TASK DEFINITION: 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.
PROBLEM: Passage: As Altrincham was part of the Bowdon parish, children from the township may have gone to the 16th-century school established at Bowdon; before that point, the town had no formal education system. A salt merchant from Dunham Woodhouses founded a school at Oldfield House intended for 40 boys aged 8–11 from the surrounding area. Sunday schools were set up in the late 18th and early 19th centuries. Altrincham's increasing population prompted the founding of more schools during the early 19th century and by 1856 the town had 9 schools, 1 college, and 23 teachers. The introduction of compulsory education during the second half of the 19th century increased the demand for schools, and by 1886 Altrincham had 12 church schools and 8 private schools.Responsibility for local education fell to Cheshire County Council in 1903. Loreto Convent, the County High School for Girls, and Altrincham County High School for Boys, were founded in 1909, 1910, and 1912 respectively. Although still open these schools have since changed their names to Altrincham Grammar School for Girls, Altrincham Grammar School for Boys, and Loreto Grammar School. Altrincham received evacuees during the Second World War, and it was in this period that St. Ambrose College was founded.Altrincham now has eighteen primary schools, one special school and eight secondary schools, including five grammar schools; the Trafford district maintains a selective education system assessed by entrance exams set by each school. Several of Altrincham's secondary schools have specialist status: Altrincham College of Arts (arts); Altrincham Grammar School for Boys (language); Altrincham Grammar School for Girls (language); Blessed Thomas Holford Catholic College (maths and computing); Loreto Grammar School (science and maths); and St. Ambrose College (maths and computing). Altrincham College of Arts, Altrincham Grammar School for Boys, Altrincham Grammar School for Girls, Blessed Thomas Holford Catholic College, Loreto Grammar School, and St. Ambrose College were all rated as outstanding in their most recent Ofsted reports. Brentwood Special School is a mixed school for 11- to 19-year-olds who have special needs or learning difficulties.

SOLUTION: Although still open which schools have since changed their names?

PROBLEM: Passage: Philibert Rabezoza (1923 – 29 September 2001), better known by the name Rakoto Frah, was a flautist and composer of traditional music of the central highlands of Madagascar. Born in 1923 near the capital city of Antananarivo to a poor rural family, Rakoto Frah surmounted the challenges posed by his underprivileged origins to become the most acclaimed 20th century performer of the sodina flute, one of the oldest traditional instruments on the island. Through frequent international concerts and music festival performances, he promoted the music of the highlands of Madagascar and became one of the most famous Malagasy artists, both within Madagascar and on the world music scene.
After gaining regional recognition for his sodina skills as a youth, Rakoto Frah rose to national fame in 1958 when he was selected by Malagasy President Philibert Tsiranana to perform on the sodina for the visiting French president Charles de Gaulle. This event launched his career as a professional musician.  He first played at traditional ceremonies around the country, then expanded his performances from 1967 to include participation in international music competitions and festivals. His popularity declined in the 1970s but underwent a revival that began in the mid-1980s and continued until his death in 2001. During this period Rakoto Frah recorded ten albums, toured extensively in Madagascar and overseas, was featured in two French documentaries, and collaborated with a variety of international and Malagasy artists. Over the course of his career he recorded over 800 original compositions. Rakoto Frah and his sodina were depicted on the 200 ariary Malagasy banknote in honor of his key role in revitalizing and internationally popularizing the sodina. Despite the artist's worldwide acclaim, he lived simply and died having earned little from his lifetime of musicianship. His death was widely mourned and marked by a state funeral, and in 2011 a famadihana (the Malagasy highland "turning of the bones" funerary tradition) was organized to celebrate the artist's life.

SOLUTION: What is the common name of the person who promoted the music of the highlands of Madagascar?

PROBLEM: Passage: Japanese art since the Heian period (794–1185) had followed two principal paths: the nativist Yamato-e tradition, focusing on Japanese themes, best known by the works of the Tosa school; and Chinese-inspired kara-e in a variety of styles, such as the monochromatic ink wash painting of Sesshū Tōyō and his disciples.  The Kanō school of painting incorporated features of both.Since antiquity, Japanese art had found patrons in the aristocracy, military governments, and religious authorities.  Until the 16th century, the lives of the common people had not been a main subject of painting, and even when they were included, the works were luxury items made for the ruling samurai and rich merchant classes.  Later works appeared by and for townspeople, including inexpensive monochromatic paintings of female beauties and scenes of the theatre and pleasure districts.  The hand-produced nature of these shikomi-e limited the scale of their production, a limit that was soon overcome by genres that turned to mass-produced woodblock printing.
During a prolonged period of civil war in the 16th century, a class of politically powerful merchants had developed.  These machishū allied themselves with the court and had power over local communities; their patronage of the arts encouraged a revival in the classical arts in the late 16th and early 17th centuries.  In the early 17th century Tokugawa Ieyasu (1543–1616) unified the country and was appointed shōgun with supreme power over Japan.  He consolidated his government in the village of Edo (modern Tokyo), and required the territorial lords to assemble there in alternate years with their entourages.  The demands of the growing capital drew many male labourers from the country, so that males came to make up nearly seventy percent of the population.  The village grew during the Edo period (1603–1867) from a population of 1800 to over a million in the 19th century.The centralized shogunate put an end to the power of the machishū and divided the population into four social classes, with the ruling samurai class at the top and the merchant class at the bottom.  While deprived of their political influence, those of the merchant class most benefited from the rapidly expanding economy of the Edo period, and their improved lot allowed for leisure that many sought in the pleasure districts—in particular Yoshiwara in Edo—and collecting artworks to decorate their homes, which in earlier times had been well beyond their financial means.  The experience of the pleasure quarters was open to those of sufficient wealth, manners, and education.

SOLUTION:
What is the full name of the person that was appointed shogun in the early 17th century of the country that had a prolonged civil war in the 16th century?