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 are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.

Example Input: Background Paragraph: Antifreeze could also be called “antiboil” because it also raises the boiling point of the water in a car radiator. Hot weather combined with a hot engine can easily raise the temperature of the water in the radiator above 100 °C, which is the boiling point of pure water. If the water boils, it could cause the engine to overheat and become seriously damaged. However, if antifreeze has been added to the water, the boiling point is much higher. For example a 50 percent antifreeze solution has a boiling point of 129 °C. Unless the water gets hotter than this, it won’t boil and ruin the engine. 
Story: Rob is an auto mechanic. He was checking the radiators of his car and truck. He put antifreeze into the car radiator, but didn't put any antifreeze into the truck radiator. He was wondering how the vehicles would fare in coming hot weather. 
Question: Which vehicle's engine would less likely be damaged, car or truck?
Example Output: car.

Example Input: Background Paragraph: Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total loss of the ozone layer would be devastating to most life. It’s rate of loss has slowed with restrictions on pollutants, but it is still at risk. 
Story: Planet Earth and planet Mars both had breathable atmospheres and were inhabited by humans. People of Earth destroyed the ozone layer, people of mars were more careful and protected it. 
Question: Which planet had more people using coolants?
Example Output: Earth.

Example Input: Background Paragraph: Rain dissolves fertilizer in the soil. Runoff carries it away. The fertilizer ends up in bodies of water, from ponds to oceans. Nitrogen is a fertilizer in the water. Since there is a lot of nitrogen, it causes algae to grow out of control. Pictured below is a pond covered with algae ( Figure below ). Algae use up carbon dioxide in the water. After the algae die, decomposers break down the dead tissue. The decomposers use up all the oxygen in the water. This creates a dead zone. A dead zone is an area in a body of water where nothing grows because there is too little oxygen. There is a large dead zone in the Gulf of Mexico ( Figure below ). The U.S. states outlined on the map have rivers that drain into the Gulf of Mexico. The rivers drain vast agricultural lands. The water carries fertilizer from these areas into the Gulf. 
Story: Two farmer's associations used different agricultural methods when growing crops. Bold farm used lots of fertilizers over the years, while Shallow farm used organic methods combined with methods from permaculture. 
Question: Which farm put less nitrogen into bodies of water?
Example Output:
Shallow.