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.

Example Input: 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?
Example Output: francisco lopez.

Example Input: Context: My first visit to Angkor Wat was in 1980. The country had been at war for many years and _ and falling to pieces. Plants were growing out of the roofs, and trees were growing in the courtyards. Today, the temple is the scene of a busy repair program. A team of 15 Indian experts are organizing a workforce of 400 Cambodians, most of them women, who are cleaning, repairing and rebuilding parts of this temple. As I walked through the courtyards, I noticed the Cambodian women devote hours to cleaning carefully a tiny area of stone. Boards are laid down to protect the precious painted stones while the repair work is going on. There are very few machines and little heavy equipment. Workers carry building materials in buckets at the end of long poles. Piles of stones lie in a corner of the courtyard, waiting to be replaced. The work of cleaning the stones is watched over by three Indian chemists. It is a very slow task. First they clean the stones with brushes using buckets of a weak chemical. Then gaps between the stones are filled in. Finally another material is painted onto the stones which will protect them from water forever. Work starts every day at 7 a. m. and goes on until late afternoon six days a week, with a break at midday. Evening is the best time to visit the temple, after the tour groups have left. As the sun sinks lower, shadows spread across the courtyard. After sunset, the sky turns pink. The grey stone towers take on a golden color before turning pink. Nowhere else in the world can there be such a quiet, beautiful place.
Question: To clean the stone, how many steps should be followed?
Example Output: three

Example Input: Context: Many ESL (English as a Second Language) students in the United States enroll in academic preparation programs and are in their late teens or early twenties. This is often a time when students are looking back on childhood in a different way. Their childhood memories and their viewpoint on those memories can be very useful for the production of wonderfully creative writing. For this project, the students began in class by closing their eyes and trying to return to their childhood years in order to bring early memories to their mind. After imagining for a few minutes, they began to tell each other what they remembered about those years and tried to describe a particular incident that stood out in their memories. That evening they wrote in their journals about the incident, embellishing the story as much as possible. The next day, they read the story to a different partner and got feedback . The partner's job was to: ask more questions to bring back the writer's memory; help the writer make sure that past tense verbs were used correctly, focusing on the difference between those things that were still true and needed present tense and those things that belonged specifically to the past. Two days later, students made necessary changes or additions and turned in a typed copy of their story. I then made my own comments about their work and asked them to revise their work. The third draft produced some very good work.
Question: What did the author ask his students to write about?
Example Output:
their childhood memories.