In this task, you are given a passage which has a question and the context. You have to generate an answer to the question based on the information present in the context.

Example Input: Context: Traumatic brain injury (TBI) is a complex process that increasing evidence has demonstrated that reactive oxygen species contribute to brain injury. Revesterol (RVT), which exhibits significant antioxidant properties, is neuroprotective against excitotoxicity, ischemia, and hypoxia. Our aim was to evaluate the neuroprotective effects of RVT on the hippocampus in a rat model of TBI.', "Seven rats were divided into four. A moderate degree of head trauma was induced using Feeney's falling weight technique. Group1 (control) underwent no intervention. Head trauma was induced in the Group 2 (trauma) and, no drug was administered. Head trauma was induced in the Group 3 rats and low-dose RVT (50 mg/kg per day) was injected and in the fourth group, high-dose RVT (100 mg/kg per day) was used. Brain tissues were extracted immediately after perfusion without damaging the tissues. Histopathological and biochemistry parameters were studied.", 'Brain tissue malondialdehyde (MDA) levels in the trauma group were significantly higher than those in the control, low-dose RVT-treated, and high-dose-RVT-treated groups. The superoxide dismutase (SOD) levels in the control group were significantly higher than those in the trauma, low-dose RVT-treated, and high-dose RVT-treated groups. Glutathione peroxidase (GSH-Px) levels in the control group were significantly higher than those in the trauma and low-dose RVT-treated groups. The level of oxidative DNA damage (8-OHdG/106 dG) in the trauma group was higher than that in the control group, low-dose RVT-treated, and high-dose RVT-treated groups.\Question: Does rESVERATROL TREATMENT prevent HIPPOCAMAL NEURODEGENERATION IN A RODENT MODEL OF TRAUMATIC BRAIN INJURY?
Example Output: Our results demonstrated that RVT had a healing effect on neurons after TBI.

Example Input: Context: Physical inactivity has been associated with obesity and related chronic diseases. Understanding built environment (BE) influences on specific domains of physical activity (PA) around homes and workplaces is important for public health interventions to increase population PA.', 'To examine the association of home and workplace BE features with PA occurring across specific life domains (work, leisure, and travel).', 'Between 2012 and 2013, telephone interviews were conducted with participants in four Missouri metropolitan areas. Questions included sociodemographic characteristics, home and workplace supports for PA, and dietary behaviors. Data analysis was conducted in 2013; logistic regression was used to examine associations between BE features and domain-specific PA.', "In home neighborhoods, seven of 12 BE features (availability of fruits and vegetables, presence of shops and stores, bike facilities, recreation facilities, crime rate, seeing others active, and interesting things) were associated with leisure PA. The global average score of home neighborhood BE features was associated with greater odds of travel PA (AOR=1.99, 95% CI=1.46, 2.72); leisure PA (AOR=1.84, 95% CI=1.44, 2.34); and total PA (AOR=1.41, 95% CI=1.04, 1.92). Associations between workplace neighborhoods' BE features and workplace PA were small but in the expected direction.\Question: Does home and workplace built environment support for physical activity?
Example Output: This study offers empirical evidence on BE supports for domain-specific PA. Findings suggest that diverse, attractive, and walkable neighborhoods around workplaces support walking, bicycling, and use of public transit. Public health practitioners, researchers, and worksite leaders could benefit by utilizing worksite domains and measures from this study for future BE assessments.

Example Input: Context: The purpose of this paper is to determine the effectiveness of web-based video lectures on demand for the deaf in comparison to the traditional method of teaching using a sign language interpreter. The web-based lectures presented are specifically designed for the deaf in education and in rehabilitation.', "Sixty-three deaf students and adults were divided into four groups. All of the groups were made up of users who shared similar knowledge in the field of computers, but with different abilities in using computers, from beginners to advanced users. All of the groups were of mixed gender. The first two groups (consisting of 23 test users) graded the usability of the user interface for web-based lecture on demand with the help of the standardized SUMI questionnaire. After that, two groups (20 students from high school and 20 adults) joined in a 45-min informational program on the history of the deaf. Both groups were then divided into two smaller subgroups of 10 participants. The first subgroup in the first part of the learning program followed a traditional teaching style with the help of a teacher and an interpreter for Slovenian sign language. Meanwhile, the second group observed a 12-min web-based video lecture on demand and still had available an additional 18 min for a more detailed observation of the video. At the end of the lecture, the teacher used the questionnaire to review the participants' understanding of the content of the lecture in both of the groups. During the entire testing period, the interpreter used Slovenian sign language.", 'By using the SUMI questionnaire, we determined the usability of the user interface for comprehension and gathering of knowledge. We discovered that the system was usable according to the standards. The global Median results (Global Median=51) were in the range of 50. In the second part of testing, we determined the level of significance between the traditional and web-based lectures. The results were statistically evaluated using the t-tests and the ANOVA test. From the t-tests we established the hypothesis that the number of correct answers for both groups (group 1: web-based, group 2: traditional) differed. The t-test used for the age groups rejected the hypothesis that the number of correct answers for both groups differed, where group 1 was comprised of adults and group 2 was comprised of students. Additionally, the ANOVA test showed that the number of correct answers for adults using traditional lectures differed significantly from the number of correct answers for both adult and student web-based users. The ANOVA test showed no differences between any of the remaining groups.\Question: Does the role of video technology in on-line lecture for the deaf?
Example Output:
We can conclude that for deaf people it is extremely important to introduce the use of information and communications technology on all levels of education and rehabilitation. This increases their ability to learn and improves their understanding of learning materials, especially if the applications are designed specifically for their needs. Through daily exposure to a larger number of such materials, we can positively influence the literacy (reading and writing skills) of the deaf. With increased literacy, the deaf would be able to read literature, and subtitles, enabling them to receive information through written sources. Therefore, we can expect them to have a higher self-esteem, more easily integrate into society and have more opportunities for employment.