In this task, you're given an article, a question which often contains a blank and four options (associated with "A", "B", "C", "D"). Your task is to find the correct answer (from the given options) for the question from the given article and return one of the options from "A", "B", "C", and "D". Do not generate anything else apart from one of the following characters: "A", "B", "C", "D". There is only one correct answer for each question.

Input: Consider Input: Article: My first experience of modern city life was quite impressive. I was very curious when I arrived in London. First, I noticed so many people were on a trip in a busy way. When I first saw the machine on the underground where you are expected to feed your ticket in and have to run through moving barriers , I was completely fascinated at it. Flashing with the light, the little green man, telling you when to cross the road, was also quite interesting, and so were those street advertisements which kept changing subjects as you look. In my native place, my life is so different from people's here. I am a market gardener from Makono, a village which is led by a market-managing group. People there usually walk two hours a day to get water from a well. What's more, I am used to going, for many hours, without drinking , so it was strange to be offered cups of tea all the time here in London. In my native place, on market days, I usually walk for several hours with my basket full of fruits and vegetables on my head, carrying them to the market for sale, to earn PS1per basket. Without the produce from my garden, I could not pay for education or healthcare for my children. Gardening is not a hobby for me - it's _ . But here people are planting something only to kill their leisure time. During our visiting-time in Britain, we visited some local government agencies, schools, churches and farms in Sussex, Scotland, Yorshire, Loncolnshire and Cambridgeshire, meeting people who were of the same profession as we are. Children in Burley-in-Wharfedale, Yorkshire, prepared a special get-together to greet us and we were also asked a lot about our life which was quite fascinating to them. For example, how we make our houses out of mud and how we get our water for our daily necessities, as well as for our garden.
Question: The most disadvantage in the writer's native place should be that _ .
Options: (A) there are many market-managing groups for gardeners (B) the lack of water makes the life there even harder (C) people there like to travel about on foot for enjoyment (D) people support themselves using the garden produce

Output: B

Input: Consider Input: Article: A scientist working at her lab bench and a six-old baby playing with his food might seem to have little in common.After all,the scientist is engaged in serious research to uncover the very nature of the physical world,and the baby is,well, just playing...right?Perhaps,but some developmental psychologists have argued that this"play"is more like a scientific investigation than one might think. Take a closer look at the baby playing at the table.Each time the bowl of rice is pushed over the table edge,it falls in the ground---and, in the process, it belongs out important evidence about how physical objects interact ; bowls of rice do not flood in mid-sit, but require support to remain stable. It is likely that babies are not born knowing the basic fact of the universe; nor are they ever clearly taught it. Instead, babies may form an understanding of object support through repeated experiments and then build on this knowledge to learn even more about how objects interact. Though their ranges and tools differ, the baby's investigation and the scientist's experiment appear to share the same aim(to learn about the natural world ), overall approach (gathering direct evidence from the world), and logic (are my observations what I expected?). Some psychologists suggest that young children learn about more than just the physical world in this way---that they investigate human psychology and the rules of language using similar means. For example, it may only be through repeated experiments, evidence gathering, and finally overturning a theory, that a baby will come to accept the idea that other people can have different views and desires from what he or she has, for example, unlike the child , Mommy actually doesn't like Dove chocolate. Viewing childhood development as a scientific investigation throws on how children learn ,but it also offers an inspiring look at science and scientists. Why do young children and scientists seem to be so much alike? Psychologists have suggested that science as an effort ---the desire to explore, explain, and understand our world---is simply something that comes from our babyhood. Perhaps evolution provided human babies with curiosity and a natural drive to explain their worlds, and adult scientists simply make use of the same drive that served them as children. The same cognitive systems that make young children feel good about feel good about figuring something out may have been adopted by adult scientists. As some psychologists put it, "It is not that children are little scientists but that scientists are big children."
Question: According to some developmental psychologists,
Options: (A) a baby's play is nothing more than a game. (B) scientific research into babies; games is possible (C) the nature of babies' play has been thoroughly investigated (D) a baby's play is somehow similar to a scientist's experiment

Output: D

Input: Consider Input: Article: Beatrix Potter was a great English writer and artist, best known for her children's books featuring animal characters such as in the children's classic -- The Tale of Peter Rabbit. Beatrix was born into a rich London-based family where she was tutored by very strict private teachers and so spent her youth isolated from other youngsters. During her youth she had a lot of pets and spent vacations in Scotland and also the Lake District. It was at the Lake District that she developed a love of wildlife. She studied the area's natural wonders carefully and painted them continuously. But her old-fashioned, Manchester-born parents discouraged her intellectual improvement, thinking it inappropriate for a young lady. However, her study and watercolour paintings of wild mushrooms made her widely respected within the field of biology. In her 30's, Beatrix Potter wrote the remarkably successful kid's book, The Tale of Pew Rabbit. Close to that time she became secretly engaged to her publisher Norman Warne. This caused a great disagreement with her parents, who did not approve of Beatrix getting married to somebody of lower social status. Sadly, Warne died before the marriage ceremony. Ultimately Beatrix Potter began writing and also illustrating kid's books full-time. Using profits from her books, Beatrix grew to become economically independent of her parents and was eventually in a position to buy Hill Top Farm in the Lake District. She extended the property with additional purchases of neighbouring land over time. In her 40's, Bestrix married William Heelis, a local lawyer. She ended up becoming a sheep breeder and farmer while continuing to publish as well as illustrate books for children. In all she authored 23 publications. Beatrix died on December 22, 1943, and left the majority of her property to the National Trust. Her books carry on selling well globally, in many different languages. Her stories have been retold in numerous formats including a ballet, movies, and cartoons. Such is her reputation, and that of the characters from her publications, that many Beatrix Potter statues have been created. These tiny Beatrix Potter statues which include pretty much all the actual characters in her publications have become highly valued by art collects and fans of her literature throughout the world.
Question: What can we learn about Beatrix Potter's early life?
Options: (A) She learned drawing skills from her tutors. (B) She was very sociable and outgoing. (C) She was greatly inspired by the beauty of nature. (D) She was encouraged to think creatively and independently.
Output: C