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

Example Input: What buildings were usually chosen to be burned to the ground?, Context: In the 1970s, the Bronx was plagued by a wave of arson. The burning of buildings was predominantly in the poorest communities, like the South Bronx. The most common explanation of what occurred was that landlords decided to burn their low property-value buildings and take the insurance money as it was more lucrative to get insurance money than to refurbish or sell a building in a severely distressed area. The Bronx became identified with a high rate of poverty and unemployment, which was mainly a persistent problem in the South Bronx.
Example Output: low property-value buildings

Example Input: How was this shown in teaching?, Context: As the Tokugawa period progressed more value became placed on education, and the education of females beginning at a young age became important to families and society as a whole. Marriage criteria began to weigh intelligence and education as desirable attributes in a wife, right along with physical attractiveness. Though many of the texts written for women during the Tokugawa period only pertained to how a woman could become a successful wife and household manager, there were those that undertook the challenge of learning to read, and also tackled philosophical and literary classics. Nearly all women of the samurai class were literate by the end of the Tokugawa period.
Example Output: many of the texts written for women during the Tokugawa period only pertained to how a woman could become a successful wife and household manager

Example Input: Why did the artillery school have to go underground?, Context: Educational and technological reforms came about, including the establishment of higher education institutions such as the Istanbul Technical University. In 1734 an artillery school was established to impart Western-style artillery methods, but the Islamic clergy successfully objected under the grounds of theodicy. In 1754 the artillery school was reopened on a semi-secret basis. In 1726, Ibrahim Muteferrika convinced the Grand Vizier Nevşehirli Damat İbrahim Pasha, the Grand Mufti, and the clergy on the efficiency of the printing press, and Muteferrika was later granted by Sultan Ahmed III permission to publish non-religious books (despite opposition from some calligraphers and religious leaders). Muteferrika's press published its first book in 1729 and, by 1743, issued 17 works in 23 volumes, each having between 500 and 1,000 copies.
Example Output:
Islamic clergy