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 Q]: Passage: Like Green, who made particular mention of Beiderbecke's "amount of teaching," the jazz historian Ted Gioia also has emphasized Beiderbecke's lack of formal instruction, suggesting that it caused him to adopt "an unusual, dry embouchure" and "unconventional fingerings," which he retained for the rest of his life. Gioia points to "a characteristic streak of obstinacy" in Beiderbecke that provokes "this chronic disregard of the tried-and-true." He argues that this stubbornness was behind Beiderbecke's decision not to switch from cornet to trumpet when many other musicians, including Armstrong, did so. In addition, Gioia highlights Beiderbecke's precise timing, relaxed delivery, and pure tone, which contrasted with "the dirty, rough-edged sound" of King Oliver and his protege Armstrong, whose playing was often more energetic and whose style held more sway early in the 1920s than Beiderbecke's.
Beiderbecke's playing - both as a cornetist and a pianist - had a profound effect on a number of his contemporaries. Eddie Condon, for instance, described Beiderbecke's cornet playing as "like a girl saying yes" and also wrote of being amazed by Beiderbecke's piano playing: "All my life I had been listening to music [] But I had never heard anything remotely like what Beiderbecke played. For the first time I realized music isn't all the same, it had become an entirely new set of sounds" "I tried to explain Bix to the gang," Hoagy Carmichael wrote, but "[i]t was no good, like the telling of a vivid, personal dream [] the emotion couldn't be transmitted."Mezz Mezzrow described Beiderbecke's tone as being "pickled in alcohol [] I have never heard a tone like he got before or since. He played mostly open horn, every note full, big, rich and round, standing out like a pearl, loud but never irritating or jangling, with a powerful drive that few white musicians had in those days."Some critics have highlighted "Jazz Me Blues", recorded with the Wolverines on February 18, 1924, as being particularly important to understanding Beiderbecke's style. Although it was one of his earliest recordings, the hallmarks of his playing are evident. "The overall impression we get from this solo, as in all of Bix at his best," writes the trumpeter Randy Sandke, "is that every note is spontaneous yet inevitable." Richard Hadlock describes Beiderbecke's contribution to "Jazz Me Blues" as "an ordered solo that seems more inspired by clarinetists Larry Shields of the ODJB and Leon Roppolo of the NORK than by other trumpet players." He goes on to suggest that clarinetists, by virtue of their not being tied to the melody as much as cornetists and trumpet players, could explore harmonies.
[EX A]: What is the first name of the person who highlights Beiderbecke's precise timing, relaxed delivery, and pure tone?

[EX Q]: Passage: In 1565, the powerful Rinbung princes were overthrown by one of their own ministers, Karma Tseten who styled himself as the Tsangpa, "the one of Tsang", and established his base of power at Shigatse. The second successor of this first Tsang king, Karma Phuntsok Namgyal, took control of the whole of Central Tibet (U-Tsang), reigning from 16111621. Despite this, the leaders of Lhasa still claimed their allegiance to the Phagmodru as well as the Gelug, while the U-Tsang king allied with the Karmapa. Tensions rose between the nationalistic U-Tsang ruler and the Mongols who safeguarded their Mongol Dalai Lama in Lhasa. The fourth Dalai Lama refused to give an audience to the U-Tsang king, which sparked a conflict as the latter began assaulting Gelug monasteries. Chen writes of the speculation over the fourth Dalai Lama's mysterious death and the plot of the U-Tsang king to have him murdered for "cursing" him with illness, although Chen writes that the murder was most likely the result of a feudal power struggle. In 1618, only two years after Yonten Gyatso died, the Gelug and the Karma Kargyu went to war, the Karma Kargyu supported by the secular U-Tsang king. The U-Tsang ruler had a large number of Gelugpa lamas killed, occupied their monasteries at Drepung and Sera, and outlawed any attempts to find another Dalai Lama. In 1621, the U-Tsang king died and was succeeded by his young son Karma Tenkyong, an event which stymied the war effort as the latter accepted the six-year-old Lozang Gyatso as the new Dalai Lama. Despite the new Dalai Lama's diplomatic efforts to maintain friendly relations with the new U-Tsang ruler, Sonam Rapten (15951657), the Dalai Lama's chief steward and treasurer at Drepung, made efforts to overthrow the U-Tsang king, which led to another conflict. In 1633, the Gelugpas and several thousand Mongol adherents defeated the U-Tsang king's troops near Lhasa before a peaceful negotiation was settled. Goldstein writes that in this the "Mongols were again playing a significant role in Tibetan affairs, this time as the military arm of the Dalai Lama.".
[EX A]: Who began assaulting Gelug monasteries?

[EX Q]: Passage: In 2007, there were about 4,350 schools, about half of which were primary schools; on average, each school had 688 students. In recent years, Istanbul's educational system has expanded substantially; from 2000 to 2007, the number of classrooms and teachers nearly doubled and the number of students increased by more than 60 percent. Galatasaray High School, established in 1481 as the Galata Palace Imperial School, is the oldest high school in Istanbul and the second-oldest educational institution in the city. It was built at the behest of Sultan Bayezid II, who sought to bring students with diverse backgrounds together as a means of strengthening his growing empire. It is one of Turkey's Anatolian High Schools, elite public high schools that place a stronger emphasis on instruction in foreign languages. Galatasaray, for example, offers instruction in French; other Anatolian High Schools primarily teach in English or German alongside Turkish. The city also has foreign high schools, such as Liceo Italiano, that were established in the 19th century to educate foreigners.Kuleli Military High School, along the shores of the Bosphorus in Cengelkoy, and Turkish Naval High School, on one of the Princes' Islands, were military high schools, complemented by three military academiesthe Turkish Air Force, Turkish Military, and Turkish Naval Academies. Both schools were shut Darussafaka High School provides free education to children across the country missing at least one parent. Darussafaka begins instruction with the fourth grade, providing instruction in English and, starting in sixth grade, a second foreign languageGerman or French. Other prominent high schools in the city include Istanbul Lisesi (founded in 1884), Kabatas Erkek Lisesi (founded in 1908) and Kadkoy Anadolu Lisesi (founded in 1955).
[EX A]:
What four languages do Anatolian schools teach?