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.

Example Input: Passage: The neck guard, flared outward to protect the shoulders, is covered with a decorative plate consisting of three horizontal designs. At the top, over the base of the skull, a large torus of ivy leaves is bordered by cords; the ivy is gilded, though the cords are not. In the middle, a smooth and concave transitional zone corresponds to the hollow of the neck. At the bottom, an acanthus rinceau, or scroll, is interspersed with birds and butterflies. Portions of the bottom ornamentation are gilded, giving the helmet, with all its silver, gold, and iron components, a polychrome appearance. The ear guards encroach slightly on the bottom design, suggesting that it was not created specifically for the helmet.The face mask is made of iron, and covered with a sheet of silver. The central hinge from which it hangs is made of three parts: an iron tube welded to the interior head piece with an exterior silver tube, a notched silver tube fixed to the face mask that envelops the first part, and a pin which passes through both and has a silver knob at each end. The mask is shaped in the form of a human face. Holes are drilled between the lips and as nostrils; the eyes each have a narrow slit, with three holes in a trefoil design, two round holes outside and a heart-shaped hole in the middle, underneath each eye to allow for a greater range of vision. These apparently were not enough, for a small and rudimentary notch was carved into each of the heart-shaped holes to increase the wearer's vision. The mask is approximately 2 millimetres thick, of which the silver, which is folded around both the edges and each hole to hold it to the iron, accounts for between .25 and .5 millimetres.Distinctive features cover the face mask. The nose is long and fleshy with a prominent bump, and extends high between the eyes. The cheekbones are low yet prominent, and the small mouth, which droops toward the sinister side, shows a thick lower lip. Other features—the eyes and eyebrows, and the chin—are more conventional. The distinctive features suggest that the maker of the Emesa helmet attempted to translate some of the individual characteristics of the wearer's face into the helmet.
Example Output: What is the name of the helmet given a polychrome appearance by portions of the gilded bottom ornamentation as well as all its silver, gold, and iron components?

Example Input: Passage: Will Maddox has a theory about students not liking the idea of school and authority and thinking that it is a prison. He tests this theory and examines the boundaries of authority and his friendships. A few years before, a student, John Stanton was committed to an insane asylum, reasons unknown to most everybody except the principal. One day he escapes, releasing everyone else from the asylums around. Maddox sees this defiance which is the start of his anarchy. Maddox wants to "help him" and understand him more so they start a correspondence and Stanton tells him what to do and how to do them. This is includes the erasing of student grades, posting posters/fliers, locking part of the student body in a room among other things. Maddox gets his friends involved and challenges authority and gets most of the school behind him, including an administrator for a while. He is so consumed with creating chaos and disorder that his friends start to see the destruction, but they have to save themselves, and him before he can take complete control over the school.
Example Output: What is the full name of the person who must be stopped before they take over the school?

Example Input: Passage: In 1954, the Corsica pit was shut down. Workers were told that the shutdown was temporary because the demand for that particular type of ore had declined. The pit was allowed to flood, and Pickands Mather officially conceded that "temporary" might stretch into quite a long time, although the mine would perhaps "eventually" be reopened. A year later, Pickands Mather and Company, manager of the mines at Elcor and the land on which the houses rested, ordered residents to vacate the property. By edict of the mining company, the remaining families were forced out so that the company could reclaim the land.Sources differ on why the order was issued, speculating that the company wanted the land for a dump site, no longer wanted to tend to the town's maintenance, or decided it was not economical to own houses anymore. No one in authority revealed what was to become of the land.Residents of the company-owned houses were given the option to buy the structures at bargain prices, provided they moved them out of town. For many, it took much of their life savings to relocate elsewhere, taking their homes in caravans along the highways and leaving behind empty foundations. Most Elcor residents purchased lots in the surrounding communities, trying to beat land speculators. In the few months after  Elcor's fate became official, land prices skyrocketed. Lots that had originally been priced at $75 were sold for as much as $500. Most of the remaining families moved about two miles west to Gilbert, although other homes were replanted in nearby McKinley. The last vestiges of the old mining community were gone by 1956. Every building was torn down or removed. All that remained for some years after were old foundations, sidewalks, rusting stoves, pipes, bottles, and yard shrubbery, formerly visible from the old section of Minnesota State Highway 135 between Gilbert and Biwabik. A rusted fire hydrant adorned what was once a street corner, and a porcelain toilet bowl remained bolted to a concrete floor. An abandoned rail line for the Duluth, Missabe and Iron Range Railway went through what was left of the town site. Mine shafts were boarded up with old timbers. After everyone had left, the company dumped heaps of iron ore on the roads leading into Elcor, and in the process a ghost town was made out of what was once a thriving community.
Example Output:
Where did the families that were forced out of the mining town move to?