In short, the United States has to help defeat an ideology, not just a group of people, and we must do so under difficult circumstances. How can the United States and its friends help moderate Muslims combat the extremist ideas? Recommendation: The U.S. government must define what the message is, what it stands for. We should offer an example of moral leadership in the world, committed to treat people humanely, abide by the rule of law, and be generous and caring to our neighbors. America and Muslim friends can agree on respect for human dignity and opportunity. To Muslim parents, terrorists like  Bin Laden have nothing to offer their children but visions of violence and death. America and its friends have a crucial advantage-we can offer these parents a vision that might give their children a better future. If we heed the views of thoughtful leaders in the Arab and Muslim world, a moderate consensus can be found. That vision of the future should stress life over death: individual educational and economic opportunity. This vision includes widespread political participation and contempt for indiscriminate violence. It includes respect for the rule of law, openness in discussing differences, and tolerance for opposing points of view. Recommendation: Where Muslim governments, even those who are friends, do not respect these principles, the United States must stand for a better future. One of the lessons of the long Cold War was that short-term gains in cooperating with the most repressive and brutal governments were too often outweighed by long-term setbacks for America's stature and interests. American foreign policy is part of the message. America's policy choices have consequences. Right or wrong, it is simply a fact that American policy regarding the Israeli-Palestinian conflict and American actions in Iraq are dominant staples of popular commentary across the Arab and Muslim world. That does not mean U.S. choices have been wrong. It means those choices must be integrated with America's message of opportunity to the Arab and Muslim world. 

Question: "Who should be generous and caring to their neighbours"

Response: "American citizens"
OPTIONS:
- no
- yes

A: yes
Problem: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.  Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.  Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.  Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.  The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.  Two of the elder girls recited, and some specimens of penmanship and composition were shown.  The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments. 

Question: "What day of the week did the Colonel compliment the nun?"

Answer: "Monday"

OPTIONS:
- no
- yes
Answer: no
Question:
The old vaulted church was stripped down: there was no cloth on the altar, just a DJ's toolkit and his beer. Through the dark, I could see three bolts left in the wall from where they'd taken down the crucifix. A confessional too beaten-up to have been sold was shaking in a way that suggested activity inside, and where the pews had been taken out, a couple hundred people were testifying to the DJ's moving sermon. Rachel stepped forward into the crowd while I took a moment to drink in the ceiling's blue-lit, shadowed vault and the light-catching haze from who-knows-what rising between the DJ and the crowd. There was a terrific echo, each beat reverberating inside of the next, and the old stained-glass windows rattled in their frames. On the dance floor, people moved with their eyes closed and their hands in the air. I danced with Rachel for a while, but then something by the bar seemed to be pulling her eyes. She told me that she was heading for a drink and slipped out of the crowd. When she hadn't come back halfway through the next song, I glanced over at the bar. It was just a little set-up where someone had stacked a few crates and brought something alcoholic to share, mostly beer. Rachel was standing with a plastic cup, looking like she was having a conversation, but I couldn't see anyone else there. The next time the crowd split, I saw him. He stood in front of a blue light, so I couldn't see him clearly, but what I saw was memorable. He wore a jacket of what might have been blue velvet, and his hair gleamed black against his white skin. The blue haze seemed to stop just shy of his pallor, setting off his striking face without illuminating its details, and his wrists flashed white in the darkness. He didn't move, just stared and held his drink. The next time I saw them, his mouth was moving. She nodded and he took her arm. I watched them through the crush of dancers as they squeezed along the wall, and the feeling came to me that something was very wrong. Saturday morning, I woke up and saw that she still hadn't come home.  After reading the above, is "She was with another guy" the correct answer to the question "Why did Rachel stop dancing with him"? OPTIONS:
- no
- yes

Answer:
yes
Input: Chinese Influences: The Japanese were forced out of the Korean peninsula in the sixth century, but not before the Koreans had bequeathed to the Yamato court copies of the sacred images and scriptures of Chinese Buddhism. Just as Christianity introduced Mediterranean culture into northern Europe, so Buddhism brought Chinese culture into Japanese society. Throughout the seventh and eighth centuries numerous Japanese monks, scholars, and artists made the perilous trip west across the Sea of Japan to study Chinese religion, history, music, literature, and painting — later to be brought back for further development in Japan. An outstanding figure of this time was Prince Shotoku, who in 604 developed the "Seventeen-Article Constitution," outlining a code of human conduct and the ideals of state as a basic law for the nation. He also established relations with the Sui dynasty in China. Through him, the Japanese imperial court developed Chinese patterns of centralized government, with its formal bureaucracy of eight court ranks. The Chinese calendar was used to calculate the year of Japan's foundation by counting back the 1,260 years of the Chinese cosmological cycle. Thus, 660 b.c. is still the official date celebrated nationwide. At this early stage in its history Japan was already (for the most part) only nominally ruled by the emperor. De facto power was exercised by the militarily and economically strongest family. The Sogas had promoted Buddhism as an imperially sanctioned counterweight to the native Shinto religion, along with the new Chinese customs, to weaken the influence of their more conservative rivals. But they in turn were ousted in a.d. 645 by Nakatomi Kamatari, founder of the great Fujiwara clan, which was to rule Japanese affairs for hundreds of years and provide prominent advisers to the emperor even up to the 19th century. 

Does the response "Prince Shotoku" correctly answer the question "Who did Nakatomi Kamatari oust in a.d. 645?"?

OPTIONS:
- no
- yes
***
Output:
no