In this task you are given a disfluent question, a proper question and a context. A disfluent question is a question that has some interruptions in it while framing and a proper question is the correct form of the question without any disfluency. Classify whether the question is answerable or not based on the given context.

Q: proper question: Who was part of the case with Wisconsin in 1976? 
 disfluent question: Who was part of the case with Wisconsin in 1852 or no make that in 1976? 
 context: Private schooling in the United States has been debated by educators, lawmakers and parents, since the beginnings of compulsory education in Massachusetts in 1852. The Supreme Court precedent appears to favor educational choice, so long as states may set standards for educational accomplishment. Some of the most relevant Supreme Court case law on this is as follows: Runyon v. McCrary, 427 U.S. 160 (1976); Wisconsin v. Yoder, 406 U.S. 205 (1972); Pierce v. Society of Sisters, 268 U.S. 510 (1925); Meyer v. Nebraska, 262 U.S. 390 (1923).

A: No
****
Q: proper question: How did the network deliver the data? 
 disfluent question: How did the network what was a first for it no deliver the data? 
 context: The CYCLADES packet switching network was a French research network designed and directed by Louis Pouzin. First demonstrated in 1973, it was developed to explore alternatives to the early ARPANET design and to support network research generally. It was the first network to make the hosts responsible for reliable delivery of data, rather than the network itself, using unreliable datagrams and associated end-to-end protocol mechanisms. Concepts of this network influenced later ARPANET architecture.

A: No
****
Q: proper question: What acts in no particular direction? 
 disfluent question: Who no what acts in no particular direction? 
 context: Forces act in a particular direction and have sizes dependent upon how strong the push or pull is. Because of these characteristics, forces are classified as vector quantities. This means that forces follow a different set of mathematical rules than physical quantities that do not have direction (denoted scalar quantities). For example, when determining what happens when two forces act on the same object, it is necessary to know both the magnitude and the direction of both forces to calculate the result. If both of these pieces of information are not known for each force, the situation is ambiguous. For example, if you know that two people are pulling on the same rope with known magnitudes of force but you do not know which direction either person is pulling, it is impossible to determine what the acceleration of the rope will be. The two people could be pulling against each other as in tug of war or the two people could be pulling in the same direction. In this simple one-dimensional example, without knowing the direction of the forces it is impossible to decide whether the net force is the result of adding the two force magnitudes or subtracting one from the other. Associating forces with vectors avoids such problems.

A:
No
****