Problem: Melbourne:

The city is recognised for its mix of modern architecture which intersects with an extensive range of nineteenth and early twentieth century buildings. Some of the most architecturally noteworthy historic buildings include the World Heritage Site-listed Royal Exhibition Building, constructed over a two-year period for the Melbourne International Exhibition in 1880, A.C. Goode House, a Neo Gothic building located on Collins Street designed by Wright, Reed & Beaver (1891), William Pitt's Venetian Gothic style Old Stock Exchange (1888), William Wardell's Gothic Bank (1883) which features some of Melbourne's finest interiors, the incomplete Parliament House, St Paul's Cathedral (1891) and Flinders Street Station (1909), which was the busiest commuter railway station in the world in the mid-1920s.

Which railway station was the busiest in the world in the mid-1920s?
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A: Flinders Street Station

Problem: It is not clear exactly where collegiate a cappella began. The Rensselyrics of Rensselaer Polytechnic Institute (formerly known as the RPI Glee Club), established in 1873 is perhaps the oldest known collegiate a cappella group.[citation needed] However the longest continuously-singing group is probably The Whiffenpoofs of Yale University, which was formed in 1909 and once included Cole Porter as a member. Collegiate a cappella groups grew throughout the 20th century. Some notable historical groups formed along the way include Princeton University's Tigertones (1946), Colgate University's The Colgate 13 (1942), Dartmouth College's Aires (1946), Cornell University's Cayuga's Waiters (1949) and The Hangovers (1968), the University of Maine Maine Steiners (1958), the Columbia University Kingsmen (1949), the Jabberwocks of Brown University (1949), and the University of Rochester YellowJackets (1956). All-women a cappella groups followed shortly, frequently as a parody of the men's groups: the Smiffenpoofs of Smith College (1936), The Shwiffs of Connecticut College (The She-Whiffenpoofs, 1944), and The Chattertocks of Brown University (1951). A cappella groups exploded in popularity beginning in the 1990s, fueled in part by a change in style popularized by the Tufts University Beelzebubs and the Boston University Dear Abbeys. The new style used voices to emulate modern rock instruments, including vocal percussion/"beatboxing". Some larger universities now have multiple groups. Groups often join one another in on-campus concerts, such as the Georgetown Chimes' Cherry Tree Massacre, a 3-weekend a cappella festival held each February since 1975, where over a hundred collegiate groups have appeared, as well as International Quartet Champions The Boston Common and the contemporary commercial a cappella group Rockapella. Co-ed groups have produced many up-and-coming and major artists, including John Legend, an alumnus of the Counterparts at the University of Pennsylvania, and Sara Bareilles, an alumna of Awaken A Cappella at University of California, Los Angeles. Mira Sorvino is an alumna of the Harvard-Radcliffe Veritones of Harvard College where she had the solo on Only You by Yaz.
When did women's groups popularity explode?
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Answer: unanswerable

Q: What is a question about this article? If the question is unanswerable, say "unanswerable".
In 1976, contemporaneously with Woodson and Roberts, the Court decided Gregg v. Georgia and upheld a procedure in which the trial of capital crimes was bifurcated into guilt-innocence and sentencing phases. At the first proceeding, the jury decides the defendant's guilt; if the defendant is innocent or otherwise not convicted of first-degree murder, the death penalty will not be imposed. At the second hearing, the jury determines whether certain statutory aggravating factors exist, whether any mitigating factors exist, and, in many jurisdictions, weigh the aggravating and mitigating factors in assessing the ultimate penalty either death or life in prison, either with or without parole.
What isn't the only conviction that can lead to the death penalty?
A: unanswerable

Context and question: Roughly one quarter of all zinc output in the United States (2009), is consumed in the form of zinc compounds; a variety of which are used industrially. Zinc oxide is widely used as a white pigment in paints, and as a catalyst in the manufacture of rubber. It is also used as a heat disperser for the rubber and acts to protect its polymers from ultraviolet radiation (the same UV protection is conferred to plastics containing zinc oxide). The semiconductor properties of zinc oxide make it useful in varistors and photocopying products. The zinc zinc-oxide cycle is a two step thermochemical process based on zinc and zinc oxide for hydrogen production.
What protects the polymers in rubber from ultraviolet radiation?
Answer: Zinc oxide

Question: "The mind-stuff of the world is, of course, something more general than our individual conscious minds.... The mind-stuff is not spread in space and time; these are part of the cyclic scheme ultimately derived out of it.... It is necessary to keep reminding ourselves that all knowledge of our environment from which the world of physics is constructed, has entered in the form of messages transmitted along the nerves to the seat of consciousness.... Consciousness is not sharply defined, but fades into subconsciousness; and beyond that we must postulate something indefinite but yet continuous with our mental nature.... It is difficult for the matter-of-fact physicist to accept the view that the substratum of everything is of mental character. But no one can deny that mind is the first and most direct thing in our experience, and all else is remote inference."
Is there an answer to this question: What is the nature of the fundamental character of reality?

Answer: mental

QUES: The inclusiveness of Weinreich's definition (above) directs attention to the totality of one's identity at a given phase in time, and assists in elucidating component aspects of one's total identity, such as one's gender identity, ethnic identity, occupational identity and so on. The definition readily applies to the young child, to the adolescent, to the young adult, and to the older adult in various phases of the life cycle. Depending on whether one is a young child or an adult at the height of one's powers, how one construes oneself as one was in the past will refer to very different salient experiential markers. Likewise, how one construes oneself as one aspires to be in the future will differ considerably according to one's age and accumulated experiences. (Weinreich & Saunderson, (eds) 2003, pp 2634).

What makes how one construes oneself now and in the future similar?
What is the answer?
ANS:
unanswerable