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.

Ex Input:
Context: During active transport, molecules move from an area of low concentration to an area of high concentration. This is the opposite of diffusion, and these molecules are said to flow against their concentration gradient. Active transport is called "active" because this type of transport requires energy to move molecules. ATP is the most common source of energy for active transport. As molecules are moving against their concentration gradients, active transport cannot occur without assistance. A carrier protein is always required in this process. Like facilitated diffusion, a protein in the membrane carries the molecules across the membrane, except this protein moves the molecules from a low concentration to a high concentration. These proteins are often called "pumps" because they use energy to pump the molecules across the membrane. There are many cells in your body that use pumps to move molecules. For example, your nerve cells (neurons) would not send messages to your brain unless you had protein pumps moving molecules by active transport. The sodium-potassium pump ( Figure 1.1) is an example of an active transport pump. The sodium-potassium pump uses ATP to move three sodium (Na+ ) ions and two potassium (K+ ) ions to where they are already highly concentrated. Sodium ions move out of the cell, and potassium ions move into the cell. How do these ions then return to their original positions? As the ions now can flow down their concentration gradients, facilitated diffusion returns the ions to their original positions either inside or outside the cell. 
 Question: which statement is true concerning active transport?

Ex Output:
during active transport, molecules move from an area of low concentration to


Ex Input:
Context: Recent genome-wide association studies (GWAS) for Caucasians identified several allelic variants associated with increased risk of developing restless legs syndrome (RLS), also known as Willis-Ekbom disease. Although the pathogenic mechanisms of RLS are not entirely understood, it is becoming increasingly evident that many diseases such as RLS can be attributed to an epistasis. The study objectives were to evaluate whether the associations of RLS with all loci determined in previous GWAS for Caucasians can be replicated significantly for the Korean population and to elucidate whether an epistasis plays a role in the pathogenesis of RLS. DNA from 320 patients with RLS and 320 age- and sex-matched controls were genotyped for variants in the RLS loci. A significant association was found for rs3923809 and rs9296249 in BTBD9 (P < 0.0001 and P = 0.001, respectively); the odds ratio (OR) for rs3923809 was 1.61 (P < 0.0001) to 1.88 (P < 0.0001) and the OR for rs9296249 was 1.44 (P = 0.001) to 1.73 (P = 0.002), according to the model of inheritance. The OR for the interaction between rs3923809 in BTBD9 and rs4626664 in PTPRD was 2.05 (P < 0.0001) in the additive model, 1.80 (P = 0.002) in the dominant model and 2.47 (P = 0.004) in the recessive model. There was no significant association between genotypes of all tested single nucleotide polymorphisms and the mean value of serum iron parameters. Our results suggest that the role of BTBD9 in the pathogenesis of restless legs syndrome is more universal across populations than previously reported and more efforts should be focused on the role of epistasis in the genetic architecture of restless legs syndrome. 
 Question: Willis-Ekbom disease is also known as?

Ex Output:
restless legs syndrome


Ex Input:
Context: Lake Forest High School Clubs Environmental Club Club members are provided opportunities to realize their goals of environmental service. The majority of projects are student-initiated. Last year's activities included: the LFHS Courtyard Garden upkeep, Bike to School Day with free cocoa and snacks, an "eat local" 100-mile dinner, recycling solutions for LFHS, beach cleanup through the Great Lakes Alliance, and Earth Week celebrations. Meetings: First Friday of the month in Room 5 at 7:00 a.m. Advisor: Ms Mary Beth Nawor, _ Peer Tutoring Students volunteer to help fellow students in improving their academic and organizational skills. Students tutor LFHS and middle school students on an individually scheduled basis. LFHS tutors must have proficiency in the academic area in which they wish to tutor, but middle school tutors only need general academic proficiency. Meetings: All tutoring is done on an individually scheduled basis. Advisor: Ms Kathy O'Hara, _ Young Idea Young Idea is LFHS's art and literary magazine. Students of all ages who love writing and art are encouraged to become part of the staff of this award-winning magazine. Young Idea encourages all students to submit art and literature works to the magazine, whether they are a part of the staff or not. From September to February, Young Idea meets on Thursdays after school in the Public Room to discuss the pieces that have been submitted to the magazine and provide feedback for the authors. Meetings: See above explanation. Advisor: Ms Debbie Zare, _ Scout Buddies Scout Buddies is a friendship club which helps build friendship among individuals with and without disabilities. Club members participate in a variety of social activities both within the school and in the community. Activities include organizing holiday parties in the school, bowling, going to the movies, and eating out in local restaurants. Meetings: Monthly meeting dates vary, but in Room 134. Advisor: Ms Donna Lovitsch, _ 
 Question: Which club provides help for students poor in study?

Ex Output:

peer tutoring.