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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.
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Article: "The Heart of the Matter," the newly-released report by the American Academy of Arts and Sciences (AAAS), deserves praise for attaching the importance of the humanities and social sciences to the prosperity and security of liberal democracy in America. Regrettably, however, the report's failure to address the true nature of the crisis facing liberal education may cause more harm than good. In 2010, leading congressional Democrats and Republicans sent letters to the AAAS asking that it identify actions that could be taken by federal states and local governments, universities, foundations, educators, individual benefactors and others to maintain national excellence in humanities and social scientific scholarship and education. In response, the AAAS formed the Committee on the Humanities and Social Sciences. Among the Committee's 51 members are top-university presidents, scholars, lawyers, judges, and business executives, as well as distinguished figures from diplomacy, filmmaking, music and journalism. The goals identified in the report are generally admirable. Because the government supports full literacy of citizens, the report stresses the study of history and government, particularly American history and American government; and encourages the use of new digital technologies. To encourage innovation and competition, the report calls for increased investment in research, the introduction of a series of curricula that improve students' ability to solve problems and communicate effectively in the 21st century, increased funding for teachers and the encouragement of scholars to bring their learning into practice on the great challenges of the day. The report also advocates greater study of foreign languages, international affairs and the expansion of study abroad programs. Unfortunately, despite 2 years in the making, "The Heart of the Matter" never gets to the heart of the matter: the illiberal nature of liberal education at our leading colleges and universities. The committee ignores that for several decades America's colleges and universities have produced graduates who don't know the content and character of liberal education and are thus deprived of its benefits. Sadly, the spirit of inquiry once at home on campus has been replaced by the use of the humanities and social sciences as vehicles for publicizing "progressive". Today, professors routinely treat the progressive interpretation of history and progressive public policy as the proper subject of study while portraying conservative or classical liberal ideas--such as free markets and self-reliance--as falling outside the boundaries of routine, and sometimes legal intellectual investigation. The AAAS displays great enthusiasm for liberal education. Yet its report may well hold back reform by obscuring the depth and breadth of the challenge that Congress asked it to clarify.
Question: Influential figures in the Congress required that the AAAS report on how to _ .
Options: (A) maintain people's interest in liberal education (B) define the government's role in education (C) keep a leading position in liberal education (D) safeguard individuals' rights to education
Asnwer: C
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Yes

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Article: When Paul was a boy growing up in Utah, he happened to live near a copper smelter , and the chemicals that poured out had made a wasteland out of what used to be a beautiful forest. One day a young visitor looked at this wasteland and called it an awful area. Paul knocked him down. From then on, something happened inside him. Years later Paul was back in the area, and he went to the smelter office. He asked if they had any plans or if they would let him try to bring the trees back. The answer from that big industry was "No". Paul then went to college to study the science of plants. Unfortunately, his teachers said there weren't any birds or squirrels to spread the seeds. It would be a waste of his life to try to do it. Everyone knew that, he was told. Even if he was knowledgeable as he had expected, he wouldn't get his idea accepted. Paul later got married but his dream would not die. And then one night he did what he could with what he had. As Samuel Johnson wrote, "It is common to overlook what is near by keeping the eye fixed on something remote. Attainable good is often ignored by minds busied in wide ranges." Under the cover of darkness, he went secretly into the wasteland and started planting. And every week, he made his secret journey into the wasteland and planted trees and grass. For fifteen years he did this against _ . Slowly rabbits appeared. Later, as there was legal pressure to clean up the environment, the company actually hired Paul to do what he was already doing. Now the place is fourteen thousand acres of trees and grass and bushes, and Paul has received almost every environmental award Utah has. It took him until his hair turned white, but he managed to keep that impossible vow he made to himself as a child.
Question: When Paul was a boy, _ .
Options: (A) he had decided never to leave his hometown (B) the economy of Utah depended wholly on the copper smelter (C) he hit a young visitor because of his comments on the wasteland (D) he stopped the copper smelter polluting the area
Asnwer: C
answer:
Yes

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Article: May 28 (Reuters Life!) - A Japanese university is giving away Apple Inc's (AAPL.O) trendy iPhone to students for free, but with a catch: the device will be used to check their attendance. The project, which is being tested ahead of its formal launch in June, involves 550 first and second year students and some staff of a department at Aoyama Gakuin University, which is located just outside Tokyo in Sagamihara city. The school's iPhones are meant to create a mobile information network between students and professors, but they are also a convenient way for the teachers to take attendance in class. As students enter the room, instead of writing their name on a sheet, they simply type in their ID number and a specific class number into an iPhone application. To prevent students from logging in from home or outside class, the application uses GPS location data and checks which router the students have logged in to. "We don't want to use this to simply take attendance. Our hope is to use this to develop a classroom where students and teachers can discuss various topics," professor Yasuhiro Iijima told Reuters as he demonstrated the application. University officials insist the project is not intended to infringe on students' privacy or track them down. "With Japanese cellphones it's possible that the location data is automatically sent. However, with the iPhone, you must always confirm before the GPS data can be sent," Iijima said. Many of the students testing the system said they were happy with it. "Up until now, we've been using little slips of paper to take attendance. But with a cell phone, you don't have to spend time collecting all of those and so I think it's quite nice," 20-year-old student Yuki Maruya. When the system goes fully online next month, the university also hopes to provide video podcasts of lectures to help students who missed classes, or just can't remember their lessons.
Question: The news report mainly tells us that _
Options: (A) Iphone has got well developed in Japan (B) Iphone is to take attendance at Japanese universities (C) Iphone has been accepted by many students (D) Iphone is free of charge at Japanese universities
Asnwer: A
answer:
No