Input: Hundreds of thousands of years before China was to become the world's longest-running civilization, the prologue was enacted by means of the flicker of a carefully tended fire. Peking Man, a forebear of Homo sapiens, achieved a mastery of fire. We might call it the first Chinese invention. Not that he devised flint and steel, matches, or any other way of creating fire. Peking Man simply learned how to capture flame, perhaps from a forest fire, and keep it alight. He thus enjoyed two revolutionary luxuries: light and heat. Technologically and sociologically, it was a phenomenal breakthrough: with fire, communities could live year 'round in one cave, in which cooking and even smelting could be pursued. And so, by 600,000 b.c., about 50 km (31 miles) southwest of present-day Beijing, the ancestors of mankind were ready to settle down. Several hundred thousand years later, when Marco Polo reached the capital of China, he was astonished by a further development in fire technology. The Chinese, he announced, used black stones dug out of mountains as fuel. Europeans did not yet have a word for "coal," nor had they discovered a use for it. The First Dynasty The confluence of mythology and history in China took place around 4,000 years ago during what is referred to as the Xia (Hsia) Dynasty. This was still the Stone Age, but the people are thought to have made silk from thread produced by the worms they cultivated on the leaves of their mulberry trees. And written language (which evolved as early as 4,500 to 5,000 years ago) was already in use, originally by oracles and then by official scribesChina's first scholars. During the second of the quasi-legendary dynasties, the Shang (from about the 16th to 11th centuries b.c.), the Chinese developed an interest in art. Careful geometric designs as well as dragon and bird motifs adorned bowls and implements. And with the arrival of the Bronze Age, the Chinese created bronze vessels of such beauty and originality that, until modern times, archaeologists refused to believe they were cast 3,000 years ago. The Shang Dynasty gave rise to the concept of one Chinese nation under one government.
"What did a mastery of fire achieve for Peking Man?" is "Light"?

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Output: yes

Input: Force is a vector. What then is a vector? Think about how you would give directions to a friend. You would not say, just walk half a mile. The person may walk a half mile in the wrong direction! More information is needed. You may say, follow this particular road for a half mile. You may say, look for the green house on Sumter St. In both examples, you provided a direction. You also gave the distance. In other words, you provided a vector. You did not just give a distance. Both pieces of information are needed to find a location. This is just like describing forces. To explain forces, both size and direction are needed. Notice the girl in Figure 1.1. She is pushing the swing away from herself. Thats the direction of the force. She can give the swing a strong push or a weak push.

Does the response "The person may walk a half mile in the wrong direction" correctly answer the question "Why is more info needed to describe a vector?"?

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***
Output: yes

Dick was enraged to see how contentedly the men bore the irksome confinement, the meager food, and harsh peremptoriness of the beardless boys set over them as guards. Most of the prisoners passed the time in cards, playing for buttons, trinkets, or what not that formed their scanty possessions. Dick learned that all the commissioned officers of the company with Wesley Boone had been wounded or killed in the charge near the stone bridge. Wesley had been with the prisoners at first. He had been struck on the head, and was in a raging fever when his father and sister came to the prison to take him away. No one could tell where he was now, but Dick knew that he must be in the city, since there were no exchanges, the Confederates allowing no one to leave the lines except women with the dead, or those who came from the North on special permits. Then he visited the provost headquarters, and was shown the complete list of names recorded in the books there; but Barney's was not among them. At the Spottswood Hotel, the day after his coming, he met Elisha Boone, haggard, depressed, almost despairing. Dick had no love for the hard-headed plutocrat, but he couldn't resist making himself known.

Question: "Where did Dick visit after his stop at the provost headquarters?"

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Answer: "The prison"

Response: no

Coleco Industries Inc., a once high-flying toy maker whose stock peaked at $65 a share in the early 1980s, filed a Chapter 11 reorganization plan that provides just 1.125 cents a share for common stockholders. Under the plan, unsecured creditors, who are owed about $430 million, would receive about $92 million, or 21 cents for each dollar they are owed. In addition, they will receive stock in the reorganized company, which will be named Ranger Industries Inc. After these payments, about $225,000 will be available for the 20 million common shares outstanding. The Avon, Conn., company's stock hit a high in 1983 after it unveiled its Adam home computer, but the product was plagued with glitches and the company's fortunes plunged. But Coleco bounced back with the introduction of the Cabbage Patch dolls, whose sales hit $600 million in 1985. But as the craze died, Coleco failed to come up with another winner and filed for bankruptcy-law protection in July 1988. The plan was filed jointly with unsecured creditors in federal bankruptcy court in New York and must be approved by the court.

Question: "Which products resulted in stock growth for Coleco in the 1980s?"

Response: "Cabbage Patch dolls"
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A: yes

Problem: 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?"

Answer: "The accepted aim of the educational profession is the training of character and conduct but we often act as if we care only for economic values"

OPTIONS:
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Answer:
yes