In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.

Ex Input:
Passage: Egypt first requested the return of the Rosetta Stone in July 2003, on the British Museum's 250th anniversary. Zahi Hawass, the chief of Egypt's Supreme Council of Antiquities, asked that the stele be repatriated to Egypt, commenting that it was the "icon of our Egyptian identity". He repeated the proposal two years later in Paris, listing the stone as one of several key items belonging to Egypt's cultural heritage, a list which also included: the iconic bust of Nefertiti in the Egyptian Museum of Berlin; a statue of the Great Pyramid architect Hemiunu in the Roemer-und-Pelizaeus-Museum in Hildesheim, Germany; the Dendara Temple Zodiac in the Louvre in Paris; and the bust of Ankhhaf from the Museum of Fine Arts, Boston.During 2005, the British Museum presented Egypt with a full-sized replica of the stele. This was initially displayed in the renovated Rashid National Museum, close to the site where the stone was found. In November 2005, Hawass suggested a three-month loan of the Rosetta Stone, while reiterating the eventual goal of a permanent return. In December 2009, he proposed to drop his claim for the permanent return of the Rosetta Stone if the British Museum lent the stone to Egypt for three months for the opening of the Grand Egyptian Museum at Giza in 2013. These requests were refused.
As John Ray has observed, "the day may come when the stone has spent longer in the British Museum than it ever did in Rosetta." There is strong opposition among national museums to the repatriation of objects of international cultural significance such as the Rosetta Stone. In response to repeated Greek requests for return of the Elgin Marbles from the Parthenon and similar requests to other museums around the world, in 2002 over 30 of the world's leading museums — including the British Museum, the Louvre, the Pergamon Museum in Berlin and the Metropolitan Museum in New York City — issued a joint statement declaring that "objects acquired in earlier times must be viewed in the light of different sensitivities and values reflective of that earlier era" and that "museums serve not just the citizens of one nation but the people of every nation".

Ex Output:
What replica was displayed in 2005 at the Rashid National Museum?


Ex Input:
Passage: In Western Europe, some of the older Roman elite families died out while others became more involved with ecclesiastical than secular affairs. Values attached to Latin scholarship and education mostly disappeared, and while literacy remained important, it became a practical skill rather than a sign of elite status. In the 4th century, Jerome (d. 420) dreamed that God rebuked him for spending more time reading Cicero than the Bible. By the 6th century, Gregory of Tours (d. 594) had a similar dream, but instead of being chastised for reading Cicero, he was chastised for learning shorthand. By the late 6th century, the principal means of religious instruction in the Church had become music and art rather than the book. Most intellectual efforts went towards imitating classical scholarship, but some original works were created, along with now-lost oral compositions. The writings of Sidonius Apollinaris (d. 489), Cassiodorus (d. c. 585), and Boethius (d. c. 525) were typical of the age.Changes also took place among laymen, as aristocratic culture focused on great feasts held in halls rather than on literary pursuits. Clothing for the elites was richly embellished with jewels and gold. Lords and kings supported entourages of fighters who formed the backbone of the military forces. Family ties within the elites were important, as were the virtues of loyalty, courage, and honour. These ties led to the prevalence of the feud in aristocratic society, examples of which included those related by Gregory of Tours that took place in Merovingian Gaul. Most feuds seem to have ended quickly with the payment of some sort of compensation. Women took part in aristocratic society mainly in their roles as wives and mothers of men, with the role of mother of a ruler being especially prominent in Merovingian Gaul. In Anglo-Saxon society the lack of many child rulers meant a lesser role for women as queen mothers, but this was compensated for by the increased role played by abbesses of monasteries. Only in Italy does it appear that women were always considered under the protection and control of a male relative.

Ex Output:
What type of ties led to feuds in aristocratic society?


Ex Input:
Passage: Max, a Malinois used to help U.S. Marines in Afghanistan, is handled by Kyle Wincott  (Robbie Amell) (Marine MWD). Kyle is questioned when weapons seized by his squad go missing. Realizing his friend Tyler Harne is among those involved with the shady dealings, he warns Tyler that he cannot cover for him. The two then go into the battlefield with their squad, with Max on point. While advancing on a suicide bomber, Max is injured by an explosion. In the ensuing gunfight, Kyle is shot and killed.
Kyle's  brother Justin, who makes money selling illegally copied video games, their mother Pamela and their father Ray are informed of his death. After Kyle's body is brought home for burial, the other Marines notice that Max is only calm when he is around Justin, apparently sensing that he is Kyle's brother. The family adopts the dog, who would otherwise be euthanized for his disturbed behavior. Justin initially wants little to do with Max but eventually warms up to him. While meeting up with his friend Chuy, Justin meets Chuy's cousin Carmen, who offers to go to his house and show him some handling tricks for Max. Little by little, Max's behavior improves around other people.
Tyler visits the Wincott's one evening, provoking an aggressive response by Max. Later, after the Fourth of July, Ray asks Tyler what really happened. Tyler implies that Max turned on Kyle and caused him to discharge his weapon on himself, leading to his death. Justin decides to investigate the matter. Calling on one of Kyle's old friends, Sergeant Reyes, for help, he is given a DVD of Kyle training Max that moves him to tears.

Ex Output:

Who teaches Justin how to handle the Malinois?