In this task, you are given a question and a context passage. You have to answer the question based on the given passage.

Ex Input:
Who believed a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes?, Context: The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the "gender-conforming heterosexual" and the "gender-nonconforming homosexual" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.

Ex Output:
The earliest writers

Ex Input:
Why did universities begin participating less in scientific research?, Context: Scientific academies and societies grew out of the Scientific Revolution as the creators of scientific knowledge in contrast to the scholasticism of the university. During the Enlightenment, some societies created or retained links to universities. However, contemporary sources distinguished universities from scientific societies by claiming that the university's utility was in the transmission of knowledge, while societies functioned to create knowledge. As the role of universities in institutionalized science began to diminish, learned societies became the cornerstone of organized science. Official scientific societies were chartered by the state in order to provide technical expertise. Most societies were granted permission to oversee their own publications, control the election of new members, and the administration of the society. After 1700, a tremendous number of official academies and societies were founded in Europe, and by 1789 there were over seventy official scientific societies. In reference to this growth, Bernard de Fontenelle coined the term "the Age of Academies" to describe the 18th century.

Ex Output:
sources distinguished universities from scientific societies by claiming that the university's utility was in the transmission of knowledge

Ex Input:
Why can the terrain only hold cacti and succulent plants?, Context: As the terrain is generally arid, the hills have mostly poor soil and support only cacti and succulent plants. During the rainy season the area turns green with vegetation and grass. The eastern part of the island is greener as it receives more rainfall. A 1994 survey has revealed several hundred indigenous species of plants including the naturalized varieties of flora; some growing in irrigated areas while the dry areas are dominated by the cacti variety. Sea grapes and palm trees are a common sight with mangroves and shrubs surviving in the saline coastal swamps. Coconut palm was brought to the island from the Pacific islands. Important plants noted on the island are:

Ex Output:
the terrain is generally arid