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.

[Q]: Passage: The boards of the covers, previously assumed to be limewood, are now thought to be birch, an unusual wood in later bindings, but one easily available in northern England.  Both have four holes where the binding threads were laced through; the two threads were run round the inner edges of the cover and knotted back at the holes.  The front cover has an additional 12 holes where the ends of the cords for the raised framing lines went through, at the four corners of the two main frames, and the ends of the horizontal bars between the interlace panels and the central vine motif.The stitching of the binding uses "Coptic sewing", that is "flexible unsupported sewing (produced by two needles and thread looping round one another in a figure-of-eight sewing pattern)"  Coptic sewing uses small threads both to attach the leaves together and, knotted together, to attach the pages to the cover boards. Normal Western binding uses thread for the former and thicker cord running across the spine of the book for the latter, with the thread knotted onto the cords.  Coptic sewing is also found in the earliest surviving leather bookbindings, which are from Coptic libraries in Egypt from the 7th and 8th centuries; in particular the design of the cover of one in the Morgan Library (MS M.569) has been compared to the St Cuthbert Gospel.  In the techniques used in the binding, apart from the raised decoration, the closest resemblance is to an even smaller Irish pocket gospel book from some 50 years later, the Cadmug Gospels at Fulda, which is believed to have belonged to Saint Boniface.  This is also in red goatskin, with coloured incised lines, and uses a similar unsupported or cordless stitching technique.  The first appearance of the cords or supports that these "unsupported" bindings lack is found in two other books at Fulda, and they soon became universal in, and characteristic of, Western bookbinding until the arrival of modern machine techniques.  The cords run horizontally across the spine, and are thicker than the threads that hold the pages together.  They are attached, typically by lacing through holes or glue, to the two boards of the cover, and the threads holding the gatherings are knotted to them, resulting in a stronger binding.
[A]: Which types of boards have four holes where the binding threads were laced through?


[Q]: Passage: Nathan Ellis, a 9-year-old maths prodigy, has just lost his father in a car accident. Nathan is diagnosed with autism early in the film, and his father was the only one who was able to connect normally with him. Although Nathan values his mother, Julie, he shuns any physical contact with her and treats her as more of a caretaker than a parent. Wanting to make sure Nathan isn't distracted from his studies, Julie enrolls him in advanced classes at a new school. There, he comes under the tutelage of teacher Martin, also a math genius, who now suffers from multiple sclerosis. Martin sees himself in Nathan, once a promising young mind in the field of mathematics, who gave it all up once he was diagnosed with his illness.
Seven years later, Martin is preparing Nathan to compete for a place in the International Mathematical Olympiad, a prestigious high school competition consisting of the world's best young mathematicians. This year, it is to be held at Cambridge, after a two-week math camp in Taiwan where the students will study for the test that determines the winners. Nathan fears he's not good enough to qualify but ends up doing well enough to accompany 15 other British teenagers to Taiwan.
Suddenly thrust out of his comfort zone, Nathan finds himself no longer the smartest math whiz in the room, and his social anxieties nearly paralyze his performance. He has trouble reading the social cues of others and flinches at the slightest physical contact with another person. Nathan is paired with a female Chinese student, Zhang Mei, who slowly helps him adjust to his new surroundings and helps him fight through his fears. By the skin of their teeth, Nathan and Zhang make the cut to compete in Cambridge.
[A]: Who comes under the tutelage of a math genius teacher?


[Q]: Passage: The dress rehearsal, with Debussy, Ravel, other musicians and critics among those present, passed without incident. However, the following evening the premiere provoked something approaching a riot, with loud verbal abuse of the work, counter-shouts from supporters, and fisticuffs breaking out. Monteux pressed on, continuing to conduct the orchestra regardless of the turmoil behind him. Stravinsky wrote "The image of Monteux's back is more vivid in my mind today than the picture of the stage. He stood there apparently impervious and as nerveless as a crocodile. It is still incredible to me that he actually brought the orchestra through to the end." The extensive press coverage of the incident made Monteux "at age thirty-eight, truly a famous conductor". The company presented the Rite during its London season a few weeks later. The Times reported that although there was "something like a hostile reception" at the first London performance, the final performance in the season "was received with scarcely a sign of opposition". Before the 1913 London performances, Monteux challenged Diaghilev's authority by declaring that he, not the impresario, was the composer's representative in matters related to The Rite of Spring.Monteux believed that most of the anger aroused by the work was due not to the music but to Nijinsky's choreography, described by Stravinsky as "knock-kneed and long-haired Lolitas jumping up and down". With the composer's agreement Monteux presented a concert performance in Paris in April 1914. Saint-Saëns, who was present, declared Stravinsky mad and left in a rage, but he was almost alone in his dislike. At the end Stravinsky was carried shoulder-high from the theatre after what he described as "the most beautiful performance that I have had of the Sacre du printemps". That performance was part of a series of "Concerts Monteux", presented between February and April 1914, in which Monteux conducted the orchestra of the Théâtre des Champs-Élysées in a wide range of symphonic and concertante works, including the concert premiere of the orchestral version of Ravel's Valses nobles et sentimentales. His last notable engagement before the outbreak of war was as conductor of the premiere of Stravinsky's opera The Nightingale at the Palais Garnier.
[A]:
What is the name of the person that was almost alone in their dislike at the 1914 Paris performance?