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.

Input: Consider Input: Passage: Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.

Output: How many non-Muslim students are there in Kerala?

Input: Consider Input: Passage: The oak forests of the southern and central Appalachians consist largely of black, northern red, white, chestnut and scarlet oaks (Quercus velutina, Q. rubra, Q. alba, Q. prinus and Q. coccinea) and hickories, such as the pignut (Carya glabra) in particular. The richest forests, which grade into mesic types, usually in coves and on gentle slopes, have dominantly white and northern red oaks, while the driest sites are dominated by chestnut oak, or sometimes by scarlet or northern red oaks. In the northern Appalachians the oaks, except for white and northern red, drop out, while the latter extends farthest north.

Output: What is the dominate type of oak in the Appalachians?

Input: Consider Input: Passage: The convergence of these various sources into a uniform theory of groups started with Camille Jordan's Traite des substitutions et des equations algebriques (1870). Walther von Dyck (1882) introduced the idea of specifying a group by means of generators and relations, and was also the first to give an axiomatic definition of an "abstract group", in the terminology of the time. As of the 20th century, groups gained wide recognition by the pioneering work of Ferdinand Georg Frobenius and William Burnside, who worked on representation theory of finite groups, Richard Brauer's modular representation theory and Issai Schur's papers. The theory of Lie groups, and more generally locally compact groups was studied by Hermann Weyl, Elie Cartan and many others. Its algebraic counterpart, the theory of algebraic groups, was first shaped by Claude Chevalley (from the late 1930s) and later by the work of Armand Borel and Jacques Tits.
Output: What did Walter von Dyck publish in 1870?