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.

Example Input: The mosaic pavement of the Vrina Plain basilica of Butrint, Albania appear to pre-date that of the Baptistery by almost a generation, dating to the last quarter of the 5th or the first years of the 6th century. The mosaic displays a variety of motifs including sea-creatures, birds, terrestrial beasts, fruits, flowers, trees and abstracts – designed to depict a terrestrial paradise of God’s creation. Superimposed on this scheme are two large tablets, tabulae ansatae, carrying inscriptions. A variety of fish, a crab, a lobster, shrimps, mushrooms, flowers, a stag and two cruciform designs surround the smaller of the two inscriptions, which reads: In fulfilment of the vow (prayer) of those whose names God knows. This anonymous dedicatory inscription is a public demonstration of the benefactors’ humility and an acknowledgement of God’s omniscience.
Example Output: The floor mosaic in Butrint is how much older than that of the Baptistry?

Example Input: The crisis deepened during the 17th century with the expulsion in 1609 of the Jews and the Moriscos, descendants of the Muslim population that converted to Christianity under threat of exile from Ferdinand and Isabella in 1502. From 1609 through 1614, the Spanish government systematically forced Moriscos to leave the kingdom for Muslim North Africa. They were concentrated in the former Kingdom of Aragon, where they constituted a fifth of the population, and the Valencia area specifically, where they were roughly a third of the total population. The expulsion caused the financial ruin of some of the nobility and the bankruptcy of the Taula de Canvi in 1613. The Crown endeavoured to compensate the nobles, who had lost much of their agricultural labour force; this harmed the economy of the city for generations to come. Later, during the so-called Catalan Revolt (1640–1652), Valencia contributed to the cause of Philip IV with militias and money, resulting in a period of further economic hardship exacerbated by the arrival of troops from other parts of Spain.
Example Output: What people group was descended from Muslim converts to Christianity?

Example Input: Institutes of technology in Venezuela were developed in the 1950s as an option for post-secondary education in technical and scientific courses, after the polytechnic French concepts. At that time, technical education was considered essential for the development of a sound middle class economy.
Example Output:
What type of economy was technical education in Venezuela intended to support?