Input: 

They looked for the signs of death at every door -- the sexton , the hearse , the assemblage of black-clad relatives , all that makes up the woeful pomp of funerals .<br>They raised their eyes , also , to the sun-gilt spire of the church , and wondered that no clang proceeded from its bell , which had always tolled till now when this figure appeared in the light of day .<br>But none had heard that a corpse was to be borne to its home that afternoon , nor was there any token of a funeral except the apparition of the Old Maid in the Winding-Sheet .<br>`` What may this portend ? ''

Sentence: They looked for signs of the living at all the doors. 

Output: No


Input: 

The statements I make or the statements that I do not make in my classroom tell my students something. So I think we're charged with, you know, having an ethical decision to make when we walk into the classroom, the things that we say and the things that we do, and so I think that's very important.

Sentence: The students are in the seventh grade

Output: It's impossible to say


Input: 

How to help your child when a pet dies<br>Tell your child right away. Sometimes people avoid telling children about the death of a pet right away because the conversation can be so difficult. When a pet dies, it is best to tell your child soon after it happens rather than avoiding or putting off the conversation.

Sentence: children have talked to obama

Output: It's impossible to say


Input: 

How to wake up in the middle of the night<br>Practice by waking up at the same time for a month. Nerves in your brain control your body's clock, known as your circadian rhythm. This rhythm is established by following a predictable routine, which is why you are able to wake up at the same time on the weekend as you are during the week if all factors are equal.

Sentence: Practice by falling asleep at the same time.

Output:
No