In this task, you are given a passage and a question regarding that passage. You must determine whether or not the question is answerable from the given passage. If a question is answerable, output should be 'True', otherwise 'False'. You must not consider any other information that is not provided in the passage while labelling True or False.
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Question: Passage: Michael Oppenheimer, a long-time participant in the IPCC and coordinating lead author of the Fifth Assessment Report conceded in Science Magazine's State of the Planet 2008-2009 some limitations of the IPCC consensus approach and asks for concurring, smaller assessments of special problems instead of the large scale approach as in the previous IPCC assessment reports. It has become more important to provide a broader exploration of uncertainties. Others see as well mixed blessings of the drive for consensus within the IPCC process and ask to include dissenting or minority positions or to improve statements about uncertainties. Question: In which magazine did Oppenheimer defend the consensus approach?

Answer: False


Question: Passage: The centrifugal governor was adopted by James Watt for use on a steam engine in 1788 after Watt’s partner Boulton saw one at a flour mill Boulton & Watt were building. The governor could not actually hold a set speed, because it would assume a new constant speed in response to load changes. The governor was able to handle smaller variations such as those caused by fluctuating heat load to the boiler. Also, there was a tendency for oscillation whenever there was a speed change. As a consequence, engines equipped only with this governor were not suitable for operations requiring constant speed, such as cotton spinning. The governor was improved over time and coupled with variable steam cut off, good speed control in response to changes in load was attainable near the end of the 19th century. Question: What did Watt add to the steam engine in 19th century?

Answer: False


Question: Passage: Private schools in Australia may be favoured for many reasons: prestige and the social status of the 'old school tie'; better quality physical infrastructure and more facilities (e.g. playing fields, swimming pools, etc.), higher-paid teachers; and/or the belief that private schools offer a higher quality of education. Some schools offer the removal of the purported distractions of co-education; the presence of boarding facilities; or stricter discipline based on their power of expulsion, a tool not readily available to government schools. Student uniforms for Australian private schools are generally stricter and more formal than in government schools - for example, a compulsory blazer. Private schools in Australia are always more expensive than their public counterparts.[citation needed] Question: What tool do they use in public school to maintain discipline?

Answer:
False