In this task, you're given a question, a context passage, and four options which are terms from the passage. After reading a passage, you will get a brief understanding of the terms. Your job is to determine by searching and reading further information of which term you can answer the question. Indicate your choice as 'a', 'b', 'c', or 'd'. If you think more than one option is plausible, choose the more probable option to help you answer the question.

Input: Consider Input: Question: Which group ruled the area for a longer period of time, the Arabs or the Byzantines? Passage:The first permanent Arab settlement on Sicily occurred in 827, but it was not until Taormina fell in 902 that the entire island fell under their sway, though Rometta held out until 965. In that year the Kalbids established the independence of their emirate from the Fatimid Caliphate. In 1061 the first Norman liberators took Messina, and by 1071 Palermo and its citadel (1072) were captured. In 1091 Noto fell to the Normans, and the conquest was complete. Malta fell later that year, though the Arab administration was kept in place, marking the final chapter of this period. The conquests of the Normans established Roman Catholicism firmly in the region, where Eastern Christianity had been prominent during the time of Byzantine rule and even remained significant during Islamic period. Widespread conversion ensued, leading to the disappearance of Islam in Sicily by the 1280s. In 1245, Muslim Sicilians were deported to the settlement of Lucera, by order of Holy Roman Emperor Frederick II. In 1300, Giovanni Pipino da Barletta, count of Altamura, seized Lucera and exiled or sold into slavery its population, bringing an end to the medieval Muslim presence in Italy.
Links: a. Messina b. Taormina c. Frederick II, Holy Roman Emperor d. Frederick II, Holy Roman Emperor

Output: b

Input: Consider Input: Question: When was the high school that Rogers graduated from founded? Passage:Rogers was born in Somerville, Massachusetts, in 1921. He graduated from Newton North High School in Newtonville in 1939. He enlisted as a private in April 1942, became an aviation cadet in August 1942, and completed pilot training and received a commission as a second lieutenant at Yuma, Arizona in 1943. During World War II, Rogers served as a P-39 Airacobra pilot with the 353rd Fighter Squadron at Hamilton Field, California He moved with the squadron to the European Theater of Operations, flew P-51 Mustang aircraft and became squadron commander. He is a fighter ace, credited with 12 enemy aircraft while flying from bases in England, Italy and France. He returned to the United States in January 1945 and was assigned to flying duties in fighter aircraft until November 1945 when he became commandant of troops at Hunter Field, Georgia. Between September 1946 and June 1947, he served as flight commander, operations officer, and commander of the 77th Fighter Squadron, 20th Fighter Group, at Shaw Air Force Base, South Carolina. He next was a student at the University of Virginia under the Air Force Institute of Technology program from July 1947 to August 1949. In August 1949 Rogers was transferred to Headquarters United States Air Force as an intelligence staff officer in the Directorate of Intelligence. He attended the language course at Lacaze Academy in Washington D.C., from October 1952 to June 1953, in preparation for attache duties. He received a bachelor of science degree in military science from the University of Maryland in 1952. Rogers served as assistant air attach in Madrid, Spain from June 1953 to February 1957. He then returned to Headquarters United States Air Force as chief of the Current Intelligence Branch in the Office of the Deputy Chief of Staff, Operations. In 1958 he was transferred to the Organization of the Joint Chiefs of Staff as director of current intelligence, J-2, and in August 1960 entered the National War College. In July 1961 he was assigned to the Office of the Assistant Secretary of Defense with duty station at the State Department.
Links: a. Air Force Institute of Technology b. 353rd Combat Training Squadron c. Newton North High School d. European Theater of Operations, United States Army

Output: c

Input: Consider Input: Question: Which university that Perlmutter graduated from has more students? Passage:Perlmutter spent his childhood in the Mount Airy neighborhood of Philadelphia. He went to school in nearby Germantown; first Greene Street Friends School for the elementary grades, followed by Germantown Friends School for grades 7 through 12. He graduated with an AB in physics from Harvard magna cum laude in 1981 and received his PhD in physics from the University of California, Berkeley, in 1986. Perlmutter's PhD thesis titled "An Astrometric Search for a Stellar Companion to the Sun" described the development and use of an automated telescope to search for Nemesis candidates under Richard A. Muller. At the same time, he was using this telescope to search for Nemesis and supernovae, which would lead him to his award-winning work in cosmology. Perlmutter attributes the idea for an automated supernova search to Luis Alvarez, a 1968 Nobel laureate, who shared his idea with Perlmutter's research adviser.
Links: a. Supernova b. Harvard University c. University of California, Berkeley d. Nemesis (hypothetical star)
Output: c