Input: Tommy and Suzy (brother and sister) went to the playground one afternoon with their mom and dad, Jan and Dean. They were playing a game of tag and having the best time ever running after each other and laughing. They liked to play tag instead of building sandcastles or swinging. They liked tag because they liked to run. They like to play hopscotch or jump rope but that day they wanted to play tag. Other games aren't as fun. They met Tony and Ally (who are best friends) and invited them to play tag too. Tony and Ally like to play other games like hopscotch or jump rope but that day they joined the game of tag. Making new friends is important. Tony and Ally would rather make friends than play their favorite games.

Does the response "Ally" correctly answer the question "Who was playing tag?"?
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Output: yes

Input: Peace and Prosperity: After years of government propaganda predicting the worst atrocities, most Japanese civilians were surprised at the warmth and friendliness of the occupying forces. The postwar period began, however, with millions of displaced people homeless and starving. To counter a perceived communist threat from the Soviet Union, the US quickly set to work reconstructing the economy by transforming Japan's institutions and devising a new pacifist constitution. Article 9 renounced Japan's right to maintain armed forces, although the ambiguous wording was later taken to permit the creati on of a "self-defense" force. The zaibatsu conglomerates that had proved so instrumental in boosting Japan's militarism were disbanded, later to re-emerge as the keiretsu trading conglomerates that dominated the economy once again. The entire economy received a massive jump-start with the outbreak of the Korean War, with Japan ironically becoming the chief local supplier for an army it had battled so furiously just a few years earlier. The occupation lasted until 1952, having already planted the seeds for Japan's future stunning economic success. Economic output was back to prewar levels, and British auto companies provided the support needed to get Japan's auto industry back on its feet. Japanese companies then enthusiastically imported any Western technologies they could get their hands on. This included transistor technologyinvented in the US but then considered to have only limited applicationsfor the surreal sum of $25,000. It was Japan that produced the world's first transistor radio. The electronic technology spurt that followed is now legendary. Parliamentary democracy finally came into its own, albeit with distinctly Japanese characteristics reflecting the dislike of debate and confrontation and the group-oriented preference for maintaining the appearance of harmony at all times. The government, through the powerful Finance Ministry and Ministry of International Trade and Industry, generously supported favored private corporations: first shipping, then cars, then electronics firms basked in the warmth of the government's loving attentions. Japan overtook Britain economically in 1964. By the end of the decade, Japan's was the third largest economy in the worldless then two decades after the war had left the country in ruins. Prosperity was not without its own problems: pollution caused by "dirty" industries, a high incidence of stomach ulcers (even suicides) among schoolchildren pressured by over-ambitious parents, and the awkward questions of what to do about nuclear energy. The famous coziness among politicians, bureaucrats, and private companies, together with the strong cultural emphasis on relationship-building and a lack of transparency and accountability, eventually led to corrupt practices of endemic proportions.

Does the response "British" correctly answer the question "Japan was the third largest economy by the end of which decade?"?
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Output: no

Input: Little is known of the earliest Stone Age inhabitants of Europe's southwestern extremity. The ancient Greeks called them the Cynetes (or Cunetes). Whatever their origins, their culture evolved under the pressure and influence of foreign forces. Among the many invading armies that settled here and contributed to nascent Portuguese culture were Phoenicians, who settled in the area around 1,000 b.c., followed by the Celts, Iberians, Greeks, and Carthaginians. But it was the Romans, who arrived late in the third century b.c., who most greatly influenced all of Iberia. They built towns, industries, roads, and bridges, developed agriculture, and bequeathed the Latin language, of which Portuguese is a direct descendant. The Romans named the southwestern province of the peninsula Lusitania, oddly enough for one of the Celtiberian tribes they defeated, and by the third century a.d. had introduced Christianity. By the beginning of the fourth century the Algarve had a bishop in place, based in Faro. But Rome had already fallen into decay, and soon hordes of northern tribesmen took over the empire. The Algarve fell to the Visigoths in the mid-fifth century. Under Moorish Rule In a.d. 711, the Moors brought powerful armies from North Africa and launched a devastating attack on the Iberian peninsula, conquering much of what would become Spain and Portugal. They imposed Islam and left an indelible influence on the countryside and the population of the Algarve. The Moorish legacy can still be seen in the form of wells and waterwheels, squat white houses, the dark complexions of the people, and in the very name given the regiontaken from Al-Gharb, which means "country of the west" (when the Moors conquered the territory, it was the most westerly in the known world). The Moors governed their Iberian kingdoms from across the border in Seville, but the Algarve had its own regional capital and huge, invulnerable fortress. The capital was Chelb (or Xelb), and it was bigger and better defended than Lisbon. Today the town, known as Silves, is a provincial outpost whose only besiegers are busloads of tourists who climb the narrow streets up to the old Moorish ramparts.

Does the response "Europe's southwestern extremity" correctly answer the question "What did the Greeks call the early Stone Age inhabitants?"?
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Output: no

Input: In actual practice, however, we act too often as if we only cared for economic values. If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe. While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work. By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_. He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for a complete living, and the stronger the foundation the better the result of later building. _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Does the response "By watching the free, unfettered by advice or command child" correctly answer the question "How can a teacher discover the best way to give a strong foundation for complete living?"?
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Output:
yes