You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You need to come up with a question about the story that requires an understanding of the relationship described in the background paragraph. The generated question should not be answerable without both the background and story. Write a question about the story that requires a relationship in the background paragraph to answer. Check whether your question requires both the background paragraph and the story to answer. If your question can be answered by only one of these, try to rewrite your question so that it requires both. Note that "flipping" a word in the question can give rise to a new question where the answer will be different from the original question. Often, "flipping" a word gives rise to flipping the direction of the relationship, for example, from "increase" to "decrease."

Example Input: Background Paragraph: Type 2 diabetes is much more common than type 1 diabetes. Type 2 diabetes occurs when body cells no longer respond normally to insulin. The pancreas still makes insulin, but the cells of the body can’t use it. Being overweight and having high blood pressure increase the chances of developing type 2 diabetes. This type of diabetes usually develops in adulthood. However, it is becoming more common in teens and children because more young people are overweight now than ever before. 
Story: John is very health conscious. He works out regularly, and maintains balanced diet. But his friend Keith doesn't care much about health. He indulges in fast foods, and never exercises. As a result, Keith has type 2 diabetes, but John is free from diabetes.
Example Output: Who is less likely to be overweight, John or keith?

Example Input: Background Paragraph: The mechanism describing the formation of the ozone layer was described by British mathematician Sydney Chapman in 1930. Molecular oxygen absorbs high energy sunlight in the UV-C region, at wavelengths shorter than about 240 nm. Radicals produced from the homolytically split oxygen molecules combine with molecular oxygen to form ozone. Ozone in turn is photolysed much more rapidly than molecular oxygen as it has a stronger absorption that occurs at longer wavelengths, where the solar emission is more intense. Ozone (O3) photolysis produces O and O2. The oxygen atom product combines with atmospheric molecular oxygen to reform O3, releasing heat. The rapid photolysis and reformation of ozone heats the stratosphere resulting in a temperature inversion. This increase of temperature with altitude is characteristic of the stratosphere; its resistance to vertical mixing means that it is stratified. Within the stratosphere temperatures increase with  altitude (see temperature inversion); the top of the stratosphere has a temperature of about 270 K (−3°C or 26.6°F). This vertical stratification, with warmer layers above and cooler layers below, makes the stratosphere dynamically stable: there is no regular convection and associated turbulence in this part of the atmosphere. However, exceptionally energetic convection processes, such as volcanic eruption columns and overshooting tops in severe supercell thunderstorms, may carry convection into the stratosphere on a very local and temporary basis. Overall the attenuation of solar UV at wavelengths that damage DNA by the ozone layer allows life to exist on the surface of the planet outside of the ocean. All air entering the stratosphere must pass through the tropopause, the temperature minimum that divides the troposphere and stratosphere. The rising air is literally freeze dried; the stratosphere is a very dry place. The top of the stratosphere is called the stratopause, above which the temperature decreases with height. 
Story: Barbara and Jane are two  students.  They both like meteorology. Barbara studies the formation of the ozone layer, while Jane studies about the stratosphere.
Example Output: Which student learned less about (O3) photolysis?

Example Input: Background Paragraph: Einstein showed in his thought experiments that people travelling at different speeds, while agreeing on cause and effect, measure different time separations between events, and can even observe different chronological orderings between non-causally related events. Though these effects are typically minute in the human experience, the effect becomes much more pronounced for objects moving at speeds approaching the speed of light. Subatomic particles exist for a well known average fraction of a second in a lab relatively at rest, but when travelling close to the speed of light they are measured to travel farther and exist for much longer than when at rest. According to the special theory of relativity, in the high-speed particle's frame of reference, it exists, on the average, for a standard amount of time known as its mean lifetime, and the distance it travels in that time is zero, because its velocity is zero. Relative to a frame of reference at rest, time seems to "slow down" for the particle. Relative to the high-speed particle, distances seem to shorten. Einstein showed how both temporal and spatial dimensions can be altered (or "warped") by high-speed motion. 
Story: David wanted to test the theory of Einstein. To that end, he measured the time perceived by an airline pilot, who naturally traveled very fast. He labeled it as case A. To compare the pilot with a slower traveler he measured the time perceived by a semi truck driver covering the same distance. He labeled it as case B. He was amazed by the counter intuitive results he got from the experiment.
Example Output:
According to Einstein, who would not perceive "slow down" of time, case A or case B?