This task is about writing a correct answer for the reading comprehension task. Based on the information provided in a given passage, you should identify the shortest continuous text span from the passage that serves as an answer to the given question. Avoid answers that are incorrect or provides incomplete justification for the question.

Example Input: Passage: Multiracial Americans are Americans who have mixed ancestry of "two or more races". The term may also include Americans of mixed-race ancestry who self-identify with just one group culturally and socially (cf. the one-drop rule). In the 2010 US census, approximately 9 million individuals, or 2.9% of the population, self-identified as multiracial. There is evidence that an accounting by genetic ancestry would produce a higher number, but people live according to social and cultural identities, not DNA. Historical reasons, including slavery creating a racial caste and the European-American suppression of Native Americans, often led people to identify or be classified by only one ethnicity, generally that of the culture in which they were raised. Prior to the mid-20th century, many people hid their multiracial heritage because of racial discrimination against minorities. While many Americans may be biologically multiracial, they often do not know it or do not identify so culturally, any more than they maintain all the differing traditions of a variety of national ancestries. Question: Why did muticultural Americans hid their heritage?
Example Output: many people hid their multiracial heritage because of racial discrimination against minorities

Example Input: Passage: During its formative period, the term madrasah referred to a higher education institution, whose curriculum initially included only the "religious sciences", whilst philosophy and the secular sciences were often excluded. The curriculum slowly began to diversify, with many later madaris teaching both the religious and the "secular sciences", such as logic, mathematics and philosophy. Some madaris further extended their curriculum to history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry. The curriculum of a madrasah was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madaris were established throughout the Islamic world, examples being the 9th century University of al-Qarawiyyin, the 10th century al-Azhar University (the most famous), the 11th century Nizamiyah, as well as 75 madaris in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260. Many more were also established in the Andalusian cities of Cordoba, Seville, Toledo, Granada (Madrasah of Granada), Murcia, Almeria, Valencia and Cadiz during the Caliphate of Cordoba. Question: Who decided the content that would be delivered in a particular madrasah?
Example Output: its founder

Example Input: Passage: Though women were protected by late Sumerian law and were able to achieve a higher status in Sumer than in other contemporary civilizations, the culture was male-dominated. The Code of Ur-Nammu, the oldest such codification yet discovered, dating to the Ur-III "Sumerian Renaissance", reveals a glimpse at societal structure in late Sumerian law. Beneath the lu-gal ("great man" or king), all members of society belonged to one of two basic strata: The "lu" or free person, and the slave (male, arad; female geme). The son of a lu was called a dumu-nita until he married. A woman (munus) went from being a daughter (dumu-mi), to a wife (dam), then if she outlived her husband, a widow (numasu) and she could then remarry. Question: How were women protected in Sumerian society?
Example Output:
law