Input: While this process moved along, diplomacy continued its rounds. Direct pressure on the Taliban had proved unsuccessful. As one NSC staff note put it, "Under the Taliban, Afghanistan is not so much a state sponsor of terrorism as it is a state sponsored by terrorists." In early 2000, the United States began a high-level effort to persuade Pakistan to use its influence over the Taliban. In January 2000, Assistant Secretary of State Karl Inderfurth and the State Department's counterterrorism coordinator, Michael Sheehan, met with General Musharraf in Islamabad, dangling before him the possibility of a presidential visit in March as a reward for Pakistani cooperation. Such a visit was coveted by Musharraf, partly as a sign of his government's legitimacy. He told the two envoys that he would meet with Mullah Omar and press him on Bin Laden. They left, however, reporting to Washington that Pakistan was unlikely in fact to do anything," given what it sees as the benefits of Taliban control of Afghanistan." President Clinton was scheduled to travel to India. The State Department felt that he should not visit India without also visiting Pakistan. The Secret Service and the CIA, however, warned in the strongest terms that visiting Pakistan would risk the President's life. Counterterrorism officials also argued that Pakistan had not done enough to merit a presidential visit. But President Clinton insisted on including Pakistan in the itinerary for his trip to South Asia. His one-day stopover on March 25, 2000, was the first time a U.S. president had been there since 1969. At his meeting with Musharraf and others, President Clinton concentrated on tensions between Pakistan and India and the dangers of nuclear proliferation, but also discussed Bin Laden. President Clinton told us that when he pulled Musharraf aside for a brief, one-on-one meeting, he pleaded with the general for help regarding Bin Laden." I offered him the moon when I went to see him, in terms of better relations with the United States, if he'd help us get Bin Laden and deal with another issue or two." The U.S. effort continued.

Does the response "Discussing Bin Laden" correctly answer the question "What did President Clinton's visit with Pakistan include?"?

OPTIONS:
- no
- yes
***
Output: yes

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_.

Question: "What is the accepted aim of the educational profession versus what we too often act as if we care for?"

OPTIONS:
- no
- yes

Answer: "Teaching economic values"

Response: no

I had drunk too much, I confess, though we all had. Somehow, Tasha and I began to argue the worth of Solevgrad jazz, as inconsequential a topic as I can imagine. She had studied it in school, so she thought herself as an expert. I once had a neighbor who played it constantly, loudly, and badly, so I thought I knew it better. Malaquez tried to mediate, but I saw him as siding with Tasha. So, I think, did she. The subject shifted from music to Tasha's obsession with fame, undoubtedly by a leap that I made. She had no choice but to follow. (I do not remember any of this well, just now, nor do I care to. Those who are truly curious may look at the last act of "Captured Moments.") I remember suggesting, with characteristic tact, that she add Emil to her small list of major accomplishments. Malaquez glanced away, embarrassed. Tasha looked at me as if to say, "I will." She said, "I feel sorry for you, Nardo. I'll see Emil home." "Yes," I said, "Do that," and did not care what she did, or why. Emil asked, "You're all right?" I muttered something he must have interpreted as assent. They both walked up to Emil's home while I watched the scarlet moonlight ripple on distant waves. Disgusted with Tasha but more disgusted with myself, I finally realized she would not return that night and went into The Sleeping Flamingo to drink myself to sleep. She had not come home when I woke in mid-morning.

Question: "Why were the narrator and Tasha fighting over Solevgrad jazz?"

Response: "Tasha thought she knew more about it because she studied it, the narrator thought they knew more because their neighbor played it"
OPTIONS:
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A: yes

Although Bin Laden, Atef, and KSM initially contemplated using established al Qaeda members to execute the planes operation, the late 1999 arrival in Kandahar of four aspiring jihadists from Germany suddenly presented a more attractive alternative. The Hamburg group shared the anti-U.S. fervor of the other candidates for the operation, but added the enormous advantages of fluency in English and familiarity with life in the West, based on years that each member of the group had spent living in Germany. Not surprisingly, Mohamed Atta, Ramzi Binalshibh, Marwan al Shehhi, and Ziad Jarrah would all become key players in the 9/11 conspiracy. Mohamed Atta was born on September 1, 1968, in Kafr el Sheikh, Egypt, to a middle-class family headed by his father, an attorney. After graduating from Cairo University with a degree in architectural engineering in 1990, Atta worked as an urban planner in Cairo for a couple of years. In the fall of 1991, he asked a German family he had met in Cairo to help him continue his education in Germany. They suggested he come to Hamburg and invited him to live with them there, at least initially. After completing a course in German, Atta traveled to Germany for the first time in July 1992. He resided briefly in Stuttgart and then, in the fall of 1992, moved to Hamburg to live with his host family. After enrolling at the University of Hamburg, he promptly transferred into the city engineering and planning course at the Technical University of Hamburg-Harburg, where he would remain registered as a student until the fall of 1999. He appears to have applied himself fairly seriously to his studies (at least in comparison to his jihadist friends) and actually received his degree shortly before traveling to Afghanistan. In school, Atta came across as very intelligent and reasonably pleasant, with an excellent command of the German language. When Atta arrived in Germany, he appeared religious, but not fanatically so. This would change, especially as his tendency to assert leadership became increasingly pronounced. According to Binalshibh, as early as 1995 Atta sought to organize a Muslim student association in Hamburg. In the fall of 1997, he joined a working group at the Quds mosque in Hamburg, a group designed to bridge the gap between Muslims and Christians. Atta proved a poor bridge, however, because of his abrasive and increasingly dogmatic personality. But among those who shared his beliefs, Atta stood out as a decisionmaker.

Question: "When did Atta join a working group? What was the outcome of the joining?"

Response: "1997"
OPTIONS:
- no
- yes

A:
yes