Write the right answer to the question based on the context passage.

Example Input: For active people, regular training is as important part of maintaining and increasing fitness. About the only real downside to regular exercise is the transient toll it takes on the body after a hard training session. The pain and soreness after training needs sufficient time to recover from before another hard session can be performed.
A very plausible theory pushed for many years is that the post-exercise oxidative stress in the body is the primary cause of the muscle damage and fatigue experienced. If you could reduce this oxidative stress, then it would allow quicker recovery, and then more time spent training. What this theory ignores though is that oxidative damage is a natural part of how the body adapts to stressful exercise, allowing the body to repair and grow stronger to allow higher levels of performance in the future.
A small scale study has previously found that trained and untrained individuals who dose up on antioxidant supplements impair important exercise training adaptations such as improved insulin sensitivity and production of oxidative stress defence proteins. Now researchers have extended this study by looking at the effect of antioxidants in trained female runners, and published their findings in the European Journal of Sports Science.
Twenty-three well trained female runners took part in three separate 3-week training blocks where they took either 1 gram of vitamin C, blackcurrant juice, or a placebo drink for each of the training blocks. Each of the dietary interventions involved drinking a similar volume of fruit drink of a total of half a litre per day split over the morning and evening.
The training performance of each runner was carefully measured at the beginning and end of each 3-week treatment period. The runners stuck to a set training schedule which allowed a more accurate assessment of any changes in performance over the training period. Question: Who had different drinks for a training study?
Example Output: female athletes

Example Input: I had this one guy, who enjoyed being a part time bully and part time neutral to me.
To say the least he was annoying. He'd take the liberty to hide my backpack, borrow my books without consent, doodle scandalous stuff on my notebooks with a pen and yada yada.
So one day, I was showing this cool trick I learned on an anatomy program on the TV to a couple of classmates who used to sit around me. The thing was that you can't flex your ring finger upwards if you put your middle finger under the palm (try that)
We were all kids, and soon everyone in the class started staring at us weirdos looking laughing at out hands. The bully noticed it too, and came near to inquire about this hand stuff. I described the trick and he was impressed.
And then,
I saw our teacher walking up the corridor, just a couple paces behind the class door. So, I asked him (the bully) if he wanted to see another trick and to that he nodded a big yes.
Cool,
What I did was, that I grabbed his right arm by the thumb and put it on my throat right above the larynx. Then I quickly shifted my grip to his wrist. He without batting an eye, asked what I was doing, but then I started beating the desk with my other hand and made squeaking noises while pushing his hand against my throat harder with every turning head. And voilà! Every one in the class (including the teacher) thought he was smothering me.
After a few ifs and buts between him and the teacher, he was summoned at the principal's chambers, from where, later he was sent home, where presumably judging from the look on his face for the next few days, he was beat to crap by his folks.
And after that, never was I ever bothered by anyone in the school.(^^) Question: Who got in trouble?
Example Output: the bully

Example Input: At an early meeting of the British Sociological Association's "Activism in Sociology Forum" members met to discuss how we might play a more campaigning role in the world outside the academy. Pragmatically, academics tend to work long hours. We are faced with multiple and competing demands: teaching, administration, publishing, marketing, research, grant-bidding, and so on. The REF has ramped up the requirement to demonstrate the efficacy of our research in "the real world" (our impact upon society, economy, and culture rather than upon knowledge per se, or upon the academic discipline). Maybe here – I suggested, as my contribution to the meeting – was a chance for those of us interested in progressing social justice to lever officially sanctioned space, in our busy day-to-day lives, to do more of this sort of work? Maybe we should welcome the REF impact agenda?
I learned afterwards that eminent British sociologists, whom I respect enormously, regarded such a viewpoint as "naïve" and "embarrassing". Indeed, critics interpret REF as just one mode of the heightened, neoliberal, managerial control that is degrading academic life and infesting universities. So, how should we think about the REF impact agenda?
Because of its obvious connections with social improvement and reform through policy action, social policy is regarded as one disciplinary area that is well-placed to meet and benefit from the impact agenda. Yet there has been surprisingly little concerted discussion amongst scholars about REF and impact. This is despite the fact that many millions of pounds of public funding accrue to the proposed or claimed impact of research (with monies channelled through research councils to individual projects or via regular, six-yearly centralised assessments of the quality of research in university departments). In addition, there is substantial funding directed toward the "impact industry"; the consultants, think tanks, PR firms, funding schemes, new software programmes, impact managers, specialist impact case study authors, etc., that have become embedded in the academy. Question: Who are faced with multiple and competing demands?
Example Output:
academics

