Problem: Cardinal (Catholicism):

Each cardinal takes on a titular church, either a church in the city of Rome or one of the suburbicarian sees. The only exception is for patriarchs of Eastern Catholic Churches. Nevertheless, cardinals possess no power of governance nor are they to intervene in any way in matters which pertain to the administration of goods, discipline, or the service of their titular churches. They are allowed to celebrate Mass and hear confessions and lead visits and pilgrimages to their titular churches, in coordination with the staff of the church. They often support their churches monetarily, and many Cardinals do keep in contact with the pastoral staffs of their titular churches.

Who does not offer monetary support to their titular churches?
---
A: unanswerable

Problem: The islands have been shaped by numerous glaciations during the Quaternary Period, the most recent being the Devensian.[citation needed] As this ended, the central Irish Sea was deglaciated and the English Channel flooded, with sea levels rising to current levels some 4,000 to 5,000 years ago, leaving the British Isles in their current form. Whether or not there was a land bridge between Great Britain and Ireland at this time is somewhat disputed, though there was certainly a single ice sheet covering the entire sea.
It is undisputed that there was a land bridge between Great Britain and what country?
---
Answer: unanswerable

Q: What is a question about this article? If the question is unanswerable, say "unanswerable".
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
In universities where are the departments of educational psychology normally held?
A: faculties of education

Context and question: Coop et al. (2009) found "a selected allele that strongly differentiates the French from both the Yoruba and Han could be strongly clinal across Europe, or at high frequency in Europe and absent elsewhere, or follow any other distribution according to the geographic nature of the selective pressure. However, we see that the global geographic distributions of these putatively selected alleles are largely determined simply by their frequencies in Yoruba, French and Han (Figure 3). The global distributions fall into three major geographic patterns that we interpret as non-African sweeps, west Eurasian sweeps and East Asian sweeps, respectively."
What are sweeps?
Answer: major geographic patterns

Question: During the tumultuous 14th century, disputes within the leadership of the Church led to the Avignon Papacy of 130578, also called the "Babylonian Captivity of the Papacy" (a reference to the Babylonian captivity of the Jews), and then to the Great Schism, lasting from 1378 to 1418, when there were two and later three rival popes, each supported by several states. Ecclesiastical officials convened at the Council of Constance in 1414, and in the following year the council deposed one of the rival popes, leaving only two claimants. Further depositions followed, and in November 1417 the council elected Martin V (pope 141731) as pope.
Is there an answer to this question: During what years did the Avignon Papacy occur?

Answer: 130578

Avicenna's consideration of the essence-attributes question may be elucidated in terms of his ontological analysis of the modalities of being; namely impossibility, contingency, and necessity. Avicenna argued that the impossible being is that which cannot exist, while the contingent in itself (mumkin bi-dhatihi) has the potentiality to be or not to be without entailing a contradiction. When actualized, the contingent becomes a 'necessary existent due to what is other than itself' (wajib al-wujud bi-ghayrihi). Thus, contingency-in-itself is potential beingness that could eventually be actualized by an external cause other than itself. The metaphysical structures of necessity and contingency are different. Necessary being due to itself (wajib al-wujud bi-dhatihi) is true in itself, while the contingent being is 'false in itself' and 'true due to something else other than itself'. The necessary is the source of its own being without borrowed existence. It is what always exists.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): According to Avicenna, what never exists?
Ah, so..
unanswerable