This task is about writing a correct answer for the reading comprehension task. Based on the information provided in a given passage, you should identify the shortest continuous text span from the passage that serves as an answer to the given question. Avoid answers that are incorrect or provides incomplete justification for the question.

Passage: As of the Census of 2010, there were 1,307,402 people living in the city of San Diego. That represents a population increase of just under 7% from the 1,223,400 people, 450,691 households, and 271,315 families reported in 2000. The estimated city population in 2009 was 1,306,300. The population density was 3,771.9 people per square mile (1,456.4/km2). The racial makeup of San Diego was 45.1% White, 6.7% African American, 0.6% Native American, 15.9% Asian (5.9% Filipino, 2.7% Chinese, 2.5% Vietnamese, 1.3% Indian, 1.0% Korean, 0.7% Japanese, 0.4% Laotian, 0.3% Cambodian, 0.1% Thai). 0.5% Pacific Islander (0.2% Guamanian, 0.1% Samoan, 0.1% Native Hawaiian), 12.3% from other races, and 5.1% from two or more races. The ethnic makeup of the city was 28.8% Hispanic or Latino (of any race); 24.9% of the total population were Mexican American, and 0.6% were Puerto Rican. Question: What was the population increase in San Diego from 2009 to 2010?
just under 7%

Passage: However, the classification of madaris as "universities" is disputed on the question of understanding of each institution on its own terms. In madaris, the ijāzahs were only issued in one field, the Islamic religious law of sharīʻah, and in no other field of learning. Other academic subjects, including the natural sciences, philosophy and literary studies, were only treated "ancillary" to the study of the Sharia. For example, a natural science like astronomy was only studied (if at all) to supply religious needs, like the time for prayer. This is why Ptolemaic astronomy was considered adequate, and is still taught in some modern day madaris. The Islamic law undergraduate degree from al-Azhar, the most prestigious madrasa, was traditionally granted without final examinations, but on the basis of the students' attentive attendance to courses. In contrast to the medieval doctorate which was granted by the collective authority of the faculty, the Islamic degree was not granted by the teacher to the pupil based on any formal criteria, but remained a "personal matter, the sole prerogative of the person bestowing it; no one could force him to give one". Question: What was the purpose of studying natural sciences in madaris?
supply religious needs

Passage: Roman beliefs about an afterlife varied, and are known mostly for the educated elite who expressed their views in terms of their chosen philosophy. The traditional care of the dead, however, and the perpetuation after death of their status in life were part of the most archaic practices of Roman religion. Ancient votive deposits to the noble dead of Latium and Rome suggest elaborate and costly funeral offerings and banquets in the company of the deceased, an expectation of afterlife and their association with the gods. As Roman society developed, its Republican nobility tended to invest less in spectacular funerals and extravagant housing for their dead, and more on monumental endowments to the community, such as the donation of a temple or public building whose donor was commemorated by his statue and inscribed name. Persons of low or negligible status might receive simple burial, with such grave goods as relatives could afford. Question: What did the ancient Romans expect after death?

afterlife