This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.

[EX Q]: Warsaw was occupied by Germany from 4 August 1915 until November 1918. The Allied Armistice terms required in Article 12 that Germany withdraw from areas controlled by Russia in 1914, which included Warsaw. Germany did so, and underground leader Piłsudski returned to Warsaw on 11 November and set up what became the Second Polish Republic, with Warsaw the capital. In the course of the Polish-Bolshevik War of 1920, the huge Battle of Warsaw was fought on the eastern outskirts of the city in which the capital was successfully defended and the Red Army defeated. Poland stopped by itself the full brunt of the Red Army and defeated an idea of the "export of the revolution".
[EX A]: How long was Warsaw occupied by Germany?

[EX Q]: The Dominican Order was affected by a number of elemental influences. Its early members imbued the order with a mysticism and learning. The Europeans of the order embraced ecstatic mysticism on a grand scale and looked to a union with the Creator. The English Dominicans looked for this complete unity as well, but were not so focused on ecstatic experiences. Instead, their goal was to emulate the moral life of Christ more completely. The Dartford nuns were surrounded by all of these legacies, and used them to create something unique. Though they are not called mystics, they are known for their piety toward God and their determination to live lives devoted to, and in emulation of, Him.
[EX A]: What did the Europeans of the Dominican Order bring to the group?

[EX Q]: In 1996–1997, a research study was conducted on a large population of middle age students in the Cherry Creek School District in Denver, Colorado, USA. The study showed that students who actively listen to classical music before studying had higher academic scores. The research further indicated that students who listened to the music prior to an examination also had positively elevated achievement scores. Students who listened to rock-and-roll or country had moderately lower scores. The study further indicated that students who used classical during the course of study had a significant leap in their academic performance; whereas, those who listened to other types of music had significantly lowered academic scores. The research was conducted over several schools within the Cherry Creek School District and was conducted through University of Colorado. This study is reflective of several recent studies (i.e. Mike Manthei and Steve N. Kelly of the University of Nebraska at Omaha; Donald A. Hodges and Debra S. O'Connell of the University of North Carolina at Greensboro; etc.) and others who had significant results through the discourse of their work.
[EX A]:
Did student who actively listen to classical music before studying have higher or lower scores?