instruction:
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.
question:
Passage: The Slavic autonym *Slovenin is usually considered (e.g. by Roman Jakobson) a derivation from slovo "word", originally denoting "people who speak (the same language)," i.e. people who understand each other, in contrast to the Slavic word denoting "foreign people" nemci, meaning "mumbling, murmuring people" (from Slavic *nem "mumbling, mute").
answer:
Who came up with the Slavic autonym?

question:
Passage: About 75% of the population is employed in subsistence agriculture upon Swazi Nation Land (SNL). In contrast with the commercial farms, Swazi Nation Land suffers from low productivity and investment. This dual nature of the Swazi economy, with high productivity in textile manufacturing and in the industrialised agricultural TDLs on the one hand, and declining productivity subsistence agriculture (on SNL) on the other, may well explain the country's overall low growth, high inequality and unemployment.
answer:
Where does the population get 75% of its income?

question:
Passage: Other authors have focused on the structural conditions leading up to genocide and the psychological and social processes that create an evolution toward genocide. Ervin Staub showed that economic deterioration and political confusion and disorganization were starting points of increasing discrimination and violence in many instances of genocides and mass killing. They lead to scapegoating a group and ideologies that identified that group as an enemy. A history of devaluation of the group that becomes the victim, past violence against the group that becomes the perpetrator leading to psychological wounds, authoritarian cultures and political systems, and the passivity of internal and external witnesses (bystanders) all contribute to the probability that the violence develops into genocide. Intense conflict between groups that is unresolved, becomes intractable and violent can also lead to genocide. The conditions that lead to genocide provide guidance to early prevention, such as humanizing a devalued group, creating ideologies that embrace all groups, and activating bystander responses. There is substantial research to indicate how this can be done, but information is only slowly transformed into action.
answer:
In the build-up to genocide, what have other bystanders focused on?