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.

Ex Input:
Article: One day a student was taking a walk with his teacher. As they went along, they saw a pair of old shoes lying in the path. They were a poor farmer's, who was working in the nearby field. The student turned to the teacher, saying: "we will hide his shoes, and hide ourselves behind those trees, and wait to see what he will do." "My young friend," answered the teacher, "we should never make fun of the poor. Why not put a coin in each shoe, and then we will hide ourselves and watch?" The student did so and they both hid themselves behind the trees. The poor man soon finished his work, and came across the field to the path where he had left his coat and shoes. After putting on his coat, he put his foot into one of his shoes, and felt something hard. Then he bent down to feel what it was, and found the coin. Surprised, he looked at the coin, turned it around and looked at it again. He then looked around, but no person was seen. He put the money into his pocket, and continued to put on the other shoe. His surprise was doubled on finding the other coin. He couldn't control his feelings and fell to his knees, looked up to the sky and expressed his thanks. Then he spoke of his wife, sick and helpless, and his children without bread. He said the help would save them from dying. The student stood there deeply moved, and his eyes filled with tears. "Now," said the teacher, "are you not much happier than if you had hidden the shoes?"
Question: When the student saw the shoes, he wanted to _ .
Options: (A) steal them (B) find their owner (C) play a joke on the owner (D) give the owner some money
Asnwer: D

Ex Output:
No

Ex Input:
Article: If your child has mobile internet access, it will be more difficult to monitor and control his or her internet use. Kids are turning to the internet for everything from hanging out with friends to shopping, which makes it harder for parents to keep track of their online activities. Fortunately, there are many choices for controlling what your kids see on their computers, laptops, and mobile devices. Content blockers and filters are great tools to use for younger kids. They allow you more control over where they go and what they do online. A content blocker can block some unhealthy websites or limit a child's search to the kind of sites. A content filter can scan sites and pictures and block those sites that contain certain words, key phrases, or content. Consider tracking software for older teenagers. This software enables you to see which sites your children have visited, tracking their path online. This tool gives young people more freedom to explore the Internet, but it also allows you to check that they are using the internet responsibly. Let your teenagers know that you trust them, but that you will be regularly checking that they are visiting appropriate sites online. Even if you use content blockers, filters, and trackers, you know that a lot of kids figure out ways to get around these, so it's important to remain alert . Remember that not all adult sites can be identified by blocker, filter, or tracker software. That's why it's important to talk to your kids about what to do when something inappropriate or scary comes up. Nothing can replace involvement and supervision by adults. Keep monitoring how your kids use the internet on a regular basis without getting into the role of internet traffic police.
Question: What is the passage mainly about?
Options: (A) More and more kids have mobile internet access (B) Some choices for monitoring and controlling kid's internet use (C) It is difficult to monitor and control kid's internet use (D) Kids are turning to the internet for everything
Asnwer: B

Ex Output:
Yes

Ex Input:
Article: Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time: male, middle class and Western. Walk into a class today, however, and you'll get a completely different impression. For a start, you will now see plenty more women--the University of Pennsylvania's Wharton School, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country. It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity. Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones among the business leaders of the future. Diversity, it seems, has not helped to address fundamental weaknesses in business leadership. So what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programmes recruit their students. At the moment candidates are selected on a fairly narrow set of criteria such as prior academic and career performance, and analytical and problem solving abilities. This is then coupled to a school's picture of what a diverse class should look like, with the result that passport, ethnic origin and sex can all become influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach--arguably the only diversity that, in a business context, really matters. Professor Gauthier believes schools should not just be selecting candidates from traditional sectors such as banking, consultancy and industry. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a wider context. Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Mannaz, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been eradicated completely, there is a definite shift in emphasis towards less tough styles of management--at least in America and Europe. Perhaps most significant, according to Mannaz, is the increasing interest large companies have in more collaborative management models, such as those prevalent in Scandinavia, which seek to integrate the hard and soft aspects of leadership and encourage delegated responsibility and accountability.
Question: What characterizes the business school student population of today?
Options: (A) Greater diversity. (B) Exceptional diligence. (C) Intellectual maturity. (D) Higher ambition.
Asnwer: A

Ex Output:
Yes