instruction:
In this task, you're given a question, along with a context passage. The passage will not have a direct answer to the question, but can include some information and a clue for the answer. Assuming you can only obtain information about one entity in the passage, your job is to determine whether information from the passage can be used to answer the question. Indicate your choice as `a` for Yes or `b` for No.
question:
Question: In what year did Ostashenko's country join the first world war? Passage:Ostashenko was born on 19 June 1896 in the village of Bolshaya Lyubshchina, Yanovichskoy volost, Vitebsky Uyezd, Vitebsk Governorate to a peasant family. He graduated from four grades at a gymnasium. During World War I, he was mobilized for military service on 7 August 1915, being sent to the 4th Company of the Reserve Battalion of the Petrograd Lifeguard Regiment in Petrograd. With the battalion, he fought with the Southwestern Front between July 1916 and February 1917, then returned to Petrograd before being demobilized on 13 March 1918. In July, he volunteered for the Red Army, serving in the Vitebsky Uyezd military commissariat as a clerk and instructor organizer. From May 1919 Ostashenko served as a Red Army man and political soldier – a Communist mobilized to conduct political work in the army – in the march battalion of the Vitebsk Reserve Regiment. From July he served as an assistant platoon commander in the 84th Rifle Regiment of the 10th Rifle Division, which fought against the Northwestern Army near Petrograd as part of the 15th Army of the Western Front. He entered the Smolensk Commanders' Infantry Courses in November and upon graduation in June 1920 became a platoon commander in the Rzhev-based 2nd Reserve Regiment. This assignment proved to be brief and a month later, Ostashenko became adjutant of the 4th Landing Detachment for armored trains with the Western Front. He fought with the detachment, which provided landing parties for armored trains, in the Polish–Soviet War and was wounded twice.

answer:
a


question:
Question: When was the University that Anne Larigauderie got her Master's Degree in plant molecular biology founded? Passage:Anne Larigauderie received her Master's Degree in plant molecular biology from the Université Paul Sabatier, Toulouse, France, and her PhD in plant ecology, from the Université des Sciences et Techniques du Languedoc and the French National Centre for Scientific Research (CNRS) in Montpellier, France. She then spent several years in the USA, working as a research scientist in several scientific projects. In Alaska, for example, she was involved in the first pilot project performing CO2 enrichment of natural ecosystems in the tundra in open top chambers (with Prof. Walter C. Oechel) to understand and predict impact of climate change on plant physiology and ecology. In California (San Diego State University and the University of California – Davis) she worked on root competition among California grassland species for soil nutrient pockets (with Prof. Jim Richards). A subsequent project focused on responses of various grass species to various scenarios of elevated CO2 and temperature, the aim of which was to predict response of grasses to future climate change (with Prof. Boyd Strain and Prof. Jim Reynolds, Duke University, North Carolina).

answer:
b


question:
Question: Did the Lord Sewer who was appointed at the 1509 coronation live longer than his king? Passage:During the Middle Ages, Europeans who could afford it employed seamstresses and tailors. The vital importance of sewing was indicated by the honorific position of "Lord Sewer" at many European coronations from the Middle Ages. An example was Robert Radcliffe, 1st Earl of Sussex who was appointed Lord Sewer at the coronation of Henry VIII of England in 1509. Sewing for the most part was a woman's occupation, and most sewing before the 19th century was practical. Clothing was an expensive investment for most people, and women had an important role in extending the longevity of items of clothing. Sewing was used for mending. Clothing that was faded would be turned inside-out so that it could continue to be worn, and sometimes had to be taken apart and reassembled in order to suit this purpose. Once clothing became worn or torn, it would be taken apart and the reusable cloth sewn together into new items of clothing, made into quilts, or otherwise put to practical use. The many steps involved in making clothing from scratch (weaving, pattern making, cutting, alterations, and so forth) meant that women often bartered their expertise in a particular skill with one another. Decorative needlework such as embroidery was a valued skill, and young women with the time and means would practise to build their skill in this area. From the Middle Ages to the 17th century, sewing tools such as needles, pins and pincushions were included in the trousseaus of many European brides.

answer:

b