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: Thomas Edison was one of ten said to be the greatest genius of his age. There are only a few men in all of the history, who have changed the lives of other men as much as the inventor of the first useful electric light. But Edison could never be happy only because someone said he was a genius." There is no such thing as genius," Edison said. He said that what people called genius was mostly hard work. But Edison was a dreamer as well as a worker. From his earliest days as a child he wondered about the secrets of nature. Nature, he often said, is full of secrets. He tried to understand them; then, he tried to learn what could usefully be done with them. Edison enjoyed thinking. He knew that most people will do almost anything instead of the difficult work of thinking, especially if they do not think very often. But he knew, too, that thinking can give men enjoyment and pleasure. Edison could not understand how anyone could be uninterested in life. As he loved to think, he also loved to work. On the day he became 75 years old, someone asked him what ideas he had about life. "Work," he answered. "Discovering the secrets of nature and using them to make men happier." He said he had enough inventions in his mind to give him another 100 years of work.
Question: Which of the following is NOT true according to the passage?
Options: (A) Edison invented the electric light. (B) Many other people have changed Edison's life. (C) Edison has changed the life of many other people. (D) Few men in history can change other people's life.
Asnwer: B

Output: Yes

Input: Consider Input: Article: Most city parks are places where you can escape from big, ugly structures of metal and stone. The Manhattan High Line is different. Raised 25 feet above the ground, this large metal structure once supported a rail line. The line opened in 1934 to bring trains directly into factories. It was hardly used after the 1960s, and much of it was torn down. However, one part remained in a region of Manhattan called Chelsea. Chelsea was becoming high-class as restaurants, art galleries and apartments were built, but the ugly railway structure remained as _ . Everyone knew that at some time, it would have to be removed. But the High Line was not destroyed. In fact, now the old rail line serves as one of the most peaceful places in the city. It holds an elevated park, with beautiful gardens and great views of the city. The idea to turn the rail line into a park came from Joshua David and Robert Hammond. In 1999, they attended a meeting to decide how to deal with the High Line. David and Hammond were the only people at the meeting interested in saving the historical structure. Later on, when they asked railway officials to take them up to look at the High Line, they saw a mile and a half of wild flowers growing in the middle of the city, and they realized that the High Line had potential to become a park. There was growing interest in improving city centers, and so the project quickly developed and money for construction was easily collected. The first section of the High Line opened in 2009 and immediately became popular with tourists and locals alike. Each part of the park has a different atmosphere. Some areas are like balconies with wonderful city views. Where the rail line goes between buildings, trees are thickly planted. Other sections have wide lawns and walkways planted with wild flowers. Only the final section remains the way it has been for the last fifty years.
Question: What is the text mainly about?
Options: (A) Protection of cultural relics. (B) An unlikely place for a park. (C) Improving city transport. (D) Closing a train line.
Asnwer: D

Output: No

Input: Consider Input: Article: In recent years, our parenting culture began to send the message that competence was important for building self-confidence. However, that same parenting culture made a big mistake by telling parents they should tell their children how competent they were. Children can't be convinced that they are competent. Only your children can build their sense of competence. However, you can do several things to encourage them to develop their own competence. First, you can give them opportunities to gain a sense of competence. You should allow your children to "get their hands dirty" in the daily life and find out what they are capable of. These daily experiences allow your children to develop specific competencies that will be helpful to them as they grow up. Also, the more individual competencies children develop, the more they will view themselves as globally competent people. Second, you can be sure that they gain the most value from their experiences. You can direct their focus to the competences that enabled those successes rather than some generic praise of the accomplishment itself. And you can also praise their accomplishments. A great difficulty for parents is allowing their children to be wrong or do something poorly in the mistaken belief that these experiences will hurt their sense of competence. In fact, whether they do it well isn't important because success isn't really the goal. Instead, the goal is their willingness to keep trying. Another mistake that parents make is that, after being unsuccessful when their children first try something, they try to correct them so they will succeed the next time they try. That's not to say that you can't lend a hand when they are struggling. But let them take the lead; if they really want your help, they'll ask for it.
Question: The passage is mainly about _ .
Options: (A) the arts to praise children (B) the ways to help children develop ability (C) the ways to evaluate children's ability (D) the proper ways to help children deal with failure
Asnwer: B
Output: Yes