TASK DEFINITION: This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.
PROBLEM: Research seems to favor the hypothesis that adolescents and adults think about risk in similar ways, but hold different values and thus come to different conclusions. Some have argued that there may be evolutionary benefits to an increased propensity for risk-taking in adolescence. For example, without a willingness to take risks, teenagers would not have the motivation or confidence necessary to leave their family of origin. In addition, from a population perspective, there is an advantage to having a group of individuals willing to take more risks and try new methods, counterbalancing the more conservative elements more typical of the received knowledge held by older adults. Risktaking may also have reproductive advantages: adolescents have a newfound priority in sexual attraction and dating, and risk-taking is required to impress potential mates. Research also indicates that baseline sensation seeking may affect risk-taking behavior throughout the lifespan.

SOLUTION: Does research favor or reject the hypothesis that adolescents and adults think about risk similarly but hold different values and therefore come to different conclusions?

PROBLEM: The ecclesiastical structure of the Roman Empire survived the movements and invasions in the west mostly intact, but the papacy was little regarded, and few of the western bishops looked to the bishop of Rome for religious or political leadership. Many of the popes prior to 750 were more concerned with Byzantine affairs and eastern theological controversies. The register, or archived copies of the letters, of Pope Gregory the Great (pope 590604) survived, and of those more than 850 letters, the vast majority were concerned with affairs in Italy or Constantinople. The only part of Western Europe where the papacy had influence was Britain, where Gregory had sent the Gregorian mission in 597 to convert the Anglo-Saxons to Christianity. Irish missionaries were most active in Western Europe between the 5th and the 7th centuries, going first to England and Scotland and then on to the continent. Under such monks as Columba (d. 597) and Columbanus (d. 615), they founded monasteries, taught in Latin and Greek, and authored secular and religious works.

SOLUTION: When did Gregory the Great become pope?

PROBLEM: As with the spoken languages, the ethnic group composition also remains a point of debate, mainly regarding the largest and second largest ethnic groups, the Persians and Azerbaijanis, due to the lack of Iranian state censuses based on ethnicity. The CIA's World Factbook has estimated that around 79% of the population of Iran are a diverse Indo-European ethno-linguistic group that comprise the speakers of Iranian languages, with Persians constituting 53% of the population, Gilaks and Mazanderanis 7%, Kurds 10%, Lurs 6%, and Balochs 2%. Peoples of the other ethnicities in Iran make up the remaining 22%, with Azerbaijanis constituting 16%, Arabs 2%, Turkmens and Turkic tribes 2%, and others 2% (such as Armenians, Talysh, Georgians, Circassians, Assyrians).

SOLUTION:
What is Iran's presumed largest ethnic group?