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.

Example Input: Passage: Eritrea has achieved significant improvements in health care and is one of the few countries to be on target to meet its Millennium Development Goal (MDG) targets in health, in particular child health. Life expectancy at birth has increased from 39.1 in 1960 to 59.5 years in 2008, maternal and child mortality rates have dropped dramatically and the health infrastructure has been expanded. Due to Eritrea's relative isolation, information and resources are extremely limited and according to the World Health Organisation (WHO) found in 2008 average life expectancy to be slightly less than 63 years. Immunisation and child nutrition has been tackled by working closely with schools in a multi-sectoral approach; the number of children vaccinated against measles almost doubled in seven years, from 40.7% to 78.5% and the underweight prevalence among children decreased by 12% in 1995–2002 (severe underweight prevalence by 28%). The National Malaria Protection Unit of the Ministry of Health has registered tremendous improvements in reducing malarial mortality by as much as 85% and the number of cases by 92% between 1998 and 2006. The Eritrean government has banned female genital mutilation (FGM), saying the practice was painful and put women at risk of life-threatening health problems.
Example Output: In what year was female genital mutilation banned in Eretria?

Example Input: Passage: Contrary to the diffusionist theory, it appears that there was simultaneously a structural evolution towards the pointed arch, for the purpose of vaulting spaces of irregular plan, or to bring transverse vaults to the same height as diagonal vaults. This latter occurs at Durham Cathedral in the nave aisles in 1093. Pointed arches also occur extensively in Romanesque decorative blind arcading, where semi-circular arches overlap each other in a simple decorative pattern, and the points are accidental to the design.
Example Output: Which cathedral is the twisted arch used to match the heights of transverse and diagonal vaults?

Example Input: Passage: The Cubism of Picasso, Braque and Gris had more than a technical or formal significance, and the distinct attitudes and intentions of the Salon Cubists produced different kinds of Cubism, rather than a derivative of their work. "It is by no means clear, in any case," wrote Christopher Green, "to what extent these other Cubists depended on Picasso and Braque for their development of such techniques as faceting, 'passage' and multiple perspective; they could well have arrived at such practices with little knowledge of 'true' Cubism in its early stages, guided above all by their own understanding of Cézanne." The works exhibited by these Cubists at the 1911 and 1912 Salons extended beyond the conventional Cézanne-like subjects—the posed model, still-life and landscape—favored by Picasso and Braque to include large-scale modern-life subjects. Aimed at a large public, these works stressed the use of multiple perspective and complex planar faceting for expressive effect while preserving the eloquence of subjects endowed with literary and philosophical connotations.
Example Output:
What did Christopher Green say of the similarities between traditional cubist and Salon Cubists?