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.

Context: In late July, Danzig was re-inforced by a Dutch garrison, and a combined Danish and Dutch fleet broke the naval blockage imposed on Danzig by Charles X Gustav. On 28-30 July, a combined Brandenburgian-Swedish army was able to defeat the Polish-Lithuanian army in the Battle of Warsaw, forcing John II Casimir to retreat to Lublin. In August, Alexis' army took Livonian Kokenhausen , laid siege to Riga and Dorpat and raided Estonia, Ingria and Kexholm. On 4 October, John II Casimir stormed eczyca in Greater Poland before heading for Royal Prussia, and on 8 October, Wincenty Korwin Gosiewski with 12,000 to 13,000 Lithuanian and Crimean Tartar cavalry overran a Brandenburgian-Swedish force in the Battle of Prostken in Ducal Prussia. Gosiewski then ravaged Ducal Prussia, burning 13 towns and 250 villages, in a campaign that entered folklore because of the high death toll and the high number of captives deported to the Crimea. On 22 October, Gosiewski was defeated by Swedish forces in the Battle of Filipow and turned to Lithuania. Also on 22 October, besieged Dorpat surrendered to Alexis, while the Russian siege of Swedish-held Riga was lifted. John II Casimir meanwhile took Bromberg and Konitz in Royal Prussia, and from 15 November 1656 until February 1657 stayed in Danzig, where a Swedish siege had to be lifted due to Dutch intervention, just 55 kilometers away from Charles X Gustav's quarters in Elbing.
Question: Who won the Battle of Warsaw?
brandenburgian-swedish

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?
francisco lopez.

Context: In New York City public schools, 176 different languages are spoken among the more than 1 million students. For 160,000 children, English is not their first language. New York's Department of Education makes learning better for these students by providing dual-language programs, in which students are taught in two languages, English and another one, like Russian or Chinese. Math, social studies, science and all other regular courses are taught in both languages. And they learn about the culture of the other country. Milady Baez, Deputy Chancellor of English Language Learners and Student Support, says these dual-language programs will help children succeed in the future. "The jobs of the future require that our students know more than one language. They are going to be traveling abroad; they are going to be communicating with people from all over the world. This will open doors for them." Middle-schoolers might not have jobs on their minds yet. For Kequing Jaing, she likes keeping up her first language, Mandarin."It makes me feel that I am home because I can speak in Chinese, learn in Chinese, while learning in English. So it makes me feel better and makes me understand more about the task I'm learning."[:ZSSxxSSk.Com] Anastasia Hudikova came to the United States when she was 2 years old. She says the Russian-English program keeps her connected to her heritage and her parents happy."They're really happy about the program. They are really happy that I can preserve my culture and my language, and that I can speak it fluently in school." The New York schools also offer dual-language programs in seven other languages: Arabic, French, Haitian Creole, Hebrew, Korean, Polish and Spanish. There are plans to add even more languages in the future. While these dual-language programs are popular, some organizations in the U.S. say teaching English comes first. U.S. Studies show that children who learn English early will be more successful later.
Question: Who may not quite agree with dual-language programs?
some organizations in the u.s