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.

Example Input: Article: "We do look very different; we're older. Leo's 38, I'm 37. We were 21 and 22 when we made that film. You know, he's fatter now -- I'm thinner.". So says Kate Winslet, who is thrilled at the 3-D re-release ofTitanicto coincide with the 100th anniversary of the ship's demise. " It happens every time I get on any boat of any kind." She recalls. There are all the people who want her to walk to the front of the ship and re-create her famous pose, arms flung wide. Most people remember the tragedy: The British passenger ship -- said to be unsinkable -- hit an iceberg and sank on April 15, 1912, during its maiden voyage from England to New York City. More than 1,500 people died. But little known is what the world learned from the sinking to prevent future incidents. Probably the greatest deficiency of the Titanic was that she was built 40 years before the widespread use of the wonderful invention radar . Her only defense against icebergs and hidden obstacles was to rely on manned lookouts. On that fateful night the eyesight of trained lookouts only provided 37 seconds of warning before the collision. Traveling at nearly 30 miles an hour the Titanic was moving far too fast to avoid the huge iceberg. The warning did prevent a head-on collision as the officer on the bridge managed to turn the ship slightly. The last ship to send a warning was the California. She was within ten miles of the Titanic during the disaster, but her radio operator went to bed at midnight and never received any of the SOS messages from the Titanic. That was one of the important lessons learned from the catastrophe, the need for 24-hour radio operators on all passenger liners. Another lesson learned was the need for more lifeboats. The Titanic remained afloat for almost three hours and most of the passengers could have been saved with enough lifeboats. 1,500 passengers and workers died in the 28 degree waters of the Atlantic. Out of the tragedy, the sinking did produce some important maritime reforms. The winter travel routes were changed to the south and the Coast Guard began to keep an eye on the location of all icebergs. The new rules for lifeboats were obvious to all. There must be enough lifeboats for everybody on board. The most important lesson learned was that no one would ever again consider a ship unsinkable- no matter how large or how well constructed. Never again would sailors place their faith in a ship above the power of the sea.
Question: The text mainly tells us _ .
Options: (A) the reason why the Titanic sank in the Atlantic Ocean (B) how the unsinkable ship of Titanic sank in the Atlantic Ocean (C) the lessons that we could learn from the accident of theTitanic (D) the things we should do to protect the lives on the ship
Asnwer: C
Example Output: Yes

Example Input: Article: A new study has been carried to test the role of story telling in lowering blood pressure. Dr. Thomas Houston, a professor of the University of Massachusetts Medical School, led a group of scientists that investigated how pre-recorded videos of hypertension patients' talking about their medical histories helped another group of patients with high blood pressure to control their condition over several months. Houston was surprised by their studies that suggested that communication can be a powerful tool in medicine. They showed that those who had had similar experiences, when talking to someone with a similar background, could help change their behavior to become healthier. Hypertension is difficult to control, since it is dependent on diet, exercise and mental state. Medical treatments with drugs, and lifestyle therapies have been ly ineffective because people find it hard to follow those medical requirements. In the test, his team carefully chose their story-tellers from 230 members of a patients' community with whom they could most easily relate. Next, they divided their study population into two groups. One received three interactive DVDs containing the tellers' stories of their experiences in living with and treating their hypertension. The other were given educational discs on an unrelated health topic. The study volunteers reported that they had listened to the DVDs, and after three months, those who heard the stories of the hypertensive patients lowered their blood pressure. While the study did not _ how the story-telling influenced the patients' behavior, Houston suspects that watching patients of similar backgrounds who had a similar medical experience helped to motivate them to seek medical help to their hypertension. They found that after six months the difference in blood pressure between those who watched the story-tellers and those who observed the unrelated videos remained, suggesting that the story-telling continued to have an effect.
Question: We can learn from the text that the pre-recorded videos _ .
Options: (A) tell medical histories of hypertension patients (B) introduce some medical treatments of hypertension (C) introduce a good lifestyle for hypertensive patients (D) tell scientific discoveries of the scientist group
Asnwer: A
Example Output: Yes

Example Input: Article: When a tornado hit the small town of Otwell, Indiana years ago, Kathryn Martin, 32, who lived 60 miles away in Evansville, couldn't get the news out of her mind. "I kept thinking, 'Those poor people. Somebody's got to help them,'" she says. She knew firsthand what they were going through. Six months earlier, a tornado had struck her town, taking the lives of her 2-year-old son, C.J. and her mother-in-law. "It was the most terrible experience of my life," she says. "That _ will never go away, and it broke my heart to think about what these families were going through in Otwell." So Kathryn loaded her car with juice boxes, snacks and toys and drove to Otwell. She gave the items to the Red Cross, and as she was leaving, she saw a couple sorting through the ruins of their home while their children were watching. So Kathryn stopped and gave a few toys to the kids and played with them for a while. "The parents couldn't thank me enough for what I did for their children," she says. On the drive back to Evansville, Kathryn came up with an idea to help more kids. She talked her family, friends and neighbors into joining her and spent the next few months organizing fundraisers. Finally, in August 2007, she showed C.J.'s Bus, a 35-foot school bus that was turned into a mobile playroom. In the following years, stocked with video games and DVDs, toys, crafts, books and more, the bus traveled to disaster-torn towns, giving the children there a safe place to play. So far, C.J.'s bus has traveled to three states affected by tornadoes or floods, cheering up more than 756 children, aged 3-13.
Question: When she heard that Otwell was hit by a tornado, Kathryn Martin _ .
Options: (A) felt it was the most terrible experience of her life (B) wanted to do something for the people there (C) was afraid that a tornado would strike her home (D) was extremely worried about her family members
Asnwer: B
Example Output:
Yes