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 Input:
Article: Women were friends, I once would have said, when they totally love and support and trust each other, and bear to each other the secrets of their souls, and run--no questions asked--to help each other, and tell _ truths to each other(No, you can't wear that dress unless you lose ten pounds first.) when these truths must be told. In other words, I once would have said that a friend is a friend all the way, but now I believe that's narrow point of view. Friendships serve many different functions,meet different needs and range from those as all-the-way as the friendship of the soul sisters mentioned above to that of the most casual playmates. Convenience friends are women with whom we'd have no particular reason to be friends: a next-door neighbor or the mother of one of our children's closest friends. They'll lend us their cups for a party. They'll drive our kids to school when we're sick. They'll take us to pick up our car when we need a lift .As we will for them. But we don't , with convenience friends, ever come too close or tell too much; we maintain our public face and emotional distance. Special-interest friends aren't intimate ,and they needn't involve kids or cats. Their value lies in some interest jointly shared .And so we may have an office friend or a tennis friend. "I've got one woman friend," says Joyce," who likes, as I do, to take music courses, which makes it nice for me and her. I'd say that what we're doing is doing together, not being together." Crossroads friends are important for what was for the friendship we shared at a crucial ,now past, time of life. A time, perhaps, when we roomed in college together or went together through pregnancy, birth and that scary first year of new motherhood. Crossroads friends develop powerful links, links strong enough to endure with not much more contact than once-a-year letters at Christmas. And out of respect for those crossroads years, for those dramas and dreams we once shared, we will always be friends. Crossroads friends seem to maintain a special kind of intimacy ----dormant  but always ready to be revived  ---and though we may rarely meet ,whenever we do connect, it's personal and strong. Another kind of intimacy exists in the cross-generational friendships, the friends that form across generation in what one  woman calls her daughter-mother and her mother-daughter relationships. There are good friends, pretty good friends and very good friends, and these friendships are defined by their level of intimacy. We might tell a good friend, for example, that yesterday we had a fight with our husband. And we might tell a pretty good friend that this fight with our husband made us so mad that we slept on the couch. And we might tell a very good friend that the reason we got so mad in that fight that we slept on the couch had something to do with a girl who works in his office. But it's only to our very best friends that we're willing to tell all, to tell what's going on with that girl in his office. 
 Question: What can we know about convenience friends? 
 Options: (A) People may share their sorrow and pain with their convenience friends. (B) People may borrow a large sum of money from their convenience friends. (C) People may ask their convenience friends to pick up their children for them. (D) People would like to seek comfort and convenience from their convenience friends. 
 Asnwer: D

Ex Output:
No


Ex Input:
Article: Today in schools, it's not unusual for students to sit in the same kind of desks in the same kind of classrooms as their parents did.  Schools have made progress by making use of computers and PDAs in the classroom, yet one design company believes that changes are needed, so they describe what a future classroom may look like.  "Kids are being taught to sit at these wooden desks that are basically designed for writing," said Mark Dziersk, the senior vice president of the design. "They're being lectured in a structured environment."  The solution is a "customizable education system" called Gooru that reorganizes the classroom and replaces books, desks, pens, and so on. The three-part technology system consists of an interactive PDA called the GooBall, a backpack and a removable LCD screen for each student. Students can sit, stand or lie down when using the devices, and are not limited to desks.  The idea was presented at last month's South by Southwest Interactive Conference. While some educators think the idea is interesting, they doubt whether schools will pay for the expensive and complicated system.  The GooBall is an interactive communication device with six layers of learning software. The device monitors a student's heart rate and body temperature and uses GPS to track where they are. It includes instant messaging, a compass, a watch, and a topic-specific alert system that directs a student to related articles and books about whatever they are studying. Students can also choose an animal icon to show their personality.  The backpack houses the main power supply for the system and holds some personal items. The pocket keeps items locked tight with a fingerprint security zipper.  The portable screen functions like a laptop, providing wireless Internet access and streaming video. It also has a touch screen interface.  "I think it's an excellent idea," said Gary Tankard, a sixth-grader who has seen the prototype  . "I'm sure that 90 percent of kids would really like to have it." 
 Question: The education system called Gooru is made up of   _  . 
 Options: (A) an LCD screen and a backpack (B) a PDA, a GooBall and a backpack (C) a PDA and an LCD screen (D) a GooBall, a backpack and an LCD screen 
 Asnwer: D

Ex Output:
Yes


Ex Input:
Article: One summer day as I was heading to the teaching building I heard someone call my name. I turned around and I saw Philip ,a counselor  at our admissions office , standing with another young man, Philip introduced me to him, Stephen, and reminded me that Stephen would be taking one of my classes. Stephen looked at me. With a somewhat painful expression, he asked if my class was going to be hard and if he would be able to pass. I introduced all the things that he would be expected to learn. As we talked, I saw Stephen's eyes getting big with fear. I told him to do all of his assignments, and to hand them in on time. Rather than being overwhelmed  by all of the work, I told him the most successful students made a master calendar of all the assignments so they could plan their workload. As the fall semester went on, I learned more of Stephen's story. It had taken him longer to finish the assignments than most young people. Family members , including his mother ,kept reminding him that he was a failure. But he kept at it and didn't take them to heart. He told me that before coming to our college, no one believed he could manage it. Stephen didn't become an A student. Still, he managed to pass all of his courses by being in class every day, turning in all of his assignments on time and breaking down his study into bite-sized parts. By passing course after course he began to gain a measure of self-esteem. On his graduation day, he walked up to me, and said "Thank you." 
 Question: According to Stephen's questions to the author, we know that Stephen  _  . 
 Options: (A) wasn't very confident about himself. (B) didn't want to attend the author's class. (C) had never been an A student. (D) couldn't pass the author's exam. 
 Asnwer: A

Ex Output:

Yes


