Input: Task: contrast the claim using the given text. Claim: Every species will be able to adapt easily to the changing climate. [SEP] Text: The proposed approach to assess and increase the response diversity represents a strategy to safeguard adaptation of crops without precise climate predictions, acknowledging uncertainty. Such adaptation strategies are important to apply more generally to food and feed crops that are cornerstones of global and national food security (Trnka et al. 2014). Through similar assessments as exemplified here, potential gaps in the adaptive capacity can be recognized and bridged. This is particularly important given the inherent vulnerability of the global food supply that has become relatively species-poor during the past 50 years (Khourya et al. 2014) and also nationally homogeneous worldwide. Currently, the adaptive capacity of commercial crops is largely determined by private plant breeding companies in most regions around the world. Thus, because of the highly competitive market with a high cost pressure, the size of the cultivar market may determine the breeding goals. Consequently, some traits such as sensitivity to a particularly important weather variable might go unnoticed, which could contribute to a gap in the adaptive capacity of the cultivar pool. Specific tools for increasing the response diversity within species through breeding and diversification of cultivated crops will require further studies and the involvement of the relevant stakeholders, including both breeders and farmers (Paavola et al. 2016). Public actors, such as national emergency supply agencies or relevant ministries, should be included in setting the cultivation and breeding goals and financing breeding for the adaptive capacity in crops to provide stable food and fodder, because longer term goals may not be privately financed in a competitive market. Regarding the presumably more frequent and intensive extreme conditions in the future (Christidis et al. 2014) anywhere around the world, an option to apply the assessment illustrated here would be to use within each weather variable a wider moderate category (such as 50 %) in the analysis, while here, each weather category (low, moderate and high) included a third of the observations. Such a modified assessment would give more weight to the capacity to adapt to extreme conditions in the response diversity assessment. 5 ConclusionsCultivars should be developed for adaptation to the variability of and extremes in weather and for multiple scenarios for mid- and long-term perspectives for global climate change. In the present study, empirical assessments of the sensitivity of yield of a modern set of forage cultivars to a broad range of critical weather conditions revealed the adaptive capacity of the cultivar pool and also its weak points; thus, such empirical assessments can be a practical tool for breeding for an uncertain future. [SEP] Justify:

Output: The text contrasts the claim by highlighting the limitations in the adaptive capacity of species, particularly crops. It states that commercial crops' adaptive capacity is primarily dictated by private breeding companies, which might overlook certain traits necessary for adaptation to changing climates due to market pressures. Furthermore, it emphasizes the vulnerability of the global food supply and recognizes potential gaps in adaptive capacity that need to be addressed, indicating that not every species, especially cultivated ones, may easily adapt to climate changes.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Il ruolo di Ševčenko nella codificazione della lingua letteraria ucraina moderna. Studi Slavistici, 13, 265–278. DOI: 10. 13128/Studi-Slavis-179813. Moser, M. (2014). Behavior of during the Interwar Period. Russian Linguistics, 38, 315–339. DOI: 10. 1007/s11185-014-9136-z Oleh Muravskyi, PhD in. of Ukrainian Studies, of Sciences of Ukraine (4, 79026 Lviv, Ukraine) oleg-muravskiy@ukr. net Murawśkyj, O. , Solіar, I. (2019). Procesy społeczno-polityczne w Ukraińskiej SRR: osobliwości, tendencje, skutki (przełom lat osiemdziesiątych i dziewięćdziesiątych XX w. ). Pamięc i Sprawiedliwośc, 33, 252–270. Retrieved from: Соляр, І. , Красівський, О. , Муравський, О. (2019). Діяльність Західно-Українського товариства Ліги Націй у 1922–1924 рр. Сторінки історії, 49, 75–84. DOI: 10. 20535/2307-5244. 49. 2019. 189557 Nadraga Marta, PhD in History,Senior Researcher, Director of (69 Pekarska St. , Lviv, 79010, Ukraine)m. nadraga@gmail. com Надрага, М. [SEP] Justify:

Output: The text provides a list of citations and authors related to Ukrainian studies but does not address the claim regarding language as a marker of identity and cultural heritage. It lacks relevant content to support or challenge the claim.


Input: Task: corroborate the claim using the given text. Claim: Governments worldwide are being pressured to set stricter climate policies. [SEP] Text: : Effects of and : orcid. org/0000-0001-9070-40171 662 all metrics AbstractCities increasingly address climate change, e. g. by pledging city-level emission reduction targets. This is puzzling for the provision of a global public good: what are city governments’ reasons for doing so, and do pledges actually translate into emission reductions? Empirical studies have found a set of common factors which relate to these questions, but also mixed evidence. What is still pending is a theoretical framework to explain those findings and gaps. This paper thus develops a theoretical public choice model. It features economies of scale and distinguishes urban reduction targets from actual emission reductions. The model is able to explain the presence of targets and public good provision, yet only under specified conditions. It is also able to support some stylized facts from the empirical literature, e. g. on the effect of city size, and resolves some mixed evidence as special cases. Larger cities chose more ambitious targets if marginal net benefits of mitigation rise with city size—if they set targets at all. Whether target setting is more likely for larger cities depends on the city type. Two types are obtained. The first type reduces more emissions than a free-riding city. Those cities are more likely to set a target when they are larger. However, they miss the self-chosen target. Cities of the second type reach their target, but mitigate less than a free-riding city. A third type does not exist. With its special cases, the model can thus guide further empirical and theoretical work. Similar content being viewed by others Contribution of to 1. 2 GtCO2e/year or even larger (Graichen et al. 2017; Roelfsema et al. 2018; Kuramochi et al. 2020). For a representative sample of 885 European cities, Reckien et al. (2018) showed that more than 2/3 had a climate mitigation plan in place as of 2017, and about 1/4 an adaptation plan. So-called transnational municipal networks (TMN) like the of Mayors for Climate and Energy (GCoM), or the of Initiatives (ICLEI) prominently make visible urban climate action (e. g. Castán-Broto and Westman 2020; Berrueta and van der Heijden 2021). [SEP] Justify:

Output: The text corroborates the claim by discussing how cities are addressing climate change through emission reduction targets and highlighting existing climate mitigation plans among a majority of European cities. It mentions that organizations like the Covenant of Mayors for Climate and Energy (GCoM) are facilitating urban climate action, suggesting a trend of governmental pressure at localized levels to implement stricter climate policies.


Input: Task: contrast the claim using the given text. Claim: Every species will be able to adapt easily to the changing climate. [SEP] Text: Whereas the low adaptive capacity of timothy and meadow fescue indicate the development of more diverse breeding material is warranted, the set of festulolium cultivars was a good example of enhanced adaptive capacity to climate change through diversification of the cultivar germplasm base, even if synthetic species hybridization such as taken place for festulolium is most likely impractical for many other grass species. Furthermore, the inclusion of foreign origin in a cultivar pool was not necessary to ensure added value for response diversity. Similar analyses as exemplified here are useful regarding the entire set of food and feed crops, to secure the capacity to adapt to the variability and changes driven by global climate change. Diversity in responses to weather as one example of using within-species variation to increase the capacity to adapt to global climate change (Carpenter et al. 2015) can contribute to an increase in food security. Therefore, practical tools based on similar empirical assessments are required for breeders, farmers and public actors, as well as for practitioners on many other fields around the globe. [SEP] Justify:

Output: The text contrasts the claim by indicating that not all species, such as timothy and meadow fescue, have a low adaptive capacity which means they may struggle to adapt to climate change. It suggests the need for diverse breeding materials to enhance adaptive capacities, implying that adaptation is not universally easy for all species.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: , Турчак, О. (2019). Українська офтальмологія в іменах: др. Михайло Кос (1863–1930). Офтальмологічний журнал, 4, 82–85. DOI: 10. 31288/oftalmolzh2019482852. Надрага, М. , Луцик, О. (2019). Владислав Шимонович – організатор і перший керівник кафедри гістології та ембріології Львівського університету. Світ Медицини та Біології, 4(70), 213–217. DOI: 10. 26724/2079-8334-2019-4-70-213-2173. Надрага, М. , Турчак, О. (2018). Професор Емануель Емерик Махек (1852–1930): нариси біографії та наукового доробку. [SEP] Justify:

Output: The text is irrelevant to the claim as it consists of references to academic articles related to ophthalmology and biographical sketches, without any discussion on language as a marker of identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: -19 PreprintsProtocolsVideosJournalsTools & a 10. 21203/rs. 3. rs-4345629/v1This work is licensed under a CC BY 4. 0 LicenseStatus:Published11 Oct, 2024Read the published version in npj →Version 1posted 4You are reading this latest preprint versionAbstractOne barrier to action on climate change is not talking about it. The majority of Americans and Canadians are concerned about climate change1,2 but are reluctant to discuss it with family and friends1,3,4,5. Finding comfortable opportunities to promote conversation about climate change would help increase the acceptability of climate actions6. In this study, 32 semi-structured interviews were held with representatives of nature-related organizations in Ontario, Canada, including hiking groups, naturalists, preservation and conservation groups, cross-country skiers, and hunters and anglers, to ascertain how they perceive and talk about climate change and whether those organizations would constitute welcoming spaces. This 8. Most interviewees noticed local effects of climate change and were either Alarmed or Concerned about climate change, referencing Global Warming’s Six Americas3. Some were quite concerned about the effects on their chosen activity. Others were worried for their offspring. This suggests that these groups might be safe spaces for talking about climate change. More generally, it suggests that nature lovers across who distance themselves from the environmental movement9 might be amenable to discussing climate change as the issue becomes more salient. Scientific community and society/Social sciences/Climate changeScientific community and society/Social sciences/SociologyScientific community and society/Social sciences/PsychologyScientific community and society/Social sciences/CultureFiguresFigure 15. Discussing climate change with family and friends increases knowledge about climate change and also demonstrates that others in one’s circle care about the issue6. Certainty that climate change is happening and primarily human-caused are strong predictors of climate policy support11. It follows that climate policy could be more acceptable if more people talked about climate change. Canadas of Climate Change4 is a counterpart to Global Warming’s Six Americas3, in which respondents are categorised along a continuum from Alarmed to Dismissive about climate change. about climate change but not Alarmed are less confident in their climate change beliefs than the Alarmed, and relatively unlikely to talk much about climate change with family and friends4. [SEP] Justify:

Output: The text corroborates the claim by indicating that discussing climate change increases knowledge about the issue and shows that others care about it. Specifically, it states that 'discussing climate change with family and friends increases knowledge about climate change and also demonstrates that others in one’s circle care about the issue.' This suggests that such conversations, possibly stemming from educational efforts, can enhance public concern regarding climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Can this research team reverse climate change? Global warming, climate change, the greenhouse effect, increasing carbon dioxide levels: we have all heard of these worrying events, but what can we do about them? Jones and his research team have been working on a new method to remove carbon dioxide from the air we breathe – potentially reversing climate change Imagine this … Global temperatures are increasing; polar ice caps are melting; sea levels are rising: our planet is in jeopardy, and much of this is a result of rising levels of CO2. Cars, planes, food, housing materials, deforestation – our very lifestyles – are resulting in soaring carbon dioxide (CO2) levels that are wreaking havoc on the environment. We need to reduce CO2 levels and FAST. ? • Trees and plants absorb CO2, so reforestation would be a good place to start • Changing to renewable energy sources would reduce the amount of fossil fuel combustion and therefore the amount of CO2 released • Simple lifestyle changes such as walking or cycling instead of taking the car would also help reduce CO2 But reducing the amount of CO2 we produce isn’t enough; we need to remove the CO2 that is already there – a process known as negative emissions. Could a chemical engineer develop a product that could remove the carbon dioxide from the air? Climate change is a term that describes both the increase in average global temperature (global warming) and its effects on our planet; for example, on our weather systems. According to the Met Office, the average global surface temperature has increased by about 1°C since the 1850s. Office also reports that the last three decades have been successively warmer. Panel on (IPCC) has concluded that “It is extremely likely that human influence has been the dominant cause of the observed warming since the mid-20th century. ” The emission of greenhouse gases, such as carbon dioxide (CO2) from burning fossil fuels, is the main culprit in climate change. The IPCC also concludes that if we can cap the level of climate change at 1. 5°C, then we may be able to avoid some of the most catastrophic effects of the climate crisis. So, we need ways to reduce CO2 production or even to remove it from the atmosphere. ? Chris is a chemical engineer from the of Technology, USA. As a chemical engineer, he takes chemicals and raw materials and develops them into useful products for society. [SEP] Justify:

Output: The text contrasts the claim by emphasizing that while there are methods being researched to remove CO2 from the atmosphere, it does not assert that any human intervention can completely reverse all effects of climate change on wildlife. Instead, it highlights the necessity of reducing current CO2 levels and suggests that simply reducing emissions might not be sufficient without also addressing CO2 already present in the atmosphere.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Офтальмологічний журнал, 2, 70–72. DOI: 10. 31288/oftalmolzh/2018/2/7072 Taras Pastukh, Doctor of Philological Science, Associate Professor, Head of the Department of Ukrainian Literature, I. of Ukrainian Studies, of Sciences of Ukraine (4, 79026 Lviv, Ukraine)tarpastukh@gmail. com Пастух, Т. Київська школа поетів та її оточення (модерні стильові течії української поезії 1960–90-х років): монографія. Львів: ЛНУ імені Івана Франка, 2010. 700 с. 2. Пастух, Т. Поетичне мислення Івана Франка (за збіркою “Semper tiro”). Львів: ЛНУ імені Івана Франка, 2003. 82 c. 3. Пастух, Т. Мости Олега Лишеги. Львів: Піраміда, 2019. 192 с. Krystyna, Dr. habil. Professor, of Slavic Studies, of Sciences (ul. Bartoszewicza 1b m. [SEP] Justify:

Output: The text provided is largely a bibliographic entry and does not address the claim regarding language as a marker of identity and cultural heritage. It contains biographical information and references to works authored by Taras Pastukh, which do not explicitly engage with the idea presented in the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: As an example, Halford and Sheehan note that if people have faith that technological solutions to climate change can be found, they might ignore climate change messaging28. Nickerson adds that this preferential treatment of information is done unintentionally, even if it is motivated by an interest in defending one’s beliefs27. Further, it not only applies to false beliefs but also true beliefs, making one’s certainty in those beliefs stronger than the evidence suggests27. The current polarization over climate change demonstrates confirmation bias in both directions29. Nickerson describes five different types of confirmation biases: 1) hypothesis-determined information seeking, when people seek out information to support their hypothesis or beliefs and then interpret it in a way that supports their beliefs; 2) the preferential treatment of evidence supporting existing beliefs, or “my-side bias,” putting greater emphasis on information that supports their beliefs and downplaying, ignoring, forgetting, or inaccurately recalling contradictory information; 3) looking only or primarily for positive cases, resulting in “illusory” confirmation; 4) overweighting positive confirmatory instances, that is, requiring less confirmatory evidence to accept a hypothesis and more to reject it; and 5) seeing what one is looking for, that is, finding patterns where none necessarily exist27. Attitudes and in the series1 has been tracking opinions of US residents on global warming since 2008. 2023 survey indicated that 72 percent of Americans think that global warming is happening, and 58 percent acknowledge that it is primarily human-caused. In that survey, 65 percent of respondents indicated that they were somewhat or very worried about global warming. Worry has been found to be a motivator and predictor of climate policy support30. Results from a representative 2016–2017 pan-Canadian survey showed higher levels for each of these questions: 92 percent thought climate change was happening, 70 percent thought it was mainly human-caused, and 76 were somewhat or very worried2. Global Warming’s Six Americas, based on the above US survey series, categorises the US population according to their degree of concern about climate change3. Out of a continuum of Alarmed, Concerned, Cautious, Disengaged, Doubtful, and Dismissive about global warming, Concerned has perennially been the most popular category. [SEP] Justify:

Output: The text corroborates the claim by indicating that public concern is directly related to beliefs about climate change. For example, the survey results show that a significant percentage of Americans (72 percent) believe global warming is happening, and a further 58 percent recognize it as primarily human-caused. Additionally, 65 percent of respondents expressed worry about global warming, which has been found to be a motivator for supporting climate policies. This suggests that education about climate change increases awareness and concern among the public.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: In one ambitious project, he is using amine-oxide hybrid materials to create a device that will remove this CO2 from the ambient air, i. e. the air we breathe. This process is called direct air capture (DAC). Carbon capture technologies that are able to ‘capture’ CO2 already exist, but these tend to reduce CO2 emissions locally. Capturing carbon within the flue of a power station is an example of a localised carbon capture technology. DAC, on the other hand, is a type of negative emissions technology (NET). This means that it extracts CO2 that has been released from a multitude of sources over a long period of time, including from cars and aeroplanes as well as power plants and factories. Negative emissions technology is therefore able to reduce the amount of CO2 in the air and has the potential to reverse climate change! ’ In order to remove the dilute amounts of CO2 in the air, a material has to be able to bind to the gas very strongly. Chris’ amine-oxide material binds to CO2 through acid-base interactions. You’ll have learnt about acids and bases at school: acids, such as citric acid found in lemons, have a low pH; whilst bases, such as sodium hydroxide found in cleaning products, have a high pH. Alkali is a term for bases that are soluble in water. CO2 is weakly acidic and the amine groups (-NH2) are basic. When CO2 passes by the amine groups, an interaction occurs, and the carbon is caught or ‘captured’ by the amines (see “What’s the chemistry? ”). To engineer this chemical reaction into a useful tool, Chris’ group used an oxide support, such as aluminium oxide, built into a monolithic, honeycomb structure, which has a large surface area. The amines were introduced in long chains or polymers with many side chains, and were attached to this honeycomb. The next development was to incorporate an air-blowing machine (imagine a leaf blower) into the device. This blows large quantities of air through the honeycomb structure. As the air passes through, the amine materials ‘grab’ the CO2, removing it from the air. The remaining air blows straight out the other end! [SEP] Justify:

Output: The text contrasts the claim by discussing negative emissions technology (NET) and how it can extract CO2 from the atmosphere, which may help mitigate climate change, but does not imply that human intervention can completely reverse all effects on wildlife. It details a specific project focused on carbon capture, indicating that while such technologies can reduce CO2 levels, they do not guarantee the complete reversal of climate change effects on wildlife.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 17, 00-337 Warszawa, Poland)dorota. rembiszewska@ispan. waw. pl Rembiszewska, D. , K. (2017). Materiały polskie do Niemieckiego atlasu językowego jako źródło do badań XIX-wiecznej polszczyzny regionalnej. Jezikoslovni zapiski, 23, 183–192. DOI: 10. 3986/JZ. 23. 1. 68712. Rembiszewska, D. , K. (2014). Projekt i realizacja bazy danych do Atlasu gwar wschodniosłowiańskich Białostocczyzny. Studia z i Słowiańskiej, 49, 130–138. DOI: 10. 11649/sfps. 2014. 0133. Rembiszewska, D. K. (2014). XIX-wieczne badania ludoznawcze na obszarze Łotwy w świetle korespondencji do Jana Karłowicza. Acta Baltico-Slavica, 38, 98–107. DOI: 10. 11649/abs. 2014. 010 Romaniuk Mykhaylo, PhD in History Head of the Department of the of modern history, I. of Ukrainian Studies, of Sciences of Ukraine (4, 79026 Lviv, Ukraine)rmv. lviv@gmail. com Бегей, І. І. , Харук, А. І. , Романюк, М. В. (2019). Українсько-російські взаємини у працях Юліяна Бачинського. [SEP] Justify:

Output: The text primarily consists of references and publication details of various works related to linguistic studies. It does not directly address or provide evidence regarding the claim that language serves as a marker of identity and cultural heritage. Therefore, the text is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: A 2017 survey from the of showed that 25 percent of Canadians were Alarmed, 45 percent were Concerned, and the remainder were Disengaged, Doubtful, or Dismissive about climate change4. Despite the concern, 65 percent of US respondents said that they rarely or never talk about global warming with family or friends and only 20 percent heard people they know talking about global warming at least once a month1. While 63 percent of Americans felt some personal responsibility to help reduce global warming, only 40 percent felt normative expectations from others to do so (injunctive norm) and only 35 percent believed that their family and friends were doing so (descriptive norm). Not surprisingly, those who perceived these norms were more likely to talk about global warming5. Of the Alarmed, 83 percent in the United States5 and 95 percent in Canada4 talked about climate change with friends and family occasionally or often. In the United States, only 38 percent of the Concerned and less than 15 percent of the other categories did so5. In Canada, the Concerned were much less likely than the Alarmed to feel very informed about climate change or very confident in their beliefs, and they were also much less likely to talk about climate change with family and friends4. Discussing climate change with family and friends is a step towards climate action, however, as it creates “a positive feedback loop that encourages deeper engagement with the issue of climate change” and also demonstrates that others care about the issue6. The lack of norms to discuss or act on climate change can be compared with Norway, where Norgaard found that people had a tacit agreement not to talk about climate change despite obvious changes in their weather patterns which were affecting their economically- and culturally-significant sport of skiing14. Geiger and Swim also discussed a culture of silence related to climate change31. In surveys of university students, they found that a reluctance to talk about climate change was related to one’s perception that other people had a different view of climate change than oneself. Further, the reluctance was related to fear of appearing incompetent in the discussion, rather than fear of being disliked. Thus, this reluctance could be overcome by learning more31. Another obstacle to talking about or acting on climate change is the finite pool of worry, wherein individuals have “only so much capacity for worry”32. [SEP] Justify:

Output: The text corroborates the claim by indicating that discussing climate change leads to a greater engagement and concern about the issue. Specifically, it states that discussing climate change creates 'a positive feedback loop that encourages deeper engagement with the issue of climate change.' This implies that education and dialogue around climate change contribute to an increase in public concern.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Chemical engineers often work closely with industry, and Chris is no exception. He is collaborating with a start-up company called Global Thermostat. “believe their technology, if successfully deployed at scale, could act as a global temperature controller for the Earth” he says. “Take out more CO2 to cool; slow CO2 removal to warm! ” When the amine-oxide material is sufficiently loaded with CO2, the device is heated up, which causes the gas to ‘fall off’ the material. The resulting concentrated CO2 product must then be stored – usually by compressing it to high pressure and depositing it underground – hopefully for hundreds of years. Alternatively, it can be sold as a commodity: CO2 has various industrial uses, from food to oil and chemicals. However, to be classed as a negative emissions technology, the carbon must be packed away somewhere so that it can’t escape back into the atmosphere. Download the 10. 33424/17 Link to the activity sheet 0 +1 Pinterest 0 LinkedIn 0 honeycomb, monolithic air/solid contactor is lined with CO2-absorbing amine materials (green). and his group of chemical engineering and chemistry PhD students and post-doctoral researchers gather for a group photograph in 2018 and his group of chemical engineering and chemistry PhD students and post-doctoral researchers gather for a group photograph in 2018 Climate change is a term that describes both the increase in average global temperature (global warming) and its effects on our planet; for example, on our weather systems. According to the Met Office, the average global surface temperature has increased by about 1°C since the 1850s. Office also reports that the last three decades have been successively warmer. Panel on (IPCC) has concluded that “It is extremely likely that human influence has been the dominant cause of the observed warming since the mid-20th century. ” The emission of greenhouse gases, such as carbon dioxide (CO2) from burning fossil fuels, is the main culprit in climate change. The IPCC also concludes that if we can cap the level of climate change at 1. 5°C, then we may be able to avoid some of the most catastrophic effects of the climate crisis. So, we need ways to reduce CO2 production or even to remove it from the atmosphere. ? Chris is a chemical engineer from the of Technology, USA. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of human intervention in climate change, specifically mentioning that while technologies like the one Chris is working on may help manage CO2 levels, they do not guarantee the complete reversal of climate change effects. The text emphasizes the need to manage emissions and suggests caution regarding claims of complete reversal, which aligns with the IPCC's conclusions that capping temperature increases can help avoid catastrophic effects but does not imply complete restoration of wildlife.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Сторінки історії, 49. DOI: 10. 20535/2307-5244. 49. 2019. 189570 2. Sova, A, Romaniuk, M. (2019). Ivan Boberskyi’s pedagogical activity at in Lviv (1906–1914). Східноєвропейський історичний вісник, 4, 71–80. DOI: 10. 24919/2519-058x. 0. 184411 Stepanovych, Doctor of Historical Sciences,Professor, I. of Ukrainian Studies, of Sciences of Ukraine (Vynnychenko St. , 24, 79008, Lviv, Ukraine)olexandr. sytnyk@gmail. com Yakovyshyna, Y. , Koropetskyi, R. , Bulyk, N. , Sytnyk, O. (2019). Influences of Sites of Trypillia BI – Cucuteni A4 Stages on the Establishing of Styles of Panting of of of Trypillia ВI–ВII Stages (Upper and Region). Hiperboreea, 6(2), 5-20. Łanczont, M. , Madeyska, T. , Sytnyk, O. , Bogucki, A. , Komar, M. , Nawrocki, J. , Hołub, B. & Mroczek, P. (2015). Natural environment of MIS 5 and soil catena sequence along a loess slope in the valley: Evidence from the site (Ukraine). Quaternary International, 365, 74-97. DOI:10. 1016/j. quaint. 2014. 05. 0353. Łanczont, M. , Madeyska, T. , Bogucki, A. , Sytnyk, O. , Kusiak, J. , Frankowski, Z. , Komar, M. , Nawrocki, J. &Zogała, B. (2014). [SEP] Justify:

Output: The text provided appears to be a bibliographic or citation list relating to various academic works and studies, but does not contain any content regarding the role of language as a marker of identity and cultural heritage. Therefore, it is irrelevant to the claim made.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Thirty interviewees were asked to self-identify in terms of Global Warming’s Six Americas3: 40 percent were Alarmed, 47 percent were Concerned, 10 percent were Cautious, and 3 percent were Disengaged regarding climate change. This is skewed towards alarm in comparison to both US3 and Canadian4 general population results but, in all cases, Concerned was the largest category. Asked whether they were worried about climate change, 81 percent said yes, 16 percent said maybe, and 3 percent said no. Climate change discourse This section analyzes the responses to the question: “Has climate change or biodiversity loss caused problems for your organization? Or have you seen changes? ” in conjunction with responses to a series of questions about personal concern about climate change. Three discourses topped the list: science, concern for future generations, and concern about the organization’s activities. Some interviewees engaged in storytelling. Two admitted a lack of knowledge about climate change. Other discourses included skepticism, gradualism, and catastrophism. Science. Ten interviewees mentioned science. These could be subcategorised into science as a defence or science as an activity. Four, who were all employees of regional or provincial organizations, spoke in scientific terms. Much of the research on climate change is from a scientific viewpoint15. Skepticism is largely about a rejection of the climate science16,18. One particularly focused interviewee frequently repeated that “everything we do is science-based,” which sounded like a rehearsed defence, possibly against skeptical members concerned that the organization was acting as part of a political conspiracy19. Other mentions of science were non-controversial. Four interviewees talked about an organizational activity of “citizen science” or “monitoring,” wherein members would track changes in flora, fauna, and/or natural conditions. One of those mentioned the naturalist apps, eBird and iNaturalist, as ways of reporting sightings. Two other interviewees also mentioned themselves or others tracking local conditions less officially. Lack of knowledge. Two middle-aged interviewees admitted a lack of knowledge about climate change, their organizations being more focused on biodiversity loss. Nonetheless, both were Concerned and worried about climate change. Lack of knowledge points to a need for talking about climate change in some organizations as a pathway to action. Concern for future generations. Eight interviewees expressed concern for future generations. [SEP] Justify:

Output: The text corroborates the claim by indicating that a significant majority of interviewees (81 percent) expressed worry about climate change, suggesting that discussions and information regarding climate change education can indeed heighten public concern. Additionally, the mention of interviewees' concerns about future generations further emphasizes the role of education and discourse in fostering worry about climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: As the air passes through, the amine materials ‘grab’ the CO2, removing it from the air. The remaining air blows straight out the other end! Chemical engineers often work closely with industry, and Chris is no exception. He is collaborating with a start-up company called Global Thermostat. “believe their technology, if successfully deployed at scale, could act as a global temperature controller for the Earth” he says. “Take out more CO2 to cool; slow CO2 removal to warm! ” When the amine-oxide material is sufficiently loaded with CO2, the device is heated up, which causes the gas to ‘fall off’ the material. The resulting concentrated CO2 product must then be stored – usually by compressing it to high pressure and depositing it underground – hopefully for hundreds of years. Alternatively, it can be sold as a commodity: CO2 has various industrial uses, from food to oil and chemicals. However, to be classed as a negative emissions technology, the carbon must be packed away somewhere so that it can’t escape back into the atmosphere. ? “Until recently, there hasn’t been a strong market for NETs and DAC,” says Chris. “And therefore fewer ways for companies to monetise DAC technologies. While the amine-oxide hybrid materials we work with are relatively easy to make, they’re not being produced at commercial scale yet. As the market develops, I anticipate an array of companies, both established and start-ups, will be poised to manufacture such materials. We’re working with several of them today. ” The first commercial DAC unit on the market was produced by a company called Climeworks and is in use in Switzerland. Hopefully, this is the start of many. However, while large scale use of DAC could negate the effects of our fossil fuel-burning lifestyles, it’s vital that we move to renewable and more sustainable energy sources. What’s exciting is that Chris’ technology could help give us more time: “This would allow a slower transition to a renewable, energy-rich future, offering less economic disruption and loss of jobs associated with fossil energy,” he says. “It could be both a climate and market stabiliser. ” WHAT’? Let’s describe acids and bases even more scientifically. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of current technologies in negating climate change effects. While it mentions that direct air capture (DAC) could help mitigate the effects of fossil fuel emissions, it emphasizes that large-scale use of DAC is still in development and cannot completely reverse climate change impact. Furthermore, it states the importance of transitioning to renewable energy sources, implying that relying solely on human intervention technologies is insufficient for complete reversal of climate change effects on wildlife.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Stratigraphic position and natural environment of the oldest Central Podolia, Ukraine: New data from the site. Quaternary International, 326-327, 191-212. DOI:10. 1016/j. quaint. 2013. 08. 045 Yastremska Tetiana, PhD in Philology Senior Researcher, for Research, I. of Ukrainian Studies, of Sciences of Ukraine (4, 79026 Lviv, Ukraine)tetyana. yastremska@gmail. com Ястремська, Т. Традиційне гуцульське пастухування. Львів: Інститут українознавства ім. І. Крип’якевича НАНУ, 2008. 424 с. 2. Хобзей, Н. , Ястремська, Т. , Сімович, К. , Дидик-Меуш, Г. Гуцульські світи. Лексикон. Львів: Інститут українознавства ім. І. Крип’якевича НАНУ, 2013. 667 с. 3. Yastremska T. The lexeme верх: its phonetic and semantic features, and derivative resources in south-western dialects of Ukrainian. LingVaria. (2015). №1(19). S. 221–239 (Index Copernicus). doi: 10. 12797/LV. 10. 2015. 19. 154. Ястремська, Т. [SEP] Justify:

Output: The text does not address the claim about language as a marker of identity and cultural heritage. Instead, it provides bibliographic references and descriptions of research work related to phonetics and semantics in Ukrainian dialects, without discussing the cultural or identity implications of language.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Six of those directly mentioned fear or worry for their children, grandchildren, future children, students, or simply “future generations. ” This is a form of temporal distancing, in that climate change is seen to be more of a problem in the future7,23. On the other hand, affinity with those affected could increase interest in taking action24. One of the six accepted generational complicity in the problem: “It stresses me that it's my kids that are going to be really seeing the consequences of our mistakes. ” Hanson-Easey et al. found the same sense of collective responsibility in their focus groups7. Two parents of teens expressed concern about the disengagement of young people. One lamented: I look at my children. I think everybody's just disconnected, because they think there's nothing they can do about it and the whole world's gone to hell in a hand basket. And, if you get your youth to disengage, you have a real problem. Hanson-Easey et al. found this to be a moral judgment7, whereas these two interviewees were genuinely worried and at a loss. A ninth interviewee related to this category was himself a Disengaged young person. As a parent of young children, he noted that “of the million things I thought of this week, none of them were climate change. Right? And even in the last, everything that's happened in the last few years, very rarely did I think about climate change. ” The day-to-day worries associated with parenthood could lessen worry about the more nebulous issue of climate change, demonstrating a finite pool of worry7,32,33. Effects on the organization’s activities. Six interviewees focused on the effects of climate change on their organization’s activities. Half were cross-country skiers. Most of the cross-country skiers interviewed agreed that climate change posed a threat to their sport. Not only is the season is getting shorter but, there's definitely this more cyclical pattern of warming and so, you know, particularly recreational skiers, they're not gonna go do a sport where, every time they go out, the conditions are treacherous because it's icy and rainy or, you know, if you can't groom the conditions properly, it becomes really challenging to ski and unpleasant and dangerous. And, so, people will pick something else. Right? [SEP] Justify:

Output: The text corroborates the claim by highlighting that individuals express increased worry about climate change in relation to their children and future generations. This connection between personal concern and climate change awareness suggests that education about the issue could evoke greater public concern, supported by statements like 'It stresses me that it's my kids that are going to be really seeing the consequences of our mistakes.' Additionally, the mention of parental concern and the idea of generational responsibility reinforce the notion that educating the public on climate change could indeed heighten their awareness and urgency regarding climate issues.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: -19 PreprintsProtocolsVideosJournalsTools & a 10. 21203/rs. 3. rs-1652932/v1This work is licensed under a CC BY 4. 0 LicenseStatus:PostedVersion 1posted You are reading this latest preprint versionAbstractAs society appears determined to significantly reduce carbon emissions, the viable question arises how nature will follow. A simple model is applied to project atmospheric CO2 concentration and near-surface temperature for emissions reductions up to 3 %/year. In result for anthropogenic efforts of 1. 5-3 %/year emissions reduction, nature will return to the 1970’s CO2 concentration accompanied by a final industrial-eon temperature rise of 1. 4-1. 8 °C. For lower emissions reductions of e. g. 1 or 0 %/year, 22 % or 78 % of emissions need be technically removed per year to confine the temperature increase at 1. 8 °C. Within this temperature regime, humankind’s ocean heating is inferred to remain within natural variabilities and sea level to approximately rise by 6 m/°C at a pace of 0. 2 m/century. and ModelingCO2 uptake modellingCO2 fertilizationCO2 ocean bufferingemissions abatementatmospheric CO2 projectiontemperature projectionocean heatingsea level risecarbon capture and storageFiguresFigure 1Figure 2Figure 31. IntroductionWithin broader society, there is wide-spread comprehension that the anthropogenic CO2 emissions remain in the atmosphere virtually forever. On the other hand within science, it is undisputed that nature continuously removes a significant portion of the human emissions from the atmosphere. From observation on the industrial past, nature has removed on average 3%/year of the anthropogenic CO2 emissions from the atmosphere [1]. This period has been characterized by ever-rising emissions. Now, society appears determined for the reverse, i. e. to steadily reduce emissions. This raises the viable question: Will nature continue on unchanged – reversible – path, i. e. still taking up 3%/year of the cumulated emissions, or have legacies built up inhibiting the return to previous states? The present studies start from the presumption that humankind is dedicated to a – seemingly realistic – 3%/year emissions reduction. To size nature’s reaction, the essential processes are entered into a simple modelling framework for CO2 concentration, surface temperature, ocean heating, and sea level. [SEP] Justify:

Output: The text contrasts the claim by highlighting that while society aims to reduce carbon emissions, the notion that nature can simply return to previous conditions is questioned. It states that there is uncertainty regarding whether nature can continually remove emissions at the same rate (3%/year) after significant anthropogenic emissions have built up, suggesting that legacies from past emissions may inhibit a complete reversal of climate change effects.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Епідигматичний діалектний словник: ідея, концепція, засади. Діалектологічні студії. 11. Слово – словник – корпус. Львів: Інститут українознавства ім. І. Крип’якевича НАНУ, 2018. С. 273–301. and scope The interdisciplinary journal brings together studies in history, linguistics and literary studies. The historical block is represented by studies of current problems of history, as well as researches about outstanding persons and their importance in the formation of Ukrainian statehood. Linguistic studies primarily exposes the problems of Ukrainian language history and dialectology. Literary studies focus on analyzing writers' works in the context of world history and culture. Sections: issues of Ukrainian history Iportant dates (ZUNR 100th Anniversary) Military history Indexed; of manuscripts by the editors of the collection is carried out to maintain high scientific and theoretical level of publication. The collection has two-sided anonymous reviewing system: - personal data of the author (authors) is not disclosed to reviewer; - personal data of reviewer is not disclosed to author (authors). Publications are primarily controlled to verify correctness of their technical design according to requirements of the collection. The primary expertise is carried out by chief editor and members of the editorial staff. All 64. exe? [SEP] Justify:

Output: The text does not directly address the claim that language serves as a marker of identity and cultural heritage. Instead, it discusses a dialect dictionary and various studies related to history, linguistics, and literary studies without explicitly connecting these topics to identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: A middle-aged employee was Concerned: “We have a lot of people that are working on this, and maybe there is some, you know, technology that could help or changes in our approach that we will finally adapt. ” A young employee was Alarmed: “We need to find all these new technologies. So, I hope that we have enough smart people in the world. ” It is possible to discern an inverse relationship between age and degree of concern among these four interviewees. Catastrophism. Although over a third of interviewees self-identified as Alarmed about climate change, only one interviewee could be considered as using a catastrophist discourse13. Regarding the continuum, she asserted that there should be a category for “terrified. ” She was the only one to mention a “climate emergency. … It just feels like, you know, the more you learn about it, the more you realise that time is very quickly running out. ” This extreme concern could be a pathway to action, except that it might be alienating22. In this particular case, there was a conflict between her original activist intentions as founder of the organization and its current situation as a conservation group. Storytelling. The two interviewees not included in any of the other categories engaged in storytelling8,12. One was an exemplar of the tendency for some to attribute a variety of observations to climate change. One of her stories can be paraphrased and summarised as follows: “I have a friend who has a woodlot. He has noticed that his maple trees are dying for no reason. I looked it up and found reasons to believe that climate change is to blame. This could be a real problem. ” This story was told to confirm that climate change is happening. It has a beginning, middle, and end, climate change is the protagonist, and it has an action, in looking up a solution. Looking up information is also an example of hypothesis-determined information seeking27. The other interviewee in this category told a story that can be summarised as follows: “We do not see changes here. We support other groups in their climate change efforts. Our members are very knowledgeable about climate change. ” The story seemed to be told to justify their situation of not actually talking about climate change within their organization8. [SEP] Justify:

Output: The text corroborates the claim by demonstrating that increased knowledge about climate change leads to heightened concern among individuals. For instance, one interviewee expressed a sense of urgency, saying, 'the more you learn about it, the more you realise that time is very quickly running out,' indicating that learning about climate change can elevate concern levels. This direct correlation between acquiring knowledge and developing a sense of alarm supports the claim that education can foster greater public concern regarding climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: The model framework serves as a handy tool for projections regarding future human emissions reductions. Since focusing on the driving terms, CO2 is considered as the sole anthropogenic emissions. 2. – understand nature’s functioning, the look is devoted to the past – first to preindustrial times revealing undisturbed nature and second, to the industrial eon with significant anthropogenic contributions. 2. 1 Atmospheric CO2 concentration During the preindustrial past 800 thousand years (ka), the atmospheric CO2 concentration has followed temperature in the order of 20–25 ppmv/°C within the range of about 180–280 ppmv (ppmv, volume parts per million). – At preindustrial times, global waters have released 1. 7 GtC/year into the atmosphere (cf. [2]). Apparently, terrestrial vegetation was prepared to consume these emissions leading to overall flux balance in first order. – During the industrial eon, the atmospheric CO2 concentration has approximately evolved from 280 ppmv to 420 ppmv. These measured concentrations can be related to the rather well known anthropogenic input if the latter is taken up by land and the oceans at a year-on-year rate of 3%/year [1]. 2. 2 Surface temperature Also for the preindustrial past 800 ka, the temperature can be viewed determined by the atmospheric CO2 concentration and direct temperature effects, the latter driven by the solar irradiation and snow/ice albedo alteration. The CO2-temperature contribution is approximated by the ‘Eocene relationship’ with TCO2 = ln(𝑝CO2/22) * 6. 68°C (TCO2, surface temperature in °C; 𝑝CO2, atmospheric CO2 volume mixing ratio in ppmv) [3], here the data of [4] used for 𝑝CO2. TCO2 comprises all related effects, e. g. from water vapor. When complemented by further driving forces, these are considered as correction terms, thus in turn also comprising all related effects. In the present studies, insolation is differentiated by the components eccentricity, obliquity, perihelion, flux at 65°N summer solstice, and global average [5]. Albedo is assumed proportional to sea level and in turn, sea level to seawater-δ18O [4]. [SEP] Justify:

Output: The text contrasts the claim by discussing the historical context of CO2 concentration and its relationship with temperature over thousands of years. It emphasizes that the atmospheric CO2 has significantly increased due to anthropogenic activities during the industrial era, growing from 280 ppmv to 420 ppmv. The discussion about the continuous nature of emissions and their uptake by land and oceans suggests that while human intervention may influence certain aspects, it is unlikely to completely reverse the extensive changes already imposed on wildlife due to climate change, given the historical and persistent dynamics involved.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Z21ID=&I21DBN=UJRN&P21DBN=UJRN&S21STN=1&S21REF=10&S21FMT=juu_all&C21COM=S&S21CNR=20&S21P01=0&S21P02=0&S21P03=PREF=&S21=0&S21STR=Database. Library of Ukraine Copyright notice The authors published in this journal agree with following conditions: 1. The authors reserve to themselves the right to the authorship of their works and transfer the right of their first publication to the journal on the terms of Creatіve Common Attrіbutіon Lіcense which allows to freely extend to other persons the published work with an obligatory reference to the authors of the original work and its first publication in this journal. 2. The authors have the right to complete independent additional agreements concerning the not exclusive distribution of their work in the form in which it was published in this journal (for example, to place the work in the electronic storehouse of an establishment or to publish as a monograph component), under the condition of the preservation of the reference to the first publication of the work in this journal. 3. The journal’s policy allows and encourage the authors to place their manuscripts into the Internet (for example, in depositories of establishments or on personal web-sites) either before submitting of the manuscript for publication or during its editorial processing as it assists the occurrence of a productive scientific discussion and positively affects the efficiency and dynamics of citing of the published work. License agreement Цей твір ліцензовано на умовах Ліцензії Із Зазначенням Авторства — Некомерційна — Без Похідних 4. 0 Міжнародна. of 1. [SEP] Justify:

Output: The text is irrelevant to the claim as it primarily discusses the authorship, publication rights, and licensing agreements of a journal. There is no mention of language as a marker of identity or cultural heritage in the provided text.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: A hiker allowed that, “Members are welcome to talk about it basically amongst themselves. … I think everybody also respects the personal advocacy that everybody does. ” Another hiker thought that “people are pretty open-minded about other people's views on it. I mean, it was the same with COVID. … I guess you just have to be tolerant of people that you don't agree with. ” One cross-country skier agreed to be interviewed precisely because she was interested in getting her club talking about climate change: It could be another way for members to interact with each other. Because a lot of times, we need excuses to talk with each other. … If we kind of brought up the question or the interest, it could be another level at which members would talk with each other. And since it does support or help with climate change, or mitigate the negative effects of climate change with respect to the impact on our environment and therefore our sport, then there could be more motivation to do certain things. And if we get more people in the world doing things like this, then it could make a difference. This response illustrates the potential for nature-related groups to increase talk about climate change and thereby increase climate action. this study, I interviewed members of nature-related organizations—people who are regularly out in nature by choice—to see whether they experienced climate change and how they made sense of it. If such people would start to talk more about climate change through their regular activities, understanding of climate change would increase6, thereby increasing the possibly of climate action11. Pathways to climate action included concern about climate change in general and about the organizations’ activities as well as opportunities for social interaction provided by the organizations. Referring to Global Warming’s Six Americas3, the vast majority of these nature lovers were either Concerned or Alarmed about climate change. They noticed changes in the weather, plants, animals, and insects. Some engaged in citizen science. A number of interviewees acknowledged effects of climate change on their organization’s activities. Two admitted a lack of knowledge but were worried about climate change. Some were worried about their children and future generations. The degree of awareness and concern about climate change suggests that these organizations could be receptive to climate change discussion. On the other hand, a number of potential barriers to talking about climate change were identified. [SEP] Justify:

Output: The text corroborates the claim by discussing how nature-related organizations could facilitate discussions about climate change, thereby increasing awareness and concern among their members. It highlights individuals who recognize the impact of climate change on their environment and express a desire to engage others in conversation about it. Such interactions are implied to lead to greater understanding and potentially more significant climate action, supporting the assertion that education and discussion can elevate public concern about climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: The temperature contributions from insolation and snow/ice albedo are determined by fit to the temperature measurements through the past ca. 800 ka [6]. At first, the subdivision between insolation and albedo is non-unique. In the present work, the relative contributions of albedo and CO2 are constrained by consistency between energy budget [7] and absorber density dependencies [8]. In result, the effects from insolation and snow/ice albedo can be approximated by multiplying the CO2-temperature contribution of the Eocene relationship with 1. 4. This factor has proven its applicability in previous computations [8]. The left part of Fig. 1 shows the measured temperatures (solid blue line) in comparison with the computation of the present work (dotted brown line). The measurement data are scaled to reflect a glacial-interglacial span of 4°C. The right part of Fig. 1 presents the decomposition into the CO2-temperature relationship (solid blue line) and the contributions from insolation (solid yellow line) and albedo (dotted red line). The insolation contributions of Fig. 1 are obtained from 65°N summer solstice superimposed by the global average. As a result, insolation cannot be found to significantly contribute to the gross glacial-interglacial temperature pattern. Notwithstanding, it certainly plays a major role for the cyclic reversals. As complementary note, the discussed temperature contributions relate to equilibrium states. Upon a disturbance from equilibrium, e. g. the CO2 concentration changing from a certain steady level to another, it takes in the order of ≳ 1000 years until the temperature asymptotically reaches the new equilibrium temperature [8]. temperature contribution from atmospheric CO2 is considered well known from the Eocene relationship. For the present Late Quaternary, the second-next contribution originates from snow/ice albedo alteration, as rule of thumb amounting to 40% of the CO2 contribution. 2. 3 Ocean heat content (OHC) The oceans are a prominent energy store and at the same time, exhibit strong inertia to Earth energy variabilities. Thus, the ocean heat content and its time pattern strongly influence the surface temperature evolvement. The (total global) ocean heat content (OHC) during the past 2000 years can be subdivided into four sections (Fig. 2, solid blue line) [9]. [SEP] Justify:

Output: The text contrasts the claim by discussing the complexities of temperature contributions from various sources such as insolation and snow/ice albedo, and highlights that changes in CO2 concentration require over 1000 years to approach a new equilibrium state. This implies that human intervention is insufficient to completely reverse climate change effects and that the temporal dynamics of climate response must be considered.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: The authors reserve to themselves the right to the authorship of their works and transfer the right of their first publication to the journal on the terms of Creatіve Common Attrіbutіon Lіcense which allows to freely extend to other persons the published work with an obligatory reference to the authors of the original work and its first publication in this journal. 2. The authors have the right to complete independent additional agreements concerning the not exclusive distribution of their work in the form in which it was published in this journal (for example, to place the work in the electronic storehouse of an establishment or to publish as a monograph component), under the condition of the preservation of the reference to the first publication of the work in this journal. 3. The journal’s policy allows and encourage the authors to place their manuscripts into the Internet (for example, in depositories of establishments or on personal web-sites) either before submitting of the manuscript for publication or during its editorial processing as it assists the occurrence of a productive scientific discussion and positively affects the efficiency and dynamics of citing of the published work. Privacy statement This journal realizes a policy of an immediate open access to the published content, supporting the principles of a free distribution of scientific information and a global exchange of knowledge for the sake of the common public progress. Sponsorship I. of Ukrainian Studies, of Sciences of issue Україна: культурна спадщина, національна свідомість, державність. Вип. 39. DOI журналу : 10. 33402/ukr. 2024DOI випуску: 10. 33402/ukr. 2024-39Україна: культурна спадщина, національна свідомість, державність гол. ред. [SEP] Justify:

Output: The text is largely administrative in nature, discussing authorship rights, publication policies, and the journal's practices. It does not address issues of language as a marker of identity or cultural heritage, making it irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: The four interviewees in the youngest age category (25–34) all exhibited some form of barrier. These four spanned the range from Disengaged to Alarmed. One experienced a finite pool of worry7,32,33, another discussed conspiracy theories17,18,19, two expressed temporal distancing7,23, and one used a gradualist discourse, putting their faith in future solutions8,13. Temporal distancing and gradualism were also used by other interviewees. Of the four interviewees espousing gradualism, the discourse was more urgent the younger the interviewee. Some of these barriers could be overcome with increased discussion of climate change. More challenging would be organizations with skeptics among their members. Some interviewees seemed to use a science discourse automatically as a defence against such obstructionists. The organizations themselves provide a pathway to talking about climate change through opportunities for social interaction. The degree of camaraderie mentioned by interviewees suggests that members may develop close bonds. With these pathways far outweighing the barriers, many nature-related organizations could potentially be safe spaces to discuss climate change. Although these organizations tend to avoid conflict by choosing a centrist path9 and their members tended to avoid talking about climate change, my findings suggest that members were fairly unified in their concern about climate change. Some were even open-minded about talking about climate change. The regular events held by nature-related organizations have a social component in which members could potentially talk about climate change. Alarmed members, who are more likely to want to talk with friends about climate change4, could help increase the confidence of less concerned members in their climate change beliefs6,31. Encouraging these organizations to create opportunities for discussing climate change with this receptive audience could help to increase the acceptability of climate change action. This 8. Learning how climate change is understood and discussed provides starting points to build on. The use of storytelling by a number of interviewees suggests that that might be an engaging way to start the conversation. LimitationsThe interview questions analyzed in this study were part of a larger study on the behaviour of nature-related organizations themselves. This 7. My recruitment strategy was to invite people to an interview about “biodiversity loss and/or climate change,” thereby lessening the focus on climate change alone. [SEP] Justify:

Output: The text corroborates the claim by indicating that increased discussion of climate change could help overcome barriers to public concern, with interviewees suggesting that organizations could serve as spaces for such discussions. It notes that even those individuals who are less concerned about climate change could be influenced positively by more urgent members, thus indicating a connection between education (or discussion) and increased public concern about climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: – During the first 600 years, OHC increases almost linearly in time while temperature stays nearly constant (Fig. 2, dotted gray line [10]). Solar irradiance (Fig. 2, dashed red line) is in steady strong mode. – The period from years 600 to ~ 1000 is interpreted to reveal an equilibrated OHC state at about 1600 ZJ (1 ZJ = 1021 Joule). Insolation had left the stable high level. Constellations are such that surface temperature increases. – In the period 1000–1750, OHC decreases at about the same pace as it grew in the first period. Insolation variability is yet more pronounced than before. This time, temperature decreases together with OHC. – Since year 1750, OHC rises again, synchronously with temperature. Over the entire 2000-year period, OHC appears with a cyclic behavior posing a rising bias to the recent OHC development. – Since in absolute values, the slopes in the periods of years 0-600 and 1000–1750 are approximately equal, the indication may be inferred that the natural OHC trend (without anthropogenic influence) will extend to the future at the same pace, depicted with the dotted blue line in Fig. 2. During the industrial eon, ocean heat content has risen by 660 ZJ (solid blue line of Fig. 2) with the anthropogenic contribution estimated to 180 ZJ [8]. probably, natural processes bear a rising bias for the future OHC evolvement. A natural equilibrium state is interpreted existing at OHC in the order of 1600 ZJ. 2. 4 Sea level Between glacial and interglacial maxima for the preindustrial past about 400 ka, sea level has changed by roughly 100 m [4,12]. With an associated temperature span of 4°C, sea level has changed by 25 m per 1°C temperature change. During the recent glacial-to-interglacial transition, the pace reached the order of 1. 3 m/century [12]. These relationships are highly non-linear, particularly when approaching the turning conditions of the glacial and interglacial maxima. At present, temperature and sea level have attained levels characteristic for an interglacial maximum, the sea level rise revealed at about 0. 2 m/century for the recent 9 ka [12] – just what has been experienced to date during the industrial eon. 3. [SEP] Justify:

Output: The text contrasts the claim by discussing the long-term natural trends in ocean heat content (OHC) and climate changes that occur over thousands of years. It suggests that anthropogenic (human-caused) influences on OHC and climate are superimposed on existing natural processes, which indicate that even if human intervention is made, natural processes will continue to affect OHC and climate change. The mention of a natural equilibrium state and the non-linear relationships of climate changes suggests that complete reversal of climate change effects on wildlife is unlikely.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Ігор Соляр, заст. гол. ред. Михайло Романюк; НАН України, Інститут українознавства ім. І. Крип’якевича. Львів, 2024. Вип. 39. 328 с. Збірник об’єднує студії з історії, археології, мовознавства та літературознавства. Статті історичного блоку розкривають актуальні проблеми історії, етнології та археології від найдавніших часів до сьогодення. Дослідницьку увагу також зосереджено на постатях С. Гайдучка, Я. [SEP] Justify:

Output: The text is irrelevant to the claim, as it presents bibliographic information about a publication without addressing the role of language as a marker of identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Learn to Lead: that Download book PDF Download book 13 & Margaret Wang13 Part of the book series: in Outdoor and ((IEOEE)) 5673 Accesses 2 2. 1 IntroductionImagine a group of ninth-grade students on a class trip, walking around the neighborhood of their school. The school is called Al Taqwa, and it is located in Rahat, a predominantly Bedouin city in the Negev desert of southern Israel. As the students explore the neighborhood, their assignment is to pay attention to any environmental problems they notice and take pictures of evidence related to those problems. Some students smell the toxic scent of burning plastic and they notice smoke rising from a pile of trash near the street. They snap several photographs before continuing on. After returning from the trip, the teacher facilitates a discussion that engages the students in analysing the causes of the problems they observed. In the example of the burning garbage, the students explore how they might personally contribute to the problem by purchasing food and other items with plastic packaging. Then, they expand their analysis to consider the functions of the local and national government in managing waste. Questions are also raised with regard to the role of culture, highlighting the fact that burning waste was a common practice in Bedouin society with a history that extends back to a time when all the waste was organic. As the web of cause and effect grows increasingly complex, the class begins to incorporate causal diagrams to organize the information, and they start to construct maps of the different stakeholders involved. In this course, the goal is to enable students to conceptualize and help address climate change problems in the region – problems associated with heat waves, droughts, dust storms, soil degradation, changing precipitation patterns and dryland water scarcity. The teachers, are incorporating our high school Leadership curriculum to equip and motivate students to affect change. curriculum is designed to integrate disciplinary concepts and process-based skills associated with defining problems, gathering evidence, generating solutions, synthesizing the possibilities for action, drawing conclusions with regard to the best way forward, communicating the results of the process and taking action. Throughout the curriculum, there are opportunities for students to practice empathy, systems-thinking, media literacy, and collaboration as they engage in projects connected to climate change. Clear standards, units, and lesson plans combined with an accompanying project-based assessment open possibilities for teachers to integrate the curriculum in a wide variety of ways. [SEP] Justify:

Output: The text supports the claim by detailing an educational program in which students actively engage with climate change issues in their community. The students analyze environmental problems, discuss their contributions to these issues, and consider the roles of various stakeholders. This hands-on approach to learning about climate change helps to build understanding and empathy, and ultimately aims to motivate the students to affect change. The described curriculum focuses on equipping students with the necessary skills to conceptualize and address climate change challenges, directly correlating educational initiatives with heightened public concern about these issues.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: A Driving-term central aim of the present work is to unveil nature’s proceeding in case anthropogenic CO2 emissions will be reduced significantly. Would uptake of the anthropogenic atmospheric CO2 continue at the previously experienced rate of 3%/year? How would temperature follow a decrease of atmospheric CO2 concentration? This paragraph presents a driving-term model derived from the past, enabling straightforward projections into the future. Predominantly, the CO2 uptake from the atmosphere is viewed determined by a four-fold matrix spanned by surface temperature and CO2 concentration for the oceans and terrestrial vegetation. The construction of the present model follows a series of constraints, particularly given by (i) the data on the anthropogenic CO2 emissions, here used from [13]; (ii) measurements on the atmospheric CO2 concentration, the data here also from [13]; (iii) measurements on the atmospheric near-surface temperature trend during the industrial eon [14]; (iv) measurements and previous research results on the recent CO2 uptake by the oceans [15]; (v) the preindustrial net primary production of the terrestrial vegetation at approximately 60 GtC/year, changing via the Keeling formula (a) with the atmospheric CO2 concentration and (b), with the surface temperature via the growth factor in the formula; (vi) lower limit of the airborne fraction in the order of 15% [16]; (vii) upper limit of the ocean uptake about 5 times the atmospheric uptake (i. e. the preindustrial carbon content ratio between the oceans and the atmosphere, and accounting for the present Revelle factor); (viii) the ocean uptake dilution from temperature and CO2 concentration in the order of 240 GtC for the period 2000–2100 in the IS92e scenario [17]. The analysis on the oceans is concentrated on a time horizon of ≳ 100 years, thus on the upper ocean layer since the present studies focus on the first-order terms. 3. 1 Ocean CO2 uptake The ocean uptake weakens with accumulation of CO2. To emulate this effect, the 3%/year-uptake rate of the past is diluted for the future by 5∙10− 4/GtCO2 per cumulated CO2. – The uptake temperature dependency is considered via CO2 release from the oceans with an atmospheric concentration contribution of 20 ppmv/°C (see analysis on the past above), the temperature determined as outlined below. [SEP] Justify:

Output: The text contrasts the claim by detailing a complex model regarding the uptake of atmospheric CO2 and its relation to temperature and the ocean's ability to sequester carbon. It implicitly suggests that merely reducing CO2 emissions is insufficient to completely reverse climate change effects, as outlined by the analysis of how ocean CO2 uptake weakens with accumulated atmospheric CO2. The intricacies of the model and the long time horizon indicates that complete reversal of climate change effects is not guaranteed through human intervention alone.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Стецька, діяльність яких є важливою для сприйняття та розуміння історії України. Вшановано ювілей відомого історика, фахівця з історії Польщі та українсько-польських відносин проф. В. Комара. Лінгвістичні студії репрезентують аналіз мовних явищ XV–XVIII ст. , проблеми історичної лексикографії та ономастики. Дослідження з літературознавства зосереджено навколо аналізу творчості А. Франко-Ключко, доньки I. [SEP] Justify:

Output: The text is irrelevant to the claim about language marking identity and cultural heritage. Although it discusses historical analysis related to Ukraine and addresses linguistic studies, it does not make any explicit connection between language and cultural identity or heritage.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: We recognize that, in order for a curriculum to be effective, it needs to be accompanied by a strong implementation plan, and we are currently working with educators like Fareed to develop these plans for a variety of contexts. Ultimately, this approach to innovation in education is operating from a professional perspective that focuses on supporting the development of the capacity of teachers and school leaders to affect change (Reimers 2020). If we can build a network of teachers and school leaders interested in implementing the Leadership curriculum and we can identify the customized support necessary for successful implementation, then the participating teachers will be able to enable climate change leaders in the new generation. We specifically focus on the development of a particular curriculum and its implementation because, in the context of Israel, there have been 17 reform initiatives in the past 30 years. If the curriculum were connected to a large scale reform, it could be more likely for it to be implemented in schools only so long as the initiative lasts, undermining the potential for longer-term integration of the curriculum. In the first part of this 2. 2 Analysis of Curricula2. 2. 1 with Curricula in Israel, Jordan, and PalestineIn Jordan, Palestine, and Israel, the governments have acknowledged the need for enhanced climate change education due to the region’s semi-arid climate. More specifically, climate projections for the region include a rise of 3 °C (4 °C in Jordan), 10–30% decrease in precipitation (60% for Jordan), seawater level rise of 10 mm leading to land loss, and an increase in extreme weather events including floods, droughts, and heat waves (EcoEast 2019). These environmental fluctuations threaten food, energy, and national security. The impacts of climate change are further amplified by the region’s influx of refugees and inter-state conflicts. In this particular region, we chose to focus on a formal education initiative due to the sheer number of students in secondary schools. This may not be the case in many other regions as explored in Chap. 4, Haiti, and Chap. 5, Pakistan. As such, curriculum can be a powerful tool in implementing change in the formal education space and thus, affecting a large student population. In Israel, the secondary school net enrollment rate is around 98% with around 820,000 students in the formal secondary system; in Jordan, the rate is 80. 86% with around 790,000 students; in Palestine, the rate is 50. [SEP] Justify:

Output: The text corroborates the claim by highlighting the importance of climate change education and its potential impact on the public. It notes that there is a need for enhanced climate change education due to significant environmental challenges in the region, stating that a formal education initiative can be a powerful tool for implementing change and influencing a large student population. Additionally, it emphasizes the role of educators in enabling new climate change leaders, which aligns with the claim that education can lead to greater awareness and concern regarding climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: – While anthropogenic emissions and entailed atmospheric CO2 concentration may be reduced in the future, the ocean carbon content first reflects the cumulated (strong) uptake from the past. To account for adaptation, the difference between the stronger uptake rate of the past to the lower uptake rate in the future is regarded as release from the oceans. The time lag is taken as 100 years according to the typical cycle time of the upper ocean layer. Slower ocean processes will take up additional 6–7% and yet further 3% on the 10,000-year and 100,000-year time scales for the considered emissions and concentrations [16], however neglected in the present analysis. 3. 2 Terrestrial vegetation CO2 uptake Uptake of anthropogenic CO2 by the terrestrial vegetation is regarded according to the Keeling formula, with 60 GtC/year of preindustrial net primary production, fertilized via ln(𝑝CO2/285), the preindustrial growth factor of 0. 56 changing by -7. 8°C with surface temperature as inferred from [18]. – Soil respiration principally changes with atmospheric CO2 concentration and temperature. Since these variables strongly correlate, solely the dependency on the former is regarded. Assuming a base respiration level of 60 GtC/year, the dependency is taken to increase by 17. 5 per 160 ppmv of pCO2 elevation [19]. Care is taken not to release more than available soil carbon stock, the preindustrial amount regarded as 1,900 GtC. – Analogous to the oceans in case the atmospheric CO2 concentration shrinks, the excess between the stronger previous uptake relative to the lower actual uptake is considered as release to the atmosphere, here with a time lag of 30 years reflecting the typical cycle time of terrestrial vegetation [20,21]. – Among the results, the model yields an uptake ratio between land and oceans of 62:38 for the cumulated uptakes during the industrial eon (years 1850–2020). 3. 3 Surface temperature The temperature is derived from the atmospheric CO2 concentration according to the Eocene relationship, multiplied by 1. 4 for albedo effects – these equilibrium-related figures assumed realized during the industrial eon to 34% until the present and this ratio linearly changing in time, e. g. amounting to 42% in 100 years. 4. [SEP] Justify:

Output: The text contrasts the claim by discussing the complexities of carbon uptake and release processes in the ocean and terrestrial vegetation, emphasizing that while anthropogenic emissions can potentially be reduced in the future, there are significant time lags and natural processes at play that hinder complete reversal of climate change effects. It specifically highlights that the ocean's carbon content reflects past emissions and that slower ocean processes will continue to affect CO2 uptake over very long time scales, which suggests that complete reversal of climate change effects on wildlife through human intervention is not feasible.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Франка, спогадів-есеїв нашого сучасника В. Неборака, а також репрезентовано маловідомі сторінки життя і творчості німецькомовного єврейського поета і перекладача з Буковини П. Целана. «Огляди та рецензії» презентують філологічні книжкові новинки, запрошуючи до читання та дискусій. Оголошення: Усі оголошення Новини: 3 жовтня 2024 р. в Інституті українознавства ім. І. [SEP] Justify:

Output: The text does not address the claim about language as a marker of identity and cultural heritage. It discusses various literary works and events but does not make any relevant connection to the role of language in identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: 86% with around 750,000 students (of Statistics 2020). Furthermore, there is already some sort of precedence of teaching about climate change within the formal education system. In the Jordanian high school curriculum, “and Environment” is a separate subject studied by most public high school students that combines knowledge, skills, and behavioral domains. The curriculum also teaches students how to collect environmental information in their community and integrate it into civic action campaigns for awareness and advocacy. However, while the textbooks give instructions regarding how to apply environmental literacy to informed action, teachers and students do not necessarily have the knowledge and skills to conduct these projects (Al-Newashi 2002, p. 48). The formal high school system in Palestine faces comparable issues. Palestine also has environmental education as a mandatory subject between seventh and tenth grade. Nevertheless, an in-depth analysis of their main environmental education topic “of Health and the Environment” reveals that while the curriculum addresses awareness and investigative skills, it is lacking in building major ecological concepts and applying their knowledge through positive environmental actions (Karama 2016, p. 14–17). In contrast to mandatory environmental education in Palestine, in the Israeli high school system, education related to the environment is not compulsory and is only offered to students who major in “Environmental Sciences” or “Earth and Environmental Sciences. ” The “Environmental Sciences” curriculum has not been significantly updated since 1983 and it is mostly focused on students studying ecology. While students do have the option of selecting environmental ethics or environmental planning and management as a study unit, this constitutes a small population (Sagy and Tal 2015, p. 69). On the other hand, the “Earth and Environmental Sciences” curriculum is more aligned with climate change education as it focuses on “developing environmental insight” through systems-thinking (Sagy and Tal 2015, p. 70). However, since it is a new course, few students are exposed to this style of environmental education. In total, less than 10% of Israeli high school pupils are exposed to environmental education (Sagy and Tal 2015, p. 71). Since 2004, there have been initiatives spearheaded by the Ministry of Education and the Ministry of to certify “Green Schools” based on a review of environmental practices of the school and environmental education curriculum. [SEP] Justify:

Output: The text corroborates the claim by illustrating that environmental education curricula in various contexts, such as in Jordan and Palestine, are designed to raise awareness and encourage civic action regarding climate issues. It mentions how students are taught to collect environmental information and integrate it into campaigns for awareness and advocacy, which suggests that such educational initiatives could contribute to greater public concern about climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Future:Now with a practicable tool at hand, the look is devoted into the future for nature’s reaction upon human emissions abatement. As humankind appears prepared for significant emissions reduction, 3%/year (year-on-year) represents the core of the present studies. 4. 1 Atmospheric CO2 concentration For this abatement, the present estimation model points at a long-term steady atmospheric CO2 concentration of 330 ppmv (Fig. 3, left, dashed red line) with a long-term accumulation share of 14%, 61%, and 25% between the atmosphere, the terrestrial vegetation, and the oceans, respectively. Atmospheric CO2 concentration and airborne fraction are in good agreement with previous sophisticated studies on the role of the oceans [16]. 4. 2 Surface temperature The temperature is inferred as explained by the following example. Let us imagine a maximum 𝑝CO2 of 430 ppmv with a 1. 3°C-temperature rise close to the present and a later reduction to steady 330 ppmv with an associated long-term equilibrium temperature gain of 1. 4°C. In this case, the contemporary temperature has nearly reached the final equilibrium temperature, hence is expected to remain stable on the long-term future. These figures correspond to an emissions reduction of 3/%year (dashed red lines in Fig. 3, CO2 concentration left, temperature right). If abatement was only 1. 5year, the estimation model yields a long-term temperature gain of 1. 8°C (dot-dashed red lines in Fig. 3). For comparison if emissions ceased at present, the future steady CO2 concentration is indicated at 320 ppmv with an associated temperature gain of 1. 2°C. The precedingly outlined approach is a ‘forward synchronization’ between contemporary transition states and future equilibrium, i. e. both primarily directed by rising concentrations. If the new equilibrium state is to exhibit reduced CO2 concentrations (e. g. 290 ppmv from and Storage, CCS), the further transition becomes ‘down-forced’ inverse-analogous to the industrial-eon past. For a long-term temperature confinement of 1. 8°C, the present estimation scheme indicates the following CCS requirements for various scenarios. [SEP] Justify:

Output: The text contrasts the claim by discussing the future projections of CO2 concentrations and temperature increases as a result of human emissions reduction but does not imply that all climate change effects on wildlife can be completely reversed. Instead, it suggests that while there may be some stabilization and moderation of effects through emissions reduction strategies, the anticipated equilibrium state still involves a significant temperature gain, indicating that complete reversal is unlikely.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Крип’якевича НАН України відбувся науковий семінар «Російська національна ідея як чинник державотворення в Росії: історіософський аналіз» 3 жовтня 2024 р. в Інституті українознавства ім. І. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses an event related to a seminar on the Russian national idea without any reference to language serving as a marker of identity or cultural heritage. There are no connections made to the claim in the provided text.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: However, these initiatives fall short because there is no ongoing evaluation after the certificate is awarded to ensure that the school continues to perform to the relevant standards (Tal 2020). Outside of the formal curriculum, there have been initiatives by various schools to transform the way climate change is being taught in the region. This is derived from a larger global movement through the Educational, Scientific, and (). This organization has provided climate change educational resources that clearly show education’s role in mitigating climate change: enabling the youth to take collective action. For example, in ’s course for secondary school teachers on climate change education called in the Classroom, there is an emphasis on “motivating action through local learning” and “motivating learners through real life experience” (Selby and Kagawa 2013, p. 8). has worked with the (UN CC: Learn 2013) to directly disseminate curricular resources embodying these ideals. On a global scale, climate change education is moving towards project-based learning, which is a pedagogical practice where students engage with an authentic problem or question. Through inquiry and reflection, they ultimately create a public product as a summation of their investigation. Similar approaches can be seen in regional initiatives such as Youth Xchange, ASPnet, and Project (SEMEP). is a collaborative initiative of and the that has designed materials to enable educators to teach sustainable lifestyles throughout the Middle East, including schools in Jordan (and 2011). Similarly, ASPnet is dedicated to enabling schools to engage in climate change education that includes multi-disciplinary, collaborative projects (n. d. ). Resources include guidelines to build climate change education networks within schools and materials designed to facilitate climate change education across subject areas. Lastly, the Project (SEMEP) programs focused on teaching students to apply scientific methodology to address specific issues in their local contexts (of Education and Culture 2012). For example, in Israel, Palestine, and Jordan, secondary school projects were developed related to water filtration and conservation. and Palestine, students were involved in other SEMEP initiatives, including expanding green spaces to combat desertification, and exploring questions of ethics and global warming (of Education and Culture 2012). Through a review of the formal high school curricula in Israel, Jordan, and Palestine, there is clearly a need for updated curricula related to climate change combined with sufficient educator capacity to deliver the curricula. [SEP] Justify:

Output: The text corroborates the claim by highlighting various educational initiatives aimed at transforming the way climate change is taught, emphasizing the role of education in motivating youth to take collective action. It discusses how organizations and initiatives provide climate change resources and engage students with authentic issues, which support the idea that education can foster greater public concern about climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: (i) In case emissions reduction will be 1%/year or zero from the present, about 22% or 78% of present emissions needed be technically sequestered, respectively. (ii) In case these emissions reductions and CCS rates are commenced in 30 years from today and emissions remaining constant in the meantime, CCS is required in the order of 32–83% of present emissions for emissions reductions between 3 and 0%/year after year 2051. (iii) If humankind would even continue to increase emissions from the present, CCS is required to quickly approach 100% of emissions, for instance to sequester 98% of emissions for emissions growth of 0. 5%/year. is strongly advised to reduce carbon emissions at least by 1. 5%/year on global level to benefit from nature’s (low-cost, low-risk) offer to contribute towards viable temperature containment and to avoid the alternative serious climate impact or the demand for significantly larger mitigation effort and associated risk. 4. 3 Ocean heating With asymptotic ca. 1500 years-long evolvement of temperature from a certain equilibrium climate state to another upon equilibrium disturbance [8], the temperature trend is approximated by a tanh-function at this point. Then, the entire ocean heat uptake during the transition between the equilibrium states is given by the integral over 1-tanh. This – highly simplifying – approach leads to a total ocean heat uptake of 225 and 275 ZJ for final industrial-eon temperature gains of 1. 4 and 1. 8°C, the former case depicted by the dashed purple line in Fig. 2. Related to the natural upper turning point at about 1,600 ZJ, 14% or 17% are added in these two cases. the present estimation, anthropogenic ocean heating leaves nature rather undisturbed in case of sensible temperature containment. 4. 4 Sea level On one hand extrapolating from the past into the future, a sea level rise of about 25 m/°C (in dependence on surface temperature) is supported by an analysis of δ18O-data through the past 56 million years [25] (detailed description outside the present scope). On the other hand, Antarctic ice may exhibit noticeable inertia for industrial-eon warming up to about 2. 5°C with a sea level rise in the order of 6 m/°C, this speeding up at higher temperatures towards total ice loss from further 2. [SEP] Justify:

Output: The text contrasts the claim by indicating the challenges of reversing climate change effects. It discusses carbon capture and storage (CCS) and emphasizes the need for substantial reductions in emissions, suggesting that if human interventions do not sufficiently address emissions, the effects of climate change will not be fully reversible. For instance, it details how a significant percentage of current emissions must be sequestered to mitigate damage, and mentions that without intervention, further increases in emissions would necessitate nearly complete carbon sequestration. This implies that human intervention alone cannot guarantee a complete reversal of climate change effects on wildlife.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Крип’якевича НАН України відбувся науковий семінар «Російська національна ідея як чинник державотворення в Росії: історіософський аналіз», приурочений до 70-ліття колишнього працівника Інституту, кандидата філософських наук Миколи Васильовича Сергеєва. 1 жовтня 2024 року в Інституті українознавства ім. І. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses a scientific seminar related to a specific national idea in Russia and does not address the role of language in identity and cultural heritage.