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.

Example Input: Context: The photo above represents water in three common states of matter. States of matter are different phases in which any given type of matter can exist. There are actually four well-known states of matter: solid, liquid, gas, and plasma. Plasma isnt represented in the iceberg photo, but the other three states of matter are. The iceberg itself consists of water in the solid state, and the lake consists of water in the liquid state. Q: Where is water in the gaseous state in the above photo? A: You cant see the gaseous water, but its there. It exists as water vapor in the air. Q: Water is one of the few substances that commonly exist on Earth in more than one state. Many other substances typically exist only in the solid, liquid, or gaseous state. Can you think of examples of matter that usually exists in just one of these three states? A: Just look around you and you will see many examples of matter that usually exists in the solid state. They include soil, rock, wood, metal, glass, and plastic. Examples of matter that usually exist in the liquid state include cooking oil, gasoline, and mercury, which is the only metal that commonly exists as a liquid. Examples of matter that usually exists in the gaseous state include oxygen and nitrogen, which are the chief gases in Earths atmosphere. A given kind of matter has the same chemical makeup and the same chemical properties regardless of its state. Thats because state of matter is a physical property. As a result, when matter changes state, it doesnt become a different kind of substance. For example, water is still water whether it exists as ice, liquid water, or water vapor. The most common states of matter on Earth are solids, liquids, and gases. How do these states of matter differ? Their properties are contrasted in the Figure 1.1. Click image to the left or use the URL below. URL: Properties of matter in different states. Q: The Figure 1.2 shows that a liquid takes the shape of its container. How could you demonstrate this? A: You could put the same volume of liquid in containers with different shapes. This is illustrated below with a beaker (left) and a graduated cylinder (right). The shape of the liquid in the beaker is short and wide like the beaker, while the shape of the liquid in the graduated cylinder is tall and narrow like that container, but each container holds the same volume of liquid. Q: How could you show that a gas spreads out to take the volume as well as the shape of its container? A: You could pump air into a bicycle tire. The tire would become firm all over as air molecules spread out to take the shape of the tire and also to occupy the entire volume of the tire. 
 Question: the only state in which matter has a fixed shape is
Example Output: solid.

Example 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?
Example Output: peer tutoring.

Example Input: Context: To investigate the use of tanezumab, a humanized monoclonal antibody that inhibits nerve growth factor, for the treatment of moderate to severe osteoarthritis in Japanese patients. Patients received tanezumab 10, 25, 50, 100, 200g/kg, or placebo and were followed for 92 or 120 days. Endpoints included the incidence of adverse events (AEs) and the change from baseline to week 8 in pain intensity and the Western Ontario and McMaster Universities Osteoarthritis (WOMAC) subscales. Patients (n=83) were 69% female, age 44-73 years, with a Kellgren-Lawrence X-ray grade of 2-4. At week 8, compared with placebo, tanezumab 25, 100, and 200g/kg improved index knee pain during walking (-18.5,-14.3, and-27.6, respectively), index knee pain in the past 24h (-19.1,-14.6, and-24.2, respectively), current index knee pain (-16.5,-10.9, and-22.8, respectively), and the WOMAC pain (-11.5,-9.6, and-18.8, respectively), physical function (-8.7,-9.5, and-17.6, respectively), and stiffness (-20.4,-11.2, and-10.2, respectively) subscales. Overall, seven patients reported AEs of abnormal peripheral sensation: allodynia (two in the tanezumab 200g/kg group); paresthesia (two in the tanezumab 200g/kg group), dysesthesia (one in the tanezumab 200g/kg group); thermohypoesthesia (one in the tanezumab 100g/kg group), and decreased vibratory sense (one in the placebo group). All of these AEs were mild to moderate in severity and transient in nature. Tanezumab was safe and generally well tolerated and may improve pain symptoms in Japanese patients with moderate to severe osteoarthritis of the knee. CLINICALTRIALS.GOV IDENTIFIER: NCT00669409. 
 Question: What is the target of tanezumab?
Example Output:
ngf