Input: Task: corroborate the claim using the given text. Claim: Coral reefs are highly sensitive to changes in water temperature and acidity. [SEP] Text: Scientists and managers have realised that continued management of local disturbances is vital to provide corals and reef organisms with the maximum resilience to cope with global stressors (Bellwood et al. 2004; Marshall and Johnson 2007). (GBR) lagoon receives suspended sediments and nutrients from land runoff, which has increased several-fold during the last 150 years (Neil et al. 2002; Furnas 2003; McCulloch et al. 2003); the area now exposed to runoff is about ten times larger than 100 years ago (Wooldridge et al. 2006). Coastal waters adjacent to agricultural lands have higher concentrations of dissolved and particulate nutrients, chlorophyll a and suspended sediments, especially during the summer wet season, compared to coastal areas adjacent to undeveloped catchments and offshore areas (e. g. , Brodie et al. 2007; Cooper et al. 2007). However, water quality parameters are highly variable in space and time which necessitates frequent measurements to adequately determine true concentration ranges. The measurement of biological indicators has significant advantages over directly measuring water quality to assess the chronic or acute effects of changes in water quality on reef health. Appropriate biological indicators can integrate the effects of acute and chronic disturbances over various time scales (Cooper and Fabricius 2007). The understanding of the consequences of high nutrients and suspended sediments for the health of inshore coral reefs is improving (Fabricius 2005; Done et al. 2007; Lirman and Fong 2007), but inferences often depend on selected indicators. Based on changes in overall coral cover, Pandolfi et al. (2003) concluded that GBR outer shelf reefs are the most pristine reefs among reefs in 14 global geographical regions, but nonetheless about 30% are on the way towards ‘ecological extinction’, followed by the GBR inshore reefs (about 37%). Coral cover declined drastically on some reefs of the GBR over the last decades, similar to other Indo-Pacific reefs (Bellwood et al. 2004; Bruno and Selig 2007). However, coral cover is affected by various acute disturbances such as mass coral bleaching, tropical storms and outbreaks of the coral-eating crown-of-thorns seastar (Acanthaster planci), which may obscure any, perhaps more subtle, chronic water quality effects (Cooper and Fabricius 2007). [SEP] Justify:

Output: The text corroborates the claim by illustrating the various environmental stressors that affect coral reefs, including changes in water quality due to runoff, which can alter water temperature and acidity. It emphasizes the need for frequent measurements of water quality parameters and biological indicators to assess the impacts on reef health. Additionally, it mentions that disturbances such as mass coral bleaching can affect coral cover, suggesting sensitivity to environmental changes.


Input: Task: contrast the claim using the given text. Claim: Smart cities can operate without any human intervention or oversight. [SEP] Text: You may still download the video for offline viewing. Download as MPEG-4 Download as WebM Download as in use. MAPLE is situated on a standard experimental bench. The user controls its behavior through an attached PC. Real-time video shows that MAPLE moves at speeds similar to human fly experimentalists. With respect to our design constraints: (1) the accessible experimental workspace measures 100 × 28. 2×7. 5 cm on the x-, y-, and z-axes, respectively. Its floor is clear acrylic with cable/tubing pass-throughs. Locating brackets (laser cut out of 6 mm acrylic) were affixed to an interchangeable acrylic surface with the same footprint as the floor (a ‘workspace plate’), allowing experimental modules to be precisely and repeatably positioned within and removed from the workspace (Figure 1—figure supplement 2). Interchanging workspace plates allows rapid reconfiguration of the workspace for different experimental procedures. (2) The sides, top, and bottom of MAPLE are open or made of clear acrylic, permitting the optical phenotyping of flies in experimental modules at all time points other than when the end-effector carriages are above the modules. (3) The end-effector assembly comprises three independent z-axes, each featuring a single tool (Figure 1A; Video 2): an object manipulator for picking up experimental module components like plastic lids using vacuum; a USB digital camera with LED illumination for acquiring high-resolution images for machine-vision; and an organism manipulator for handling small individual animals using vacuum, or, in the case of our yeast experiments, wooden applicators (Figure 1—figure supplement 3). (4) All motion axes have physical limit switches and/or software limits preventing overtravel. The organism manipulator end effector, which is rigid and must align precisely with experimental modules at different heights, is equipped with a collision-detection switch to halt z-motion before the robot is damaged. This sensor can also be used to detect the height of rigid module components. It is safe to leave MAPLE unattended (Video 3). (5) MAPLE components cost approximately $3500. Its bill of materials (Supplementary file 1, assembly instructions (Supplementary file 2), and code libraries (see Materials and methods for links) have been made public under open source licenses. MAPLE measures 43. [SEP] Justify:

Output: The text contrasts the claim by describing the MAPLE system, highlighting that it requires human control for its operation. The user is mentioned to control the behavior of MAPLE through an attached PC, indicating a necessity for human oversight despite some autonomous functionalities.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Download elife-24733-fig1-figsupp2-data1-v1. xlsx Figure 1—figure supplement 3 Download asset Open asset The human homolog C14orf1 (herg-28) can partially replace C. elegans erg-28. Speed measurement was performed as in Figure 1A. C14orf1(herg-28) was expressed under the control of the pan-neuronal promoter in erg-28(cim16) slo-1(ky399gf) double mutant animals. The speeds of four different lines were measured. Error bars represent S. E. M. (standard error of the mean). n = 10. One way ANOVA with Tukey’s post-hoc analysis. P values are presented in comparison to slo-1(gf). Figure 1—figure supplement 3—source data 1 Functional conservation of human homolog with C. elegans erg-28. Raw data and statistics for the speed measurement. Download elife-24733-fig1-figsupp3-data1-v1. xlsx Figure 2 Download asset Open asset ERG-28 is required for SLO-1 function in synaptic transmission. (A) erg-28(gk697770) mutation suppresses aldicarb resistance of slo-1(ky399gf) mutant and is aldicarb hypersensitive. Aldicarb-induced paralysis was analyzed using Kaplan-Meier survival analysis. Three independent trials with n > 20 for each genotype in each trial. All three trials showed similar results. Trial 1 is shown and statistics of 3 trials is presented in Figure 2-source data 1. Mutants used are erg-28 (gk697770), slo-1(ky399), and slo-1(eg142 loss of function). 1 mM aldicarb was used. (B) Representative evoked responses from voltage-clamped body wall muscles (holding potential −60 mV) in response to 2 ms blue-light activation of neuronally expressed channelrhodopsin-2. (C–E) erg-28(gk697770) suppresses the synaptic defects of slo-1(ky399gf) mutants. n. s. : not significant, One way ANOVA with Tukey’s post-hoc analysis. [SEP] Justify:

Output: The text does not address CRISPR technology or its capabilities in editing genomic sequences. Instead, it discusses experiments related to the genes erg-28 and slo-1, with focus on their functional conservation and effects in C. elegans and aldicarb resistance. Therefore, it is irrelevant to the claim about CRISPR.


Input: Task: corroborate the claim using the given text. Claim: Many universities offer online courses through platforms like Coursera and edX. [SEP] Text: is Open Access? is an initiative that aims to make scientific research freely available to all. To date our community has made over 100 million downloads. It’s based on principles of collaboration, unobstructed discovery, and, most importantly, scientific progression. As PhD students, we found it difficult to access the research we needed, so we decided to create a new publisher that levels the playing field for scientists across the world. How? By making research easy to access, and puts the academic needs of the researchers before the business interests of publishers. are a community of more than 103,000 authors and editors from 3,291 institutions spanning 160 countries, including winners and some of the world’s most-cited researchers. Publishing on IntechOpen allows authors to earn 10. 5772/intechopen. 1001058 this 1. Choose citation style Select style to clipboard Get citation 2. Choose citation style Select format Bibtex RIS Download citation - Edited by From the - and purchase hard copies of this book, please contact the representative in India: CBS Publishers & Distributors Pvt. Ltd. www. cbspd. com | customercare@cbspd. com 1. Choose citation style Select style to clipboard Get citation 2. Choose citation style Select format Bibtex RIS Download citation Impact of this 1. IntroductionThe term mass open online course was coined by the researcher named in Ref. [1], David Cormier, as he was writing about such a course held at the University of Manitoba, created by Siemens and Downes. According to the research mentioned in [2], over 2000 students had enrolled in the respective course, which “was delivered using various open and free to use educational resources […] such as wikis, online forums, Google Docs, YouTube, and Facebook group. ”Mass open online courses (MOOCs) have been around before the COVID-19 pandemic crisis, an event which led to the quick development of online learning platforms that were used officially by schools and universities in order to be able to continue their activities outside the face-to-face environment. Nowadays we may associate the word “platform” used for educational purposes such as teaching or presenting research with and others; yet, free online courses for everyone from all over the world and of all backgrounds have been opened with platforms such as FutureLearn and Coursera since 2012. [SEP] Justify:

Output: The text corroborates the claim as it mentions that free online courses for everyone have been opened with platforms such as FutureLearn and Coursera since 2012. This indicates that there are indeed online offerings from universities through these platforms.


Input: Task: contrast the claim using the given text. Claim: Smart cities can operate without any human intervention or oversight. [SEP] Text: Tasks with names in (parentheses) are hypothetical and illustrate the scope of possibilities. Fly sink modules are destinations into which flies that have been handled by MAPLE can be deposited. In the case of the FlyPlate, deposited flies can be later removed. Other fly sink modules are one-way, including a morgue, a dish of slightly soapy water or 70% ethanol covered with a nylon mesh lid in the style of the FlyPlate. Standard fly culture media vials with nylon mesh loading adapters can be used to collect many flies after MAPLE handling for long-term storage. The last category of modules is phenotyping modules, which produce experimental data. We have created a number of behavior phenotyping modules (Figure 3—figure supplement 1), including arrays of circular open field arenas, arrays of Y-shaped mazes for measuring locomotor handedness (Buchanan et al. , 2015), and social arena arrays, in which pairwise social interactions can be monitored. Phenotyping modules are not limited to collecting behavioral data. For example, flies can be loaded into standard 96-well plates outfitted with nylon mesh lids. From there, they are ready for molecular protocols, including use by liquid-handling robots. Flies in FlyPlates, which have access to food, can be used for circadian assays (Tataroglu and Emery, 2014), longevity (Stearns et al. , 2000), or pharmacological experiments (Gasque et al. , 2013). Modules such as the can be situated outside MAPLE’s frame, receiving and delivering flies via air-flow tubing. 3D-printed adapter blocks connect these tubes into the MAPLE workspace and are situated with locating brackets. The modularity of MAPLE’s hardware is reflected in its software as well (Figure 3—figure supplement 2). Each experimental procedure is associated with a Python experimental script file. These files call functions that (1) implement common multi-step robot actions (like retrieving a fly from a behavioral arena), (2) implement low-level elemental robot actions, (3) are specifically associated with the modules used in a particular experiment, and (4) mediate the remote control of MAPLE over the internet. This software architecture permits the rapid scripting of new experimental protocols at a high level (Figure 3—figure supplement 3). [SEP] Justify:

Output: The text contrasts the claim by discussing the need for human oversight in the operation of MAPLE, a modular system involving various experimental protocols that require explicit human scripting and programming. The mention of Python scripts to implement robotic actions and the managed assembly of modules implies that human intervention is necessary to initiate and control these processes, directly opposing the idea that smart cities could function autonomously.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Figure 2—source data 1: This file contains raw measurement data and statistical analysis summary for Figure 2C,D and E. Figure 2—source data 1 erg-28 mutation suppresses the synaptic transmission defect of slo-1(gf) mutant. Raw data and statistics for the aldicarb assay (A) and the electrophysiology (B-E). Download elife-24733-fig2-data1-v1. xlsx Figure 3 with 1 supplement Download asset Open asset ERG-28 is an endoplasmic reticulum resident protein expressed in muscles and neurons. (A) erg-28 is a part of an operon with C14C10. 5. 2. 5 kb upstream of C14C10. 5 gene including 30 bp of coding region of C14C10. 5 was fused with GFP (cimEx54[erg-28p::gfp, ttx-3p::mRFP]). Expression was observed in muscles (arrows), neurons (arrowheads), and intestines (asterisk). Scale bar: 10 μm. (B) ERG-28 is prominently expressed in muscles (arrow) and neurons (arrowhead). mCherry-tagged ERG-28 (cimIs39[erg-28p::mCherry::erg-28, odr-1p::gfp]) was expressed under the same promoter as in Figure 3A. Scale bar: 10 μm. (C) ERG-28 co-localizes with the ER marker PISY-1 in a subset of motor neurons. GFP::ERG-28 and PISY-1::mCherry were expressed using the unc-129 neuronal promoter (cimEx63[unc-129p::mCherry::pisy-1, unc-129p::gfp::erg-28]). Closed arrowheads: neuron nuclei. Open arrowheads: puncta at dendrites. Scale bar: 10 μm. (D) ERG-28 is minimally co-localized with the Golgi marker AMAN-2 in a subset of motor neurons. [SEP] Justify:

Output: The text is irrelevant to the claim regarding CRISPR technology, as it discusses data and findings related to the ERG-28 protein and its expression in various tissues, without addressing or mentioning CRISPR technology or its capabilities in genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Many universities offer online courses through platforms like Coursera and edX. [SEP] Text: FutureLearn was developed by the British (it is owned by both University and SEEK Ltd. ) and Coursera by the Americans (professors specializing in Computer Science). The year 2012 was the year when another MOOC platform was set up, by a group of scientists working at MIT and Harvard: edX. The two platforms, FutureLearn and Coursera were chosen for analysis in this paper, first of all, due to the long experience of the author of the 2. Literature reviewHow does communication occur between teachers and students, as well as among students, in MOOCs? What are the difficulties, challenges and solutions that can be found? Among the difficulties regarding MOOC communication, we could mention the confusion, which requires a bit of organization for students, as well as motivation to actively participate. Source [3] mentions that, during their first weeks enrolled in a MOOC, students feel confused. A newsletter was the solution proposed by the teacher, sent daily for their information regarding communication-related to the course. Source [4] mentions the course CCK08, on Moodle platform, where only 14% of the students showed active participation. This source mentions that 86% of the students had either given up the course or were “lurking”, due to the following reasons: they simply enjoyed the “free ride”, or they felt that, as “novices”, they should “lurk” until they felt the necessary confidence to voice their opinions in public. What is more, according to Ref. [4], if there is the possibility of connectivity, this does not necessarily mean that there is interaction. As a result, one of the participants in the CCK08 course mentioned that they connected to communication via email, blog, as well as forums, and they enjoyed communicating with the “temporary connections” with other users. Issues regarding communication were related to patronizing behaviour of various participants in the course or not meaningful communication related to the course material. Students’ autonomy should be encouraged in MOOCs since the possibilities of communication between students and instructors are rather reduced, and instead, the focus should be on interaction among students. Another issue draws on the connection between establishing interconnectedness and trust: “sharing for many people requires trust, and the more connectedness there is, the more time-consuming and hazardous it may be to build trust. [SEP] Justify:

Output: The text corroborates the claim by mentioning Coursera and edX as platforms developed by universities (specifically, Coursera by American professors and edX by a group of scientists at MIT and Harvard). This directly supports the claim that many universities use these platforms to offer online courses.


Input: Task: contrast the claim using the given text. Claim: Smart cities can operate without any human intervention or oversight. [SEP] Text: Interactivity indices across Canton-S dyads were statistically significantly correlated (0. 31 < r < 0. 38, 0. 0001 < p < 0. 04) between day one vs. day 2, day 2 vs. day 3 and day 3 vs. day 4 (Figure 5G), but not days 4 vs. 5 or 5 vs. 6. Thus, dyad-specific affiliative behavior appears to be stable over days-long timescales, though only for the first days of experiments. In control experiments, Canton-S flies with solid-black barriers and NorpA and Orco mutant flies exhibited no significant correlation in dyad interactivity indices across days. Significant correlation in interactivity index across dyads was observed in our two SIN dyad schemes as well (Figure 5H–J) suggesting that SIN persistence can be measured in a variety of experimental formats. Other metrics of social interaction yielded qualitatively similar results to the interactivity index (Figure 5—figure supplement 2; Supplementary methods). developed MAPLE, a modular, automated platform for large-scale experiments, to expand automated experimental capabilities for lab model organisms (Figure 1). By design, MAPLE is versatile, scalable, and relatively inexpensive, with all components of the core fly-handling robot costing roughly $3500. We displayed the versatility of this system by adapting the MAPLE platform to detect, place, and streak out individual S. cerevisiae colonies (Figure 1B), autonomously record C. elegans behavior (Figure 1C) and P. polycephalum movement (Figure 1D), as well as automatically monitor the behavior of multiple bumblebee colonies over long periods (Figure 1F,G). We have made the design and code for MAPLE open access in the hope that it, or descendant approaches, will be adopted by our field. After demonstrating that MAPLE did not discernibly alter the baseline behavior of animals compared to manual handling (Figure 2), we developed a procedure by which MAPLE could help conduct a repetitive lab chore that nearly all Drosophila biologists are familiar with — collecting virgin females for genetic crosses. Using a collected individual animals as they eclosed from the pupal case and kept them in isolation, ensuring their virginity (Figure 4). To arrive at a final collection of virgin females, these singly-housed individuals were sexed by hand. [SEP] Justify:

Output: The text contrasts the claim by highlighting the development and use of the MAPLE platform, which is described as a modular and automated system designed for lab environments. This implies that while automation can assist in operations, it does not eliminate the need for human oversight and intervention, evidenced by tasks that are still performed manually, such as collecting virgin females and sexing individuals by hand. Therefore, the text indicates that human involvement remains necessary, contradicting the idea that smart cities could operate entirely autonomously.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: GFP::ERG-28 and AMAN-2::mCherry were expressed using the unc-129 neuronal promoter (cimEx59[unc-129p::aman-2::mCherry, unc-129p::gfp::erg-28]). Scale bar: 10 μm. (E) The last 7 amino acids of ERG-28 are required for stable expression of ERG-28. ERG-28::GFP with 7 amino acid deletion was expressed using unc-129 neuronal promoter (cimEx66[unc-129p::gfp::erg-28Δ7, ttx-3p::mRFP]). Scale bar: 10 μm. (F) GFP::ERG-28 co-localizes with the ER marker in muscle cells. GFP::ERG-28 and mCherry::PISY-1 were expressed using the myo-3 promoter (cimEx88[myo-3p::gfp::erg-28, myo-3p::mCherry::pisy-1, rol-6(d)]). Scale bar: 10 μm. Three different sections from the z-stack are shown. (G) GFP::ERG-28 does not co-localize with the Golgi marker in muscle cells. GFP::ERG-28 and AMAN-2::mCherry were expressed using the myo-3 promoter (cimEx91[myo-3p::gfp::erg-28, myo-3p::aman-2::mCherry, rol-6(d)]). Scale bar: 10 μm. Three different sections from the z-stack are shown. Images of additional sections are shown in Figure 3—figure supplement 1. Figure 3—figure supplement 1 Download asset Open asset GFP::ERG-28 co-localizes with the ER marker (A), but not with the Golgi marker (B) in muscle cells. Muscle cells with a low expression level of GFP::ERG-28 were imaged using the z-scanning acquisition (0. 2 micron intervals) from the muscle plasma membrane (top) to the muscle interior/muscle belly (bottom). [SEP] Justify:

Output: The text is irrelevant to the claim as it does not discuss CRISPR technology or its ability to edit genomic sequences. Instead, it focuses on the expression and localization of proteins in muscle cells, which does not provide any information regarding CRISPR or genome editing.


Input: Task: corroborate the claim using the given text. Claim: Many universities offer online courses through platforms like Coursera and edX. [SEP] Text: [21], “Learning is inherently social”, referring to learning after collaborative principles. What is more, collaborative learning based on being social refers to the fact that it “allows for student talk: students are supposed to talk with each other…and it is in this talking that much of the learning occurs” [26]. Therefore, talking among students does not have to centre on entertainment and personal hobbies. It can be based on course material, as collaborative learning implies. Students can talk and do not necessarily need to spend their free time together. They may have the course material as common ground for discussion and from there they can exercise their knowledge and their explanation to someone else skills, as well as their argumentation skills. Regarding cultural differences, so far in the experience of this author’s 5. ConclusionsWe could think of the process of teaching and learning through the framework of communication. After all, this process involves, regardless of the type of setting, face-to-face classroom or online platform, communication between teacher and students, as well as among students themselves. MOOCs focus mostly on the possibilities of students communicating efficiently among themselves while making the entire communication process public through comments under the videos in the case of FutureLearn platform or in the discussion forums prompts in the case of Coursera platform. Both platforms are very well-organized, in their own different ways. The two courses chosen for analysis were based on the criteria of the interests of the author of this 1. López-Sieben M, Peris-Ortiz M, Gómez JA. Lessons learned through massive open online courses. In: Peris-Ortiz M, Garrigós-Simón FJ, Pechuán IG, editors. Innovation and Teaching Technologies: in Research, Practice and Policy. Berlin: Springer; 2014. 212. . Massive open online courses: Concept and implications. Indian Pediatrics. 2019;56(6):489-4953. . Engaging with massive online courses. In: Proceedings of the 23rd on Web. Seoul, Korea, WWW; 2014. 6984. . Blogs and forums as communication and learning tools in a MOOC. In: Dirckinck-de editors. Proceedings of the 7th on Networked Learning. Lancaster: University of Lancaster; 20105. . The ideals and reality of participating in a MOOC. [SEP] Justify:

Output: The text corroborates the claim by discussing how MOOCs (Massive Open Online Courses) facilitate communication among students using online platforms like Coursera. It mentions that these platforms are well-organized and allow for interaction among students regarding course material, thus supporting the assertion that universities offer online courses through such platforms.


Input: Task: contrast the claim using the given text. Claim: Smart cities can operate without any human intervention or oversight. [SEP] Text: Similarly, our procedure to transfer yeast colonies used the collision-detector to confirm that the object manipulator had successfully removed petri dish lids. These checks reduce the efficiency of MAPLE-conducted experiments (particularly compared to manual experiments), but mean that the operator can walk away from the device confident that MAPLE will eventually get it right. Given its redundancies and fail-safes, MAPLE can work autonomously for long periods (e. g. 12 hr for the Physarum experiment) without getting stuck. A potential advantage of using MAPLE for fly experiments specifically is the option to avoid anaesthesia. Dispenser releases awake animals into the MAPLE system, and these can then be moved between the FlyPlate and behavioral arenas using the multi-position loading ports we developed. Avoiding anesthesia has multiple benefits, including reducing the distortion of behavioral (Bartholomew et al. , 2015) and physiological measurements (Colinet and Renault, 2012), which, depending on the form of anaesthesia, can last for hours or days (MacMillan et al. , 2017). Even seemingly benign manual aspiration can disrupt the expression of sensitive phenotypes (Trannoy et al. , 2015). Automated, anesthesia-free animal-handling thus has the potential to standardize handling effects. MAPLE’s modularity means that the platform's versatility and capabilities can be expanded in the future. As examples, we are developing fly sink modules for culturing thousands of animals in the style of population cages, facilitating selection experiments and experimental evolution. We are developing a high-resolution imaging source/sink module into which flies could be deposited, imaged in dorsal and ventral views, and released back into experimental workflows. This device is inspired by the system (Medici et al. , 2015) but can be loaded with a fly on demand, rather than relying on flies to enter the imaging chamber on their own. The images from this module will allow machine-learning-based classification of morphological phenotypes, like sex and eye color, as well as quantification of fluorescent proteins; key genetic markers in flies. In addition to conducting tedious or complex experiments, MAPLE’s integrated format affords the opportunity to feed back the results of phenotypic assays into fly handling tasks. [SEP] Justify:

Output: The text contrasts the claim by illustrating that although the MAPLE system can operate autonomously for extended periods, it requires an operator to confirm successful operations like removing petri dish lids. This suggests a level of human oversight remains necessary, highlighting that full autonomous operation without human intervention is not currently achievable in this context.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (A) cimEx88[myo-3p::gfp::erg-28, myo-3p::mCherry::pisy-1, rol-6(d)]. (B) cimEx91[myo-3p::gfp::erg-28, myo-3p::aman-2::mCherry, rol-6(d)]. Figure 4 with 2 supplements Download asset Open asset ERG-28 is required for the normal expression level of SLO-1 at synaptic terminals and muscle excitation sites. (A) SLO-1::GFP expression is reduced in erg-28(gk697770) and erg-28(cim16) mutants. N. R: nerve ring. Scale bar: 10 μm. (B and C) SLO-1 expression is restored by expression of ERG-28 in muscle cells (B) and neurons (C). Right panels are quantification of puncta in muscles (B) and the dorsal cords (C). slo-1(cim105)/+ heterozygote animals were generated by crossing slo-1(cim105) with wild-type males. cimIs39[erg-28p::mCherry::erg-28, odr-1p::gfp] is the chromosomally integrated array expressing mCherry::ERG-28 from the erg-28 promoter. (D) SLO-1::GFP is expressed at presynaptic terminals and co-localizes with active zone marker, ELKS-1::fRFP in the nerve cords. Occasionally, puncta that do not co-localize with each other are observed (arrowheads). Dash lined boxes indicate the areas that are zoomed in and shown in the right. Scale bar: 10 μm. (E) In erg-28(gk697770) mutant, SLO-1::GFP expression is drastically reduced, but the remaining SLO-1::GFP co-localizes with ELKS-1::fRFP in the nerve cords. Scale bar: 10 μm. Figure 4—source data 1 SLO-1 expression in the muscle (B) and neuron (C) is reduced in erg-28 mutant. Raw data and statistics for the fluorescence measurement. [SEP] Justify:

Output: The text does not address the claim at all, as it focuses on specific genetic expressions and results related to SLO-1 and ERG-28, without mentioning CRISPR technology or its applications in genomic editing. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: " This challenge is encompassed within competency area 1, denoting information and media literacy. Training in literacy competence encompasses, for instance, "the capabilities to discern and utilise various types of sources, to search, gather, and process information. " Such skills become imperative when assessing online content and its origins, a proficiency that is an essential facet of information literacy. To ensure the rights of individuals in their interactions with new technologies, the Government of Spain (2022) has adopted the Charter with a pronounced inclusive perspective, aiming to mitigate the digital divide. The objective of fortifying the development of critical thinking that aids in distinguishing objective facts from mere unsubstantiated opinions, as well as identifying fake news and disinformation, is articulated in section XVII of right 3, titled "Participation and shaping of the public sphere. 1. 3. Gamification and study aligns with the 2030 Agenda and the Goals (SDG) (UN, n. d. ), specifically SDG 4: and SDG 13: Climate Action. Moreover, the ethical framework is associated with the Earth Charter, striving for the construction of a more just, sustainable, and peaceful global society through value-based education, thereby creating spaces for reflection to facilitate better decision-making (Elizondo, 2022). It is imperative to safeguard our planet's health (Atwoli et al. , 2021) by embedding sustainability in educational systems, so that students grasp the importance of our world and act for its preservation. Commission has prioritised environmental education in the forthcoming years, materialising in the establishment of the European competency framework for sustainability, GreenComp, which is an integral component of the Deal (of the European Union, 2022). In relation to SDG 4, the study proposes introducing gamification into the classroom with an aim to motivate students to design an interactive game that enables discernment between accurate information and disinformation. The term 'Gamification' refers to the application of game mechanics in the educational sphere to enhance both student motivation and their active engagement in the topic, cultivating skills like creativity, problem-solving, risk management, decision-making, autonomy, teamwork, and collaboration. Various authors have employed this methodology to address emotions such as empathy (Gil, 2021), counteract fake news through simulation techniques (Quevedo-Redondo et al. , 2022), and adopt roles from the perspective of a disinformation agent (Morejón-Llamas, 2023). [SEP] Justify:

Output: The text supports the claim by discussing how gamification can motivate students to actively engage in educational topics. It outlines that the term 'Gamification' refers to the application of game mechanics in the educational sphere, which enhances both student motivation and engagement. Additionally, the text mentions various skills that can be cultivated through gamification, such as creativity, problem-solving, and teamwork, further reinforcing the idea that gamification aligns with enhancing student engagement and motivation.


Input: Task: contrast the claim using the given text. Claim: Smart cities can operate without any human intervention or oversight. [SEP] Text: A high-resolution digital camera and lens (72BUC02-ML and TBL 9. 6-2 C 3MP) is mounted to the second Z axis. Moving this Z carriage up and down focuses the camera. The third motorized Z slide holds a custom aspirator to move flies. Several short lengths of small diameter tubing (sections of needle tips, McMaster 75165A553 and 75165A682) are fixed approximately 4 mm inside a blunt, Luer-lock needle (McMaster 6710A61), forming a barrier to flies but allowing air to flow. A custom-molded silicone rubber boot surrounds the fly vacuum tip for the object manipulator, forming a better seal against apertures in modules and improving fly handling (Figure 1—figure supplement 3). Stepper motors (1. 5 A NEMA 17 60 mm bipolar stepper motor, MNEMA17-60 from RobotDigg. com) mounted to the main frame drive two 6 mm-wide GT-2 belts arranged in a CoreXY configuration (Moyer, 2012), and these belts drive the motion in the X and Y directions. axis slide is driven by its own stepper motor, integral to the slide assembly. The maximum speed for the X and Y axes is 200 mm/s. axes top out at 83. 3 mm/s. Limit switches (Omron SS-5) are mounted to the frame for each axis, providing repeatable end stops for homing. Motion control, as well as the control of auxiliary devices such as the solenoid valves and the LED illumination, is handled by a Smoothieboard v1 PCBA, running custom Smoothieware firmware (included in our Github repository). G-code commands are sent from a PC connected via USB, interpreted on the Smoothieboard, and translated into electrical signals sent to each stepper motor. Scripts containing each experimental protocol, along with a common set of frequently used subroutines, were written in Python 2. 7 (or Matlab 2016a for BEECH) and executed on PCs running Windows 7. module has an associated Python 2. [SEP] Justify:

Output: The text contrasts the claim by detailing a complex system that involves human oversight in its operation. Specifically, the text describes a variety of components, such as motors and control systems, that are driven by scripts executed on PCs, indicating that human operators are essential for sending commands and managing the system. The inclusion of computer software and manual control elements suggests that the operation of this system is not entirely autonomous, thereby undermining the claim that smart cities can operate without human intervention.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Download elife-24733-fig4-data1-v1. xlsx Figure 4—figure supplement 1 Download asset Open asset Introduction of GFP and fRFP (FusionRed) into the slo-1 (A) and elks-1 (B) genomic loci usingCas9 technology. sgRNA sequences are underlined and PAM sequences are shown in red. Figure 4—figure supplement 2 Download asset Open asset Introduction of GFP at the end of the genomic slo-1 coding sequence does not interfere with head bending angle (A and B) or normal locomotory speed (C). The data are presented as the mean ± S. E. M. ns, not significant (p>0. 05); one-way ANOVA with Dunnett’s post hoc analysis. (D) SLO-1::GFP is expressed as distinct puncta in neurons and muscles. d. c. dorsal cord, v. c. , ventral cord, n. r, nerve ring. Scale bar: 10 μm. Figure 4—figure supplement 2—source data 1: This file contains raw measurement data and statistical analysis summary for Figure 4—figure supplement 2. Figure 4—figure supplement 2—source data 1 The C-terminal GFP fusion does not interfere with normal function of SLO-1. Raw data and statistics for the head angle (A) and the speed (C) measurement. Download elife-24733-fig4-figsupp2-data1-v1. xlsx Figure 5 with 1 supplement Download asset Open asset SLO-1 is degraded by proteasome in the absence of ERG-28. (A) Proteasome inhibition with bortezomib (BZ) partially restores SLO-1 expression at the presynaptic terminals in erg-28(gk69777) mutant. Scale bar: 10 μm. Right panel: SLO-1 average pixel intensity in the dorsal cord of DMSO or BZ treated strains was quantified. Error bars represent S. E. M. *p=0. 0112, one way ANOVA with Tukey’s post-hoc analysis. (B) ddi-1 mutation partially restores SLO-1 expression in erg-28 mutant. [SEP] Justify:

Output: The text does not address the claim regarding CRISPR technology and its ability to edit genomic sequences precisely. Instead, it discusses the introduction of GFP and fRFP into specific genomic loci using Cas9 technology, without clarifying the precision aspect or linking directly to the claim about CRISPR's capabilities.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: In this research, a pre-designed video game will not be used; instead, students will be provided with the knowledge to create an adventure game wherein they must navigate the daily flood of climate change misinformation on the Internet. In connection with SDG 13, the GreenComp framework is referenced, which aims to cultivate a sustainability mindset that encourages the development of competencies to act empathetically, responsibly, and caringly for our planet. Sustainability is a multifaceted concept that entails acquiring an array of skills, such as systemic thinking, critical analysis, contextualising issues, risk assessment, and strategic planning. Grasping this environmental crisis, responding effectively, and collectively addressing it are essential facets in the quest for solutions. The cultivation of green competencies based on knowledge and attitudes can foster responsible action, as well as ignite the drive to adopt or advocate for measures at local, national, and global scales. Acquiring sustainability-related skills can assist students in overcoming cognitive dissonance arising from awareness of a situation but lacking the capability to act upon it. GreenComp encompasses four competency areas associated with understanding sustainability. Table 1 presents the descriptors and dimensions corresponding to the Second Area, which is the focus of this study: Table 1 Area 2 of Competencies and Descriptors from Green2. Embracing the Complexity of Sustainability 2. 1. Approach a sustainability issue from all angles; consider time, space, and context to understand how elements interact within and between systems. 2. 2 Evaluate information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social, and cultural contexts influence thinking and conclusions. 2. 3 Frame current or potential challenges as a sustainability problem in terms of difficulty, stakeholders involved, time, and geographical scope, with the aim of identifying suitable approaches to anticipate and prevent problems, as well as to mitigate existing ones and adapt to them. Source: (et al. , 2022). 2. Materials and methodsConsidering the aforementioned theoretical framework and the limited empirical studies demonstrating the impact of gamification on the development of critical thinking in the face of disinformation, a study is designed to assess the influence of a training programme that incorporates the creation of an educational among undergraduate students. Presently, a multitude of resources exist for generating interactive multimedia projects that offer online gaming opportunities. This research employs Genially, an application extensively vetted in educational settings, to produce interactive 2. 0 content. [SEP] Justify:

Output: The text supports the claim by describing a study designed to assess the impact of a training program that involves creating an educational game in the context of critical thinking and addressing misinformation. The mention of providing students with the knowledge to create an adventure game suggests an interactive approach that aligns with gamification principles, implying that this method can engage students and motivate them to learn about sustainability and critical thinking.


Input: Task: contrast the claim using the given text. Claim: Smart cities can operate without any human intervention or oversight. [SEP] Text: 7 module class file (all MAPLE control software, including module class files, are available at copy archived at These files provide the 3D coordinates of key points on each module, including the sites of any ports or adapters through which flies are conveyed, as well as the z-clearance above the module needed so that the end-effectors do not collide with the modules in the workspace. These classes can be instantiated in Python files that represent workspace configurations (Examples/ExampleWorkspace1. py). Beyond the module class files, there is a master MAPLE class file (robotutil. py), which 1) establishes the communications connections between the experiment-coordinating computer and the motion control card and camera in MAPLE and 2) contains functions for all low-level robot operations, like returning to the 0,0,0 home position, moving to an arbitrary position, opening or closing the solenoid valves that control the vacuum flow in the end effectors, or acquiring a photo from the end-effector camera. There is also a file (commonFlyTasks. py) that contains subroutines for common usage tasks, like the combination of end effector movements, vacuum and air valve engagement, and serial commands required to retrieve a fly from the adapter on the workspace. Files of an additional type, experimental scripts, implement the actual experimental procedures (e. g. , Figure 3—figure supplement 3; Video 4). Each of these scripts load the class files for the modules used in their respective experiments, and procedurally calls the low- and mid-level functions of robotutil. py to implement each procedure. 3—figure supplement 2 for a schematic of the software architecture. Lastly, to increase the convenience of using MAPLE, we implemented a remote control system in which representations of the current status of experiments (e. g. text reports and digital images) are posted to a dedicated email account. This account can also receive MAPLE commands by email to remotely trigger experimental procedures. a detailed protocol The workspace refers to a 100 cm x 28. 2 cm x 7. 5 cm volume that can be accessed by all end-effectors. As specified, the workspace is attached to the same frame as the axis carriages, but could be mounted separately to isolate experimental modules from the vibrations of MAPLE’s motors. [SEP] Justify:

Output: The text contrasts the claim by detailing the operational components of the MAPLE system, indicating that human oversight is required in the execution of experimental protocols and that commands can be sent via email to trigger procedures. The use of terms like 'experimental scripts' and the mention of 'remote control system' suggest a reliance on human input and monitoring, challenging the assertion that smart cities can function autonomously.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Right panel: Intensity profiles of the dorsal cords (150 pixels) in wild-type, erg-28(gk697770), ddi-1(ok1468) and ddi-1(ok1468);erg-28(gk697770) mutant animals. Average pixel intensity of SLO-1 in the dorsal cord was quantified. (C) The number and intensity of SLO-1 puncta in wild-type, erg-28(gk697770), ddi-1(ok1468) and ddi-1(ok1468);erg-28(gk697770) mutant animals were quantified. Error bars represent S. E. M. **p=0. 0021 erg-28 vs. ddi-1;erg-28, ****p<0. 0001, erg-28 vs. ddi-1;erg-28, one way ANOVA with Tukey’s post-hoc analysis. (D) Western analysis shows that total SLO-1::GFP amount is reduced in erg-28(gk697770) mutant and partially restored in ddi-1(ok1468);erg-28(gk697770) double mutant. SLO-1::GFP intensity was normalized to the α-tubulin and the relative intensities compared to the wild type were indicated. N2 does not express GFP and is a negative control for western blotting with anti-GFP antibody. Figure 5—source data 1: This file contains raw measurement data and statistical analysis summary for Figure 5. Figure 5—source data 1 Proteasome inhibition and ddi-1 mutation partially restore SLO-1 expression in erg-28 mutant. Raw data and statistics for the fluorescence measurement. Download elife-24733-fig5-data1-v1. xlsx Figure 5—figure supplement 1 Download asset Open asset Co-localization of SLO-1 and ERG-28 in the ventral cord. ERG-28 and SLO-1 occasionally co-localize together. Scale bar: 10 μm. Figure 6 with 1 supplement Download asset Open asset erg-28 mutation confers the resistance to the intoxicating effect of ethanol and ddi-1 mutation reverses the ethanol-resistant behavior. [SEP] Justify:

Output: The text provides a detailed description of experimental results related to SLO-1 and ERG-28 in certain mutant animals, but it does not mention CRISPR technology or its applications in genomic editing. Therefore, it is irrelevant to the claim about CRISPR technology for precise editing of genomic sequences.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: For this study, a predefined template from the category Gamification > titled 'the Planet' was selected. 2. 1 Objectives and research questions Based on the presented theoretical framework, the general objective of this research is to assess whether the role of the student as an educational software developer offers an opportunity to promote critical consumption of online content, aiming to contribute to the fight against disinformation. The research questions that guide this study are as follows: Might educators utilize gamification as a pedagogical approach to confront the challenges posed by the digital divide and misinformation? Does enhancing digital skills among students to become developers of educational software encourage critical content consumption? The initial hypothesis posits that the implementation of a technology training programme will significantly contribute to the acquisition of skills for identifying falsehoods and deceptive information on the internet. 2. 2 the realm of research, two types of variables are identified: independent and dependent. The independent variable is the one that is manipulated to assess its effect on the dependent variable. In this research, the search for false news created with the intent to misinform, to be grouped alongside true news in a playful setting (Escape Room), represents the independent variable. The dependent variable is defined as the critical capacity achieved by students to debunk a falsehood, which is evaluated using a question with four possible responses. These responses offer potential reactions to a piece of news published on a social network, considering four dimensions:a) Decontextualization: I suspect that the images shown in the video have been taken out of their context. b) Practical Reasoning: I apply common sense in an incoherent situation. c) Source Verification: I verify the truthfulness using alternative sources through advanced searches. d) Fact Verification: The images have been manipulated; the content displayed lacks common sense; I verify its truthfulness through advanced searches. 2. 3. Research context and participants The research is conducted using an experimental design with pretest and post-tests measures. The sample comprises 64 female and 43 male students from the (Affiliated with the of Madrid). All participants were students of the Information and course and are prospective educators in the contexts of Degree in Education, Degree in Social Education, Degree in 2. 4 three phases of the research are: measurement of the dependent variable (pretest), followed by the implementation of the training program (intervention), and finally, the assessment test is repeated (Postest). [SEP] Justify:

Output: The text corroborates the claim by discussing the use of gamification as a pedagogical approach. It mentions a study that assesses the role of students as developers of educational software in a gamified context, suggesting that gamification might help address the issues of digital divide and misinformation. This aligns with the claim that gamification enhances engagement, as it involves interactive and playful methods (like Escape Room) to promote critical consumption of online content among students.


Input: Task: pass the claim using the given text. Claim: Smart cities can operate without any human intervention or oversight. [SEP] Text: a detailed protocol Yeast expressing GFP in mitochondria (genotype can1-100 leu2-3,112 his3-11,15 ura3-1 BUD4-S288C RAD5 TRP, mdh1::KAN) were streaked from frozen stocks onto complete supplement mixture media lacking adenine (CME-Ade) and cultured at 30°C for 1–2 days. Cells of this genotype express GFP in mitochondria, and are thus fluorescent under the dissecting scope. MAPLE touched single colonies on the CME-Ade plate and streaked this material onto empty yeast extract-peptone-dextrose (YPD) plates. These target plates were allowed to incubate overnight at 30°C prior to imaging. Caenorhabditis elegans Request a detailed protocol We imaged N2 worms of mixed sexes and ages on standard growth media plates consisting of nematode growth medium in 1. 7% agar with an OP50 E. coli lawn. Locomotion was recorded at 1 Hz at room temperature (21°C). a detailed protocol We inoculated petri dishes containing 2% agar in water with ~3 mm diameter excised pieces of an oatmeal-fed, actively growing Physarum plasmodium. These were allowed to recover from excision and plating for ~12 hr at 21°C prior to the collection of the 12 hr 0. 017 Hz time-lapse movie in MAPLE, which was also conducted at 21°C. Fly lines Request a detailed protocol All experiments were performed using Canton-S (wild type), Orco, NorpA, or w1118 lines. Mutant lines were homozygous. We raised flies on CalTech formula cornmeal mediaunder 12 hr/12 hr light and dark cycle in an incubator at 25°C and 70% humidity. Flies were anesthetized using carbon dioxide (CO2) and housed in vials of 15 to 20 flies, unless otherwise specified. Five days post-eclosion, flies were aspirated into individual wells in the FlyPlate using CO2 and used for experimentation after at least 2 hr of recovery. General fly experimental procedures Request a detailed protocol All experiments were conducted between 9AM and 9PM (ZT0-ZT12). [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses experimental procedures related to yeast and fly genetics without any mention of smart cities or their operation. Therefore, it does not support, contrast, or address the claim in any way.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (A) The locomotory speed was measured in the presence of ethanol and its values are divided by the average speed of untreated animals. Error bars represent S. E. M. **p=0. 0033, ****p<0. 0001, one way ANOVA with Tukey’s post-hoc analysis. 2–4. (B) The snapshots of animals in the presence of intoxicating animals show sinusoidal posture in slo-1(eg142lf), erg-28(gk697770), ddi-1(ok1468), and ddi-1(ok1468);erg-28(gk697770) mutants. Figure 6—source data 1: This file contains raw measurement data and statistical analysis summary for Figure 6. Figure 6—source data 1 ddi-1 mutation reverses alcohol-resistant locomotion of erg-28 mutant. Raw data and statistics for the speed measurement. Download elife-24733-fig6-data1-v1. xlsx Figure 6—figure supplement 1 Download asset Open asset A model for ERG-28 function. ERG-28 as a chaperone for the SLO-1 channel complex in the ER. In the absence of ERG-28, SLO-1 is not efficiently delivered to the synaptic terminals, and is highly susceptible to DDI-1 and proteasome-dependent degradation. 1 Download asset This video cannot be played in place because your browser does support HTML5 video. You may still download the video for offline viewing. Download as MPEG-4 Download as WebM Download as Ogg ERG-28 is mobile. mCherry::ERG-28 was expressed using erg-28 promoter, cimIs39[erg-28p::mCherry::erg-28, odr-1p::gfp]. Time lapse image. A movie recorded for 14 s. Video 2 Download asset This video cannot be played in place because your browser does support HTML5 video. You may still download the video for offline viewing. Download as MPEG-4 Download as WebM Download as movie for wild-type, erg-28(gk697770) and slo-1(eg142) in the presence of intoxicating dose of ethanol. Video 3 Download asset This video cannot be played in place because your browser does support HTML5 video. [SEP] Justify:

Output: The text does not address or relate to the claim about CRISPR technology and its genomic editing capabilities. It discusses locomotory speed measurements, genetic mutations, and analysis involving certain proteins and ethanol but does not mention CRISPR or genetic editing in any capacity.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Preventative strategies such as inoculation (Amazeen et al. , 2022) and prebunking (Quevedo-Redondo et al. , 2022) are often utilized. Inoculation prepares the audience to detect misinformation by providing weakened examples of how they might be misled. Prebunking, on the other hand, teaches techniques to highlight facts that discredit false information before its spread. Studies have shown that prevention (prebunking) is more effective than subsequent debunking. The present research was designed to explore the efficacy of new strategies for preventing the spread of misinformation and to develop verification techniques (prebunking) with the aim of reducing the risk of future education professionals inadvertently becoming mouthpieces for hoaxes. Although the chi-squared test significance result of 0. 607 does not support our hypothesis, other studies focusing on the student's role as a game user have shown positive outcomes. A recent study by Quevedo-Redondo (2022) assessed the use of newsgames, games with journalistic purposes, in a higher education environment (Journalism undergraduate students). It aimed to address the risks associated with excessive exposure to harmful content via social media platforms. The experiment was conducted using News Game, developed by the Dutch association of journalists and academics, DROG. This tool allowed students to acquire protective skills and prebunking strategies through gamification, building on the inoculation theory (McGuire, 1964) proposed by Quevedo-Redondo and others (2022). The study by Morejón-Llamas (2023) focused on the burgeoning phenomenon of fake news during the pandemic, considering the extensive use of social media by young individuals. The video game Go Viral! was assessed as a tool to broach the topic of misinformation in both pandemic and post-pandemic settings. The results showed that the game, grounded in psychological inoculation, enabled users to understand the process of generating misinformation online, its amplification by echo chambers, and the necessary tools to establish online communities from the perspective of a disinformation agent, offering data transmission, contextualization, sensitization, interaction, and stimulation. Manso Rodríguez conducted a descriptive investigation aiming to apply gamification in libraries to promote media and information literacy. [SEP] Justify:

Output: The text corroborates the claim as it details various studies that utilize gamification strategies, such as newsgames and games like Go Viral!, in educational contexts. These approaches are designed to engage students while teaching them essential skills like media literacy and misinformation detection, thereby enhancing their motivation and engagement in the learning process.


Input: Task: contrast the claim using the given text. Claim: All smart city technologies guarantee privacy for residents. [SEP] Text: PeerJ Reviewer 8 · Jun 11, 2023 Basic reporting The research paper titled "A novel privacy protection method of residents' travel trajectories based on federated blockchain and InterPlanetary file systems in smart cities" proposes an interesting approach to address privacy concerns in smart cities. However, there are several areas that can be improved to enhance the quality and effectiveness of the research: Clarity of the Problem Statement: The paper should provide a clear and concise explanation of the specific privacy concerns associated with residents' travel trajectories in smart cities. It should outline the existing challenges and limitations of the current methods used for privacy protection. By doing so, readers can better understand the context and importance of the proposed method. Literature Review: The research paper should include some recent comprehensive literature review that covers relevant studies, existing techniques, and approaches related to privacy protection in smart cities. This would help establish the novelty and contribution of the proposed method in comparison to existing solutions. e. g. A Internet of : The paper should provide a detailed and well-defined methodology for implementing the proposed method. This includes describing the specific components of the federated blockchain and InterPlanetary file systems, as well as how they are integrated to protect residents' travel trajectories. The research should also consider potential limitations, challenges, and trade-offs of the proposed approach. Discussion and Analysis: The paper should include a comprehensive discussion of the results obtained from the evaluation. This should include an analysis of the strengths and weaknesses of the proposed method, potential vulnerabilities or limitations, and suggestions for further improvements. It is important to address any potential ethical or security concerns that may arise from implementing the proposed method in real-world scenarios. Conclusion and Future Work: The research paper should provide a well-summarized conclusion that highlights the main contributions of the study. Additionally, it should identify potential directions for future research and improvements in the proposed method. This could include exploring alternative technologies, addressing scalability issues, or considering additional privacy protection mechanisms. By addressing these areas for improvement, the research paper can enhance its overall quality, readability, and scientific rigor, making it more impactful and valuable to the research community working on privacy protection in smart cities. Experimental design To validate the effectiveness of the proposed method, the research should conduct experiments or simulations using real-world or realistic data sets. The paper should provide a clear description of the evaluation metrics used, the experimental setup, and the results obtained. [SEP] Justify:

Output: The text contrasts the claim by indicating that the proposed method for privacy protection in smart cities acknowledges existing privacy concerns and suggests improvements. It highlights the importance of clarity around privacy issues, potential limitations of current methods, and a need for comprehensive evaluation—suggesting that not all smart city technologies currently guarantee privacy.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Skip to Content eLife home page your research Search by keyword or author Reset form my search to Research 10. 7554/eLife. 44452 Open access Copyright information Version of RecordJuly 9, 2019 Open annotations (there are currently 0 annotations on this page). 4,597 views 705 downloads 82 4452. Copy to clipboard Download BibTeX Download. RIS Full text Figures and data Peer review Side by side Additional files 8 figures, 1 table and 3 additional files 1 with 2 supplements Download asset Open asset Defective autophagy enhances RIPK1-dependent and independent necroptosis. (A, B) Cell death assayed by (PI) staining and live-cell imaging for 12–16 hr (n = 5). BMDMs from mice of the indicated genotypes were treated with combinations of TNF/zVAD/Nec-1 (A) or PolyI:C/zVAD/Nec-1 and LPS/zVAD/Nec-1 (B). (C) Immunoblots confirming deletion of autophagy genes in BMDMs of indicated genotypes using RNP electroporation. NTC = non targeting control gRNA. (D, E) Cell death assayed under combinations of PolyI:C/zVAD/Nec-1 (D) or LPS/zVAD/Nec-1 (E) treatment (n = 4). Data in (A, B) are representative of four independent experiments; (C–E) are representative of two independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. Bar graphs depict mean. Figure 1—source data 1 Defective autophagy enhances RIPK1-dependent and independent necroptosis. Download elife-44452-fig1-data1-v1. xlsx Figure 1—figure supplement 1 Download asset Open asset Elevated cell death and cytokine production by Atg16l1-c. (A) Cell death assayed by PI staining and live-cell imaging for 12–16 hr following with combinations of Pam3CSK4/zVAD/Nec-1, R848/zVAD/Nec-1 or CpG-ODN 1826/zVAD/Nec-1 (n = 5). [SEP] Justify:

Output: The text does not address the claim about CRISPR technology or its ability to edit genomic sequences. Instead, it discusses various experimental results related to autophagy and cell death without providing relevant information on CRISPR technology.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Through literature analysis, it has been demonstrated that gamification is an effective tool to motivate library users to seek ongoing training in media and information literacy (Rodríguez, 2022)5. ConclusionsThis research focuses on competency 2. 2 from the domain “Tackling the Complexity of Sustainability” as set out by DigiComp. It is defined as a cognitive process that allows for the evaluation and understanding of information regarding sustainability issues, expanding horizons without undermining the information and its sources. Critical thinking helps students challenge and change their values, perspectives, and understanding of the world, as well as scrutinise prevailing norms, practices, and opinions to consider their own values, perceptions, and actions and take an informed stance in relation to sustainability discourse (Sala et al. , 2020; Murga-Menoyo, 2021). The aim of this work, related to the research questions, focuses on assessing whether the role of the student as an educational software developer provides an opportunity to foster their critical thinking, and thereby their critical online content consumption, hence aiding the fight against misinformation. The initial hypothesis suggests that the implementation of a technology training program would significantly enhance the acquisition of skills for identifying hoaxes and falsehoods online. Although the results did not meet the established statistical threshold, it is proposed as a potential research avenue to conduct future studies designing training programs with a more extensive digital training curriculum centred on other methodologies, evaluating their effectiveness in preventing online hoaxes and falsehoods. In the practical objective, students are urged to use the method (source, authorship, novelty, tone, evidence, replicas, expand) to reason about the climate change hoax. In 95% of the works, the 'source' and 'authorship' dimensions are applied, but the rest of the items, related to intuition and practical reasoning categories (A and B) answered in the Pre (5. 08% and 1. 7%), were not retained in the Post, which responded to the 'source verification' category. The 'fact verification' category decreases in the Post, moving from 28. 3–22. 6%. This reduction could be attributed to the understanding of both dimensions as mutually exclusive. Students were expected to answer 'D' to the presented question since this response encompassed the three dimensions: intuition, practical reasoning, and source verification. [SEP] Justify:

Output: The text supports the claim by discussing how gamification is an effective tool to motivate library users to seek ongoing training, which aligns with the notion of enhancing engagement and motivation in educational contexts. The analysis indicates gamification's positive impact on fostering critical thinking and encouraging active participation in learning, further reinforcing its role in improving student engagement.


Input: Task: contrast the claim using the given text. Claim: All smart city technologies guarantee privacy for residents. [SEP] Text: Reviewer 3 · Mar 9, 2023 Basic reporting This manuscript proposed a secure sharing and storing method for personal travel trajectory data adopting and IPFS. was applied in the Federated BC framework, and IPFS was used to store user data. in this work is generally professional. & Background, including 0. 2)". PeerJ · Apr 3, 2023 Basic reporting 1. Researchers propose a secure method for sharing and storing personal travel trajectory data during COVID-19 using blockchain and InterSystem (IPFS). 2. The method ensures data processing efficiency and protects personal privacy by storing ciphertext in decentralized IPFS storage and querying the index on the chain. Experimental design The experimental design involves using Hyperledger Fabric, a federated blockchain framework, combined with IPFS storage to achieve efficient data processing and protect personal privacy-related information. The method stores the ciphertext of complete personal travel trajectory data in decentralized IPFS storage, ensuring the security of stored data. Validity of the findings The feasibility of the proposed solution is verified through security analysis and performance evaluation. Cite this review as (2023) #4 of "A novel privacy protection method of residents’ travel trajectories based on federated blockchain and InterPlanetary file systems in smart cities (v0. 2)". PeerJ Reviewer 5 · Apr 4, 2023 Basic reporting For review “novel privacy protection method of residents travel trajectories based on federated blockchain and InterPlanetary file systems in smart cities” (#80680): Read through this manuscript, I am impressed about their present research work. This manuscript does an excellent job demonstrating significant novel algorithms they have developed. In order to protect PII (Personally identifiable information) privacy, this is an excellent achievement with tracked record experiments result approval stated their research achievements in the subject areas. The last smart city research congress I participated does not have such a paper reported as detail as this manuscript reported yet. In particular, I am very happy with the tables, equations and figures inside this paper, which have explicitly explained the details of their achievements. The experiment results and the analysis were excellently explained the significance of their invented algorithms contributions. The paper could be both more compelling and useful to a broad readership if the authors could elaborate the PII privacy analytics in more details with the significant experiment results. Moreover, as the authors stated the limitation to date, a detailed recommendation of further development should be more impressive. [SEP] Justify:

Output: The text contrasts the claim as it discusses a proposed method for sharing and storing personal travel trajectory data that aims to protect privacy. Although the method claims to enhance privacy through techniques such as storing ciphertext in decentralized IPFS storage, it does not guarantee privacy but merely enhances it. The phrase 'protects personal privacy' indicates that while the technology aims to improve privacy measures, it does not ensure absolute privacy, thus contradicting the claim that all smart city technologies guarantee privacy.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (B, C) ELISA measurements of IL-1β (B) and TNFα (C) in cell culture supernatants following treatment with combinations of LPS/zVAD/Nec-1 for 18 hr (n = 5). Data in (A) are representative of four independent experiments; (B, C) are representative of two independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. Bar graphs depict mean. Figure 1—figure supplement 1—source data 1 Elevated cell death and cytokine production by Atg16l1-c. Download elife-44452-fig1-figsupp1-data1-v1. xlsx Figure 1—figure supplement 2 Download asset Open asset -mediated deletion of genes in primary BMDMs. (A) Schematic of screening protocol to identify conditions for high efficiency eGFP deletion in monocytes and BMDMs using electroporation ofCas9-guide RNA(gRNA) ribonucleoprotein (RNP) complexes. (B) Flow cytometry plot demonstrating condition resulting in highly efficient eGFP loss. (C) Schematic illustrating -mediated deletion of Ptprc/CD45. (D) Flow cytometry plots depicting Ptprc deletion and associated quantification of CD45 knockdown pooled from two independent experiments. Selected electroporation conditions were repeated at least three times with consistent results. Bar graphs depict mean. NTC = non targeting control gRNA. Figure 1—figure supplement 2—source data 2 -mediated deletion of genes in primary BMDMs. Download elife-44452-fig1-figsupp2-data2-v1. xlsx Figure 2 with 2 supplements Download asset Open asset RIPK3, MLKL and TRIF are required for RIPK1-independent necroptosis in Atg16l1-deficient BMDMs. (A-E) Immunoblot (A, C) and cell death assays (B, D, E) of BMDMs from mice of indicated genotypes treated with combinations of LPS/zVAD/Nec-1 following -mediated deletion of RIPK3, MLKL or GSDMD (A, B) (n = 4) or TRIF (C–E) (n = 6). [SEP] Justify:

Output: The text does not pertain to CRISPR technology or its application in genomic editing, instead focusing on ELISA measurements, cytokine production, and gene deletion in cell culture. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: A dystopian question about a video in which a group of immigrants arrive in Spain and throw food into the sea was proposed. Students were expected to distrust the veracity of such material (A and B) and to confirm their suspicions, resort to advanced searches (C), as taught through training plans. A total of 107 students participated in this study, consisting of 64 women and 43 men, within the framework of the subject. Participants displayed a high level of competence in using advanced operators to retrieve information and skill in quickly debunking news. However, the need was identified to provide examples and personal uses to reinforce this skill as they abandoned logic and intuition as the first filter when faced with a hoax. Throughout the subject, extensive debates were conducted to find ways to debunk inappropriate information. Hoaxes are found both online and in everyday life. The presence of sensationalist content and attention-grabbing calls by issuers leads to situations where we are left bewildered. In these cases, a way has been sought not to enter into conflict but, at the same time, maintain a secure but doubting attitude towards the misinformation messenger. Promoting critical thinking is a shared responsibility across all subjects. Students who think critically are able to examine their views, question claims or assumptions, and demonstrate intellectual empathy. This contributes to ongoing growth and development as they can dynamically consider diverse viewpoints over time. Regarding gamification, there's a noticeable motivation and performance in gamification designs, as well as satisfactory results from news selection and reasoned criteria for debunking information. However, the selected tool does not allow recording user hits, so results could not be provided in this regard. This preliminary study has several limitations to consider. Having such a small sample size and 100% of the sample from the technology subject makes it hard to generalise results. From these outcomes, different research avenues emerge that can evaluate the result of educational action in the fight against misinformation. In future work, more implicit cognitive aspects should be considered, generating a greater number of descriptors that allow us to delve deeper into the dimension of critical thinking. ’author has not received any funding for the research, development, and publication of this 417. Asociación Somos Digital. (2022). Marco de para la Ciudadanía. Con nuevos ejemplos de conocimientos, habilidades y actitudes. [PDF]. Atwoli, L. , Baqui, A. H. [SEP] Justify:

Output: The text supports the claim that gamification in education can enhance student engagement and motivation as it explicitly states 'there's a noticeable motivation and performance in gamification designs.' This indicates that gamification has a positive impact on student engagement, aligning with the claim.


Input: Task: contrast the claim using the given text. Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: Similarly, variations in codeine and oxycodone metabolism may explain why only ~20% infants experience drowsiness following breastmilk exposure[11,12]. High transferTransfer from maternal plasma into breastmilk and infants’ circulation is highest in the first week postpartum and variable. For example, the milk–plasma ratio for venlafaxine ranges 0. 85–4. 85 (mean 2. 59) and the lamotrigine and zonisamide infant–maternal blood concentrations range 0. 6–90. 3% (median 28. 9%) and 35. 2–125. 3% (median 44. 2%), respectively[13,14]. Case reports of infant harm are often associated with polypharmacySome 25–30% of ADRs in breastfed infants are attributable to unpredictable hypersusceptibility or hypersensitivity responses[6]. For example, neutropoenia has been reported in association with carbimazole, apnoea with opioids and agranulocytosis in one of four infants exposed to clozapine[7,15]. No long-term dataVariations in concentration of antidepressants appeared greater in hind milk than fore milk samples, possibly owing to the higher lipid content of hind milk[13]. Case reports of infant harm are often associated with polypharmacy: for example, an infant exposed to olanzapine, clonazepam, droperidol, sertraline, thioridazine and valproic acid had impaired intellectual development[16]. In the absence of data from randomised controlled trials (RCTs) and whole-population prescribing databases, current practice recommendations rest on case series that suggest the potential for (at least) short-term ADRs in breastfed infants from: opioids, clozapine, amisulpride, combinations of central nervous system depressants, amiodarone, oral retinoids, radioiodine, topical and systemic free iodine, chemotherapy, all sedating medicines (including some antihistamines), quinolones, aspirin, gold salts, lithium, ergot derivatives, barbiturate derivatives, recreational drugs and alcohol in most doses[5,6,17–19]. [SEP] Justify:

Output: The text contrasts the claim by discussing various instances of drug metabolism variability and adverse drug reactions (ADRs) in infants. Specifically, it highlights that 25–30% of ADRs in breastfed infants are associated with polypharmacy and unpredictable hypersensitivity responses. This implies that without personalized medicine to tailor drug exposure, there is a significant risk of ADRs, suggesting a lack of reduction in adverse reactions without individualized treatment.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Cell death assayed by PI staining and live-cell imaging for 12–16 hr. Data in (A, B) are representative of three independent experiments; (C, D, E) are representative of four independent experiments. **p<0. 01, ***p<0. 001, ****p<0. 0001. Bar graphs depict mean. NTC = non targeting gRNA. Figure 2—source data 1 RIPK3, MLKL and TRIF are required for RIPK1-independent necroptosis in Atg16l1-deficient BMDMs. Download elife-44452-fig2-data1-v1. xlsx Figure 2—figure supplement 1 Download asset Open asset RIPK3 and MLKL drive RIPK1-dependent, TNF-mediated necroptosis; TRIF drives RIPK1-independent, PolyI:C-mediated necroptosis in Atg16l1-c. (A) Cell death assayed by PI staining and live-cell imaging for 12–16 hr of BMDMs treated with combinations of TNFα/zVAD/Nec-1 following -mediated deletion of Ripk3, Mlkl or Gsdmd (n = 4). Gene deletion confirmed by immunoblots in Figure 2A. (B) Immunoblots confirming -mediated deletion of Nlrp3 or Pycard in wild-type or Atg16l1-c. (C) Cell death assayed by PI staining and live-cell imaging for 12–16 hr following -mediated deletion of Nlrp3 or Pycard and treatment with PolyI:C/zVAD/Nec-1 or LPS/zVAD/Nec-1 (n = 5). Data in(A) are representative of three independent experiments; (B, C) are representative of two independent experiments. Bar graphs depict mean. *p<0. 05, **p<0. 01, ****p<0. 0001. NTC = non targeting gRNA. Figure 2—figure supplement 1—source data 1 RIPK3 and MLKL drive RIPK1-dependent, TNF-mediated necroptosis; TRIF drives RIPK1-independent, PolyI:C mediated necroptosis in Atg16l1-c. [SEP] Justify:

Output: The text does not address the claim regarding CRISPR technology or its capabilities. Instead, it focuses on experimental data related to cell death and necroptosis, which is unrelated to the precision of genomic editing. Therefore, it is deemed irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Gamification as a methodology to enhance analytical and sustainable engagement on social media : orcid. org/0000-0001-6231-39161 961 all metrics AbstractThis research examines the impact of gamification on the development of critical thinking skills to counter misinformation, focusing specifically on students’ roles as developers of educational software. Involving 107 university students, this study employs an experimental pretest–posttest methodology. An educational was implemented, and its influence on critical and digital competencies was scrutinized. The procedure comprised three stages: pretest measurement, formative intervention, and posttest evaluation. A comparative analysis of the scores for the questions highlights a pressing need to enhance media and digital literacy. The findings reveal a predominance of responses indicating improvements in source verification and fact-checking. However, no significant differences were observed in the pre and post responses (0. 607 > 0. 05), leading to the conclusion that the implementation of a technological training program does not significantly contribute to acquiring skills for identifying falsehoods and deceptions on the internet. In conclusion, the study underscores the necessity to develop effective strategies to address misinformation and recognizes gamification as a motivating educational tool. Similar content being viewed by others of Gamification in Education: Possibilities, Regulation and Concerns 1. 1 digital competence framework for citizens ()have acknowledged the significance of for engagement in the Knowledge Society, as manifested in Recommendation 2006/962/EC, dated 18 December 2006 [12] and 22 May 2018 [13] by the and the Council of the European Union. Both regard them as one of the for citizens. Commission [10] incorporates a set of descriptors such as ‚information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), security (encompassing digital well-being and cybersecurity-related skills), matters pertaining to intellectual property, problem-solving, and critical thinking [11]. In this context, a digital competence reference framework has been established. (JRC) of the introduced the "Digital Competence: Identification and European-wide validation of its key components for all levels of learners (DigComp) project in 2010. In its most recent rendition, DigComp 2. 2, it retains the same five competency areas as its preceding version 2. 1: information and data search and management; communication and collaboration; digital content creation; security; and problem-solving. What the 2. [SEP] Justify:

Output: The text corroborates the claim by specifically stating that 'gamification is recognized as a motivating educational tool.' This aligns directly with the claim that gamification can enhance engagement and motivation in an educational context.


Input: Task: contrast the claim using the given text. Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: However, variations in susceptibility indicate that quantifying the risk from rare but serious adverse events and identifying vulnerable subgroups will necessitate large studies to account for moderators, such as age at exposure, genotypes, comorbidities and time-varying confounders, such as co-prescribing and co-exposures[1]. Without reassuring long-term data, anxieties over short-term or rare ADRs may deprive infants of the benefits of breastfeeding. Developmental outcomesBreastfeeding benefited children’s development in an RCT and observational studies[20,21]. Short-term exposure to psychotropic medicines or opioids via breastmilk may cause sedation, irritability, restlessness, diarrhoea and suboptimal weight gain, but how these relate to childhood development is unknown[5,22]. Long-term data are scarce, with only five population databases in Europe holding data on breastfeeding plus medicines plus developmental outcomes — these will be explored in the study[1]. Recruited cohorts of infants exposed to antiepileptics in utero plus via breastmilk report that the additional postnatal exposure from breastfeeding is not disadvantageous; however, data regarding phenytoin (n=36) are less reassuring[23,24]. Resolving the dilemma “should those prescribed long-term medicines breastfeed? ” will require long-term research in whole populations. If the whole population is not studied, findings may be distorted by collider and volunteer selection bias and relate only to volunteer samples, which usually represent the more affluent sections of the population[1,25]. Successful breastfeedingThe complex physiology of lactation is also vulnerable to disruption by medicines that affect serotonergic pathways (including antidepressants); antagonise prolactin (amphetamines, oestrogens, ergot derivatives, aripiprazole, nicotine, antihistamines [promethazine, diphenhydramine, chlorpheniramine], injected corticosteroids, possibly diuretics, progesterone, tamoxifen); or reduce oxytocin release (alcohol, opioids, sympathomimetics [pseudoephedrine, phenylephrine, epinephrine], anticholinergics, antihistamines, antidepressants)[4,26–28]. [SEP] Justify:

Output: The text contrasts the claim by highlighting the complexities involved in understanding and managing adverse drug reactions (ADRs) related to drug interactions with breastfeeding. It notes that variations in susceptibility require large studies to quantify risks and identify vulnerable groups, which complicates the assertion that personalized medicine can easily reduce ADRs. Additionally, the text emphasizes the uncertainty regarding short-term and rare ADRs and the potential impact on breastfeeding, suggesting that without comprehensive long-term data, claims about the efficacy of personalized medicine in minimizing ADRs may be overstated.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Download elife-44452-fig2-figsupp1-data1-v1. xlsx Figure 2—figure supplement 2 Download asset Open asset TNF and interferon license necroptosis in BMDMs. (A-F) Cell death assayed by PI staining and live-cell imaging for 12–16 hr of Atg16l1-WT and Atg16l1-cpre-treated with TNFR2-Fc or α-IFNAR1 followed by TLR ligand or TNF mediated necroptosis (n = 5). Cells were pre-treated for 36 hr with 20 μg/mL α-Ragweed, TNFR2-Fc or α-IFNAR1 prior to addition of TLR ligands or TNF. (G) Immunoblots for phosphorylated STAT1 in BMDMs following LPS/zVAD treatment over 6 hr. Data in (A–F) are representative of four independent experiments; (G) are representative of two independent experiments. **p<0. 01, ****p<0. 0001. Bar graphs depict mean. Figure 2—figure supplement 2—source data 2 TNF and interferon license necroptosis in BMDMs. Download elife-44452-fig2-figsupp2-data2-v1. xlsx Figure 3 Download asset Open asset Loss of Atg16l1 drives accumulation of detergent insoluble, high molecular weight 1, RIPK3 and enhances RIPK1/RIPK3 phosphorylation. (A, B) Immunoblots of TRIF in Atg16l1-WT and Atg16l1-clysates following 4 hr of treatment with indicated combinations of LPS/zVAD/Nec-1 and enrichment of NP-40 soluble (A) or insoluble (B) fractions. (C, D) immunoblots for autophosphorylated RIPK1 (Ser166/Thr169, p-RIPK1) and total RIPK1 in Atg16l1-WT and Atg16l1-clysates following 4 hr of treatment with indicated combinations LPS/zVAD/Nec-1 and enrichment of NP-40 soluble (C) or insoluble (D) fractions. [SEP] Justify:

Output: The text is irrelevant to the claim regarding CRISPR technology and its precision in editing genomic sequences. Instead, it discusses various experimental procedures related to cell death and immunoblots, without mentioning CRISPR or genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: 2 update contributes are examples of knowledge, skills, and attitudes pertinent to each competency [35]1. 2 national plan for digital competenciesThis study is situated within the domain of information and media literacy as advocated by DigComp 2. 2, an action framework that is integral to the Plan for set forth by the Government of Spain [18]. Among the examples proposed in version 2. 2 are Misinformation and disinformation on social networks and news sites related to information and media literacy. " This challenge is encompassed within competency area 1, denoting information and media literacy. Training in literacy competence encompasses, for instance, "the capabilities to discern and utilise various types of sources, to search, gather, and process information. " Such skills become imperative when assessing online content and its origins, a proficiency that is an essential facet of information literacy. To ensure the rights of individuals in their interactions with new technologies, the Government of Spain [19] has adopted the Charter with a pronounced inclusive perspective, aiming to mitigate the digital divide. The objective of fortifying the development of critical thinking that aids in distinguishing objective facts from mere unsubstantiated opinions, as well as identifying fake news and disinformation, is articulated in section XVII of right 3, titled "Participation and shaping of the public sphere. 1. 3 Gamification and sustainabilityGamification in education refers to the use of game elements to engage and motivate students during the learning process. It is seen as a tool to improve student skills, maximize learning, and increase motivation [6]. Gamification, understood as the application of mechanics and playful elements in non-playful contexts, has proven to be a versatile and effective methodology beyond the educational environment. López et al. [21] highlights how gamification can be used in museums to connect with users and influence their behavior. Carpintero [7] presents a case study of gamification in primary education, showing how it enhances student motivation and active participation in the learning process. In the Spanish educational context, gamification has garnered considerable interest, as evidenced by various research studies and educational practices. The research conducted by González Calatayud [20] explores the implementation of in (FP). [SEP] Justify:

Output: The text corroborates the claim by explicitly stating that 'Gamification in education refers to the use of game elements to engage and motivate students during the learning process.' It further mentions that gamification is viewed as a tool to improve student skills, maximize learning, and increase motivation. Additionally, it highlights a case study demonstrating how 'gamification enhances student motivation and active participation in the learning process,' providing concrete support for the claim about the positive impact of gamification on student engagement and motivation.


Input: Task: contrast the claim using the given text. Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: Routine surveillance by midwives and health visitors is focused on immunisations, public health, emotional development and parenting concerns: the physical assessments at 72 hours and 6 weeks are not designed to monitor ADRs and are insufficient for noting sedation, irritability or other problems that may have developed in association with medicine administration[39]. Regular medicine-specific monitoring would detect problems early enough to pre-empt serious problems and offer parents reassurance regarding the safety of medicines during breastfeeding. This approach, with laboratory monitoring and genetic testing as indicated, is advocated by specialist teams caring for women prescribed lithium. Until more data are available, monitoring could be extended to other medicines known to affect breastfed infants, particularly opioids and psychotropics[40,41]. This would offer a response to the dilemma “do I take the medicine for my own needs or breastfeed my baby? ”. Funding and conflict of interest declarationThis work has been undertaken under the auspices of the project. project has received funding from the Initiative 2 under grant agreement No 821520. Undertaking receives support from the European Union’s Horizon 2020 research and innovation programme and EFPIA. Funding was awarded to. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. The authors have declared that no competing interests exist. If you have specific questions about medications or treatments, please message the Drugs in Breastmilk information service Facebook page or email: druginformation@breastfeedingnetwork. org. uk. If you require breastfeeding support, please call the Helpline on 0300 100 0212. 1Jordan S, Bromley R, Damase-Michel C, et al. Breastfeeding, pregnancy, medicines, neurodevelopment, and population databases: the information desert. J. 2022;17. doi:10. 1186/s13006-022-00494-52Ellfolk M, Hultzsch S. Analgesics, antiphlogistics and anesthetics. In: Schefer C, ed. Pregnancy and Lactation. Amsterdam: : Elsevier 2015. 653–670. 3 Prospective follow-up of adverse reactions in breast-fed infants exposed to maternal medication. of Obstetrics and Gynecology. 1993;168:1393–9. doi:10. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the current inadequacies in monitoring for adverse drug reactions (ADRs) associated with medicine administration during breastfeeding. It notes that routine surveillance is not designed to monitor ADRs, which leads to insufficient detection of potential problems that may arise from medication. While it does call for more effective monitoring, including laboratory monitoring and genetic testing, the overall focus appears to advocate for improved monitoring mechanisms rather than supporting the assertion that personalized medicine as a concept is already effective in reducing ADRs.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (E, F) immunoblot assay for autophosphorylated RIPK3 (Thr231/Ser232, p-RIPK3) and total RIPK3 in Atg16l1-WT and Atg16l1-clysates following 4 hr of treatment with indicated combinations of LPS/zVAD/Nec-1 and enrichment of NP-40 soluble (E) or insoluble (F) fractions. Representative data shown from three independent experiments. In all immunoblots, -mediated TRIF deletion was performed in Atg16l1-cfollowed by LPS/zVAD treatment as a negative control. *=non specific bands (n. s. ). Figure 4 with 2 supplements Download asset Open asset Overabundance of TRIF, phosphorylated and ubiquitinated RIPK1 and RIPK3 coincides with accelerated necroptosis of Atg16l1 deficient BMDMs. (A) Kinetic measurement of cell death over 18 hr of LPS/zVAD treatment (n = 5). (B) Immunoblot of TRIF in NP-40 insoluble fractions of BMDM lysates over 6 hr of LPS/zVAD treatment. (C, D) Immunoblots of autophosphorylated and total RIPK1 (C), RIPK3 (D) in NP-40 insoluble fractions of BMDM lysates treated as in (B). (E) Immunoblots of autophosphorylated RIPK1, RIPK3 and ubiquitin in BMDM lysates following immunoprecipitation of M1 or K63-ubiquitinated proteins after 4 hr of LPS/zVAD treatment. Data in (A) are representative of four independent experiments; (B–D) are representative of three independent experiments; (E) are representative of three independent experiments. *=P < 0. 05. Figure 4—source data 1 Overabundance of TRIF, phosphorylated and ubiquitinated RIPK1 and RIPK3 coincides with accelerated necroptosis of ATG16L deficient BMDMs. Download elife-44452-fig4-data1-v1. [SEP] Justify:

Output: The text is irrelevant to the claim regarding CRISPR technology, as it discusses immunoblot assays and cellular responses related to RIPK1 and RIPK3, without mentioning CRISPR or genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: This pedagogical innovation, grounded in the concept of Gamification and Game-(ABJ), is notable for its potential to enhance motivation and learning, problem-solving, and challenges, and reinforces not only specific knowledge but also skills such as critical thinking and problem-solving. The study by Galiç and Yıldız [15] highlights that while gamification in mathematics classes does not show a significant increase in academic performance, it does promote notable improvements in students‘ motivation and attitude towards the subject. García Martínez and Fuentes Agustí [16] point out an upward trend in the adoption of playful strategies assisted by ICT in education, emphasizing how these practices foster a positive change in students' attitudes and motivation towards learning. In line with our pretest and posttest design, it is relevant to mention the study by Morón Hernández et al. [24], which examines gamification as a strategy for hybrid education in university students. This study, employing a similar approach, reported significant improvements in students' learning autonomy following the implementation of gamification. Specifically, the authors observed that while in the pretest only 42. 2% of the students achieved a regular grade level, in the posttest, this figure rose to an impressive 94. 7% with good grades, highlighting the positive impact of gamification in hybrid education. This study aligns with the 2030 Agenda and the Goals (SDG) (UN, n. d. ) [34], specifically SDG 4: and SDG 13: Climate Action. Moreover, the ethical framework is associated with the Earth Charter, striving for the construction of a more just, sustainable, and peaceful global society through value-based education, thereby creating spaces for reflection to facilitate better decision-making [9]. It is imperative to safeguard our planet's health [3] by embedding sustainability in educational systems, so that students grasp the importance of our world and act for its preservation. Commission has prioritised environmental education in the forthcoming years, materialising in the establishment of the European competency framework for sustainability, GreenComp, which is an integral component of the Deal [26]. In relation to SDG 4, the study proposes introducing gamification into the classroom with an aim to motivate students to design an interactive game that enables discernment between accurate information and disinformation. [SEP] Justify:

Output: The text corroborates the claim by discussing how gamification enhances motivation and learning in educational contexts. It references studies showing that while there may not be a significant increase in academic performance, there are notable improvements in student motivation and attitude towards subjects. Additionally, it provides evidence of gamification's positive impact on learning autonomy, illustrated by substantial increases in students achieving good grades after the implementation of gamification strategies. This aligns with the claim that gamification can enhance student engagement and motivation.