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".

Example Input: Force is a vector. What then is a vector? Think about how you would give directions to a friend. You would not say, just walk half a mile. The person may walk a half mile in the wrong direction! More information is needed. You may say, follow this particular road for a half mile. You may say, look for the green house on Sumter St. In both examples, you provided a direction. You also gave the distance. In other words, you provided a vector. You did not just give a distance. Both pieces of information are needed to find a location. This is just like describing forces. To explain forces, both size and direction are needed. Notice the girl in Figure 1.1. She is pushing the swing away from herself. Thats the direction of the force. She can give the swing a strong push or a weak push. <sep>If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector?<sep>Direction
Example Output: Yes

Example Input: (CNN) -- A federal court jury in Florida convicted seven people of participating in a global child pornography trafficking enterprise, according to the Department of Justice. Jurors convicted the seven Wednesday of multiple counts of child exploitation, pornography and obstruction of justice. Members of the organization used Internet news groups to swap and share "illegal images and videos depicting prepubescent children, including toddlers, engaged in various sexual and sadistic acts," prosecutors said. An indictment filed in the case detailed interactions between group members as they swapped and commented on images. "My thanks to you and all the others that together make this the greatest group of pedos to ever gather in one place," Freeman wrote in response to one posting, according to the indictment. And a posting from Castleman, cited in the indictment, read, "Thanks to all for the wonderful material that has been posted." An Australian constable who infiltrated the group in August 2006 was among 50 witnesses testifying at trial. He told the jury that the group traded more than 400,000 images and videos of child sexual abuse before being dismantled by law enforcement, according to the Justice Department statement. Each defendant faces a sentence of 20 years to life in prison, fines and the possibility of supervised release for the rest of their lives, authorities said. The seven will be sentenced April 14. During the six-day trial, evidence showed the seven participated in what prosecutors called a "well-organized criminal enterprise whose purpose was to proliferate child sex abuse images to its membership during a two-year period." "This was a wide-scale, high-volume, international trafficking enterprise that used sophisticated computer encryption technology and file-sharing techniques," Matthew Friedrich, acting assistant attorney general, said in the statement. The seven defendants were James Freeman of Santa Rosa Beach, Florida; Gary Lakey of Anderson, Indiana; Marvin Lambert of Indianapolis, Indiana; Neville McGarity of Medina, Texas; Warren Mumpower of Spokane, Washington; Daniel Castleman of Lubbock, Texas; and Ronald White of Burlington, North Carolina, according to the Department of Justice. <sep>Who told the jury that the group traded more than 400,000 images and videos of child sexual abuse?<sep>The Australian constable
Example Output: Yes

Example 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. <sep>Who were ousted in 645 AD by Nakatomi Kamatari?<sep>The Chinese
Example Output:
No

