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.

Ex Input:
Passage: Margaret Stout and Carrie M. Staton have also written recently on the mutual influence of Whitehead and Mary Parker Follett, a pioneer in the fields of organizational theory and organizational behavior. Stout and Staton see both Whitehead and Follett as sharing an ontology that "understands becoming as a relational process; difference as being related, yet unique; and the purpose of becoming as harmonizing difference." This connection is further analyzed by Stout and Jeannine M. Love in Integrative Process: Follettian Thinking from Ontology to Administration 

Ex Output:
What is Mary Parker Follett not known for?


Ex Input:
Passage: Numerous plays are put on every year at Eton College; there is one main theatre, called the Farrer (seating 400) and 2 Studio theatres, called the Caccia Studio and Empty Space (seating 90 and 80 respectively). There are about 8 or 9 house productions each year, around 3 or 4 "independent" plays (not confined solely to one house, produced, directed and funded by Etonians) and three school plays, one specifically for boys in the first two years, and two open to all years. The School Plays have such good reputations that they are normally fully booked every night. Productions also take place in varying locations around the School, varying from the sports fields to more historic buildings such as Upper School and College Chapel.

Ex Output:
How many people can sit in College Chapel?


Ex Input:
Passage: Following the defeat in World War I, influence of German-speaking elites over Central and Eastern Europe was greatly limited. At the treaty of Versailles Germany was substantially reduced in size. Austria-Hungary was split up. Rump-Austria, which to a certain extent corresponded to the German-speaking areas of Austria-Hungary (a complete split into language groups was impossible due to multi-lingual areas and language-exclaves) adopted the name "German-Austria" (German: Deutschösterreich). The name German-Austria was forbidden by the victorious powers of World War I. Volga Germans living in the Soviet Union were interned in gulags or forcibly relocated during the Second World War.

Ex Output:

Who's influence increased after World War I?