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.
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Question: Passage: A typical traditional Eritrean dish consists of injera accompanied by a spicy stew, which frequently includes beef, kid, lamb or fish. Overall, Eritrean cuisine strongly resembles those of neighboring Ethiopia, Eritrean cooking tend to feature more seafood than Ethiopian cuisine on account of their coastal location. Eritrean dishes are also frequently "lighter" in texture than Ethiopian meals. They likewise tend to employ less seasoned butter and spices and more tomatoes, as in the tsebhi dorho delicacy.

Answer: What kind of food is injera?


Question: Passage: Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.

Answer: What type of epistemology served as the foundation of knowledge constructions and training students in universities?


Question: Passage: The terms international policing, transnational policing, and/or global policing began to be used from the early 1990s onwards to describe forms of policing that transcended the boundaries of the sovereign nation-state (Nadelmann, 1993), (Sheptycki, 1995). These terms refer in variable ways to practices and forms for policing that, in some sense, transcend national borders. This includes a variety of practices, but international police cooperation, criminal intelligence exchange between police agencies working in different nation-states, and police development-aid to weak, failed or failing states are the three types that have received the most scholarly attention.

Answer:
When didb't Nadelmann write about global policing?