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 Q]: Context: An eastern cult (a parody of the Thuggee cult) is about to sacrifice a woman to the goddess Kaili. Just as she is about to be killed, the high priestess of the cult, Ahme, notices that she is not wearing the sacrificial ring. Ringo Starr, drummer of the Beatles, has and is wearing it; it was secretly sent to him by the victim in a fan letter. Determined to retrieve the ring and sacrifice the woman, the great Swami Clang, Ahme, and several cult members including Bhuta, leave for London. After several failed attempts to steal the ring, they confront the Beatles in an Indian restaurant. Ringo learns that if he does not return the ring soon, he will become the next sacrifice. Ringo then discovers that the ring is stuck on his finger. The Beatles go to a jeweller to remove the ring, but the tools he uses all break. They then go to a mad scientist, Foot, and his assistant Algernon. In a lab full of British-made equipment, they attempt to expand the ring's molecules so it can slide off Ringo's finger. But the machines only manage to remove all his other rings. Astonished that his equipment has no effect on the ring, Foot decides that he, too, must have it. While they bumble with trying to get a laser together, Ahme crashes the lab and holds the scientists at gunpoint while she lets the Beatles escape. Back home, Ahme tells the group that her sister's time has passed and she is now out of danger and Ringo is now the sacrificial victim. She prepares a special solution intended to shrink Ringo's finger so she can get the ring off. But then Clang and his henchmen crash the house, causing Ahme to drop the syringe on Paul's leg. While a shrunken Paul hides in an ashtray, the cult attack the other Beatles and pour red paint on Ringo (as part of the sacrifice). Foot and Algernon come in, shoots a warning shot with his Webley and scares the cult away, Ahme in tow. Paul unshrinks and John subsequently starts to swing a lamp at Foot who tries to shoot him, but his gun misfires. Blaming this on the fact that the gun is British made, Foot retreats. The boys are left to sort things out. The band flees to the Austrian Alps for refuge but both thugs and Foot follow in pursuit. The Beatles practice skiing, then participate in a game of curling. Foot and Algernon booby-trap one of the curling stones with a bomb; George sees the "fiendish thingy" and tells everyone to run. The bomb eventually goes off after a delay, creating a big hole in the ice from which a Channel swimmer (Mal Evans) emerges and asks directions to the White Cliffs of Dover. The boys ski down a slope fleeing from Clang, directed by Ahme, who then misdirects Clang to the take-off ramp for a Ski jumping contest. Clang is the winner, and is forced to the winners' platform to receive a gold medal. The group escapes back to England and they ask for "protection" from Scotland Yard; and get it in the form of a cowardly Inspector (Cargill). After being attacked while recording in the middle of Salisbury Plain surrounded by the British Army, they hide in "A Well Known Palace" (Buckingham Palace) until they are almost captured by Foot. While on a walk with the police, the group step into a small pub, where Clang is disguised as a barman. After being served beer, Ringo cannot pick his glass up from the table, so George tips it over, unknowingly opening a trapdoor to the cellar that Clang set up. Inside the cellar is a door with a broken knob, a broken ladder and a tiger. They go summon the Inspector who tells them to sing the "Ode to Joy" from Beethoven's 9th Symphony to the tiger in order to tame it; everyone inside and outside the pub joins in. The Beatles put out in the press that they're going to the Bahamas to throw the cult off their 
 Question: Where does the Fab Four flee to right after England?
[EX A]: austrian alps

[EX Q]: Context: In America, when the eighth graders leave the middle school, they are often worried about moving to the high school. It is a hard time for them, but it can be an exciting one as well. To make it easier, students need to get familiar with their school. Even though they've done this already in the middle school, it's still important to find where their classrooms are. Most schools take students to the high school for a visit at the end of their eighth grade year. And, most schools also have a freshman speech for parents and students before the first year begins. Sometimes the main office will give away a map of the school. This can help students and parents to find different places in the school. One way to know your high school more and make new friends is to join a club or play a sport. Schools often offer chances to join different clubs and sports. Fall activities begin in August before the first day of school. If you are not interested in sports, there are clubs for any interest, such as drama, dance, chess, photography, community service, etc. These clubs allow students from different grades. By joining an activity, students can find new friendships, not to mention improving their chances in future college applications . The school office will have a list of activities offered at the school and information on how to join them. What's more, to have a great start to a high school year, students can write down some of their worries, and ask for help from teachers and school workers. 
 Question: When do many schools take students to visit their new high school?
[EX A]: at the end of their eighth grade year

[EX Q]: Context: Genome-wide association studies have identified strong associations between the risk of developing Parkinson's disease (PD) and polymorphisms in the genes encoding -synuclein and the microtubule-associated protein tau. However, the contribution of tau and its phosphorylated form (p-tau) to -synuclein-induced pathology and neuronal dysfunction remains controversial. We have assessed the effects of NAP (davunetide), an eight-amino acid peptide that decreases tau hyperphosphorylation, in mice overexpressing wild-type human -synuclein (Thy1-aSyn mice), a model that recapitulates aspects of PD. We found that the p-tau/tau level increased in a subcortical tissue block that includes the striatum and brain stem, and in the cerebellum of the Thy1-aSyn mice compared to nontransgenic controls. Intermittent intranasal NAP administration at 2 g/mouse per day, 5 days a week, for 24 weeks, starting at 4 weeks of age, significantly decreased the ratio of p-tau/tau levels in the subcortical region while a higher dose of 15 g/mouse per day induced a decrease in p-tau/tau levels in the cerebellum. Both NAP doses reduced hyperactivity, improved habituation to a novel environment, and reduced olfactory deficits in the Thy1-aSyn mice, but neither dose improved the severe deficits of motor coordination observed on the challenging beam and pole, contrasting with previous data obtained with continuous daily administration of the drug. The data reveal novel effects of NAP on brain p-tau/tau and behavioral outcomes in this model of synucleinopathy and suggest that sustained exposure to NAP may be necessary for maximal benefits. 
 Question: How many amino acids does davunetide consist of?
[EX A]:
eight

