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.

[EX Q]: The emergence of Susa as a city, as determined by radiocarbon dating, dates back to early 4,395 BC. There are dozens of prehistoric sites across the Iranian plateau, pointing to the existence of ancient cultures and urban settlements in the 4th millennium BC. During the Bronze Age, Iran was home to several civilizations including Elam, Jiroft, and Zayande River. Elam, the most prominent of these civilizations, developed in the southwest of Iran, alongside those in Mesopotamia. The emergence of writing in Elam was paralleled to Sumer, and the Elamite cuneiform was developed since the 3rd millennium BC.
[EX A]: What ancient city dates back as early as 4395 BC in Iran?

[EX Q]: On 1 September 1939, two days before Britain declared war on Germany, the station was taken off air with little warning; the government was concerned that the VHF transmissions would act as a beacon to enemy aircraft homing in on London. Also, many of the television service's technical staff and engineers would be needed for the war effort, in particular on the radar programme. The last programme transmitted was a Mickey Mouse cartoon, Mickey's Gala Premier (1933), which was followed by test transmissions; this account refuted the popular memory according to which broadcasting was suspended before the end of the cartoon.
[EX A]: What did the British fear could provide guidance to the German air force?

[EX Q]: The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. "Barometric self-esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).
[EX A]:
Which term is defined as one's thoughts and feelings about one's self-concept and identity?