In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.

[EX Q]: Article: When we donate  blood, a small amount is usually taken in advance for at least ABO and Rh systems typing. If you are O+, the O is your ABO type and the + is your Rh type. It is possible to be A, B, AB, or O as well as Rh + or Rh-. The ABO system was discovered by Karl Landsteiner in the early 1900s. He was awarded the Nobel Prize for his achievements. There are four basic types of blood in the ABO system: A, B, AB and O. Everybody is born with one of these four types of blood. We get blood type, just like hair color and height from parents. Because of the substances  contained in each type, the four groups must be _ carefully, If two different blood types are mixed together, it may put a person into an extremely dangerous situation. Basically, A and B cannot be mixed. A and B cannot receive AB, but AB may receive A or B. In an emergency, type O blood can be given because it is most likely to be accepted by all blood types, so it is often called the universal donor. However, there is still a risk. For the opposite reason, AB is sometimes called the universal receiver. However, because there can be so many reactions in the blood bank of the hospital. There is a relationship between your blood type and your nationality. Among the Europeans, about 45 percent have type O while 42 percent have type A. The least common is type AB. Other races have different percentage. For example, some American Indian groups have nearly 100 percent type O out of 100 donors in the world. 
 Question: The writer suggests that the third most common blood type among the Europeans is   _  . 
 Options: (A) B (B) A (C) AB (D) O 
 Asnwer: A
[EX A]: Yes

[EX Q]: Article: The greatest recent changes have been in the lives of women. During the twentieth century there was an unusual shortening of the time of a woman's life spent in caring for children. A woman marrying at the end of the 19th century would probably have been in her middle twenties, and would be likely to have seven or eight children, of whom four or five lived till they were five years old. By the time the youngest was fifteen, the mother would have been in her early fifties and would expect to live a further twenty years, during which custom, chance and health made it unusual for her to get paid work. Today women marry younger and have fewer children. Usually a woman's youngest child will be fifteen when she is forty-five and is likely to take paid work until retirement at sixty. Even while she has the care of children ,her work is lightened by household appliances and convenience foods. This important change in women's way of life has only recently begun to have its full effect on women's economic position. Even a few years ago most girls left school at the first opportunity and most of them took a full-time job. However, when they married, they usually left work at once and never returned to it.                 Today the school-leaving age is sixteen, many girls stay at school after that age , and though women tend to marry younger ,more married women stay at work at least until shortly before their first child is born. Many more after wads, return to full or part-time work. Such changes have led to a new relationship in marriage, with both husband and wife accepting a greater share of the duties and satisfaction of family life, and with both husband and wife sharing more equally in providing the money and running the home, according to the abilities and interest of each of them. 
 Question: We are told that in an average family about 1990  _  . 
 Options: (A) many children died before they were five (B) the youngest child would be fifteen (C) seven of eight children lived to be more than five (D) four or five children died when they were five 
 Asnwer: C
[EX A]: No

[EX Q]: Article: It would be interesting to discover how many young people go to university without any clear idea of what they are going to do afterwards. If one considers the enormous variety of courses offered, it is not hard to see how difficult it is to select the course most suited to his interests and abilities. If a student goes to acquire a broader perspective of life, to enlarge his ideas and to learn to think for himself, he will undoubtedly benefit, since school often has too restricting an atmosphere, with its timetables and disciplines, to allow him much time for independent assessment of the work he is asked to do. Most students would, I believe, profit by a year or so's exploration of different academic studies, especially those "all-rounders" with no particular bent. They should have longer time to decide in what subject they want to take their degree, so that in later life they do not look back and say, "I should like to have been an archaeologist. If I hadn't taken a degree in Modern Languages, I shouldn't have ended up as an interpreter, but it's too late now. I couldn't go back and begin all over again, even if I had the chance." There is, of course, another side to the question of how to make the best use of one's time at university. This is the case of the student who excels in a particular branch of learning, is a first-rate mathematician, scientist, linguist and what you have. He is immediately accepted by the university of his choice, and spends his three or four years becoming a specialist, emerging with a first-class Honors Degree and very little knowledge of what the rest of the world is all about. It therefore becomes more and more important that, if students are not to waste their opportunities and, incidentally, the taxpayers' money, there will have to be much more detailed information about courses, more advice from Career Masters and Course Tutors if  _ are not to bring up, on one hand, a band of specialists ignorant of anything outside their own subject, and on the other hand, an ever-increasing number of graduates qualified in subjects for which there is little or no demand in the working world. 
 Question: According to the passage, university students should avoid    . 
 Options: (A) acquiring a broad perspective of life (B) allowing themselves the independence of thinking (C) becoming specialists ignorant of what the rest of the world is (D) wasting their opportunities and the taxpayers' money 
 Asnwer: B
[EX A]:
No

