This task is about creating an unanswerable question based on a given passage. Construct a question that looks relevant to the given context but is unanswerable. Following are a few suggestions about how to create unanswerable questions:
(i) create questions which require satisfying a constraint that is not mentioned in the passage
(ii) create questions which require information beyond what is provided in the passage in order to answer
(iii) replace an existing entity, number, date mentioned in the passage with other entity, number, date and use it in the question
(iv) create a question which is answerable from the passage and then replace one or two words by their antonyms or insert/remove negation words to make it unanswerable.

Q: Passage: Nintendo of America took the same stance against the distribution of SNES ROM image files and the use of emulators as it did with the NES, insisting that they represented flagrant software piracy. Proponents of SNES emulation cite discontinued production of the SNES constituting abandonware status, the right of the owner of the respective game to make a personal backup via devices such as the Retrode, space shifting for private use, the desire to develop homebrew games for the system, the frailty of SNES ROM cartridges and consoles, and the lack of certain foreign imports.

A: What did owners of the respective game consider emulators?
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Q: Passage: As with most of Europe, prehistoric Britain and Ireland were covered with forest and swamp. Clearing began around 6000 BC and accelerated in medieval times. Despite this, Britain retained its primeval forests longer than most of Europe due to a small population and later development of trade and industry, and wood shortages were not a problem until the 17th century. By the 18th century, most of Britain's forests were consumed for shipbuilding or manufacturing charcoal and the nation was forced to import lumber from Scandinavia, North America, and the Baltic. Most forest land in Ireland is maintained by state forestation programmes. Almost all land outside urban areas is farmland. However, relatively large areas of forest remain in east and north Scotland and in southeast England. Oak, elm, ash and beech are amongst the most common trees in England. In Scotland, pine and birch are most common. Natural forests in Ireland are mainly oak, ash, wych elm, birch and pine. Beech and lime, though not native to Ireland, are also common there. Farmland hosts a variety of semi-natural vegetation of grasses and flowering plants. Woods, hedgerows, mountain slopes and marshes host heather, wild grasses, gorse and bracken.

A: Ice and snow covered prehistoric Britain and what other country?
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Q: Passage: The history of emotions has become an increasingly popular topic recently, with some scholars arguing that it is an essential category of analysis, not unlike class, race, or gender. Historians, like other social scientists, assume that emotions, feelings and their expressions are regulated in different ways by both different cultures and different historical times, and constructivist school of history claims even that some sentiments and meta-emotions, for example Schadenfreude, are learnt and not only regulated by culture. Historians of emotion trace and analyse the changing norms and rules of feeling, while examining emotional regimes, codes, and lexicons from social, cultural or political history perspectives. Others focus on the history of medicine, science or psychology. What somebody can and may feel (and show) in a given situation, towards certain people or things, depends on social norms and rules. It is thus historically variable and open to change. Several research centers have opened in the past few years in Germany, England, Spain, Sweden and Australia.

A:
What historical school claims that sentiments and meta-emotions can't be learned?
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