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.

Passage: Set in the town of Wetherby in West Yorkshire, the film focuses on Jean Travers, a middle-aged spinster schoolteacher. One evening, she invites married friends for a dinner party, only to have some terrible repressions and past traumas dredged up when guest John Morgan expresses his emotional pain. The strange young man arrives at Jean's cottage the next morning with a gift of pheasants. While sitting at the kitchen table waiting for tea, he puts the barrel of a gun in his mouth and kills himself.
From this point onward, the film's story is told in chronologically discrete, interlocking flashbacks to the recent and distant past, showing actions and events as seen and experienced from various points of view. The central mystery of Morgan's suicide is the fulcrum around which the narrative turns. The narrative construction of the film resembles a jigsaw puzzle and, in keeping with Hare's style of exposition, frequently appears to have key pieces missing.
There are further scenes of the dinner party as well as scenes of the police investigation into the suicide. We learn Morgan had not been an invited guest—he walked in with others who assumed he was an acquaintance of Jean's, and Jean assumed that her friends had brought him with them.
Who has past traumas brought up when someone else expresses their own emotional pain?

Passage: As of the 2010 U.S. census, the racial composition was as follows:
White: 63.8%
Black or African American: 18.6%
American Indian: 2.0%
Asian: 5.6% (1.9% Hmong, 0.9% Chinese, 0.7% Indian, 0.6% Korean, 0.4% Vietnamese, 0.3% Thai, 0.3% Laotian, 0.2% Filipino, 0.1% Japanese, 0.2% Other Asian)
Native Hawaiian/Pacific Islander: 0.1%
Other: 5.6%
Multiracial: 4.4%
Hispanic or Latino (of any race): 10.5% (7.0% Mexican, 1.3% Ecuadorian, 0.4% Puerto Rican, 0.3% Guatemalan, 0.2% Salvadoran, 1.3% Other Latino)White Americans make up about three-fifths of Minneapolis's population. This community is predominantly of German and Scandinavian descent. There are 82,870 German Americans in the city, making up over one-fifth (23.1%) of the population. The Scandinavian-American population is primarily Norwegian and Swedish. There are 39,103 Norwegian Americans, making up 10.9% of the population; there are 30,349 Swedish Americans, making up 8.5% of the city's population. Danish Americans are not nearly as numerous; there are 4,434 Danish Americans, making up only 1.3% of the population. Norwegian, Swedish, and Danish Americans together make up 20.7% of the population. This means that ethnic Germans and Scandinavians together make up 43.8% of Minneapolis's population, and make up the majority of Minneapolis's non-Hispanic white population. Other significant European groups in the city include those of Irish (11.3%), English (7.0%), Polish (3.9%), French (3.5%) and Italian (2.3%) descent. African Americans make up 18.6% of the city's population, with a large fraction hailing from Rust Belt cities such as Chicago and Gary, Indiana over the past three decades.
There are 10,711 individuals who identify as multiracial in Minneapolis: People of black and white ancestry number at 3,551, and make up 1.0% of the population. People of white and Native American ancestry number at 2,319, and make up 0.6% of the population. Those of white and Asian ancestry number at 1,871, and make up 0.5% of the population. Lastly, people of black and Native American ancestry number at 885, and make up 0.2% of Minneapolis's population.
As of 2010, what percentage of people in Minneapolis were American Indian?

Passage: Bush's long career as a teacher influenced generations of English composers and performers. Tippett was never a formal pupil, but has acknowledged a deep debt to Bush.  Herbert Murrill, a pupil of Bush's at the RAM in the 1920s,   wrote in 1950 of his tutor: "[T]here is humility in his makeup, and I believe that no man can achieve greatness in the arts without humility ... To Alan Bush I owe much, not least the artistic strength and right to differ from him". Among postwar Bush students who later led distinguished careers are the composers Edward Gregson, Roger Steptoe and Michael Nyman, and the pianists John Bingham and Graham Johnson.  Through his sponsorship of the London String Quartet Bush helped launch the careers of string players such as Norbert Brainin and Emanuel Hurwitz, both of whom later achieved international recognition.Bush's music was under-represented in the concert repertoire in his lifetime, and virtually disappeared after his death. The 2000 centenary of his birth was markedly low key; the Prom season ignored him, although there was a memorial concert at the Wigmore Hall on 1 November, and a BBC broadcast of the Piano Concerto on 19 December.   The centenary, albeit  quietly observed, helped to introduce the name and music of Bush to a new generation of music lovers, and generated an increase in both performance and recordings. The centenary also heralded an awakening of scholarly interest in Bush, whose life and works were the subject of numerous PhD theses in the early 20th century. Scholars such as Paul Harper-Scott and Joanna Bullivant have obtained access to new material, including documents released since the collapse of the Soviet Union, and Bush's MI5 file.  This, says Bullivant, enables a more informed assessment of the interrelationships within  Bush's music and his communism, and of the inherent conflicting priorities.In October 1997 family members and friends founded The Alan Bush Music Trust "to promote the education and appreciation by the public in and of music and, in particular, the works of the British composer Alan Bush". The trust provides a newsletter, features news stories, promotes performances and  recordings of Bush's works, and through its website reproduces wide-ranging critical and biographical material.
It continues to monitor  concert performances of Bush's works, and other Bush-related events, at home and abroad.At the time of Bush's centenary, Martin Anderson, writing in the British Music Information Centre's newsletter, summarised Bush's compositional career:
Bush was not a natural melodist à la Dvorák, though he could produce an appealing tune when he set his mind to it. But he was a first-rate contrapuntist, and his harmonic world can glow with a rare internal warmth. It would be foolish to claim that everything he wrote was a masterpiece – and equally idiotic to turn our backs on the many outstanding scores still awaiting assiduous attention.
What was founded in 1997 by family members of the man who had a long career as a teacher?