TASK DEFINITION: Given a question and a context passage, generate the answer having the word or phrase from the context passage. Here, the answer should be a shortest continous span from the passage.
PROBLEM: Context: After Alaungpaya's death, the new Burmese king Naungdawgyi was embroiled in several rebellions, including that of Gen. Minkhaung Nawrahta, and could not resume the war. The war was inconclusive. For all their work, the Burmese gained little of their original objectives. Siam very much remained a thorn to the stability of Burmese peripheral regions. In the following years, Siam continued to provide support to Mon rebels in the south who raised a major rebellion in 1762 as well as those in Lan Na in the north . The only lasting territorial gain the Burmese achieved was the upper Tenasserim coast, on which they previously had only a nominal claim. Although the Siamese troops no longer openly intruded the border, the Mon rebels continued to operate from the Siamese territory. In 1764, the Mon governor of Tavoy, who was made governor by Alaungpaya only four years earlier, revolted until it was put down in November 1764. Likewise, the instabilities in Lan Na resumed soon after the Burmese army left in February 1764, forcing the army to return again later in the year. The inconclusive nature of the war would lead to the next war in 1765. 
 Question: hich happened first, the nominal claim of the Burmese on the Tenasserim coast, or a territorial claim?

SOLUTION: a nominal claim

PROBLEM: Context: Monitoring global warming usually requires a Ph. D. and enough maths to glaze your eyes. But that Francisco Lopez and Ruby Nostrant track what climate change is doing to five different plants in Tucson, Arizona and they are only in the second grade. "We are collecting data because the weather is changing and the plants are blooming," Ruby explained. Scores of other students at Borton Primary Magnet School and Sunnyside High School in Tucson are heading outdoors to be part of a new scientific push to figure out how the biological timing of the earth is changing. It's a research project that the average person, even a kindergartner, can join in. The National Phenology Network is calling on volunteers to help track early spring blooms and eventually changes in animals caused by global warming. It's called Project Budburst. When it was first open to the public last year, thousands of people participated in 26 states. "All people can contribute to it by tracking the timing of flowering events or leaf-out events for plants and animals in their backyard," said Phenology Network director Jake Weltzin. He calls the volunteers "citizen-scientists." The idea is that tracking flowers blooming--especially lilacs ; which everyday people have helped track for decades--is fairly simple. The Website [Link] citizen _ science/budburst/index.html gives directions on what to look for in different parts of the country. University of Maryland professor David Inouye said it's so easy to figure out what's blooming that a lack of special knowledge isn't a problem. University of Arizona ecology graduate student Lisa Benton coordinated the Tucson high school students as they looked at plants five minutes from their high school. Each student has specific guidelines and she's been happy so far with the data she is getting. For his part, second-grader Francisco said he had fun helping out. "I like going out in the desert," he said. "I want to be an Einstein." 
 Question: Who is primary school student joining in the Project Budburst?

SOLUTION: francisco lopez.

PROBLEM: Context: Fungi (fungus, singular) are relatively simple eukaryotic organisms. They are placed in their own kingdom, the Fungus Kingdom. Most fungi are multicellular organisms. These fungi are called molds. However, some fungi exist as single cells. These fungi are called yeasts. You can see examples of different types of fungi in Figure 9.7. For a funny, fast-paced overview of fungi, watch this video: . MEDIA Click image to the left or use the URL below. URL: For a long time, scientists classified fungi as members of the Plant Kingdom. Fungi share several obvious traits with plants. For example, both fungi and plants lack the ability to move. Both grow in soil, and both have cell walls. Some fungi even look like plants. Today, fungi are no longer classified as plants. We now know that they have important traits that set them apart from plants. Thats why they are placed in their own kingdom. How do fungi differ from plants? The cell walls of fungi are made of chitin. Chitin is a tough carbohydrate that also makes up the outer skeleton of insects. The cell walls of plants are made of cellulose. Fungi are heterotrophs that absorb food from other organisms. Plants are autotrophs that make their own food. The Fungus Kingdom is large and diverse. It may contain more than a million species. However, fewer than 100,000 species of fungi have been identified. The earliest fungi evolved about 600 million years ago. They lived in the water. Fungi colonized the land around the same time as plants. That was probably between 400 and 500 million years ago. After that, fungi became very abundant on land. By 250 million years ago, they may have been the dominant life forms on land. Yeasts grow as single cells. Other fungi grow into multicellular, thread-like structures. These structures are called hyphae (hypha, singular). You can see a photo of hyphae in Figure 9.8. They resemble plant roots. Each hypha consists of a group of cells surrounded by a tubular cell wall. A mass of hyphae make up the body of a fungus. The body is called the mycelium (mycelia, plural). A mycelium may range in size from microscopic to very large. In fact, the largest living thing on Earth is the mycelium of a single fungus. Nicknamed the humongous fungus, it grows in a forest in Oregon. A small part of the fungus is pictured in Figure 9.9. The giant fungus covers an area of 2384 acres. Thats about the size of 1,665 football fields! The fungus is estimated to be at least 2400 years old, but it could be much older. Most fungi reproduce both asexually and sexually. In both types of reproduction, they produce spores. A spore is a special reproductive cell. When fungi reproduce asexually, they can spread quickly. This is good when conditions are stable. They can increase their genetic variation by sexual reproduction. This is beneficial when conditions are changing. Variation helps ensure that at least some organisms survive the changing conditions. Figure 9.10 shows how asexual and sexual reproduction occur in fungi. Refer to the figure as you read about each of them below. During asexual reproduction, fungi produce haploid spores by mitosis of a haploid parent cell. A haploid cell has just one of each pair of chromosomes. The haploid spores are genetically identical to the parent cell. Spores may be spread by moving water, wind, or other organisms. Wherever the spores land, they will develop into new hyphae only when conditions are suitable for growth. Yeasts are an exception. They reproduce asexually by budding instead of by producing spores. An offspring cell forms on a parent cell. After it grows and develops, it buds off to form a new cell. The offspring cell is genetically identical to the parent cell. You can see yeast cells budding in Figure 9.11. Sexual reproduction also occurs in most fungi. It happens when two haploid hyphae mate. During mating, two haploid parent cells fuse. The single fused cell that results is a diploid spore. It is genetically different from both parents. 
 Question: ___method of asexual reproduction in yeasts

SOLUTION:
budding