You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.

Example Input: Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night. 
Question: What time did CPU load go up: 4 AM or 10 AM?
Example Output: 4 AM.

Example Input: Background Paragraph: A person with a serious brain injury usually suffers permanent brain damage. These brain injuries usually occur when an external mechanical force, such as a violent blow or jolt to the head or body, causes brain dysfunction. An object penetrating the skull, such as a bullet or a shattered piece of the skull, also can cause traumatic brain injury. As a result, the person may have trouble talking or controlling body movements. Symptoms depend on what part of the brain was injured. Serious brain injuries can also cause personality changes and problems with mental abilities such as memory. Medicines, counseling, and other treatments may help people with serious brain injuries recover from, or at least learn to cope with, their disabilities. 
Story: Tammy and Rob rode a tandem bike down the hill. They hit a large rock and fell. Tammy wound up in the hospital and was diagnosed with a serious brain injury. Rob suffered only a mild concussion. 
Question: Which person had fewer problems with mental abilities?
Example Output: Rob.

Example Input: Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. 
Story: Robert and his son Michael are going to the doctor for their yearly physical. Robert is currently in the late adulthood phase of his life. Michael, on the other hand, just began adulthood and is still quite young. Both of them want to ask the doctor about their risks for future health problems. 
Question: Who is less likely to develop cancer?
Example Output:
Michael.