Given a question and a context passage, generate the answer having the word or phrase from the context passage. Here, the answer should be a shortest continous span from the passage.
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Question: Context: The circumsporozoite protein (CS protein) on the malaria parasites in mosquitoes plays an important role in sporogony in mosquitoes. The RTS,S/AS01 malaria vaccine candidate, which has shown significant efficacy against clinical malaria in a large Phase 3 trial, targets the Plasmodium falciparum CS protein, but the ability of serum from vaccinated individuals to inhibit sporogony in mosquitoes has not been evaluated. Previously a double-blind, randomized trial of RTS,S/AS01 vaccine, as compared with rabies vaccine, in five- to 17-month old children in Tanzania was conducted. In this study, polyclonal human antibodies were purified from the pools of sera taken one month after the third vaccination. IgGs were purified from four pools of sera from 25 RTS,S/AS01 vaccinated children each, and two pools of sera from 25 children vaccinated with rabies vaccine each. The ability of antibodies to inhibit P. falciparum oocyst formation and/or sporogony in the mosquito host was evaluated by a standard membrane-feeding assay. The test antibodies were fed on day 0 (at the same time as the gametocyte feed), or on days 3 or 6 (serial-feed experiments). The oocyst and sporozoite counts were performed on days 8 and 16, respectively. In addition, two human anti-CS monoclonal antibodies (mAb) and a control mAb were also evaluated. Polyclonal anti-CS IgG preparations from RTS,S-vaccinated children tested at concentrations of 149-210 ELISA units (EU)/ml did not show significant inhibition in oocyst and sporozoite formation when the antibodies were fed with gametocytes at the same time, or later (serial-feed experiments). Similarly, anti-CS mAbs tested at 6,421 or 7,122 EU/ml did not show reduction in oocyst and sporozoite formation. This study does not support the concept that anti-CS antibodies induced by the RTS,S/AS01 vaccines in humans noticeably reduce malaria transmission by blocking P. falciparum sporozoite development or salivary gland invasion in mosquitoes when taken up during feeding. 
 Question: RTS S AS01 vaccine was developed to prevent which disease?

Answer: malaria


Question: Context: Work is defined differently in physics than in everyday language. In physics, work means the use of force to move an object. The teen who is playing tennis in Figure 16.1 is using force to move her tennis racket, so she is doing work. The teen who is studying isnt moving anything, so she is not doing work. Not all force that is used to move an object does work. For work to be done, the force must be applied in the same direction that the object moves. If a force is applied in a different direction than the object moves, no work is done. Figure 16.2 illustrates this point. The stick person applies an upward force on the box when raising it from the ground to chest height. Work is done because the force is applied in the same direction as the box is moving. However, as the stick person walks from left to right while holding the box at chest height, no more work is done by the persons arms holding the box up. Thats because the force supporting the box acts in a different direction than the box is moving. A small amount of work in the horizontal direction is performed when the person is accelerating during the first step of the walk across the room. But other than that, there is no work, because there is no net force acting on the box horizontally. Work is directly related to both the force applied to an object and the distance the object moves. It can be represented by the equation: Work = Force Distance This equation shows that the greater the force that is used to move an object or the farther the object is moved, the more work that is done. You can see a short video introduction to work as the product of force and distance at this link: . To see the effects of force and distance on work, compare the weight lifters in Figure 16.3. The two weight lifters on the left are lifting the same amount of weight, but the bottom weight lifter is lifting the weight a longer distance. Therefore, this weight lifter is doing more work. The two weight lifters on the bottom right are both lifting the weight the same distance, but the weight lifter on the left is lifting a heavier weight. Therefore, this weight lifter is doing more work. The equation for work given above can be used to calculate the amount of work that is done if force and distance are known. For example, assume that one of the weight lifters in Figure 16.2 lifts a weight of 400 newtons over his head to a height of 2.2 meters off the ground. The amount of work he does is: Work = 400 N 2.2 m = 880 N m Notice that the unit for work is the newton meter. This is the SI unit for work, also called the joule (J). One joule equals the amount of work that is done when 1 newton of force moves an object over a distance of 1 meter. Problem Solving Problem: Todd pushed a 500 N box 4 meters across the floor. How much work did he do? Solution: Use the equation Work = Force Distance. Work = 500 N 4 m = 2000 N m, or 2000 J You Try It! Problem: Lara lifted a 100 N box 1.5 meters above the floor. How much work did she do? Did you ever rake leaves, like the woman in Figure 16.4? It can take a long time to do all that work. But if you use an electric leaf blower, like the man in the figure, the job gets done much sooner. Both the leaf blower and the rake do the work of removing leaves from the yard, but the leaf blower has more power. Thats why it can do the same amount of work in less time. Power is a measure of the amount of work that can be done in a given amount of time. Power can be represented by the equation: Power = Work Time In this equation, work is measured in joules and time is measured in seconds, so power is expressed in joules per second (J/ 
 Question: Work is directly related to the force applied to an object and to the

Answer: distance the object moves.


Question: Context: CADASIL is the most prominent inherited form of vascular dementia. The main clinical features include migraine with aura, stroke, mood disturbances, and cognitive decline, with a mid-life (30s-60s) adult onset. Genetic testing is the gold standard for the diagnosis. CADASIL is caused mostly by missense mutations in the NOTCH3 gene, invariably involving a cysteine residue. Only a couple of splice site mutations have been reported. In a few pathologically defined patients, genetic mutations remain unidentified. We report a family with late-onset CADASIL phenotype carrying a novel intronic deletion in the NOTCH3 gene (c.341-26_24delAAC). Transcript analysis revealed a splicing alteration, with the complete intron 3 retention. The insertion was in-frame and encoded an extra 25 amino acids, including 1 cysteine. This is the first report of an aberrant splicing event of the NOTCH3 gene associated with a mutation far away from the canonical splice site. Our finding suggests that the assays used to evaluate splicing should be mandatory in the diagnostic setting of genetically undefined CADASIL cases. 
 Question: Which amino acid residue appears mutated in most of the cases reported with cadasil syndrome?

Answer:
cysteine