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: Almost all ctenophores are predators, taking prey ranging from microscopic larvae and rotifers to the adults of small crustaceans; the exceptions are juveniles of two species, which live as parasites on the salps on which adults of their species feed. In favorable circumstances, ctenophores can eat ten times their own weight in a day. Only 100–150 species have been validated, and possibly another 25 have not been fully described and named. The textbook examples are cydippids with egg-shaped bodies and a pair of retractable tentacles fringed with tentilla ("little tentacles") that are covered with colloblasts, sticky cells that capture prey. The phylum has a wide range of body forms, including the flattened, deep-sea platyctenids, in which the adults of most species lack combs, and the coastal beroids, which lack tentacles and prey on other ctenophores by using huge mouths armed with groups of large, stiffened cilia that act as teeth. These variations enable different species to build huge populations in the same area, because they specialize in different types of prey, which they capture by as wide a range of methods as spiders use.

A: How do rotifers act as when looking for a meal?
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Q: Passage: The school has many nationally and internationally acclaimed scholars in social security, health care, health disparities, communication, social and health policy, and individual and family development. Many of the faculty have training in both social work and public health. The school's current dean is Edward F. Lawlor. In addition to affiliation with the university-wide Institute of Public Health, Brown houses 12 research centers. The Brown School Library collects materials on many topics, with specific emphasis on: children, youth, and families; gerontology; health; mental health; social and economic development; family therapy; and management. The library maintains subscriptions to over 450 academic journals.

A: How many academic journal subscriptions does the Brown School Library have for mental health issues?
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Q: Passage: Economist Joseph Stiglitz presented evidence in 2009 that both global inequality and inequality within countries prevent growth by limiting aggregate demand. Economist Branko Milanovic, wrote in 2001 that, "The view that income inequality harms growth – or that improved equality can help sustain growth – has become more widely held in recent years. ... The main reason for this shift is the increasing importance of human capital in development. When physical capital mattered most, savings and investments were key. Then it was important to have a large contingent of rich people who could save a greater proportion of their income than the poor and invest it in physical capital. But now that human capital is scarcer than machines, widespread education has become the secret to growth."

A:
What did Stiglitz present in 2008 regarding global inequality?
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