In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".

[Q]: The Vice President stated that he called the President to discuss the rules of engagement for the CAP. He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert. He said the President signed off on that concept. The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot. The President emphasized to us that he had authorized the shootdown of hijacked aircraft. The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said. Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up. Sir, they're going to want to know what to do." Then she recalled hearing him say, "Yes sir." She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room. We believe this call would have taken place sometime before 10:10 to 10:15. Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete. Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room. At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington. That aircraft was United 93. The Secret Service was getting this information directly from the FAA. The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return. Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania. <sep>Where was United 93 presumably headed?<sep>Oregon
[A]: No


[Q]: The day was just breaking, as I left the tower; though it was still too dark in the house to be able to see without a light, and I took one of the study candles with me on my 'round.  By the time I had finished the ground floor, the daylight was creeping in, wanly, through the barred windows.  My search had shown me nothing fresh.  Everything appeared to be in order, and I was on the point of extinguishing my candle, when the thought suggested itself to me to have another glance 'round the cellars.  I had not, if I remember rightly, been into them since my hasty search on the evening of the attack.  For, perhaps, the half of a minute, I hesitated.  I would have been very willing to forego the task--as, indeed, I am inclined to think any man well might--for of all the great, awe-inspiring rooms in this house, the cellars are the hugest and weirdest.  Great, gloomy caverns of places, unlit by any ray of daylight.  Yet, I would not shirk the work.  I felt that to do so would smack of sheer cowardice.  Besides, as I reassured myself, the cellars were really the most unlikely places in which to come across anything dangerous; considering that they can be entered, only through a heavy oaken door, the key of which, I carry always on my person. <sep>When did the person consider extinguishing the candle?<sep>Found nothing
[A]: Yes


[Q]: In actual practice, however, we act too often as if we only cared for economic values.  If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.  While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.  By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.  He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for a complete living, and the stronger the foundation the better the result of later building.  _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_. <sep>How can a teacher discover the best way to give a strong foundation for complete living?<sep>Officials
[A]:
No


