Write the right answer to the question based on the context passage.

Input: Consider Input: My best story is about Santa Claus. A mall Santa had a heart attack at work and was rushed to the Emergency Room in full cardiac arrest.
Let me explain that a person playing Santa is generally a certain age (white beard) and body type (round) that is predisposed to cardiac disease.
We did everything we could but ultimately our efforts were futile. The mall Santa rode his sleigh into the great beyond.
A mother, there to visit another patient, was insistent that her 7–8 year old son be allowed back to visit his grandmother. We had a strict 12 year old age limit visitation policy. I was called to speak with her.
"Why do you have such a stupid Draconian policy?" She insisted.
"The Emergency Room is no place for a child ma'am. Besides, the germs and infections he may be exposed to, there are things he may see or hear that a child would have a hard time processing," I explained.
"Like what?" She argued.
"Well, there are people in pain moaning," I answered. "And drunks cursing at the staff. It's a tough place."
"He's fine," she insisted. "I think I know how to parent. I don't need you to worry about what my son is able to handle."
I caved in and allowed her back. As we passed the room with the dead Santa, a tech exited and opened the curtain. Her child looked in and saw Santa's lifeless body, ET tube sticking out of his throat, boots still on but costume cut to shreds and strewn across the room.
The child lost it!
"Mom, Santa Claus is Dead!" He cried. "I'm not going to get anything for Christmas."
"Why would someone open the curtain?" The mother demanded.
"I warned you," I said. "That's why we have a 12 years and above visitation policy."
She was not happy. Come to find out the child had his picture made with that very Santa a few days prior. Very ironic. Question: Who did everything they could to save Santa?

Output: The ER worker


Input: Consider Input: Bryan C. Keene and Alexandra Kaczenski of the Getty Museum's Manuscripts Department have spent the last few years preparing for an exhibition and publication titled Sacred Landscapes: Nature in Renaissance Manuscripts that aims to examine representations of "green spaces" such as gardens, vistas, and their relation to the divine.
In particular, Bryan and Alexandra focus on the ways in which artists during the European Middle Ages and Renaissance embedded the pages of illuminated manuscripts with depictions of the natural world so that nature could guide prayer, chant, and meditation.
For Bryan, this project represents a continuation of his interest in sacred gardens that began with his graduate work on the garden imagery that influenced Botticelli's Agony in the Garden painting. In 2013 he curated the exhibition and authored the accompanying book Gardens of the Renaissance.
For Alexandra, interest in this subject stems from her scholarly focus on Flemish manuscripts and their relation to Flemish landscape paintings. She brought to the project a complementary interest in issues of environmental and landscape destruction, which also were themes of the exhibition and publication.
Though floral and nature studies of the Renaissance and Early Modern periods have been extensively investigated—the scientific notebooks of Leonardo da Vinci, for example, are well documented—this exhibition turns its focus on landscape and the divine. Curatorial research has shed new light on subjects such as the seemingly "scattered" floral arrangements represented within the pages of these books and their relationship to humoral theory and religion. Bryan adds, "The tension that we find in these borders is, on the one hand, intricately rendered leaf and petal structures of plants or flowers, and on the other, hidden whimsical elements, all of which combine to create a rich tapestry of meaning, both symbolic and scientific. Alex and I will continue to explore the potential meaning within this botanical and arboreal chaos."
Sacred Landscapes opens on October 10, 2017, at the Getty Museum, where it complements the exhibition Giovanni Bellini: Landscapes of Faith in Renaissance Venice. The exhibition catalog is available online now. Question: Who spent the last few years preparing for an exhibition titled Sacred Landscapes?

Output: Bryan C. Keene and Alexandra Kaczenski


Input: Consider Input: Today, many academics feel stuck between a rock and a hard place. They're under huge pressure to write and publish but an ever-growing mountain of teaching and admin is stopping them doing just that. Our research finds that whilst nobody is immune to these pressures, some academics cope better than others – and that's because over the years, they've developed personal "systems" to help them write.
We recently carried out in-depth interviews with 23 scholars across the UK, Europe and the US. We deliberately chose a diverse group so as to not make any assumptions based on age, seniority, or research background. Academic experience ranged from six months to 27 years and subject fields ranged from social sciences, economics, business, and arts.
We did this as part of our user research to inform the development of Prolifiko – a digital coaching tool for writers. Whilst every academic had developed a writing productivity system personal to them, we found there were six common "habits" that the most prolific (and generally least stressed) academics tended to use.
1. They "time-block" their writing in advance
Scheduling – booking in time to write in advance – was the single most common habit of our writers. It didn't appear to matter what type of time-blocking method a scholar chose to use or how lengthy a writing session was. Some blocked out long periods of time on sabbatical, whilst others preferred to block out short, regular times throughout the day or across a week.
What seemed to matter far more was the act of planning, as this mentally prepared the individual for writing – and so made the process easier and less stressful.
"When I need to write I block out time. I'm lucky in that I can work from home – I block out a couple of straight days to do the writing and I plan it in beforehand. I couldn't really write in any other way than blocking out that time." Question: Who blocks their writing in advance?


Output: Academics


