members are elected directly every four years. Like most legislative bodies, the City Council divides itself into committees which have the oversight of various functions of the city government. Bills passed by a simple majority are sent to the mayor (the President of Warsaw), who may sign them into law. If the mayor vetoes a bill, the Council has 30 days to override the veto by a two-thirds majority vote. Question: How many members are on the Miasta City Council?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome. Question: What do common elements often act as?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome. Question: What elements make up a room edition?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome. Question: What is the process of adding structure to real property or construction of buildings?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Kublai Khan promoted commercial, scientific, and cultural growth. He supported the merchants of the Silk Road trade network by protecting the Mongol postal system, constructing infrastructure, providing loans that financed trade caravans, and encouraging the circulation of paper banknotes (鈔, Chao). Pax Mongolica, Mongol peace, enabled the spread of technologies, commodities, and culture between China and the West. Kublai expanded the Grand Canal from southern China to Daidu in the north. Mongol rule was cosmopolitan under Kublai Khan. He welcomed foreign visitors to his court, such as the Venetian merchant Marco Polo, who wrote the most influential European account of Yuan China. Marco Polo's travels would later inspire many others like Christopher Columbus to chart a passage to the Far East in search of its legendary wealth. Question: Who described Kublai's China to Asia?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Kublai Khan promoted commercial, scientific, and cultural growth. He supported the merchants of the Silk Road trade network by protecting the Mongol postal system, constructing infrastructure, providing loans that financed trade caravans, and encouraging the circulation of paper banknotes (鈔, Chao). Pax Mongolica, Mongol peace, enabled the spread of technologies, commodities, and culture between China and the West. Kublai expanded the Grand Canal from southern China to Daidu in the north. Mongol rule was cosmopolitan under Kublai Khan. He welcomed foreign visitors to his court, such as the Venetian merchant Marco Polo, who wrote the most influential European account of Yuan China. Marco Polo's travels would later inspire many others like Christopher Columbus to chart a passage to the Far East in search of its legendary wealth. Question: What kinds of growth did Kublai discourage?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Kublai Khan promoted commercial, scientific, and cultural growth. He supported the merchants of the Silk Road trade network by protecting the Mongol postal system, constructing infrastructure, providing loans that financed trade caravans, and encouraging the circulation of paper banknotes (鈔, Chao). Pax Mongolica, Mongol peace, enabled the spread of technologies, commodities, and culture between China and the West. Kublai expanded the Grand Canal from southern China to Daidu in the north. Mongol rule was cosmopolitan under Kublai Khan. He welcomed foreign visitors to his court, such as the Venetian merchant Marco Polo, who wrote the most influential European account of Yuan China. Marco Polo's travels would later inspire many others like Christopher Columbus to chart a passage to the Far East in search of its legendary wealth. Question: Where did Kublai extend the Grand Canal to?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Tech Coast is a moniker that has gained use as a descriptor for the region's diversified technology and industrial base as well as its multitude of prestigious and world-renowned research universities and other public and private institutions. Amongst these include 5 University of California campuses (Irvine, Los Angeles, Riverside, Santa Barbara, and San Diego); 12 California State University campuses (Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Los Angeles, Long Beach, Northridge, Pomona, San Bernardino, San Diego, San Marcos, and San Luis Obispo); and private institutions such as the California Institute of Technology, Chapman University, the Claremont Colleges (Claremont McKenna College, Harvey Mudd College, Pitzer College, Pomona College, and Scripps College), Loma Linda University, Loyola Marymount University, Occidental College, Pepperdine University, University of Redlands, University of San Diego, and the University of Southern California. Question: Where is Redland University located?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Tech Coast is a moniker that has gained use as a descriptor for the region's diversified technology and industrial base as well as its multitude of prestigious and world-renowned research universities and other public and private institutions. Amongst these include 5 University of California campuses (Irvine, Los Angeles, Riverside, Santa Barbara, and San Diego); 12 California State University campuses (Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Los Angeles, Long Beach, Northridge, Pomona, San Bernardino, San Diego, San Marcos, and San Luis Obispo); and private institutions such as the California Institute of Technology, Chapman University, the Claremont Colleges (Claremont McKenna College, Harvey Mudd College, Pitzer College, Pomona College, and Scripps College), Loma Linda University, Loyola Marymount University, Occidental College, Pepperdine University, University of Redlands, University of San Diego, and the University of Southern California. Question: What are the 5 California University campuses?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Tech Coast is a moniker that has gained use as a descriptor for the region's diversified technology and industrial base as well as its multitude of prestigious and world-renowned research universities and other public and private institutions. Amongst these include 5 University of California campuses (Irvine, Los Angeles, Riverside, Santa Barbara, and San Diego); 12 California State University campuses (Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Los Angeles, Long Beach, Northridge, Pomona, San Bernardino, San Diego, San Marcos, and San Luis Obispo); and private institutions such as the California Institute of Technology, Chapman University, the Claremont Colleges (Claremont McKenna College, Harvey Mudd College, Pitzer College, Pomona College, and Scripps College), Loma Linda University, Loyola Marymount University, Occidental College, Pepperdine University, University of Redlands, University of San Diego, and the University of Southern California. Question: What kind of universities is the region famous for?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since its foundation, the Treaties sought to enable people to pursue their life goals in any country through free movement. Reflecting the economic nature of the project, the European Community originally focused upon free movement of workers: as a \"factor of production\". However, from the 1970s, this focus shifted towards developing a more \"social\" Europe. Free movement was increasingly based on \"citizenship\", so that people had rights to empower them to become economically and socially active, rather than economic activity being a precondition for rights. This means the basic \"worker\" rights in TFEU article 45 function as a specific expression of the general rights of citizens in TFEU articles 18 to 21. According to the Court of Justice, a \"worker\" is anybody who is economically active, which includes everyone in an employment relationship, \"under the direction of another person\" for \"remuneration\". A job, however, need not be paid in money for someone to be protected as a worker. For example, in Steymann v Staatssecretaris van Justitie, a German man claimed the right to residence in the Netherlands, while he volunteered plumbing and household duties in the Bhagwan community, which provided for everyone's material needs irrespective of their contributions. The Court of Justice held that Mr Steymann was entitled to stay, so long as there was at least an \"indirect quid pro quo\" for the work he did. Having \"worker\" status means protection against all forms of discrimination by governments, and employers, in access to employment, tax, and social security rights. By contrast a citizen, who is \"any person having the nationality of a Member State\" (TFEU article 20(1)), has rights to seek work, vote in local and European elections, but more restricted rights to claim social security. In practice, free movement has become politically contentious as nationalist political parties have manipulated fears about immigrants taking away people's jobs and benefits (paradoxically at the same time). Nevertheless, practically \"all available research finds little impact\" of \"labour mobility on wages and employment of local workers\". Question: What did the Treaties not seek to do since its foundation?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since its foundation, the Treaties sought to enable people to pursue their life goals in any country through free movement. Reflecting the economic nature of the project, the European Community originally focused upon free movement of workers: as a \"factor of production\". However, from the 1970s, this focus shifted towards developing a more \"social\" Europe. Free movement was increasingly based on \"citizenship\", so that people had rights to empower them to become economically and socially active, rather than economic activity being a precondition for rights. This means the basic \"worker\" rights in TFEU article 45 function as a specific expression of the general rights of citizens in TFEU articles 18 to 21. According to the Court of Justice, a \"worker\" is anybody who is economically active, which includes everyone in an employment relationship, \"under the direction of another person\" for \"remuneration\". A job, however, need not be paid in money for someone to be protected as a worker. For example, in Steymann v Staatssecretaris van Justitie, a German man claimed the right to residence in the Netherlands, while he volunteered plumbing and household duties in the Bhagwan community, which provided for everyone's material needs irrespective of their contributions. The Court of Justice held that Mr Steymann was entitled to stay, so long as there was at least an \"indirect quid pro quo\" for the work he did. Having \"worker\" status means protection against all forms of discrimination by governments, and employers, in access to employment, tax, and social security rights. By contrast a citizen, who is \"any person having the nationality of a Member State\" (TFEU article 20(1)), has rights to seek work, vote in local and European elections, but more restricted rights to claim social security. In practice, free movement has become politically contentious as nationalist political parties have manipulated fears about immigrants taking away people's jobs and benefits (paradoxically at the same time). Nevertheless, practically \"all available research finds little impact\" of \"labour mobility on wages and employment of local workers\". Question: What did the Court of Justice say that Mr. Steymann was not entitled to do?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since its foundation, the Treaties sought to enable people to pursue their life goals in any country through free movement. Reflecting the economic nature of the project, the European Community originally focused upon free movement of workers: as a \"factor of production\". However, from the 1970s, this focus shifted towards developing a more \"social\" Europe. Free movement was increasingly based on \"citizenship\", so that people had rights to empower them to become economically and socially active, rather than economic activity being a precondition for rights. This means the basic \"worker\" rights in TFEU article 45 function as a specific expression of the general rights of citizens in TFEU articles 18 to 21. According to the Court of Justice, a \"worker\" is anybody who is economically active, which includes everyone in an employment relationship, \"under the direction of another person\" for \"remuneration\". A job, however, need not be paid in money for someone to be protected as a worker. For example, in Steymann v Staatssecretaris van Justitie, a German man claimed the right to residence in the Netherlands, while he volunteered plumbing and household duties in the Bhagwan community, which provided for everyone's material needs irrespective of their contributions. The Court of Justice held that Mr Steymann was entitled to stay, so long as there was at least an \"indirect quid pro quo\" for the work he did. Having \"worker\" status means protection against all forms of discrimination by governments, and employers, in access to employment, tax, and social security rights. By contrast a citizen, who is \"any person having the nationality of a Member State\" (TFEU article 20(1)), has rights to seek work, vote in local and European elections, but more restricted rights to claim social security. In practice, free movement has become politically contentious as nationalist political parties have manipulated fears about immigrants taking away people's jobs and benefits (paradoxically at the same time). Nevertheless, practically \"all available research finds little impact\" of \"labour mobility on wages and employment of local workers\". Question: What did the Court of Justice say Steymann was entitled to?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The first commercially successful true engine, in that it could generate power and transmit it to a machine, was the atmospheric engine, invented by Thomas Newcomen around 1712. It was an improvement over Savery's steam pump, using a piston as proposed by Papin. Newcomen's engine was relatively inefficient, and in most cases was used for pumping water. It worked by creating a partial vacuum by condensing steam under a piston within a cylinder. It was employed for draining mine workings at depths hitherto impossible, and also for providing a reusable water supply for driving waterwheels at factories sited away from a suitable \"head\". Water that had passed over the wheel was pumped back up into a storage reservoir above the wheel. Question: Who was the inventor of the vacuum?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The first commercially successful true engine, in that it could generate power and transmit it to a machine, was the atmospheric engine, invented by Thomas Newcomen around 1712. It was an improvement over Savery's steam pump, using a piston as proposed by Papin. Newcomen's engine was relatively inefficient, and in most cases was used for pumping water. It worked by creating a partial vacuum by condensing steam under a piston within a cylinder. It was employed for draining mine workings at depths hitherto impossible, and also for providing a reusable water supply for driving waterwheels at factories sited away from a suitable \"head\". Water that had passed over the wheel was pumped back up into a storage reservoir above the wheel. Question: About what year was the vacuum engine developed?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The first commercially successful true engine, in that it could generate power and transmit it to a machine, was the atmospheric engine, invented by Thomas Newcomen around 1712. It was an improvement over Savery's steam pump, using a piston as proposed by Papin. Newcomen's engine was relatively inefficient, and in most cases was used for pumping water. It worked by creating a partial vacuum by condensing steam under a piston within a cylinder. It was employed for draining mine workings at depths hitherto impossible, and also for providing a reusable water supply for driving waterwheels at factories sited away from a suitable \"head\". Water that had passed over the wheel was pumped back up into a storage reservoir above the wheel. Question: Who conceptualized the piston?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Rhine was not known to Herodotus and first enters the historical period in the 1st century BC in Roman-era geography. At that time, it formed the boundary between Gaul and Germania. The Upper Rhine had been part of the areal of the late Hallstatt culture since the 6th century BC, and by the 1st century BC, the areal of the La Tène culture covered almost its entire length, forming a contact zone with the Jastorf culture, i.e. the locus of early Celtic-Germanic cultural contact. In Roman geography, the Rhine formed the boundary between Gallia and Germania by definition; e.g. Maurus Servius Honoratus, Commentary on the Aeneid of Vergil (8.727) (Rhenus) fluvius Galliae, qui Germanos a Gallia dividit \"(The Rhine is a) river of Gaul, which divides the Germanic people from Gaul.\" Question: When did Herodotus discover the Rhine?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Rhine was not known to Herodotus and first enters the historical period in the 1st century BC in Roman-era geography. At that time, it formed the boundary between Gaul and Germania. The Upper Rhine had been part of the areal of the late Hallstatt culture since the 6th century BC, and by the 1st century BC, the areal of the La Tène culture covered almost its entire length, forming a contact zone with the Jastorf culture, i.e. the locus of early Celtic-Germanic cultural contact. In Roman geography, the Rhine formed the boundary between Gallia and Germania by definition; e.g. Maurus Servius Honoratus, Commentary on the Aeneid of Vergil (8.727) (Rhenus) fluvius Galliae, qui Germanos a Gallia dividit \"(The Rhine is a) river of Gaul, which divides the Germanic people from Gaul.\" Question: What century was the Hallstatt culture discovered?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Rhine was not known to Herodotus and first enters the historical period in the 1st century BC in Roman-era geography. At that time, it formed the boundary between Gaul and Germania. The Upper Rhine had been part of the areal of the late Hallstatt culture since the 6th century BC, and by the 1st century BC, the areal of the La Tène culture covered almost its entire length, forming a contact zone with the Jastorf culture, i.e. the locus of early Celtic-Germanic cultural contact. In Roman geography, the Rhine formed the boundary between Gallia and Germania by definition; e.g. Maurus Servius Honoratus, Commentary on the Aeneid of Vergil (8.727) (Rhenus) fluvius Galliae, qui Germanos a Gallia dividit \"(The Rhine is a) river of Gaul, which divides the Germanic people from Gaul.\" Question: The Rhine first formed a boundary between Gaul and what else?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: An increase in imported cars into North America forced General Motors, Ford and Chrysler to introduce smaller and fuel-efficient models for domestic sales. The Dodge Omni / Plymouth Horizon from Chrysler, the Ford Fiesta and the Chevrolet Chevette all had four-cylinder engines and room for at least four passengers by the late 1970s. By 1985, the average American vehicle moved 17.4 miles per gallon, compared to 13.5 in 1970. The improvements stayed even though the price of a barrel of oil remained constant at $12 from 1974 to 1979. Sales of large sedans for most makes (except Chrysler products) recovered within two model years of the 1973 crisis. The Cadillac DeVille and Fleetwood, Buick Electra, Oldsmobile 98, Lincoln Continental, Mercury Marquis, and various other luxury oriented sedans became popular again in the mid-1970s. The only full-size models that did not recover were lower price models such as the Chevrolet Bel Air, and Ford Galaxie 500. Slightly smaller, mid-size models such as the Oldsmobile Cutlass, Chevrolet Monte Carlo, Ford Thunderbird and various other models sold well. Question: How many passengers can the Ford Fiesta accommodate?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: An increase in imported cars into North America forced General Motors, Ford and Chrysler to introduce smaller and fuel-efficient models for domestic sales. The Dodge Omni / Plymouth Horizon from Chrysler, the Ford Fiesta and the Chevrolet Chevette all had four-cylinder engines and room for at least four passengers by the late 1970s. By 1985, the average American vehicle moved 17.4 miles per gallon, compared to 13.5 in 1970. The improvements stayed even though the price of a barrel of oil remained constant at $12 from 1974 to 1979. Sales of large sedans for most makes (except Chrysler products) recovered within two model years of the 1973 crisis. The Cadillac DeVille and Fleetwood, Buick Electra, Oldsmobile 98, Lincoln Continental, Mercury Marquis, and various other luxury oriented sedans became popular again in the mid-1970s. The only full-size models that did not recover were lower price models such as the Chevrolet Bel Air, and Ford Galaxie 500. Slightly smaller, mid-size models such as the Oldsmobile Cutlass, Chevrolet Monte Carlo, Ford Thunderbird and various other models sold well. Question: Name a luxury model that became popular in the mid-1970s."
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: An increase in imported cars into North America forced General Motors, Ford and Chrysler to introduce smaller and fuel-efficient models for domestic sales. The Dodge Omni / Plymouth Horizon from Chrysler, the Ford Fiesta and the Chevrolet Chevette all had four-cylinder engines and room for at least four passengers by the late 1970s. By 1985, the average American vehicle moved 17.4 miles per gallon, compared to 13.5 in 1970. The improvements stayed even though the price of a barrel of oil remained constant at $12 from 1974 to 1979. Sales of large sedans for most makes (except Chrysler products) recovered within two model years of the 1973 crisis. The Cadillac DeVille and Fleetwood, Buick Electra, Oldsmobile 98, Lincoln Continental, Mercury Marquis, and various other luxury oriented sedans became popular again in the mid-1970s. The only full-size models that did not recover were lower price models such as the Chevrolet Bel Air, and Ford Galaxie 500. Slightly smaller, mid-size models such as the Oldsmobile Cutlass, Chevrolet Monte Carlo, Ford Thunderbird and various other models sold well. Question: What are two small car models that didn't recover in 1974?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Other green spaces in the city include the Botanic Garden and the University Library garden. They have extensive botanical collection of rare domestic and foreign plants, while a palm house in the New Orangery displays plants of subtropics from all over the world. Besides, within the city borders, there are also: Pole Mokotowskie (a big park in the northern Mokotów, where was the first horse racetrack and then the airport), Park Ujazdowski (close to the Sejm and John Lennon street), Park of Culture and Rest in Powsin, by the southern city border, Park Skaryszewski by the right Vistula bank, in Praga. The oldest park in Praga, the Praga Park, was established in 1865–1871 and designed by Jan Dobrowolski. In 1927 a zoological garden (Ogród Zoologiczny) was established on the park grounds, and in 1952 a bear run, still open today. Question: When was a zoological garden established in the Praga Park?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Other green spaces in the city include the Botanic Garden and the University Library garden. They have extensive botanical collection of rare domestic and foreign plants, while a palm house in the New Orangery displays plants of subtropics from all over the world. Besides, within the city borders, there are also: Pole Mokotowskie (a big park in the northern Mokotów, where was the first horse racetrack and then the airport), Park Ujazdowski (close to the Sejm and John Lennon street), Park of Culture and Rest in Powsin, by the southern city border, Park Skaryszewski by the right Vistula bank, in Praga. The oldest park in Praga, the Praga Park, was established in 1865–1871 and designed by Jan Dobrowolski. In 1927 a zoological garden (Ogród Zoologiczny) was established on the park grounds, and in 1952 a bear run, still open today. Question: Where is a palm house with subtropic plants from all over the world on display?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Other green spaces in the city include the Botanic Garden and the University Library garden. They have extensive botanical collection of rare domestic and foreign plants, while a palm house in the New Orangery displays plants of subtropics from all over the world. Besides, within the city borders, there are also: Pole Mokotowskie (a big park in the northern Mokotów, where was the first horse racetrack and then the airport), Park Ujazdowski (close to the Sejm and John Lennon street), Park of Culture and Rest in Powsin, by the southern city border, Park Skaryszewski by the right Vistula bank, in Praga. The oldest park in Praga, the Praga Park, was established in 1865–1871 and designed by Jan Dobrowolski. In 1927 a zoological garden (Ogród Zoologiczny) was established on the park grounds, and in 1952 a bear run, still open today. Question: Where is a palm house with tropic plants from all over the world on display?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Mean monthly temperatures range from around 53 F in January to 82 F in July. High temperatures average 64 to 92 °F (18 to 33 °C) throughout the year. High heat indices are common for the summer months in the area, with indices above 110 °F (43.3 °C) possible. The highest temperature recorded was 104 °F (40 °C) on July 11, 1879 and July 28, 1872. It is common for thunderstorms to erupt during a typical summer afternoon. These are caused by the rapid heating of the land relative to the water, combined with extremely high humidity. Question: What is Jacksonville's hottest month on average?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Mean monthly temperatures range from around 53 F in January to 82 F in July. High temperatures average 64 to 92 °F (18 to 33 °C) throughout the year. High heat indices are common for the summer months in the area, with indices above 110 °F (43.3 °C) possible. The highest temperature recorded was 104 °F (40 °C) on July 11, 1879 and July 28, 1872. It is common for thunderstorms to erupt during a typical summer afternoon. These are caused by the rapid heating of the land relative to the water, combined with extremely high humidity. Question: What else contributes to Jacksonville's summer storms other than land heating beside the water?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Mean monthly temperatures range from around 53 F in January to 82 F in July. High temperatures average 64 to 92 °F (18 to 33 °C) throughout the year. High heat indices are common for the summer months in the area, with indices above 110 °F (43.3 °C) possible. The highest temperature recorded was 104 °F (40 °C) on July 11, 1879 and July 28, 1872. It is common for thunderstorms to erupt during a typical summer afternoon. These are caused by the rapid heating of the land relative to the water, combined with extremely high humidity. Question: What is Jacksonville's highest recorded monthly temperature?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects. Question: How much larger would cicada populations be if predator outbreaks occurred at 14 and 15 year intervals?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects. Question: What type of insect employs the use of Magicicadas in its evolutionary strategy?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects. Question: How much larger would cicada predator populations be if cicada outbreaks occurred at 14 and 15 year intervals?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century. Question: When did Great Britain lose its colonies in North America?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century. Question: When was the defeat of Napoleonic France?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century. Question: When did the Spanish and Portuguese colonies lose their independance."
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620–21, and again in 1654–57, 1665, 1691, and 1740–42. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out. Question: How many people died of the plague in Ottoman society in the 19th century?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620–21, and again in 1654–57, 1665, 1691, and 1740–42. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out. Question: How many times did the plague visit Ottoman society before the second quarter of the 19th century?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620–21, and again in 1654–57, 1665, 1691, and 1740–42. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out. Question: During which years was the plague present in Islamic countries?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In its focus on the Caliphate, the party takes a different view of Muslim history than some other Islamists such as Muhammad Qutb. HT sees Islam's pivotal turning point as occurring not with the death of Ali, or one of the other four rightly guided Caliphs in the 7th century, but with the abolition of the Ottoman Caliphate in 1924. This is believed to have ended the true Islamic system, something for which it blames \"the disbelieving (Kafir) colonial powers\" working through Turkish modernist Mustafa Kemal Atatürk. Question: What are colonial powers praised for?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In its focus on the Caliphate, the party takes a different view of Muslim history than some other Islamists such as Muhammad Qutb. HT sees Islam's pivotal turning point as occurring not with the death of Ali, or one of the other four rightly guided Caliphs in the 7th century, but with the abolition of the Ottoman Caliphate in 1924. This is believed to have ended the true Islamic system, something for which it blames \"the disbelieving (Kafir) colonial powers\" working through Turkish modernist Mustafa Kemal Atatürk. Question: The abolition of the Ottoman Caliphate is believed to have started what system?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In its focus on the Caliphate, the party takes a different view of Muslim history than some other Islamists such as Muhammad Qutb. HT sees Islam's pivotal turning point as occurring not with the death of Ali, or one of the other four rightly guided Caliphs in the 7th century, but with the abolition of the Ottoman Caliphate in 1924. This is believed to have ended the true Islamic system, something for which it blames \"the disbelieving (Kafir) colonial powers\" working through Turkish modernist Mustafa Kemal Atatürk. Question: What are colonial powers blamed for?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: News of the two battles reached England in August. After several months of negotiations, the government of the Duke of Newcastle decided to send an army expedition the following year to dislodge the French. They chose Major General Edward Braddock to lead the expedition. Word of the British military plans leaked to France well before Braddock's departure for North America. In response, King Louis XV dispatched six regiments to New France under the command of Baron Dieskau in 1755. The British, intending to blockade French ports, sent out their fleet in February 1755, but the French fleet had already sailed. Admiral Edward Hawke detached a fast squadron to North America in an attempt to intercept the French. Question: What was the goal of Haddock's expedition?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: News of the two battles reached England in August. After several months of negotiations, the government of the Duke of Newcastle decided to send an army expedition the following year to dislodge the French. They chose Major General Edward Braddock to lead the expedition. Word of the British military plans leaked to France well before Braddock's departure for North America. In response, King Louis XV dispatched six regiments to New France under the command of Baron Dieskau in 1755. The British, intending to blockade French ports, sent out their fleet in February 1755, but the French fleet had already sailed. Admiral Edward Hawke detached a fast squadron to North America in an attempt to intercept the French. Question: What wasn't the goal of Braddock's expedition?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: News of the two battles reached England in August. After several months of negotiations, the government of the Duke of Newcastle decided to send an army expedition the following year to dislodge the French. They chose Major General Edward Braddock to lead the expedition. Word of the British military plans leaked to France well before Braddock's departure for North America. In response, King Louis XV dispatched six regiments to New France under the command of Baron Dieskau in 1755. The British, intending to blockade French ports, sent out their fleet in February 1755, but the French fleet had already sailed. Admiral Edward Hawke detached a fast squadron to North America in an attempt to intercept the French. Question: What were British plans against French?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: John Schmitt and Ben Zipperer (2006) of the CEPR point to economic liberalism and the reduction of business regulation along with the decline of union membership as one of the causes of economic inequality. In an analysis of the effects of intensive Anglo-American liberal policies in comparison to continental European liberalism, where unions have remained strong, they concluded \"The U.S. economic and social model is associated with substantial levels of social exclusion, including high levels of income inequality, high relative and absolute poverty rates, poor and unequal educational outcomes, poor health outcomes, and high rates of crime and incarceration. At the same time, the available evidence provides little support for the view that U.S.-style labor-market flexibility dramatically improves labor-market outcomes. Despite popular prejudices to the contrary, the U.S. economy consistently affords a lower level of economic mobility than all the continental European countries for which data is available.\" Question: How much support is there for the UN approach to economic development?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: John Schmitt and Ben Zipperer (2006) of the CEPR point to economic liberalism and the reduction of business regulation along with the decline of union membership as one of the causes of economic inequality. In an analysis of the effects of intensive Anglo-American liberal policies in comparison to continental European liberalism, where unions have remained strong, they concluded \"The U.S. economic and social model is associated with substantial levels of social exclusion, including high levels of income inequality, high relative and absolute poverty rates, poor and unequal educational outcomes, poor health outcomes, and high rates of crime and incarceration. At the same time, the available evidence provides little support for the view that U.S.-style labor-market flexibility dramatically improves labor-market outcomes. Despite popular prejudices to the contrary, the U.S. economy consistently affords a lower level of economic mobility than all the continental European countries for which data is available.\" Question: What is economic liberalism not one of the causes of?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: John Schmitt and Ben Zipperer (2006) of the CEPR point to economic liberalism and the reduction of business regulation along with the decline of union membership as one of the causes of economic inequality. In an analysis of the effects of intensive Anglo-American liberal policies in comparison to continental European liberalism, where unions have remained strong, they concluded \"The U.S. economic and social model is associated with substantial levels of social exclusion, including high levels of income inequality, high relative and absolute poverty rates, poor and unequal educational outcomes, poor health outcomes, and high rates of crime and incarceration. At the same time, the available evidence provides little support for the view that U.S.-style labor-market flexibility dramatically improves labor-market outcomes. Despite popular prejudices to the contrary, the U.S. economy consistently affords a lower level of economic mobility than all the continental European countries for which data is available.\" Question: How much support is there for the US approach to economic development?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Singlet oxygen is a name given to several higher-energy species of molecular O\n2 in which all the electron spins are paired. It is much more reactive towards common organic molecules than is molecular oxygen per se. In nature, singlet oxygen is commonly formed from water during photosynthesis, using the energy of sunlight. It is also produced in the troposphere by the photolysis of ozone by light of short wavelength, and by the immune system as a source of active oxygen. Carotenoids in photosynthetic organisms (and possibly also in animals) play a major role in absorbing energy from singlet oxygen and converting it to the unexcited ground state before it can cause harm to tissues. Question: What objects in organisms absorb singlet oxygen to prevent harm?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Singlet oxygen is a name given to several higher-energy species of molecular O\n2 in which all the electron spins are paired. It is much more reactive towards common organic molecules than is molecular oxygen per se. In nature, singlet oxygen is commonly formed from water during photosynthesis, using the energy of sunlight. It is also produced in the troposphere by the photolysis of ozone by light of short wavelength, and by the immune system as a source of active oxygen. Carotenoids in photosynthetic organisms (and possibly also in animals) play a major role in absorbing energy from singlet oxygen and converting it to the unexcited ground state before it can cause harm to tissues. Question: In what process is singlet oxygen usually formed?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Singlet oxygen is a name given to several higher-energy species of molecular O\n2 in which all the electron spins are paired. It is much more reactive towards common organic molecules than is molecular oxygen per se. In nature, singlet oxygen is commonly formed from water during photosynthesis, using the energy of sunlight. It is also produced in the troposphere by the photolysis of ozone by light of short wavelength, and by the immune system as a source of active oxygen. Carotenoids in photosynthetic organisms (and possibly also in animals) play a major role in absorbing energy from singlet oxygen and converting it to the unexcited ground state before it can cause harm to tissues. Question: What is paired oxygen?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Tension forces can be modeled using ideal strings that are massless, frictionless, unbreakable, and unstretchable. They can be combined with ideal pulleys, which allow ideal strings to switch physical direction. Ideal strings transmit tension forces instantaneously in action-reaction pairs so that if two objects are connected by an ideal string, any force directed along the string by the first object is accompanied by a force directed along the string in the opposite direction by the second object. By connecting the same string multiple times to the same object through the use of a set-up that uses movable pulleys, the tension force on a load can be multiplied. For every string that acts on a load, another factor of the tension force in the string acts on the load. However, even though such machines allow for an increase in force, there is a corresponding increase in the length of string that must be displaced in order to move the load. These tandem effects result ultimately in the conservation of mechanical energy since the work done on the load is the same no matter how complicated the machine. Question: What can increase the tension force on a load?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Tension forces can be modeled using ideal strings that are massless, frictionless, unbreakable, and unstretchable. They can be combined with ideal pulleys, which allow ideal strings to switch physical direction. Ideal strings transmit tension forces instantaneously in action-reaction pairs so that if two objects are connected by an ideal string, any force directed along the string by the first object is accompanied by a force directed along the string in the opposite direction by the second object. By connecting the same string multiple times to the same object through the use of a set-up that uses movable pulleys, the tension force on a load can be multiplied. For every string that acts on a load, another factor of the tension force in the string acts on the load. However, even though such machines allow for an increase in force, there is a corresponding increase in the length of string that must be displaced in order to move the load. These tandem effects result ultimately in the conservation of mechanical energy since the work done on the load is the same no matter how complicated the machine. Question: In what way do idea strings transmit tesion forces?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Tension forces can be modeled using ideal strings that are massless, frictionless, unbreakable, and unstretchable. They can be combined with ideal pulleys, which allow ideal strings to switch physical direction. Ideal strings transmit tension forces instantaneously in action-reaction pairs so that if two objects are connected by an ideal string, any force directed along the string by the first object is accompanied by a force directed along the string in the opposite direction by the second object. By connecting the same string multiple times to the same object through the use of a set-up that uses movable pulleys, the tension force on a load can be multiplied. For every string that acts on a load, another factor of the tension force in the string acts on the load. However, even though such machines allow for an increase in force, there is a corresponding increase in the length of string that must be displaced in order to move the load. These tandem effects result ultimately in the conservation of mechanical energy since the work done on the load is the same no matter how complicated the machine. Question: Ideal strings transmit what delayed forces?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620–21, and again in 1654–57, 1665, 1691, and 1740–42. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out. Question: In what year did the residents of Baghdad first become affected by the plague?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620–21, and again in 1654–57, 1665, 1691, and 1740–42. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out. Question: How many times did the plague visit Ottoman society before the second quarter of the 19th century?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620–21, and again in 1654–57, 1665, 1691, and 1740–42. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out. Question: During which years was the plague present in Islamic countries?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century. Question: When was the defeat of Napoleonic France?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century. Question: When did Great Britain lose its colonies in North America?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century. Question: When did the Spanish and Portuguese colonies lose their independance."
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since its foundation, the Treaties sought to enable people to pursue their life goals in any country through free movement. Reflecting the economic nature of the project, the European Community originally focused upon free movement of workers: as a \"factor of production\". However, from the 1970s, this focus shifted towards developing a more \"social\" Europe. Free movement was increasingly based on \"citizenship\", so that people had rights to empower them to become economically and socially active, rather than economic activity being a precondition for rights. This means the basic \"worker\" rights in TFEU article 45 function as a specific expression of the general rights of citizens in TFEU articles 18 to 21. According to the Court of Justice, a \"worker\" is anybody who is economically active, which includes everyone in an employment relationship, \"under the direction of another person\" for \"remuneration\". A job, however, need not be paid in money for someone to be protected as a worker. For example, in Steymann v Staatssecretaris van Justitie, a German man claimed the right to residence in the Netherlands, while he volunteered plumbing and household duties in the Bhagwan community, which provided for everyone's material needs irrespective of their contributions. The Court of Justice held that Mr Steymann was entitled to stay, so long as there was at least an \"indirect quid pro quo\" for the work he did. Having \"worker\" status means protection against all forms of discrimination by governments, and employers, in access to employment, tax, and social security rights. By contrast a citizen, who is \"any person having the nationality of a Member State\" (TFEU article 20(1)), has rights to seek work, vote in local and European elections, but more restricted rights to claim social security. In practice, free movement has become politically contentious as nationalist political parties have manipulated fears about immigrants taking away people's jobs and benefits (paradoxically at the same time). Nevertheless, practically \"all available research finds little impact\" of \"labour mobility on wages and employment of local workers\". Question: What did the Court of Justice say Steymann was entitled to?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since its foundation, the Treaties sought to enable people to pursue their life goals in any country through free movement. Reflecting the economic nature of the project, the European Community originally focused upon free movement of workers: as a \"factor of production\". However, from the 1970s, this focus shifted towards developing a more \"social\" Europe. Free movement was increasingly based on \"citizenship\", so that people had rights to empower them to become economically and socially active, rather than economic activity being a precondition for rights. This means the basic \"worker\" rights in TFEU article 45 function as a specific expression of the general rights of citizens in TFEU articles 18 to 21. According to the Court of Justice, a \"worker\" is anybody who is economically active, which includes everyone in an employment relationship, \"under the direction of another person\" for \"remuneration\". A job, however, need not be paid in money for someone to be protected as a worker. For example, in Steymann v Staatssecretaris van Justitie, a German man claimed the right to residence in the Netherlands, while he volunteered plumbing and household duties in the Bhagwan community, which provided for everyone's material needs irrespective of their contributions. The Court of Justice held that Mr Steymann was entitled to stay, so long as there was at least an \"indirect quid pro quo\" for the work he did. Having \"worker\" status means protection against all forms of discrimination by governments, and employers, in access to employment, tax, and social security rights. By contrast a citizen, who is \"any person having the nationality of a Member State\" (TFEU article 20(1)), has rights to seek work, vote in local and European elections, but more restricted rights to claim social security. In practice, free movement has become politically contentious as nationalist political parties have manipulated fears about immigrants taking away people's jobs and benefits (paradoxically at the same time). Nevertheless, practically \"all available research finds little impact\" of \"labour mobility on wages and employment of local workers\". Question: Which entity focused upon the free movement of workers?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since its foundation, the Treaties sought to enable people to pursue their life goals in any country through free movement. Reflecting the economic nature of the project, the European Community originally focused upon free movement of workers: as a \"factor of production\". However, from the 1970s, this focus shifted towards developing a more \"social\" Europe. Free movement was increasingly based on \"citizenship\", so that people had rights to empower them to become economically and socially active, rather than economic activity being a precondition for rights. This means the basic \"worker\" rights in TFEU article 45 function as a specific expression of the general rights of citizens in TFEU articles 18 to 21. According to the Court of Justice, a \"worker\" is anybody who is economically active, which includes everyone in an employment relationship, \"under the direction of another person\" for \"remuneration\". A job, however, need not be paid in money for someone to be protected as a worker. For example, in Steymann v Staatssecretaris van Justitie, a German man claimed the right to residence in the Netherlands, while he volunteered plumbing and household duties in the Bhagwan community, which provided for everyone's material needs irrespective of their contributions. The Court of Justice held that Mr Steymann was entitled to stay, so long as there was at least an \"indirect quid pro quo\" for the work he did. Having \"worker\" status means protection against all forms of discrimination by governments, and employers, in access to employment, tax, and social security rights. By contrast a citizen, who is \"any person having the nationality of a Member State\" (TFEU article 20(1)), has rights to seek work, vote in local and European elections, but more restricted rights to claim social security. In practice, free movement has become politically contentious as nationalist political parties have manipulated fears about immigrants taking away people's jobs and benefits (paradoxically at the same time). Nevertheless, practically \"all available research finds little impact\" of \"labour mobility on wages and employment of local workers\". Question: What did the Court of Justice say that Mr. Steymann was not entitled to do?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The advances made in the Middle East in botany and chemistry led medicine in medieval Islam substantially to develop pharmacology. Muhammad ibn Zakarīya Rāzi (Rhazes) (865–915), for instance, acted to promote the medical uses of chemical compounds. Abu al-Qasim al-Zahrawi (Abulcasis) (936–1013) pioneered the preparation of medicines by sublimation and distillation. His Liber servitoris is of particular interest, as it provides the reader with recipes and explains how to prepare the `simples’ from which were compounded the complex drugs then generally used. Sabur Ibn Sahl (d 869), was, however, the first physician to initiate pharmacopoedia, describing a large variety of drugs and remedies for ailments. Al-Biruni (973–1050) wrote one of the most valuable Islamic works on pharmacology, entitled Kitab al-Saydalah (The Book of Drugs), in which he detailed the properties of drugs and outlined the role of pharmacy and the functions and duties of the pharmacist. Avicenna, too, described no less than 700 preparations, their properties, modes of action, and their indications. He devoted in fact a whole volume to simple drugs in The Canon of Medicine. Of great impact were also the works by al-Maridini of Baghdad and Cairo, and Ibn al-Wafid (1008–1074), both of which were printed in Latin more than fifty times, appearing as De Medicinis universalibus et particularibus by 'Mesue' the younger, and the Medicamentis simplicibus by 'Abenguefit'. Peter of Abano (1250–1316) translated and added a supplement to the work of al-Maridini under the title De Veneris. Al-Muwaffaq’s contributions in the field are also pioneering. Living in the 10th century, he wrote The foundations of the true properties of Remedies, amongst others describing arsenious oxide, and being acquainted with silicic acid. He made clear distinction between sodium carbonate and potassium carbonate, and drew attention to the poisonous nature of copper compounds, especially copper vitriol, and also lead compounds. He also describes the distillation of sea-water for drinking.[verification needed] Question: Who had no influence in promoting the use of chemical compounds as medicines?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The advances made in the Middle East in botany and chemistry led medicine in medieval Islam substantially to develop pharmacology. Muhammad ibn Zakarīya Rāzi (Rhazes) (865–915), for instance, acted to promote the medical uses of chemical compounds. Abu al-Qasim al-Zahrawi (Abulcasis) (936–1013) pioneered the preparation of medicines by sublimation and distillation. His Liber servitoris is of particular interest, as it provides the reader with recipes and explains how to prepare the `simples’ from which were compounded the complex drugs then generally used. Sabur Ibn Sahl (d 869), was, however, the first physician to initiate pharmacopoedia, describing a large variety of drugs and remedies for ailments. Al-Biruni (973–1050) wrote one of the most valuable Islamic works on pharmacology, entitled Kitab al-Saydalah (The Book of Drugs), in which he detailed the properties of drugs and outlined the role of pharmacy and the functions and duties of the pharmacist. Avicenna, too, described no less than 700 preparations, their properties, modes of action, and their indications. He devoted in fact a whole volume to simple drugs in The Canon of Medicine. Of great impact were also the works by al-Maridini of Baghdad and Cairo, and Ibn al-Wafid (1008–1074), both of which were printed in Latin more than fifty times, appearing as De Medicinis universalibus et particularibus by 'Mesue' the younger, and the Medicamentis simplicibus by 'Abenguefit'. Peter of Abano (1250–1316) translated and added a supplement to the work of al-Maridini under the title De Veneris. Al-Muwaffaq’s contributions in the field are also pioneering. Living in the 10th century, he wrote The foundations of the true properties of Remedies, amongst others describing arsenious oxide, and being acquainted with silicic acid. He made clear distinction between sodium carbonate and potassium carbonate, and drew attention to the poisonous nature of copper compounds, especially copper vitriol, and also lead compounds. He also describes the distillation of sea-water for drinking.[verification needed] Question: Who couldn't read the Liber servitoris?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The advances made in the Middle East in botany and chemistry led medicine in medieval Islam substantially to develop pharmacology. Muhammad ibn Zakarīya Rāzi (Rhazes) (865–915), for instance, acted to promote the medical uses of chemical compounds. Abu al-Qasim al-Zahrawi (Abulcasis) (936–1013) pioneered the preparation of medicines by sublimation and distillation. His Liber servitoris is of particular interest, as it provides the reader with recipes and explains how to prepare the `simples’ from which were compounded the complex drugs then generally used. Sabur Ibn Sahl (d 869), was, however, the first physician to initiate pharmacopoedia, describing a large variety of drugs and remedies for ailments. Al-Biruni (973–1050) wrote one of the most valuable Islamic works on pharmacology, entitled Kitab al-Saydalah (The Book of Drugs), in which he detailed the properties of drugs and outlined the role of pharmacy and the functions and duties of the pharmacist. Avicenna, too, described no less than 700 preparations, their properties, modes of action, and their indications. He devoted in fact a whole volume to simple drugs in The Canon of Medicine. Of great impact were also the works by al-Maridini of Baghdad and Cairo, and Ibn al-Wafid (1008–1074), both of which were printed in Latin more than fifty times, appearing as De Medicinis universalibus et particularibus by 'Mesue' the younger, and the Medicamentis simplicibus by 'Abenguefit'. Peter of Abano (1250–1316) translated and added a supplement to the work of al-Maridini under the title De Veneris. Al-Muwaffaq’s contributions in the field are also pioneering. Living in the 10th century, he wrote The foundations of the true properties of Remedies, amongst others describing arsenious oxide, and being acquainted with silicic acid. He made clear distinction between sodium carbonate and potassium carbonate, and drew attention to the poisonous nature of copper compounds, especially copper vitriol, and also lead compounds. He also describes the distillation of sea-water for drinking.[verification needed] Question: Who was influential in promoting the use of chemical compounds as medicines?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623–25, and again in 1635–36, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576–77 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629–1631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348–50. The last plague outbreak ravaged Oslo in 1654. Question: When was the last plague outbreak?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623–25, and again in 1635–36, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576–77 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629–1631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348–50. The last plague outbreak ravaged Oslo in 1654. Question: Which outbreak was associated with troops in the thirty years war?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623–25, and again in 1635–36, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576–77 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629–1631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348–50. The last plague outbreak ravaged Oslo in 1654. Question: How many people lived in Oslo at the start of the plague outbreak in 1654?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Imperialism is defined as \"A policy of extending a country’s power and influence through diplomacy or military force.\" Imperialism is particularly focused on the control that one group, often a state power, has on another group of people. This is often through various forms of \"othering\" (see other) based on racial, religious, or cultural stereotypes. There are \"formal\" or \"informal\" imperialisms. \"Formal imperialism\" is defined as \"physical control or full-fledged colonial rule\". \"Informal imperialism\" is less direct; however, it is still a powerful form of dominance. Question: colonial rule would be considered what type of imperialism?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Imperialism is a type of advocacy of empire. Its name originated from the Latin word \"imperium\", which means to rule over large territories. Imperialism is \"a policy of extending a country's power and influence through colonization, use of military force, or other means\". Imperialism has greatly shaped the contemporary world. It has also allowed for the rapid spread of technologies and ideas. The term imperialism has been applied to Western (and Japanese) political and economic dominance especially in Asia and Africa in the 19th and 20th centuries. Its precise meaning continues to be debated by scholars. Some writers, such as Edward Said, use the term more broadly to describe any system of domination and subordination organised with an imperial center and a periphery. Question: By what means is imperialism usually administered?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Imperialism is defined as \"A policy of extending a country’s power and influence through diplomacy or military force.\" Imperialism is particularly focused on the control that one group, often a state power, has on another group of people. This is often through various forms of \"othering\" (see other) based on racial, religious, or cultural stereotypes. There are \"formal\" or \"informal\" imperialisms. \"Formal imperialism\" is defined as \"physical control or full-fledged colonial rule\". \"Informal imperialism\" is less direct; however, it is still a powerful form of dominance. Question: Informal imperialism is still dominant; however, more what?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: From here, the situation becomes more complicated, as the Dutch name Rijn no longer coincides with the main flow of water. Two thirds of the water flow volume of the Rhine flows farther west, through the Waal and then, via the Merwede and Nieuwe Merwede (De Biesbosch), merging with the Meuse, through the Hollands Diep and Haringvliet estuaries, into the North Sea. The Beneden Merwede branches off, near Hardinxveld-Giessendam and continues as the Noord, to join the Lek, near the village of Kinderdijk, to form the Nieuwe Maas; then flows past Rotterdam and continues via Het Scheur and the Nieuwe Waterweg, to the North Sea. The Oude Maas branches off, near Dordrecht, farther down rejoining the Nieuwe Maas to form Het Scheur. Question: Where does two thirds of the Rhine flow outside of Germany?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: From here, the situation becomes more complicated, as the Dutch name Rijn no longer coincides with the main flow of water. Two thirds of the water flow volume of the Rhine flows farther west, through the Waal and then, via the Merwede and Nieuwe Merwede (De Biesbosch), merging with the Meuse, through the Hollands Diep and Haringvliet estuaries, into the North Sea. The Beneden Merwede branches off, near Hardinxveld-Giessendam and continues as the Noord, to join the Lek, near the village of Kinderdijk, to form the Nieuwe Maas; then flows past Rotterdam and continues via Het Scheur and the Nieuwe Waterweg, to the North Sea. The Oude Maas branches off, near Dordrecht, farther down rejoining the Nieuwe Maas to form Het Scheur. Question: Which direction does two thirds of the Rhine flow outside of Germany?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: From here, the situation becomes more complicated, as the Dutch name Rijn no longer coincides with the main flow of water. Two thirds of the water flow volume of the Rhine flows farther west, through the Waal and then, via the Merwede and Nieuwe Merwede (De Biesbosch), merging with the Meuse, through the Hollands Diep and Haringvliet estuaries, into the North Sea. The Beneden Merwede branches off, near Hardinxveld-Giessendam and continues as the Noord, to join the Lek, near the village of Kinderdijk, to form the Nieuwe Maas; then flows past Rotterdam and continues via Het Scheur and the Nieuwe Waterweg, to the North Sea. The Oude Maas branches off, near Dordrecht, farther down rejoining the Nieuwe Maas to form Het Scheur. Question: Where do two thirds of the Rhine flow inside of Germany?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Newton's Third Law is a result of applying symmetry to situations where forces can be attributed to the presence of different objects. The third law means that all forces are interactions between different bodies,[Note 3] and thus that there is no such thing as a unidirectional force or a force that acts on only one body. Whenever a first body exerts a force F on a second body, the second body exerts a force −F on the first body. F and −F are equal in magnitude and opposite in direction. This law is sometimes referred to as the action-reaction law, with F called the \"action\" and −F the \"reaction\". The action and the reaction are simultaneous: Question: Newton's Fifth Law means that only some forces are interactions between whom?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Newton's Third Law is a result of applying symmetry to situations where forces can be attributed to the presence of different objects. The third law means that all forces are interactions between different bodies,[Note 3] and thus that there is no such thing as a unidirectional force or a force that acts on only one body. Whenever a first body exerts a force F on a second body, the second body exerts a force −F on the first body. F and −F are equal in magnitude and opposite in direction. This law is sometimes referred to as the action-reaction law, with F called the \"action\" and −F the \"reaction\". The action and the reaction are simultaneous: Question: Newton's Fifth Law is the result of applying symmetry to what?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Newton's Third Law is a result of applying symmetry to situations where forces can be attributed to the presence of different objects. The third law means that all forces are interactions between different bodies,[Note 3] and thus that there is no such thing as a unidirectional force or a force that acts on only one body. Whenever a first body exerts a force F on a second body, the second body exerts a force −F on the first body. F and −F are equal in magnitude and opposite in direction. This law is sometimes referred to as the action-reaction law, with F called the \"action\" and −F the \"reaction\". The action and the reaction are simultaneous: Question: What is the equality of forces between two objects exerting force on each other??"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: On October 6, 1973, Syria and Egypt, with support from other Arab nations, launched a surprise attack on Israel, on Yom Kippur. This renewal of hostilities in the Arab–Israeli conflict released the underlying economic pressure on oil prices. At the time, Iran was the world's second-largest oil exporter and a close US ally. Weeks later, the Shah of Iran said in an interview: \"Of course [the price of oil] is going to rise... Certainly! And how!... You've [Western nations] increased the price of the wheat you sell us by 300 percent, and the same for sugar and cement... You buy our crude oil and sell it back to us, refined as petrochemicals, at a hundred times the price you've paid us... It's only fair that, from now on, you should pay more for oil. Let's say ten times more.\" Question: When did Syria and Egypt launch a surprise attack on Israel?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: On October 6, 1973, Syria and Egypt, with support from other Arab nations, launched a surprise attack on Israel, on Yom Kippur. This renewal of hostilities in the Arab–Israeli conflict released the underlying economic pressure on oil prices. At the time, Iran was the world's second-largest oil exporter and a close US ally. Weeks later, the Shah of Iran said in an interview: \"Of course [the price of oil] is going to rise... Certainly! And how!... You've [Western nations] increased the price of the wheat you sell us by 300 percent, and the same for sugar and cement... You buy our crude oil and sell it back to us, refined as petrochemicals, at a hundred times the price you've paid us... It's only fair that, from now on, you should pay more for oil. Let's say ten times more.\" Question: Which oil producer is a close ally of the United States?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: On October 6, 1973, Syria and Egypt, with support from other Arab nations, launched a surprise attack on Israel, on Yom Kippur. This renewal of hostilities in the Arab–Israeli conflict released the underlying economic pressure on oil prices. At the time, Iran was the world's second-largest oil exporter and a close US ally. Weeks later, the Shah of Iran said in an interview: \"Of course [the price of oil] is going to rise... Certainly! And how!... You've [Western nations] increased the price of the wheat you sell us by 300 percent, and the same for sugar and cement... You buy our crude oil and sell it back to us, refined as petrochemicals, at a hundred times the price you've paid us... It's only fair that, from now on, you should pay more for oil. Let's say ten times more.\" Question: What happened on October 6, 1973 with Syria and Egypt? "
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since the Peace of Westphalia, the Upper Rhine formed a contentious border between France and Germany. Establishing \"natural borders\" on the Rhine was a long-term goal of French foreign policy, since the Middle Ages, though the language border was – and is – far more to the west. French leaders, such as Louis XIV and Napoleon Bonaparte, tried with varying degrees of success to annex lands west of the Rhine. The Confederation of the Rhine was established by Napoleon, as a French client state, in 1806 and lasted until 1814, during which time it served as a significant source of resources and military manpower for the First French Empire. In 1840, the Rhine crisis, prompted by French prime minister Adolphe Thiers's desire to reinstate the Rhine as a natural border, led to a diplomatic crisis and a wave of nationalism in Germany. Question: When was the confederation of the Rhine?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since the Peace of Westphalia, the Upper Rhine formed a contentious border between France and Germany. Establishing \"natural borders\" on the Rhine was a long-term goal of French foreign policy, since the Middle Ages, though the language border was – and is – far more to the west. French leaders, such as Louis XIV and Napoleon Bonaparte, tried with varying degrees of success to annex lands west of the Rhine. The Confederation of the Rhine was established by Napoleon, as a French client state, in 1806 and lasted until 1814, during which time it served as a significant source of resources and military manpower for the First French Empire. In 1840, the Rhine crisis, prompted by French prime minister Adolphe Thiers's desire to reinstate the Rhine as a natural border, led to a diplomatic crisis and a wave of nationalism in Germany. Question: Who established the Confederation of the Rhine?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Since the Peace of Westphalia, the Upper Rhine formed a contentious border between France and Germany. Establishing \"natural borders\" on the Rhine was a long-term goal of French foreign policy, since the Middle Ages, though the language border was – and is – far more to the west. French leaders, such as Louis XIV and Napoleon Bonaparte, tried with varying degrees of success to annex lands west of the Rhine. The Confederation of the Rhine was established by Napoleon, as a French client state, in 1806 and lasted until 1814, during which time it served as a significant source of resources and military manpower for the First French Empire. In 1840, the Rhine crisis, prompted by French prime minister Adolphe Thiers's desire to reinstate the Rhine as a natural border, led to a diplomatic crisis and a wave of nationalism in Germany. Question: When was the Peace of Westphalia established?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Traveling south on Interstate 5, the main gap to continued urbanization is Camp Pendleton. The cities and communities along Interstate 15 and Interstate 215 are so inter-related that Temecula and Murrieta have as much connection with the San Diego metropolitan area as they do with the Inland Empire. To the east, the United States Census Bureau considers the San Bernardino and Riverside County areas, Riverside-San Bernardino area as a separate metropolitan area from Los Angeles County. While many commute to L.A. and Orange Counties, there are some differences in development, as most of San Bernardino and Riverside Counties (the non-desert portions) were developed in the 1980s and 1990s. Newly developed exurbs formed in the Antelope Valley north of Los Angeles, the Victor Valley and the Coachella Valley with the Imperial Valley. Also, population growth was high in the Bakersfield-Kern County, Santa Maria and San Luis Obispo areas. Question: What counties to most people commute to?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Traveling south on Interstate 5, the main gap to continued urbanization is Camp Pendleton. The cities and communities along Interstate 15 and Interstate 215 are so inter-related that Temecula and Murrieta have as much connection with the San Diego metropolitan area as they do with the Inland Empire. To the east, the United States Census Bureau considers the San Bernardino and Riverside County areas, Riverside-San Bernardino area as a separate metropolitan area from Los Angeles County. While many commute to L.A. and Orange Counties, there are some differences in development, as most of San Bernardino and Riverside Counties (the non-desert portions) were developed in the 1980s and 1990s. Newly developed exurbs formed in the Antelope Valley north of Los Angeles, the Victor Valley and the Coachella Valley with the Imperial Valley. Also, population growth was high in the Bakersfield-Kern County, Santa Maria and San Luis Obispo areas. Question: What formed in the Coachella Valley north of Orange County?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Traveling south on Interstate 5, the main gap to continued urbanization is Camp Pendleton. The cities and communities along Interstate 15 and Interstate 215 are so inter-related that Temecula and Murrieta have as much connection with the San Diego metropolitan area as they do with the Inland Empire. To the east, the United States Census Bureau considers the San Bernardino and Riverside County areas, Riverside-San Bernardino area as a separate metropolitan area from Los Angeles County. While many commute to L.A. and Orange Counties, there are some differences in development, as most of San Bernardino and Riverside Counties (the non-desert portions) were developed in the 1980s and 1990s. Newly developed exurbs formed in the Antelope Valley north of Los Angeles, the Victor Valley and the Coachella Valley with the Imperial Valley. Also, population growth was high in the Bakersfield-Kern County, Santa Maria and San Luis Obispo areas. Question: Other than L.A. which other county do many people commute to?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Korean economist Hoesung Lee is the chair of the IPCC since October 8, 2015, following the election of the new IPCC Bureau. Before this election, the IPCC was led by his vice-Chair Ismail El Gizouli, who was designated acting Chair after the resignation of Rajendra K. Pachauri in February 2015. The previous chairs were Rajendra K. Pachauri, elected in May 2002; Robert Watson in 1997; and Bert Bolin in 1988. The chair is assisted by an elected bureau including vice-chairs, working group co-chairs, and a secretariat. Question: What year did Hoesung Lee become President?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Korean economist Hoesung Lee is the chair of the IPCC since October 8, 2015, following the election of the new IPCC Bureau. Before this election, the IPCC was led by his vice-Chair Ismail El Gizouli, who was designated acting Chair after the resignation of Rajendra K. Pachauri in February 2015. The previous chairs were Rajendra K. Pachauri, elected in May 2002; Robert Watson in 1997; and Bert Bolin in 1988. The chair is assisted by an elected bureau including vice-chairs, working group co-chairs, and a secretariat. Question: Who is the President of the IPCC?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Korean economist Hoesung Lee is the chair of the IPCC since October 8, 2015, following the election of the new IPCC Bureau. Before this election, the IPCC was led by his vice-Chair Ismail El Gizouli, who was designated acting Chair after the resignation of Rajendra K. Pachauri in February 2015. The previous chairs were Rajendra K. Pachauri, elected in May 2002; Robert Watson in 1997; and Bert Bolin in 1988. The chair is assisted by an elected bureau including vice-chairs, working group co-chairs, and a secretariat. Question: Who is the chair of the IPCC?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The principles of European Union law are rules of law which have been developed by the European Court of Justice that constitute unwritten rules which are not expressly provided for in the treaties but which affect how European Union law is interpreted and applies. In formulating these principles, the courts have drawn on a variety of sources, including: public international law and legal doctrines and principles present in the legal systems of European Union member states and in the jurisprudence of the European Court of Human Rights. Accepted general principles of European Union Law include fundamental rights (see human rights), proportionality, legal certainty, equality before the law and subsidiarity. Question: What sources did the EU courts not drawn on?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The principles of European Union law are rules of law which have been developed by the European Court of Justice that constitute unwritten rules which are not expressly provided for in the treaties but which affect how European Union law is interpreted and applies. In formulating these principles, the courts have drawn on a variety of sources, including: public international law and legal doctrines and principles present in the legal systems of European Union member states and in the jurisprudence of the European Court of Human Rights. Accepted general principles of European Union Law include fundamental rights (see human rights), proportionality, legal certainty, equality before the law and subsidiarity. Question: What type of rules are expressly provided for in treaties?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The principles of European Union law are rules of law which have been developed by the European Court of Justice that constitute unwritten rules which are not expressly provided for in the treaties but which affect how European Union law is interpreted and applies. In formulating these principles, the courts have drawn on a variety of sources, including: public international law and legal doctrines and principles present in the legal systems of European Union member states and in the jurisprudence of the European Court of Human Rights. Accepted general principles of European Union Law include fundamental rights (see human rights), proportionality, legal certainty, equality before the law and subsidiarity. Question: Which entity developed the principles of European Union Law?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Immunology is strongly experimental in everyday practice but is also characterized by an ongoing theoretical attitude. Many theories have been suggested in immunology from the end of the nineteenth century up to the present time. The end of the 19th century and the beginning of the 20th century saw a battle between \"cellular\" and \"humoral\" theories of immunity. According to the cellular theory of immunity, represented in particular by Elie Metchnikoff, it was cells – more precisely, phagocytes – that were responsible for immune responses. In contrast, the humoral theory of immunity, held, among others, by Robert Koch and Emil von Behring, stated that the active immune agents were soluble components (molecules) found in the organism’s “humors” rather than its cells. Question: Who were the main detractors of the humoral theory of immunity?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Immunology is strongly experimental in everyday practice but is also characterized by an ongoing theoretical attitude. Many theories have been suggested in immunology from the end of the nineteenth century up to the present time. The end of the 19th century and the beginning of the 20th century saw a battle between \"cellular\" and \"humoral\" theories of immunity. According to the cellular theory of immunity, represented in particular by Elie Metchnikoff, it was cells – more precisely, phagocytes – that were responsible for immune responses. In contrast, the humoral theory of immunity, held, among others, by Robert Koch and Emil von Behring, stated that the active immune agents were soluble components (molecules) found in the organism’s “humors” rather than its cells. Question: Who was the main detractor of the cellular theory of immunity?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Immunology is strongly experimental in everyday practice but is also characterized by an ongoing theoretical attitude. Many theories have been suggested in immunology from the end of the nineteenth century up to the present time. The end of the 19th century and the beginning of the 20th century saw a battle between \"cellular\" and \"humoral\" theories of immunity. According to the cellular theory of immunity, represented in particular by Elie Metchnikoff, it was cells – more precisely, phagocytes – that were responsible for immune responses. In contrast, the humoral theory of immunity, held, among others, by Robert Koch and Emil von Behring, stated that the active immune agents were soluble components (molecules) found in the organism’s “humors” rather than its cells. Question: Who was the main proponent of the cellular theory of immunity?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Eventually, the Normans merged with the natives, combining languages and traditions. In the course of the Hundred Years' War, the Norman aristocracy often identified themselves as English. The Anglo-Norman language became distinct from the Latin language, something that was the subject of some humour by Geoffrey Chaucer. The Anglo-Norman language was eventually absorbed into the Anglo-Saxon language of their subjects (see Old English) and influenced it, helping (along with the Norse language of the earlier Anglo-Norse settlers and the Latin used by the church) in the development of Middle English. It in turn evolved into Modern English. Question: What was absorbed into the Anglo-Norman language?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Eventually, the Normans merged with the natives, combining languages and traditions. In the course of the Hundred Years' War, the Norman aristocracy often identified themselves as English. The Anglo-Norman language became distinct from the Latin language, something that was the subject of some humour by Geoffrey Chaucer. The Anglo-Norman language was eventually absorbed into the Anglo-Saxon language of their subjects (see Old English) and influenced it, helping (along with the Norse language of the earlier Anglo-Norse settlers and the Latin used by the church) in the development of Middle English. It in turn evolved into Modern English. Question: Who identified themselves as French during the Hundred Years War?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Eventually, the Normans merged with the natives, combining languages and traditions. In the course of the Hundred Years' War, the Norman aristocracy often identified themselves as English. The Anglo-Norman language became distinct from the Latin language, something that was the subject of some humour by Geoffrey Chaucer. The Anglo-Norman language was eventually absorbed into the Anglo-Saxon language of their subjects (see Old English) and influenced it, helping (along with the Norse language of the earlier Anglo-Norse settlers and the Latin used by the church) in the development of Middle English. It in turn evolved into Modern English. Question: What was the Anglo-Norman language's final form?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: While the existence of these central government departments and the Six Ministries (which had been introduced since the Sui and Tang dynasties) gave a Sinicized image in the Yuan administration, the actual functions of these ministries also reflected how Mongolian priorities and policies reshaped and redirected those institutions. For example, the authority of the Yuan legal system, the Ministry of Justice, did not extend to legal cases involving Mongols and Semuren, who had separate courts of justice. Cases involving members of more than one ethnic group were decided by a mixed board consisting of Chinese and Mongols. Another example was the insignificance of the Ministry of War compared with native Chinese dynasties, as the real military authority in Yuan times resided in the Privy Council. Question: Who had military control during the Yuan?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: While the existence of these central government departments and the Six Ministries (which had been introduced since the Sui and Tang dynasties) gave a Sinicized image in the Yuan administration, the actual functions of these ministries also reflected how Mongolian priorities and policies reshaped and redirected those institutions. For example, the authority of the Yuan legal system, the Ministry of Justice, did not extend to legal cases involving Mongols and Semuren, who had separate courts of justice. Cases involving members of more than one ethnic group were decided by a mixed board consisting of Chinese and Mongols. Another example was the insignificance of the Ministry of War compared with native Chinese dynasties, as the real military authority in Yuan times resided in the Privy Council. Question: Who had no real military power during the Yuan?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: While the existence of these central government departments and the Six Ministries (which had been introduced since the Sui and Tang dynasties) gave a Sinicized image in the Yuan administration, the actual functions of these ministries also reflected how Mongolian priorities and policies reshaped and redirected those institutions. For example, the authority of the Yuan legal system, the Ministry of Justice, did not extend to legal cases involving Mongols and Semuren, who had separate courts of justice. Cases involving members of more than one ethnic group were decided by a mixed board consisting of Chinese and Mongols. Another example was the insignificance of the Ministry of War compared with native Chinese dynasties, as the real military authority in Yuan times resided in the Privy Council. Question: Who weren't exempt from the Ministry of Justice?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome. Question: What do new homes comprise the majority of?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome. Question: What do common elements often act as?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome. Question: What is the process of adding structure to real property or construction of buildings?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Germanic tribes crossed the Rhine in the Migration period, by the 5th century establishing the kingdoms of Francia on the Lower Rhine, Burgundy on the Upper Rhine and Alemannia on the High Rhine. This \"Germanic Heroic Age\" is reflected in medieval legend, such as the Nibelungenlied which tells of the hero Siegfried killing a dragon on the Drachenfels (Siebengebirge) (\"dragons rock\"), near Bonn at the Rhine and of the Burgundians and their court at Worms, at the Rhine and Kriemhild's golden treasure, which was thrown into the Rhine by Hagen. Question: Who threw gold into the Rhine, according to legend?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Germanic tribes crossed the Rhine in the Migration period, by the 5th century establishing the kingdoms of Francia on the Lower Rhine, Burgundy on the Upper Rhine and Alemannia on the High Rhine. This \"Germanic Heroic Age\" is reflected in medieval legend, such as the Nibelungenlied which tells of the hero Siegfried killing a dragon on the Drachenfels (Siebengebirge) (\"dragons rock\"), near Bonn at the Rhine and of the Burgundians and their court at Worms, at the Rhine and Kriemhild's golden treasure, which was thrown into the Rhine by Hagen. Question: Who is the hero who killed a dragon on the Drachenfels?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Germanic tribes crossed the Rhine in the Migration period, by the 5th century establishing the kingdoms of Francia on the Lower Rhine, Burgundy on the Upper Rhine and Alemannia on the High Rhine. This \"Germanic Heroic Age\" is reflected in medieval legend, such as the Nibelungenlied which tells of the hero Siegfried killing a dragon on the Drachenfels (Siebengebirge) (\"dragons rock\"), near Bonn at the Rhine and of the Burgundians and their court at Worms, at the Rhine and Kriemhild's golden treasure, which was thrown into the Rhine by Hagen. Question: What did Hagen find after he was thrown into the river?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Construction is the process of constructing a building or infrastructure. Construction differs from manufacturing in that manufacturing typically involves mass production of similar items without a designated purchaser, while construction typically takes place on location for a known client. Construction as an industry comprises six to nine percent of the gross domestic product of developed countries. Construction starts with planning,[citation needed] design, and financing and continues until the project is built and ready for use. Question: What three things do you need for manufacturing to happen?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Construction is the process of constructing a building or infrastructure. Construction differs from manufacturing in that manufacturing typically involves mass production of similar items without a designated purchaser, while construction typically takes place on location for a known client. Construction as an industry comprises six to nine percent of the gross domestic product of developed countries. Construction starts with planning,[citation needed] design, and financing and continues until the project is built and ready for use. Question: What involves limited production with a designated purchase? "
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Construction is the process of constructing a building or infrastructure. Construction differs from manufacturing in that manufacturing typically involves mass production of similar items without a designated purchaser, while construction typically takes place on location for a known client. Construction as an industry comprises six to nine percent of the gross domestic product of developed countries. Construction starts with planning,[citation needed] design, and financing and continues until the project is built and ready for use. Question: Construction takes place on location for who?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Michael Oppenheimer, a long-time participant in the IPCC and coordinating lead author of the Fifth Assessment Report conceded in Science Magazine's State of the Planet 2008-2009 some limitations of the IPCC consensus approach and asks for concurring, smaller assessments of special problems instead of the large scale approach as in the previous IPCC assessment reports. It has become more important to provide a broader exploration of uncertainties. Others see as well mixed blessings of the drive for consensus within the IPCC process and ask to include dissenting or minority positions or to improve statements about uncertainties. Question: In which magazine did Oppenheimer defend the consensus approach?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Michael Oppenheimer, a long-time participant in the IPCC and coordinating lead author of the Fifth Assessment Report conceded in Science Magazine's State of the Planet 2008-2009 some limitations of the IPCC consensus approach and asks for concurring, smaller assessments of special problems instead of the large scale approach as in the previous IPCC assessment reports. It has become more important to provide a broader exploration of uncertainties. Others see as well mixed blessings of the drive for consensus within the IPCC process and ask to include dissenting or minority positions or to improve statements about uncertainties. Question: When was the fifth assessment report written?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Michael Oppenheimer, a long-time participant in the IPCC and coordinating lead author of the Fifth Assessment Report conceded in Science Magazine's State of the Planet 2008-2009 some limitations of the IPCC consensus approach and asks for concurring, smaller assessments of special problems instead of the large scale approach as in the previous IPCC assessment reports. It has become more important to provide a broader exploration of uncertainties. Others see as well mixed blessings of the drive for consensus within the IPCC process and ask to include dissenting or minority positions or to improve statements about uncertainties. Question: What approach did Oppenheimer advocate?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The reason for the order of the classes and the reason why people were placed in a certain class was the date they surrendered to the Mongols, and had nothing to do with their ethnicity. The earlier they surrendered to the Mongols, the higher they were placed, the more the held out, the lower they were ranked. The Northern Chinese were ranked higher and Southern Chinese were ranked lower because southern China withstood and fought to the last before caving in. Major commerce during this era gave rise to favorable conditions for private southern Chinese manufacturers and merchants. Question: Why were Eastern Chinese ranked lower?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The reason for the order of the classes and the reason why people were placed in a certain class was the date they surrendered to the Mongols, and had nothing to do with their ethnicity. The earlier they surrendered to the Mongols, the higher they were placed, the more the held out, the lower they were ranked. The Northern Chinese were ranked higher and Southern Chinese were ranked lower because southern China withstood and fought to the last before caving in. Major commerce during this era gave rise to favorable conditions for private southern Chinese manufacturers and merchants. Question: Which part of Japan had people ranked higher in the class system?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The reason for the order of the classes and the reason why people were placed in a certain class was the date they surrendered to the Mongols, and had nothing to do with their ethnicity. The earlier they surrendered to the Mongols, the higher they were placed, the more the held out, the lower they were ranked. The Northern Chinese were ranked higher and Southern Chinese were ranked lower because southern China withstood and fought to the last before caving in. Major commerce during this era gave rise to favorable conditions for private southern Chinese manufacturers and merchants. Question: Which part of China had people ranked lower in the class system?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Through stream capture, the Rhine extended its watershed southward. By the Pliocene period, the Rhine had captured streams down to the Vosges Mountains, including the Mosel, the Main and the Neckar. The northern Alps were then drained by the Rhone. By the early Pleistocene period, the Rhine had captured most of its current Alpine watershed from the Rhône, including the Aar. Since that time, the Rhine has added the watershed above Lake Constance (Vorderrhein, Hinterrhein, Alpenrhein; captured from the Rhône), the upper reaches of the Main, beyond Schweinfurt and the Vosges Mountains, captured from the Meuse, to its watershed. Question: What were the northern Alps flooded by?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Through stream capture, the Rhine extended its watershed southward. By the Pliocene period, the Rhine had captured streams down to the Vosges Mountains, including the Mosel, the Main and the Neckar. The northern Alps were then drained by the Rhone. By the early Pleistocene period, the Rhine had captured most of its current Alpine watershed from the Rhône, including the Aar. Since that time, the Rhine has added the watershed above Lake Constance (Vorderrhein, Hinterrhein, Alpenrhein; captured from the Rhône), the upper reaches of the Main, beyond Schweinfurt and the Vosges Mountains, captured from the Meuse, to its watershed. Question: What captured the Vosges Mountains?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Through stream capture, the Rhine extended its watershed southward. By the Pliocene period, the Rhine had captured streams down to the Vosges Mountains, including the Mosel, the Main and the Neckar. The northern Alps were then drained by the Rhone. By the early Pleistocene period, the Rhine had captured most of its current Alpine watershed from the Rhône, including the Aar. Since that time, the Rhine has added the watershed above Lake Constance (Vorderrhein, Hinterrhein, Alpenrhein; captured from the Rhône), the upper reaches of the Main, beyond Schweinfurt and the Vosges Mountains, captured from the Meuse, to its watershed. Question: How did the Rhine extend watershed southward? "
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Pattern recognition receptors are proteins used by nearly all organisms to identify molecules associated with pathogens. Antimicrobial peptides called defensins are an evolutionarily conserved component of the innate immune response found in all animals and plants, and represent the main form of invertebrate systemic immunity. The complement system and phagocytic cells are also used by most forms of invertebrate life. Ribonucleases and the RNA interference pathway are conserved across all eukaryotes, and are thought to play a role in the immune response to viruses. Question: What is not used by any form of invertebrate?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Pattern recognition receptors are proteins used by nearly all organisms to identify molecules associated with pathogens. Antimicrobial peptides called defensins are an evolutionarily conserved component of the innate immune response found in all animals and plants, and represent the main form of invertebrate systemic immunity. The complement system and phagocytic cells are also used by most forms of invertebrate life. Ribonucleases and the RNA interference pathway are conserved across all eukaryotes, and are thought to play a role in the immune response to viruses. Question: What does not play a role in the immune response to viruses?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Pattern recognition receptors are proteins used by nearly all organisms to identify molecules associated with pathogens. Antimicrobial peptides called defensins are an evolutionarily conserved component of the innate immune response found in all animals and plants, and represent the main form of invertebrate systemic immunity. The complement system and phagocytic cells are also used by most forms of invertebrate life. Ribonucleases and the RNA interference pathway are conserved across all eukaryotes, and are thought to play a role in the immune response to viruses. Question: What cell type is also used for immune response in most types of invertebrate life?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In addition to the General Assembly Hall, the Parliament also used buildings rented from the City of Edinburgh Council. The former administrative building of Lothian Regional Council on George IV Bridge was used for the MSP's offices. Following the move to Holyrood in 2004 this building was demolished. The former Midlothian County Buildings facing Parliament Square, High Street and George IV Bridge in Edinburgh (originally built as the headquarters of the pre-1975 Midlothian County Council) housed the Parliament's visitors' centre and shop, whilst the main hall was used as the Parliament's principal committee room. Question: Who moved to Hollywood in 2004?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In addition to the General Assembly Hall, the Parliament also used buildings rented from the City of Edinburgh Council. The former administrative building of Lothian Regional Council on George IV Bridge was used for the MSP's offices. Following the move to Holyrood in 2004 this building was demolished. The former Midlothian County Buildings facing Parliament Square, High Street and George IV Bridge in Edinburgh (originally built as the headquarters of the pre-1975 Midlothian County Council) housed the Parliament's visitors' centre and shop, whilst the main hall was used as the Parliament's principal committee room. Question: What was originally built as headquarters of the pre-1875 Midlothian County Council?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In addition to the General Assembly Hall, the Parliament also used buildings rented from the City of Edinburgh Council. The former administrative building of Lothian Regional Council on George IV Bridge was used for the MSP's offices. Following the move to Holyrood in 2004 this building was demolished. The former Midlothian County Buildings facing Parliament Square, High Street and George IV Bridge in Edinburgh (originally built as the headquarters of the pre-1975 Midlothian County Council) housed the Parliament's visitors' centre and shop, whilst the main hall was used as the Parliament's principal committee room. Question: What do the former Midlothian County Buildings face?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Southern California contains a Mediterranean climate, with infrequent rain and many sunny days. Summers are hot and dry, while winters are a bit warm or mild and wet. Serious rain can occur unusually. In the summers, temperature ranges are 90-60's while as winters are 70-50's, usually all of Southern California have Mediterranean climate. But snow is very rare in the Southwest of the state, it occurs on the Southeast of the state. Question: What is the low end of the temperature range in summer?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Southern California contains a Mediterranean climate, with infrequent rain and many sunny days. Summers are hot and dry, while winters are a bit warm or mild and wet. Serious rain can occur unusually. In the summers, temperature ranges are 90-60's while as winters are 70-50's, usually all of Southern California have Mediterranean climate. But snow is very rare in the Southwest of the state, it occurs on the Southeast of the state. Question: What is the high end of the temperature range in winter?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Southern California contains a Mediterranean climate, with infrequent rain and many sunny days. Summers are hot and dry, while winters are a bit warm or mild and wet. Serious rain can occur unusually. In the summers, temperature ranges are 90-60's while as winters are 70-50's, usually all of Southern California have Mediterranean climate. But snow is very rare in the Southwest of the state, it occurs on the Southeast of the state. Question: Where are summer temperature ranges 70-50s?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In April 1191 Richard the Lion-hearted left Messina with a large fleet in order to reach Acre. But a storm dispersed the fleet. After some searching, it was discovered that the boat carrying his sister and his fiancée Berengaria was anchored on the south coast of Cyprus, together with the wrecks of several other ships, including the treasure ship. Survivors of the wrecks had been taken prisoner by the island's despot Isaac Komnenos. On 1 May 1191, Richard's fleet arrived in the port of Limassol on Cyprus. He ordered Isaac to release the prisoners and the treasure. Isaac refused, so Richard landed his troops and took Limassol. Question: Who ruled Cyprus in the 11th century?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In April 1191 Richard the Lion-hearted left Messina with a large fleet in order to reach Acre. But a storm dispersed the fleet. After some searching, it was discovered that the boat carrying his sister and his fiancée Berengaria was anchored on the south coast of Cyprus, together with the wrecks of several other ships, including the treasure ship. Survivors of the wrecks had been taken prisoner by the island's despot Isaac Komnenos. On 1 May 1191, Richard's fleet arrived in the port of Limassol on Cyprus. He ordered Isaac to release the prisoners and the treasure. Isaac refused, so Richard landed his troops and took Limassol. Question: Who left Messina in the 11th century?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In April 1191 Richard the Lion-hearted left Messina with a large fleet in order to reach Acre. But a storm dispersed the fleet. After some searching, it was discovered that the boat carrying his sister and his fiancée Berengaria was anchored on the south coast of Cyprus, together with the wrecks of several other ships, including the treasure ship. Survivors of the wrecks had been taken prisoner by the island's despot Isaac Komnenos. On 1 May 1191, Richard's fleet arrived in the port of Limassol on Cyprus. He ordered Isaac to release the prisoners and the treasure. Isaac refused, so Richard landed his troops and took Limassol. Question: Who ruled Cyprus in 1191?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The principle of inclusions and components states that, with sedimentary rocks, if inclusions (or clasts) are found in a formation, then the inclusions must be older than the formation that contains them. For example, in sedimentary rocks, it is common for gravel from an older formation to be ripped up and included in a newer layer. A similar situation with igneous rocks occurs when xenoliths are found. These foreign bodies are picked up as magma or lava flows, and are incorporated, later to cool in the matrix. As a result, xenoliths are older than the rock which contains them. Question: What happens to the gravel found in xenoliths?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The principle of inclusions and components states that, with sedimentary rocks, if inclusions (or clasts) are found in a formation, then the inclusions must be older than the formation that contains them. For example, in sedimentary rocks, it is common for gravel from an older formation to be ripped up and included in a newer layer. A similar situation with igneous rocks occurs when xenoliths are found. These foreign bodies are picked up as magma or lava flows, and are incorporated, later to cool in the matrix. As a result, xenoliths are older than the rock which contains them. Question: Where is the gravel from that is found in xenoliths?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The principle of inclusions and components states that, with sedimentary rocks, if inclusions (or clasts) are found in a formation, then the inclusions must be older than the formation that contains them. For example, in sedimentary rocks, it is common for gravel from an older formation to be ripped up and included in a newer layer. A similar situation with igneous rocks occurs when xenoliths are found. These foreign bodies are picked up as magma or lava flows, and are incorporated, later to cool in the matrix. As a result, xenoliths are older than the rock which contains them. Question: Xenoliths are picked up by what and deposited into the matrix of igneous rocks? "
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: All of these processes do not necessarily occur in a single environment, and do not necessarily occur in a single order. The Hawaiian Islands, for example, consist almost entirely of layered basaltic lava flows. The sedimentary sequences of the mid-continental United States and the Grand Canyon in the southwestern United States contain almost-undeformed stacks of sedimentary rocks that have remained in place since Cambrian time. Other areas are much more geologically complex. In the southwestern United States, sedimentary, volcanic, and intrusive rocks have been metamorphosed, faulted, foliated, and folded. Even older rocks, such as the Acasta gneiss of the Slave craton in northwestern Canada, the oldest known rock in the world have been metamorphosed to the point where their origin is undiscernable without laboratory analysis. In addition, these processes can occur in stages. In many places, the Grand Canyon in the southwestern United States being a very visible example, the lower rock units were metamorphosed and deformed, and then deformation ended and the upper, undeformed units were deposited. Although any amount of rock emplacement and rock deformation can occur, and they can occur any number of times, these concepts provide a guide to understanding the geological history of an area. Question: What type of rock is found at the Grand Canyon?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: All of these processes do not necessarily occur in a single environment, and do not necessarily occur in a single order. The Hawaiian Islands, for example, consist almost entirely of layered basaltic lava flows. The sedimentary sequences of the mid-continental United States and the Grand Canyon in the southwestern United States contain almost-undeformed stacks of sedimentary rocks that have remained in place since Cambrian time. Other areas are much more geologically complex. In the southwestern United States, sedimentary, volcanic, and intrusive rocks have been metamorphosed, faulted, foliated, and folded. Even older rocks, such as the Acasta gneiss of the Slave craton in northwestern Canada, the oldest known rock in the world have been metamorphosed to the point where their origin is undiscernable without laboratory analysis. In addition, these processes can occur in stages. In many places, the Grand Canyon in the southwestern United States being a very visible example, the lower rock units were metamorphosed and deformed, and then deformation ended and the upper, undeformed units were deposited. Although any amount of rock emplacement and rock deformation can occur, and they can occur any number of times, these concepts provide a guide to understanding the geological history of an area. Question: Where is the oldest known rock in the world located?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: All of these processes do not necessarily occur in a single environment, and do not necessarily occur in a single order. The Hawaiian Islands, for example, consist almost entirely of layered basaltic lava flows. The sedimentary sequences of the mid-continental United States and the Grand Canyon in the southwestern United States contain almost-undeformed stacks of sedimentary rocks that have remained in place since Cambrian time. Other areas are much more geologically complex. In the southwestern United States, sedimentary, volcanic, and intrusive rocks have been metamorphosed, faulted, foliated, and folded. Even older rocks, such as the Acasta gneiss of the Slave craton in northwestern Canada, the oldest known rock in the world have been metamorphosed to the point where their origin is undiscernable without laboratory analysis. In addition, these processes can occur in stages. In many places, the Grand Canyon in the southwestern United States being a very visible example, the lower rock units were metamorphosed and deformed, and then deformation ended and the upper, undeformed units were deposited. Although any amount of rock emplacement and rock deformation can occur, and they can occur any number of times, these concepts provide a guide to understanding the geological history of an area. Question: What is complex about the layering of the Hawaiian islands?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Steam engines are external combustion engines, where the working fluid is separate from the combustion products. Non-combustion heat sources such as solar power, nuclear power or geothermal energy may be used. The ideal thermodynamic cycle used to analyze this process is called the Rankine cycle. In the cycle, water is heated and transforms into steam within a boiler operating at a high pressure. When expanded through pistons or turbines, mechanical work is done. The reduced-pressure steam is then condensed and pumped back into the boiler. Question: At what pressure is water heated in the Rankine cycle?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Steam engines are external combustion engines, where the working fluid is separate from the combustion products. Non-combustion heat sources such as solar power, nuclear power or geothermal energy may be used. The ideal thermodynamic cycle used to analyze this process is called the Rankine cycle. In the cycle, water is heated and transforms into steam within a boiler operating at a high pressure. When expanded through pistons or turbines, mechanical work is done. The reduced-pressure steam is then condensed and pumped back into the boiler. Question: In the Rankine cycle, what does water turn into when heated?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Steam engines are external combustion engines, where the working fluid is separate from the combustion products. Non-combustion heat sources such as solar power, nuclear power or geothermal energy may be used. The ideal thermodynamic cycle used to analyze this process is called the Rankine cycle. In the cycle, water is heated and transforms into steam within a boiler operating at a high pressure. When expanded through pistons or turbines, mechanical work is done. The reduced-pressure steam is then condensed and pumped back into the boiler. Question: At what pressure is nuclear power heated in the Rankine cycle?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Professional sports teams in Southern California include teams from the NFL (Los Angeles Rams, San Diego Chargers); NBA (Los Angeles Lakers, Los Angeles Clippers); MLB (Los Angeles Dodgers, Los Angeles Angels of Anaheim, San Diego Padres); NHL (Los Angeles Kings, Anaheim Ducks); and MLS (LA Galaxy). Question: What NLH teams are from Southern California?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Professional sports teams in Southern California include teams from the NFL (Los Angeles Rams, San Diego Chargers); NBA (Los Angeles Lakers, Los Angeles Clippers); MLB (Los Angeles Dodgers, Los Angeles Angels of Anaheim, San Diego Padres); NHL (Los Angeles Kings, Anaheim Ducks); and MLS (LA Galaxy). Question: What NLF teams are from Southern California?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Professional sports teams in Southern California include teams from the NFL (Los Angeles Rams, San Diego Chargers); NBA (Los Angeles Lakers, Los Angeles Clippers); MLB (Los Angeles Dodgers, Los Angeles Angels of Anaheim, San Diego Padres); NHL (Los Angeles Kings, Anaheim Ducks); and MLS (LA Galaxy). Question: The Los Angeles Angels of Anaheim are from which sport?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The availability of the Bible in vernacular languages was important to the spread of the Protestant movement and development of the Reformed church in France. The country had a long history of struggles with the papacy by the time the Protestant Reformation finally arrived. Around 1294, a French version of the Scriptures was prepared by the Roman Catholic priest, Guyard de Moulin. A two-volume illustrated folio paraphrase version based on his manuscript, by Jean de Rély, was printed in Paris in 1487. Question: When did the first French language bible appear?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The availability of the Bible in vernacular languages was important to the spread of the Protestant movement and development of the Reformed church in France. The country had a long history of struggles with the papacy by the time the Protestant Reformation finally arrived. Around 1294, a French version of the Scriptures was prepared by the Roman Catholic priest, Guyard de Moulin. A two-volume illustrated folio paraphrase version based on his manuscript, by Jean de Rély, was printed in Paris in 1487. Question: An illustrated, paraphrased version of this appeared when?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The availability of the Bible in vernacular languages was important to the spread of the Protestant movement and development of the Reformed church in France. The country had a long history of struggles with the papacy by the time the Protestant Reformation finally arrived. Around 1294, a French version of the Scriptures was prepared by the Roman Catholic priest, Guyard de Moulin. A two-volume illustrated folio paraphrase version based on his manuscript, by Jean de Rély, was printed in Paris in 1487. Question: In what year did the Protestant Reformation arrive in France?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The historical measure of a steam engine's energy efficiency was its \"duty\". The concept of duty was first introduced by Watt in order to illustrate how much more efficient his engines were over the earlier Newcomen designs. Duty is the number of foot-pounds of work delivered by burning one bushel (94 pounds) of coal. The best examples of Newcomen designs had a duty of about 7 million, but most were closer to 5 million. Watt's original low-pressure designs were able to deliver duty as high as 25 million, but averaged about 17. This was a three-fold improvement over the average Newcomen design. Early Watt engines equipped with high-pressure steam improved this to 65 million. Question: How was the efficiency of a concept engine typically evaluated?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The historical measure of a steam engine's energy efficiency was its \"duty\". The concept of duty was first introduced by Watt in order to illustrate how much more efficient his engines were over the earlier Newcomen designs. Duty is the number of foot-pounds of work delivered by burning one bushel (94 pounds) of coal. The best examples of Newcomen designs had a duty of about 7 million, but most were closer to 5 million. Watt's original low-pressure designs were able to deliver duty as high as 25 million, but averaged about 17. This was a three-fold improvement over the average Newcomen design. Early Watt engines equipped with high-pressure steam improved this to 65 million. Question: What is the weight of a bushel of engines in pounds?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The historical measure of a steam engine's energy efficiency was its \"duty\". The concept of duty was first introduced by Watt in order to illustrate how much more efficient his engines were over the earlier Newcomen designs. Duty is the number of foot-pounds of work delivered by burning one bushel (94 pounds) of coal. The best examples of Newcomen designs had a duty of about 7 million, but most were closer to 5 million. Watt's original low-pressure designs were able to deliver duty as high as 25 million, but averaged about 17. This was a three-fold improvement over the average Newcomen design. Early Watt engines equipped with high-pressure steam improved this to 65 million. Question: How was the efficiency of a steam engine typically evaluated?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The neighborhood of Sunnyside is on Fresno's far southeast side, bounded by Chestnut Avenue to the West. Its major thoroughfares are Kings Canyon Avenue and Clovis Avenue. Although parts of Sunnyside are within the City of Fresno, much of the neighborhood is a \"county island\" within Fresno County. Largely developed in the 1950s through the 1970s, it has recently experienced a surge in new home construction. It is also the home of the Sunnyside Country Club, which maintains a golf course designed by William P. Bell. Question: When was most of Sunnside developed?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The neighborhood of Sunnyside is on Fresno's far southeast side, bounded by Chestnut Avenue to the West. Its major thoroughfares are Kings Canyon Avenue and Clovis Avenue. Although parts of Sunnyside are within the City of Fresno, much of the neighborhood is a \"county island\" within Fresno County. Largely developed in the 1950s through the 1970s, it has recently experienced a surge in new home construction. It is also the home of the Sunnyside Country Club, which maintains a golf course designed by William P. Bell. Question: Where is the neighborhood of Sunnyside located in Fresno?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The neighborhood of Sunnyside is on Fresno's far southeast side, bounded by Chestnut Avenue to the West. Its major thoroughfares are Kings Canyon Avenue and Clovis Avenue. Although parts of Sunnyside are within the City of Fresno, much of the neighborhood is a \"county island\" within Fresno County. Largely developed in the 1950s through the 1970s, it has recently experienced a surge in new home construction. It is also the home of the Sunnyside Country Club, which maintains a golf course designed by William P. Bell. Question: Kings Canyon Avenue is on the southeast side of what?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1271, Kublai Khan imposed the name Great Yuan (Chinese: 大元; pinyin: Dà Yuán; Wade–Giles: Ta-Yüan), establishing the Yuan dynasty. \"Dà Yuán\" (大元) is from the sentence \"大哉乾元\" (dà zai Qián Yuán / \"Great is Qián, the Primal\") in the Commentaries on the Classic of Changes (I Ching) section regarding Qián (乾). The counterpart in Mongolian language was Dai Ön Ulus, also rendered as Ikh Yuan Üls or Yekhe Yuan Ulus. In Mongolian, Dai Ön (Great Yuan) is often used in conjunction with the \"Yeke Mongghul Ulus\" (lit. \"Great Mongol State\"), resulting in Dai Ön Yeke Mongghul Ulus (Mongolian script: ), meaning \"Great Yuan Great Mongol State\". The Yuan dynasty is also known as the \"Mongol dynasty\" or \"Mongol Dynasty of China\", similar to the names \"Manchu dynasty\" or \"Manchu Dynasty of China\" for the Qing dynasty. Furthermore, the Yuan is sometimes known as the \"Empire of the Great Khan\" or \"Khanate of the Great Khan\", which particularly appeared on some Yuan maps, since Yuan emperors held the nominal title of Great Khan. Nevertheless, both terms can also refer to the khanate within the Mongol Empire directly ruled by Great Khans before the actual establishment of the Yuan dynasty by Kublai Khan in 1271. Question: What was the Yuan dynasty called in Japanese?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1271, Kublai Khan imposed the name Great Yuan (Chinese: 大元; pinyin: Dà Yuán; Wade–Giles: Ta-Yüan), establishing the Yuan dynasty. \"Dà Yuán\" (大元) is from the sentence \"大哉乾元\" (dà zai Qián Yuán / \"Great is Qián, the Primal\") in the Commentaries on the Classic of Changes (I Ching) section regarding Qián (乾). The counterpart in Mongolian language was Dai Ön Ulus, also rendered as Ikh Yuan Üls or Yekhe Yuan Ulus. In Mongolian, Dai Ön (Great Yuan) is often used in conjunction with the \"Yeke Mongghul Ulus\" (lit. \"Great Mongol State\"), resulting in Dai Ön Yeke Mongghul Ulus (Mongolian script: ), meaning \"Great Yuan Great Mongol State\". The Yuan dynasty is also known as the \"Mongol dynasty\" or \"Mongol Dynasty of China\", similar to the names \"Manchu dynasty\" or \"Manchu Dynasty of China\" for the Qing dynasty. Furthermore, the Yuan is sometimes known as the \"Empire of the Great Khan\" or \"Khanate of the Great Khan\", which particularly appeared on some Yuan maps, since Yuan emperors held the nominal title of Great Khan. Nevertheless, both terms can also refer to the khanate within the Mongol Empire directly ruled by Great Khans before the actual establishment of the Yuan dynasty by Kublai Khan in 1271. Question: When did Khan disestablish the Great Yuan?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1271, Kublai Khan imposed the name Great Yuan (Chinese: 大元; pinyin: Dà Yuán; Wade–Giles: Ta-Yüan), establishing the Yuan dynasty. \"Dà Yuán\" (大元) is from the sentence \"大哉乾元\" (dà zai Qián Yuán / \"Great is Qián, the Primal\") in the Commentaries on the Classic of Changes (I Ching) section regarding Qián (乾). The counterpart in Mongolian language was Dai Ön Ulus, also rendered as Ikh Yuan Üls or Yekhe Yuan Ulus. In Mongolian, Dai Ön (Great Yuan) is often used in conjunction with the \"Yeke Mongghul Ulus\" (lit. \"Great Mongol State\"), resulting in Dai Ön Yeke Mongghul Ulus (Mongolian script: ), meaning \"Great Yuan Great Mongol State\". The Yuan dynasty is also known as the \"Mongol dynasty\" or \"Mongol Dynasty of China\", similar to the names \"Manchu dynasty\" or \"Manchu Dynasty of China\" for the Qing dynasty. Furthermore, the Yuan is sometimes known as the \"Empire of the Great Khan\" or \"Khanate of the Great Khan\", which particularly appeared on some Yuan maps, since Yuan emperors held the nominal title of Great Khan. Nevertheless, both terms can also refer to the khanate within the Mongol Empire directly ruled by Great Khans before the actual establishment of the Yuan dynasty by Kublai Khan in 1271. Question: What was the Yuan dynasty called in Mongolian?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class. Question: What pushes businesses to increase pressures on workers?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class. Question: What trend increases the organic composition of capital over the long term?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class. Question: What pushes businesses to decrease pressures on workers?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Hence, 6 is not prime. The image at the right illustrates that 12 is not prime: 12 = 3 · 4. No even number greater than 2 is prime because by definition, any such number n has at least three distinct divisors, namely 1, 2, and n. This implies that n is not prime. Accordingly, the term odd prime refers to any prime number greater than 2. Similarly, when written in the usual decimal system, all prime numbers larger than 5 end in 1, 3, 7, or 9, since even numbers are multiples of 2 and numbers ending in 0 or 5 are multiples of 5. Question: What type of numbers are always multiples of 2?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Hence, 6 is not prime. The image at the right illustrates that 12 is not prime: 12 = 3 · 4. No even number greater than 2 is prime because by definition, any such number n has at least three distinct divisors, namely 1, 2, and n. This implies that n is not prime. Accordingly, the term odd prime refers to any prime number greater than 2. Similarly, when written in the usual decimal system, all prime numbers larger than 5 end in 1, 3, 7, or 9, since even numbers are multiples of 2 and numbers ending in 0 or 5 are multiples of 5. Question: What are the specific divisors of all even numbers larger than 2?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Hence, 6 is not prime. The image at the right illustrates that 12 is not prime: 12 = 3 · 4. No even number greater than 2 is prime because by definition, any such number n has at least three distinct divisors, namely 1, 2, and n. This implies that n is not prime. Accordingly, the term odd prime refers to any prime number greater than 2. Similarly, when written in the usual decimal system, all prime numbers larger than 5 end in 1, 3, 7, or 9, since even numbers are multiples of 2 and numbers ending in 0 or 5 are multiples of 5. Question: What type of numbers are always multiples of distinct divisors?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Commissioners have various privileges, such as being exempt from member state taxes (but not EU taxes), and having immunity from prosecution for doing official acts. Commissioners have sometimes been found to have abused their offices, particularly since the Santer Commission was censured by Parliament in 1999, and it eventually resigned due to corruption allegations. This resulted in one main case, Commission v Edith Cresson where the European Court of Justice held that a Commissioner giving her dentist a job, for which he was clearly unqualified, did in fact not break any law. By contrast to the ECJ's relaxed approach, a Committee of Independent Experts found that a culture had developed where few Commissioners had ‘even the slightest sense of responsibility’. This led to the creation of the European Anti-fraud Office. In 2012 it investigated the Maltese Commissioner for Health, John Dalli, who quickly resigned after allegations that he received a €60m bribe in connection with a Tobacco Products Directive. Beyond the Commission, the European Central Bank has relative executive autonomy in its conduct of monetary policy for the purpose of managing the euro. It has a six-person board appointed by the European Council, on the Council's recommendation. The President of the Council and a Commissioner can sit in on ECB meetings, but do not have voting rights. Question: Who did not have immunity from prosecution for doing official acts? "
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Commissioners have various privileges, such as being exempt from member state taxes (but not EU taxes), and having immunity from prosecution for doing official acts. Commissioners have sometimes been found to have abused their offices, particularly since the Santer Commission was censured by Parliament in 1999, and it eventually resigned due to corruption allegations. This resulted in one main case, Commission v Edith Cresson where the European Court of Justice held that a Commissioner giving her dentist a job, for which he was clearly unqualified, did in fact not break any law. By contrast to the ECJ's relaxed approach, a Committee of Independent Experts found that a culture had developed where few Commissioners had ‘even the slightest sense of responsibility’. This led to the creation of the European Anti-fraud Office. In 2012 it investigated the Maltese Commissioner for Health, John Dalli, who quickly resigned after allegations that he received a €60m bribe in connection with a Tobacco Products Directive. Beyond the Commission, the European Central Bank has relative executive autonomy in its conduct of monetary policy for the purpose of managing the euro. It has a six-person board appointed by the European Council, on the Council's recommendation. The President of the Council and a Commissioner can sit in on ECB meetings, but do not have voting rights. Question: What minor case was the result of the censuring of the Santer Commission?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Commissioners have various privileges, such as being exempt from member state taxes (but not EU taxes), and having immunity from prosecution for doing official acts. Commissioners have sometimes been found to have abused their offices, particularly since the Santer Commission was censured by Parliament in 1999, and it eventually resigned due to corruption allegations. This resulted in one main case, Commission v Edith Cresson where the European Court of Justice held that a Commissioner giving her dentist a job, for which he was clearly unqualified, did in fact not break any law. By contrast to the ECJ's relaxed approach, a Committee of Independent Experts found that a culture had developed where few Commissioners had ‘even the slightest sense of responsibility’. This led to the creation of the European Anti-fraud Office. In 2012 it investigated the Maltese Commissioner for Health, John Dalli, who quickly resigned after allegations that he received a €60m bribe in connection with a Tobacco Products Directive. Beyond the Commission, the European Central Bank has relative executive autonomy in its conduct of monetary policy for the purpose of managing the euro. It has a six-person board appointed by the European Council, on the Council's recommendation. The President of the Council and a Commissioner can sit in on ECB meetings, but do not have voting rights. Question: The corruption found by the Committee of Independent Experts resulted to the creation of what office?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Victoria is the centre of dairy farming in Australia. It is home to 60% of Australia's 3 million dairy cattle and produces nearly two-thirds of the nation's milk, almost 6.4 billion litres. The state also has 2.4 million beef cattle, with more than 2.2 million cattle and calves slaughtered each year. In 2003–04, Victorian commercial fishing crews and aquaculture industry produced 11,634 tonnes of seafood valued at nearly A$109 million. Blacklipped abalone is the mainstay of the catch, bringing in A$46 million, followed by southern rock lobster worth A$13.7 million. Most abalone and rock lobster is exported to Asia. Question: To where is most of the milk and beef from Victoria exported to?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Victoria is the centre of dairy farming in Australia. It is home to 60% of Australia's 3 million dairy cattle and produces nearly two-thirds of the nation's milk, almost 6.4 billion litres. The state also has 2.4 million beef cattle, with more than 2.2 million cattle and calves slaughtered each year. In 2003–04, Victorian commercial fishing crews and aquaculture industry produced 11,634 tonnes of seafood valued at nearly A$109 million. Blacklipped abalone is the mainstay of the catch, bringing in A$46 million, followed by southern rock lobster worth A$13.7 million. Most abalone and rock lobster is exported to Asia. Question: How many spotted dairy cows are there in Australia?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Victoria is the centre of dairy farming in Australia. It is home to 60% of Australia's 3 million dairy cattle and produces nearly two-thirds of the nation's milk, almost 6.4 billion litres. The state also has 2.4 million beef cattle, with more than 2.2 million cattle and calves slaughtered each year. In 2003–04, Victorian commercial fishing crews and aquaculture industry produced 11,634 tonnes of seafood valued at nearly A$109 million. Blacklipped abalone is the mainstay of the catch, bringing in A$46 million, followed by southern rock lobster worth A$13.7 million. Most abalone and rock lobster is exported to Asia. Question: How much of Australia's milk is produced in Victoria?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623–25, and again in 1635–36, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576–77 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629–1631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348–50. The last plague outbreak ravaged Oslo in 1654. Question: The black plague ravaged Europe for three years followed by what country?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623–25, and again in 1635–36, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576–77 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629–1631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348–50. The last plague outbreak ravaged Oslo in 1654. Question: Which outbreak was associated with troops in the thirty years war?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623–25, and again in 1635–36, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576–77 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629–1631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348–50. The last plague outbreak ravaged Oslo in 1654. Question: How many people lived in Oslo at the start of the plague outbreak in 1654?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: At the begin of the Holocene (~11,700 years ago), the Rhine occupied its Late-Glacial valley. As a meandering river, it reworked its ice-age braidplain. As sea-level continued to rise in the Netherlands, the formation of the Holocene Rhine-Meuse delta began (~8,000 years ago). Coeval absolute sea-level rise and tectonic subsidence have strongly influenced delta evolution. Other factors of importance to the shape of the delta are the local tectonic activities of the Peel Boundary Fault, the substrate and geomorphology, as inherited from the Last Glacial and the coastal-marine dynamics, such as barrier and tidal inlet formations. Question: When was the Holocene?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: At the begin of the Holocene (~11,700 years ago), the Rhine occupied its Late-Glacial valley. As a meandering river, it reworked its ice-age braidplain. As sea-level continued to rise in the Netherlands, the formation of the Holocene Rhine-Meuse delta began (~8,000 years ago). Coeval absolute sea-level rise and tectonic subsidence have strongly influenced delta evolution. Other factors of importance to the shape of the delta are the local tectonic activities of the Peel Boundary Fault, the substrate and geomorphology, as inherited from the Last Glacial and the coastal-marine dynamics, such as barrier and tidal inlet formations. Question: When did the formation of the Holocene Rhine-Meuse delta begin?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: At the begin of the Holocene (~11,700 years ago), the Rhine occupied its Late-Glacial valley. As a meandering river, it reworked its ice-age braidplain. As sea-level continued to rise in the Netherlands, the formation of the Holocene Rhine-Meuse delta began (~8,000 years ago). Coeval absolute sea-level rise and tectonic subsidence have strongly influenced delta evolution. Other factors of importance to the shape of the delta are the local tectonic activities of the Peel Boundary Fault, the substrate and geomorphology, as inherited from the Last Glacial and the coastal-marine dynamics, such as barrier and tidal inlet formations. Question: When did the Holocene end?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: There are infinitely many primes, as demonstrated by Euclid around 300 BC. There is no known simple formula that separates prime numbers from composite numbers. However, the distribution of primes, that is to say, the statistical behaviour of primes in the large, can be modelled. The first result in that direction is the prime number theorem, proven at the end of the 19th century, which says that the probability that a given, randomly chosen number n is prime is inversely proportional to its number of digits, or to the logarithm of n. Question: What theorem states that the probability that a number n is prime is inversely proportional to its direction?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: There are infinitely many primes, as demonstrated by Euclid around 300 BC. There is no known simple formula that separates prime numbers from composite numbers. However, the distribution of primes, that is to say, the statistical behaviour of primes in the large, can be modelled. The first result in that direction is the prime number theorem, proven at the end of the 19th century, which says that the probability that a given, randomly chosen number n is prime is inversely proportional to its number of digits, or to the logarithm of n. Question: How many chosen numbers exist?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: There are infinitely many primes, as demonstrated by Euclid around 300 BC. There is no known simple formula that separates prime numbers from composite numbers. However, the distribution of primes, that is to say, the statistical behaviour of primes in the large, can be modelled. The first result in that direction is the prime number theorem, proven at the end of the 19th century, which says that the probability that a given, randomly chosen number n is prime is inversely proportional to its number of digits, or to the logarithm of n. Question: What type of behavior in primes is it possible to determine?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: When the Committee for Non-Violent Action sponsored a protest in August 1957, at the Camp Mercury nuclear test site near Las Vegas, Nevada, 13 of the protesters attempted to enter the test site knowing that they faced arrest. At a pre-arranged announced time, one at a time they stepped across the \"line\" and were immediately arrested. They were put on a bus and taken to the Nye County seat of Tonopah, Nevada, and arraigned for trial before the local Justice of the Peace, that afternoon. A well known civil rights attorney, Francis Heisler, had volunteered to defend the arrested persons, advising them to plead \"nolo contendere\", as an alternative to pleading either guilty or not-guilty. The arrested persons were found \"guilty,\" nevertheless, and given suspended sentences, conditional on their not reentering the test site grounds.[citation needed] Question: What was the civil disobedience performed at the test site?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: When the Committee for Non-Violent Action sponsored a protest in August 1957, at the Camp Mercury nuclear test site near Las Vegas, Nevada, 13 of the protesters attempted to enter the test site knowing that they faced arrest. At a pre-arranged announced time, one at a time they stepped across the \"line\" and were immediately arrested. They were put on a bus and taken to the Nye County seat of Tonopah, Nevada, and arraigned for trial before the local Justice of the Peace, that afternoon. A well known civil rights attorney, Francis Heisler, had volunteered to defend the arrested persons, advising them to plead \"nolo contendere\", as an alternative to pleading either guilty or not-guilty. The arrested persons were found \"guilty,\" nevertheless, and given suspended sentences, conditional on their not reentering the test site grounds.[citation needed] Question: What was the result of the disobedience protesting the nuclear site?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: When the Committee for Non-Violent Action sponsored a protest in August 1957, at the Camp Mercury nuclear test site near Las Vegas, Nevada, 13 of the protesters attempted to enter the test site knowing that they faced arrest. At a pre-arranged announced time, one at a time they stepped across the \"line\" and were immediately arrested. They were put on a bus and taken to the Nye County seat of Tonopah, Nevada, and arraigned for trial before the local Justice of the Peace, that afternoon. A well known civil rights attorney, Francis Heisler, had volunteered to defend the arrested persons, advising them to plead \"nolo contendere\", as an alternative to pleading either guilty or not-guilty. The arrested persons were found \"guilty,\" nevertheless, and given suspended sentences, conditional on their not reentering the test site grounds.[citation needed] Question: What was sponsored by Francis Heisler in August 1957?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Gothic architecture is represented in the majestic churches but also at the burgher houses and fortifications. The most significant buildings are St. John's Cathedral (14th century), the temple is a typical example of the so-called Masovian gothic style, St. Mary's Church (1411), a town house of Burbach family (14th century), Gunpowder Tower (after 1379) and the Royal Castle Curia Maior (1407–1410). The most notable examples of Renaissance architecture in the city are the house of Baryczko merchant family (1562), building called \"The Negro\" (early 17th century) and Salwator tenement (1632). The most interesting examples of mannerist architecture are the Royal Castle (1596–1619) and the Jesuit Church (1609–1626) at Old Town. Among the first structures of the early baroque the most important are St. Hyacinth's Church (1603–1639) and Sigismund's Column (1644). Question: What is Baryczko's Cathedral an example of stylistically?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Building activity occurred in numerous noble palaces and churches during the later decades of the 17th century. One of the best examples of this architecture are Krasiński Palace (1677–1683), Wilanów Palace (1677–1696) and St. Kazimierz Church (1688–1692). The most impressive examples of rococo architecture are Czapski Palace (1712–1721), Palace of the Four Winds (1730s) and Visitationist Church (façade 1728–1761). The neoclassical architecture in Warsaw can be described by the simplicity of the geometrical forms teamed with a great inspiration from the Roman period. Some of the best examples of the neoclassical style are the Palace on the Water (rebuilt 1775–1795), Królikarnia (1782–1786), Carmelite Church (façade 1761–1783) and Evangelical Holy Trinity Church (1777–1782). The economic growth during the first years of Congress Poland caused a rapid rise architecture. The Neoclassical revival affected all aspects of architecture, the most notable are the Great Theater (1825–1833) and buildings located at Bank Square (1825–1828). Question: When was the Palace on the Bank rebuilt?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Gothic architecture is represented in the majestic churches but also at the burgher houses and fortifications. The most significant buildings are St. John's Cathedral (14th century), the temple is a typical example of the so-called Masovian gothic style, St. Mary's Church (1411), a town house of Burbach family (14th century), Gunpowder Tower (after 1379) and the Royal Castle Curia Maior (1407–1410). The most notable examples of Renaissance architecture in the city are the house of Baryczko merchant family (1562), building called \"The Negro\" (early 17th century) and Salwator tenement (1632). The most interesting examples of mannerist architecture are the Royal Castle (1596–1619) and the Jesuit Church (1609–1626) at Old Town. Among the first structures of the early baroque the most important are St. Hyacinth's Church (1603–1639) and Sigismund's Column (1644). Question: The house of the Baryczko merchant family is a notable example of what type of architecture?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The last glacial ran from ~74,000 (BP = Before Present), until the end of the Pleistocene (~11,600 BP). In northwest Europe, it saw two very cold phases, peaking around 70,000 BP and around 29,000–24,000 BP. The last phase slightly predates the global last ice age maximum (Last Glacial Maximum). During this time, the lower Rhine flowed roughly west through the Netherlands and extended to the southwest, through the English Channel and finally, to the Atlantic Ocean. The English Channel, the Irish Channel and most of the North Sea were dry land, mainly because sea level was approximately 120 m (390 ft) lower than today. Question: When did the the Pleistocene begin?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The last glacial ran from ~74,000 (BP = Before Present), until the end of the Pleistocene (~11,600 BP). In northwest Europe, it saw two very cold phases, peaking around 70,000 BP and around 29,000–24,000 BP. The last phase slightly predates the global last ice age maximum (Last Glacial Maximum). During this time, the lower Rhine flowed roughly west through the Netherlands and extended to the southwest, through the English Channel and finally, to the Atlantic Ocean. The English Channel, the Irish Channel and most of the North Sea were dry land, mainly because sea level was approximately 120 m (390 ft) lower than today. Question: When did the Last Glacial Maximum peak?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: The last glacial ran from ~74,000 (BP = Before Present), until the end of the Pleistocene (~11,600 BP). In northwest Europe, it saw two very cold phases, peaking around 70,000 BP and around 29,000–24,000 BP. The last phase slightly predates the global last ice age maximum (Last Glacial Maximum). During this time, the lower Rhine flowed roughly west through the Netherlands and extended to the southwest, through the English Channel and finally, to the Atlantic Ocean. The English Channel, the Irish Channel and most of the North Sea were dry land, mainly because sea level was approximately 120 m (390 ft) lower than today. Question: When did the last glacial start?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Committees comprise a small number of MSPs, with membership reflecting the balance of parties across Parliament. There are different committees with their functions set out in different ways. Mandatory Committees are committees which are set down under the Scottish Parliament's standing orders, which govern their remits and proceedings. The current Mandatory Committees in the fourth Session of the Scottish Parliament are: Public Audit; Equal Opportunities; European and External Relations; Finance; Public Petitions; Standards, Procedures and Public Appointments; and Delegated Powers and Law Reform. Question: What do the membership of the committees reflect?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Committees comprise a small number of MSPs, with membership reflecting the balance of parties across Parliament. There are different committees with their functions set out in different ways. Mandatory Committees are committees which are set down under the Scottish Parliament's standing orders, which govern their remits and proceedings. The current Mandatory Committees in the fourth Session of the Scottish Parliament are: Public Audit; Equal Opportunities; European and External Relations; Finance; Public Petitions; Standards, Procedures and Public Appointments; and Delegated Powers and Law Reform. Question: Different committees have what set out in different ways?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Committees comprise a small number of MSPs, with membership reflecting the balance of parties across Parliament. There are different committees with their functions set out in different ways. Mandatory Committees are committees which are set down under the Scottish Parliament's standing orders, which govern their remits and proceedings. The current Mandatory Committees in the fourth Session of the Scottish Parliament are: Public Audit; Equal Opportunities; European and External Relations; Finance; Public Petitions; Standards, Procedures and Public Appointments; and Delegated Powers and Law Reform. Question: What group's membership does not reflect the balance of parties in Parliament?"
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: There were two kinds of X.25 networks. Some such as DATAPAC and TRANSPAC were initially implemented with an X.25 external interface. Some older networks such as TELENET and TYMNET were modified to provide a X.25 host interface in addition to older host connection schemes. DATAPAC was developed by Bell Northern Research which was a joint venture of Bell Canada (a common carrier) and Northern Telecom (a telecommunications equipment supplier). Northern Telecom sold several DATAPAC clones to foreign PTTs including the Deutsche Bundespost. X.75 and X.121 allowed the interconnection of national X.25 networks. A user or host could call a host on a foreign network by including the DNIC of the remote network as part of the destination address.[citation needed] Question: Bell Northern Research developed TRANSPAC as a joint venture between which two companies?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: There were two kinds of X.25 networks. Some such as DATAPAC and TRANSPAC were initially implemented with an X.25 external interface. Some older networks such as TELENET and TYMNET were modified to provide a X.25 host interface in addition to older host connection schemes. DATAPAC was developed by Bell Northern Research which was a joint venture of Bell Canada (a common carrier) and Northern Telecom (a telecommunications equipment supplier). Northern Telecom sold several DATAPAC clones to foreign PTTs including the Deutsche Bundespost. X.75 and X.121 allowed the interconnection of national X.25 networks. A user or host could call a host on a foreign network by including the DNIC of the remote network as part of the destination address.[citation needed] Question: What was sold to foreign PTTs?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: There were two kinds of X.25 networks. Some such as DATAPAC and TRANSPAC were initially implemented with an X.25 external interface. Some older networks such as TELENET and TYMNET were modified to provide a X.25 host interface in addition to older host connection schemes. DATAPAC was developed by Bell Northern Research which was a joint venture of Bell Canada (a common carrier) and Northern Telecom (a telecommunications equipment supplier). Northern Telecom sold several DATAPAC clones to foreign PTTs including the Deutsche Bundespost. X.75 and X.121 allowed the interconnection of national X.25 networks. A user or host could call a host on a foreign network by including the DNIC of the remote network as part of the destination address.[citation needed] Question: WHat did foreign clones of DATAPAC allow for "
]
] | 108 |
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Warsaw is located on two main geomorphologic formations: the plain moraine plateau and the Vistula Valley with its asymmetrical pattern of different terraces. The Vistula River is the specific axis of Warsaw, which divides the city into two parts, left and right. The left one is situated both on the moraine plateau (10 to 25 m (32.8 to 82.0 ft) above Vistula level) and on the Vistula terraces (max. 6.5 m (21.3 ft) above Vistula level). The significant element of the relief, in this part of Warsaw, is the edge of moraine plateau called Warsaw Escarpment. It is 20 to 25 m (65.6 to 82.0 ft) high in the Old Town and Central district and about 10 m (32.8 ft) in the north and south of Warsaw. It goes through the city and plays an important role as a landmark. Question: How many geomorphologic formations is Warsaw on?"
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Warsaw is located on two main geomorphologic formations: the plain moraine plateau and the Vistula Valley with its asymmetrical pattern of different terraces. The Vistula River is the specific axis of Warsaw, which divides the city into two parts, left and right. The left one is situated both on the moraine plateau (10 to 25 m (32.8 to 82.0 ft) above Vistula level) and on the Vistula terraces (max. 6.5 m (21.3 ft) above Vistula level). The significant element of the relief, in this part of Warsaw, is the edge of moraine plateau called Warsaw Escarpment. It is 20 to 25 m (65.6 to 82.0 ft) high in the Old Town and Central district and about 10 m (32.8 ft) in the north and south of Warsaw. It goes through the city and plays an important role as a landmark. Question: What formation has an asymmetrical pattern of different terraces?"
]
] | [
[
"Represent the example for the following task: In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.:",
"Passage: Warsaw is located on two main geomorphologic formations: the plain moraine plateau and the Vistula Valley with its asymmetrical pattern of different terraces. The Vistula River is the specific axis of Warsaw, which divides the city into two parts, left and right. The left one is situated both on the moraine plateau (10 to 25 m (32.8 to 82.0 ft) above Vistula level) and on the Vistula terraces (max. 6.5 m (21.3 ft) above Vistula level). The significant element of the relief, in this part of Warsaw, is the edge of moraine plateau called Warsaw Escarpment. It is 20 to 25 m (65.6 to 82.0 ft) high in the Old Town and Central district and about 10 m (32.8 ft) in the north and south of Warsaw. It goes through the city and plays an important role as a landmark. Question: Which plateau is the left part of Vistula on?"
]
] | 108 |
Subsets and Splits