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: Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.
[A]: How much did philanthropic foundations donate between 1935 and 1940?


[Q]: Passage: Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
[A]:  Who discredited identifying stimuli that can influence learning?


[Q]: Passage: At the same time the Mongols imported Central Asian Muslims to serve as administrators in China, the Mongols also sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, using foreigners to curtail the power of the local peoples of both lands. Han Chinese were moved to Central Asian areas like Besh Baliq, Almaliq, and Samarqand by the Mongols where they worked as artisans and farmers. Alans were recruited into the Mongol forces with one unit called "Right Alan Guard" which was combined with "recently surrendered" soldiers, Mongols, and Chinese soldiers stationed in the area of the former Kingdom of Qocho and in Besh Balikh the Mongols established a Chinese military colony led by Chinese general Qi Kongzhi (Ch'i Kung-chih). After the Mongol conquest of Central Asia by Genghis Khan, foreigners were chosen as administrators and co-management with Chinese and Qara-Khitays (Khitans) of gardens and fields in Samarqand was put upon the Muslims as a requirement since Muslims were not allowed to manage without them. The Mongol appointed Governor of Samarqand was a Qara-Khitay (Khitan), held the title Taishi, familiar with Chinese culture his name was Ahai
[A]:
Who did the Mongols bring to Japan as administrators?