In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.

Input: Consider Input: Article: The father's role in the family is important. One researcher says babies cared for by their fathers have greater cognitive development at one year of age than babies not cared for by their fathers. Another expert reports that by spending time with their pre-school children, fathers can help to develop children's language ability. Researchers also point out that for school-age children, fathers are one link with the outside world. Fathers who value education have children who do better in school than those children whose fathers don't value education. What's more, fathers who spend quality time with their children may give their children happy memories which may last a lifetime. While each father is a unique person who educates children in his own style, good fathers have something in common. Good fathers attend their children's school activities. They also involve the children in their lives and the adult world by taking them to see the workplace, or by taking them when the car needs to be repaired, etc. Good fathers expect a great deal from their children, but also accept and support the unique individuals that their children are becoming. Good fathers rely on explanations and reasoning rather than force. Good fathers know their time with children is really an investment in them. Being an involved father is good for children and good for fathers. Both children and fathers have the opportunity for growth and development. Today's lifestyles are changing. More and more fathers are balancing their personal life, work, and family time.
Question: The passage is mainly about _ .
Options: (A) how to be a qualified father (B) the growth and development of both fathers and children (C) the father's role in the growth and development of children (D) the changing of the father's role in modern society
Asnwer: A

Output: No

Input: Consider Input: Article: When we talk about intelligence, we do not mean the ability to get good scores in certain kinds of tests or even the ability to do well in school. By intelligence we mean a way of living and behaving, especially in a new or anxious situation. If we want to test intelligence, we need to find out how a person acts instead of how much he knows what to do. For example, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to him. He tries to find out all he can, and then he acts immediately and tries to do something about it. He probably isn't sure how it will all work out, but at least he tries. And, if he can't make things work out right, he doesn't feel ashamed that he fails; he just tries to learn from his mistakes. An intelligent person, even if he is very young, has a special outlook on life, special feeling about life, and knows how he fits into it. If you look at children, you'll see great difference between what we call "bright" children and "not bright" children. They are actually two different kinds of people, not just the same kind with different amounts of intelligence. For example, the bright child really wants to find out more about life --- he tries to get in touch with everything around him. But the unintelligent child keeps more to himself and his own dream-world; he seems to have a wall between him and life in general.
Question: What's the main idea of the passage?
Options: (A) What's real meaning of intelligence (B) What's the "bright" children's behavior (C) What's a special outlook on life (D) How to live and behave in a new situation
Asnwer: D

Output: No

Input: Consider Input: Article: Ask a teacher to name the most annoying invention of recent years and they will often mention the mobile phone. Disturbed by the problems they create, many head teachers have ordered that pupils should keep their phones switched off at school. Others have told pupils to leave them at home. However, education researchers at The University of Nottingham believe it is time that phone bans were reassessed, because mobile phones can be a powerful learning aid, they say. Dr Elizabeth Hartnell-Young and her colleagues have reached this conclusion after studying the consequences of allowing pupils in five secondary schools to use either their own mobile phones or the new generation of 'smartphones' in lessons. During the nine-month experiment, 14- to-16-year-old pupils used the phones for a wide range of educational purposes, including creating short movies, setting homework reminders, recording a teacher reading a poem, and timing experiments with the phones' stopwatches. The smartphones, which could be connected to the Internet, also allowed pupils to access revision websites, log into the school email system, or transfer electronic files between school and home. The research involved 331 pupils in schools in Cambridgeshire, West Berkshire and Nottingham. "At the start of the study, even pupils were often surprised at the thought that mobile phones could be used for learning," Dr Hartnell-Young said. "After their hands-on experience, almost all pupils said they had enjoyed the project and felt more inspired." Some teachers found that pupils who lacked confidence gained most from the project. However, they recognized that greater use of mobile phones in schools could cause problems.
Question: When the students first used mobile phones for learning, they _ .
Options: (A) all enjoyed the project very much (B) didn't know what they were used for (C) didn't fully realize the learning functions of mobile phones (D) were surprised that they were allowed to use mobile phones in schools
Asnwer: C
Output: Yes