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: Shad are also valued as a sport fish that exhibit complex and little-understood feeding behavior while spawning. Unlike salmon, shad retain the ability to digest and assimilate food during the anadromous migration. Like other fish, their feeding instinct can be triggered by a variety of factors such as turbidity and water temperature. Anglers use both spinning and fly fishing tackle to pursue shad. Spin fisherman use a shad dartjig or a flutter spoon. Some anglers use a downrigger to place the artificial lure at the desired depth and location. This is usually in the channel, or deepest part of the river. Migrating shad tend to occupy the lower portion of the water column which makes this the typical depth of choice for fishing. In the North, April through June is when shad spawn in coastal rivers and estuaries once water temperatures have reached 58 degrees Fahrenheit (14 °C). Fishing conditions typically improve as water temperatures warm and flow decreases. 
Story: Jeff loves to go shad fishing. He prefers using fly fishing tackle and is planning a fishing trip up North with his buddies. They decided to take their trip in May when everyone can get off work over the Memorial Day holiday. Sam enjoys shad fishing as well, but the only time he and his buddies are able to take off work is during their slow season in March.
Example Output: Who will have better fishing conditions and likely catch more shad on their fishing trip, Jeff or Sam?

Example Input: Background Paragraph: Enzymes increase the rate of chemical reactions by reducing the amount of activation energy needed for reactants to start reacting. One way this can happen is modeled in the Figure below . Enzymes aren’t changed or used up in the reactions they catalyze, so they can be used to speed up the same reaction over and over again. Each enzyme is highly specific for the particular reaction is catalyzes, so enzymes are very effective. A reaction that would take many years to occur without its enzyme might occur in a split second with the enzyme. Enzymes are also very efficient, so waste products rarely form. 
Story: Two scientists, Cathy and Mark, are working on a  new project. They want to make a new polymer using two chemicals. Mark mixes the two chemicals together on the first day and after a week of waiting he has managed to create a new polymer. While he is happy about the result he feels a week is way to long. Cathy has an idea. She decides to try adding an enzyme to the chemical mixture, The mixture only takes seconds to form the new polymer and the enzyme she used is in tact floating on top of the now completed polymer. She decides to test even further and uses the left over enzyme on another batch of chemicals. The reaction occurs in seconds again and the same amount of enzyme is left floating on top of the polymer for her to use again in the next batch.
Example Output: Will using the enzyme in the chemical mixture increase or decrease the speed of the reaction?

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?