In this task, you're given a passage, further information available on a particular linked term from the statement, and an answer term. Your job is to generate a question that can use the information provided to obtain the given answer. You should use the information on both passage and link information to create the question. Note that the answer to the question should be exactly the given answer, and if the answer is none, the answer to the question shouldn't be obtainable from the passage or linked information.

[Q]: Passage: Her artisan parents lost their jobs due to the industrialization in the region and so were forced to emigrate to the United States of America in 1902. Panas was left in the care of her paternal priest uncle Angelo who was a chaplain in Asiago and later the archpriest for Enego and who was living with his nurse sister Maria. Her schooling began under the Canossians in Feltre and later continued in Vicenza and on 5 August 1906 she made her First Communion. Panas remained in her uncle's care (receiving her initial education and religious formation from him) until her parents returned in 1910. Her parents returned with two new children Maximina and Rosa who had been born in the United States. In 1910 she moved to the Saint Alvise college in Venice and also attended the Nicolò Tommaseo Institute there before she graduated in 1913. It was following her graduation that she began teaching in the Conetta neighborhood of Cona close to Venice and it was there in 1914 that she met Father Luigi Fritz who would begin serving as her confidante and spiritual director until the end of their lives (which occurred within weeks of each other). It was also around this stage that Panas began keeping a journal and made the resolution that she would never write unless it was about or for Jesus Christ.
 Link Information: none Answer: none
[A]: Did Panas' uncle serve longer in Asiago or in Enego?


[Q]: Passage: Within weeks, many Americans could recite favorite lines from the record, including "the rubber schwan [swan] is mine", and "move ahead...with great vigah [vigor]", the latter lampooning the President's own words. The album poked fun at Kennedy's PT-109 history; the rocking chairs he used for his painful back; the Kennedy clan's well-known athleticism, football games and family togetherness; children in the White House; and Jackie Kennedy's soft-spoken nature and her redecoration of the White House; and many other bits of knowledge that the public was eager to consume. Kennedy himself was said to have given copies of the albums as Christmas gifts, and once greeted a Democratic National Committee group by saying, "Vaughn Meader was busy tonight, so I came myself." According to UPI reporter Merriman Smith, during a Cabinet meeting Kennedy played the entire record for everyone. At one press conference, Kennedy was asked if the album had produced "annoyment (sic) or enjoyment." He jokingly responded, "I listened to Mr. Meader's record and, frankly, I thought it sounded more like Teddy than it did me. So, now he's annoyed."
 Link Information: T-109 was a PT boat (patrol torpedo boat) last commanded by Lieutenant (junior grade) John F. Kennedy, future United States President, in the Pacific Theater during World War II Answer: World War II
[A]: What war were the boats like Kennedy was on used in?


[Q]: Passage: Youth activism as a social phenomenon in the United States truly became defined in the mid- to late-nineteenth century when young people began forming labor strikes in response to their working conditions, wages, and hours. Mary Harris "Mother" Jones organized the first youth activism in the U.S., marching 100,000 child miners from the coal mines of Pennsylvania to the U.S. Capitol in Washington, D.C. in 1908. Youth newspaper carriers soon followed. These actions isolated youths' interests in the popular media of the times, and separated young people from their contemporary adult labor counterparts. This separation continued through the 1930s, when the American Youth Congress presented a "Bill of Youth Rights" to the US Congress. Their actions were indicative of a growing student movement present throughout the US from the 1920s through the early 1940s. The 1950s saw the Student Nonviolent Coordinating Committee bring young people into larger movements for civil rights. All the way back in 1959, Rev. Dr. Martin Luther King, Jr. engaged youth activists in protesting against Bull Connor's racist law enforcement practices in Birmingham, Alabama. The youth activism of Tom Hayden, Keith Hefner and other 1960s youth laid a powerful precedent for modern youth activism. John Holt, Myles Horton and Paulo Freire were important in this period. Youthful life and expression defined this era.
 Link Information: John Holt (educator)
 Answer: educator
[A]:
What was John Holt's career?