TASK DEFINITION: This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.
PROBLEM: The GameCube and Wii versions feature several minor differences in their controls. The Wii version of the game makes use of the motion sensors and built-in speaker of the Wii Remote. The speaker emits the sounds of a bowstring when shooting an arrow, Midna's laugh when she gives advice to Link, and the series' trademark "chime" when discovering secrets. The player controls Link's sword by swinging the Wii Remote. Other attacks are triggered using similar gestures with the Nunchuk. Unique to the GameCube version is the ability for the player to control the camera freely, without entering a special "lookaround" mode required by the Wii; however, in the GameCube version, only two of Link's secondary weapons can be equipped at a time, as opposed to four in the Wii version.[g]

SOLUTION: Where is the speaker located on the Wii console?

PROBLEM: As the school suffered reduced income while still under construction, the completion and further development of the school has since depended to some extent on wealthy benefactors. Building resumed when Roger Lupton was Provost, around 1517. His name is borne by the big gate-house in the west range of the cloisters, fronting School Yard, perhaps the most famous image of the school. This range includes the important interiors of the Parlour, Election Hall, and Election Chamber, where most of the 18th century "leaving portraits" are kept.

SOLUTION: Around what year did construction continue after a period of financial struggle?

PROBLEM: Weinreich's identity variant similarly includes the categories of identity diffusion, foreclosure and crisis, but with a somewhat different emphasis. Here, with respect to identity diffusion for example, an optimal level is interpreted as the norm, as it is unrealistic to expect an individual to resolve all their conflicted identifications with others; therefore we should be alert to individuals with levels which are much higher or lower than the norm highly diffused individuals are classified as diffused, and those with low levels as foreclosed or defensive. (Weinreich & Saunderson, 2003, pp 6567; 105-106). Weinreich applies the identity variant in a framework which also allows for the transition from one to another by way of biographical experiences and resolution of conflicted identifications situated in various contexts for example, an adolescent going through family break-up may be in one state, whereas later in a stable marriage with a secure professional role may be in another. Hence, though there is continuity, there is also development and change. (Weinreich & Saunderson, 2003, pp 2223).

SOLUTION:
Identity diffusion, foreclosure, and crisis are categories of what?