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.
--------
Question: Context: Some subjects with suspected asthma and a negative exercise challenge test (ECT) demonstrate improved expiratory flow rates after administration of bronchodilators (BD) at the end of the ECT (unpublished observation). This study investigated whether this response predicts the presence of bronchial hyperreactivity (BHR).', 'The study population included 133 young adults (29.4% women) 21.1 +/- 4.2 years of age who underwent ECT and a methacholine challenge test (MCT). A receiver-operator-characteristic curve was used to calculate the optimal cutoff level of the response to BD as a predictor of BHR according to MCT.', 'Using a MCT cutoff level of PC(20) </= 4 mg/mL showed BHR in 12.8% of subjects. Failure to improve FEV(1) by 8% after BD administration predicted the absence of BHR with sensitivity, specificity, and positive and negative predictive values of 76.5%, 68.4%, 25.3%, and 95.5%, respectively. Avoiding MCT in subjects with less than 8% response to BD would have saved 62.5% of the MCTs and would have missed only four (3%) patients with BHR.\Question: Does response to bronchodilators after exercise challenge predict bronchial hyperreactivity?

Answer: BD should be administered routinely after ECT, as the response may be used as a simple, inexpensive tool to predict BHR in young patients and may substantially reduce the number of unnecessary MCTs.

Question: Context: Dynamic pelvic magnetic resonance imaging (DP-MRI) offers a comprehensive evaluation of pelvic organ structure in addition to functional information regarding evacuation. Opportunity to apply this technology can be limited due to regional lack of availability. Ideally, clues from standard anorectal testing could predict abnormalities on DP-MRI, leading to its efficient use. The aim of this study is to determine whether high-resolution anorectal manometry (HR-ARM) correlates with findings on DP-MRI.', "This is a retrospective study of HR-ARM performed on patients with constipation who also underwent DP-MRI. Studies were reviewed for significant findings including posterior pelvic organ prolapse, rectocele>3cm, rectal intussusception, and anorectal angle. Statistical analysis was performed using Pearson's correlation coefficient, Student's t-test, and Fisher's exact test.", 'Twenty-three patients undergoing HR-ARM (age range 25-78) also underwent DP-MRI. All were female; 76% were Caucasian. Twenty had significant structural findings: small pelvic prolapse (n=2), moderate pelvic prolapse (n=10), large pelvic prolapse (n=9), rectocele (n=8), or rectal intussusception (n=3). Only intrarectal pressure on HR-ARM weakly correlated with size of rectocele (r=0.46; P=0.03) and degree of pelvic organ prolapse (r=0.48; P=0.02). The remainder of the HR-ARM parameters did not significantly correlate with DP-MRI findings. Patients with dyssynergy were not more likely to have rectoceles>3cm (44.4% versus 35.7%; P=0.5) or large prolapses (44.4% versus 50%, P=1.0), compared with those without dyssynergy, on HR-ARM.\Question: Are high-resolution anorectal manometry and dynamic pelvic magnetic resonance imaging complementary technologies?

Answer: We were unable to find a correlation between HR-ARM findings and structural pelvic defects on DP-MRI. Therefore, these two technologies provide complementary information in the evaluation of defecatory dysfunction.

Question: 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?

Answer:
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.