Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: This would suggest that like any other tool or invention, AI should also potentially be a form of human enhancement of our abilities, including our abilities to use and develop our intelligence. Yet as we saw at the beginning of this section, there are those who worry that if we can create AI, then this might make us less intelligent—or perhaps less prone to use or develop our cognitive abilities. Let us therefore now consider what we should understand by the idea of AI and some different perspectives on how it relates to human intelligence. to Currently, the label “artificial intelligence” has many different applications. One reaction is to take an inclusive approach and say “Yes, let us use the label broadly. ” Another response would be to say that “‘Artificial intelligence’ should be reserved for the use of machine learning techniques. ” This second approach would exclude what is sometimes called “symbolic” or “rule-based” AI, also known as “good old-fashioned AI,” from qualifying as forms of AI. A way of sidestepping such discussions about what techniques should, or should not, be used for a technology to count as AI is to employ a Marvin MinskyFootnote 17-inspired functional way of defining AI. Because the discussion here is whether AI could ever serve as a form of cognitive enhancement, I will be using that wider, functional type of approach. According to this common way of explaining what AI is, technologies with artificial intelligence are those technologies that can perform, or take over, tasks that we humans need our natural intelligence to perform. Footnote 18 For example, since human intelligence is needed to write texts, drive cars, or make medical diagnoses, any technologies that can generate texts in response to prompts (such as large language model technologies), self-driving cars, or medical diagnosing systems possess artificial intelligence. The reason being that such technologies can take over tasks that we use our natural intelligence to perform. A question is whether such technologies thereby have something that can be compared with human intelligence. The history of thinking about AI over approximately the last 70 years contains an array of different answers to this question. Alan Turing, writing as early as 1950, before the term “artificial intelligence” had been coined, discussed the question of whether machines can think. Footnote 19 He was responding, in part, to a paper by the neurologist that had been published a year earlier in 1949. [SEP] Justify:

Output: The text contrasts the claim by discussing the role of AI in augmenting human intelligence rather than eliminating it. It highlights that AI technologies, while capable of performing tasks like medical diagnoses, do not inherently eradicate human error as they still rely on human intelligence and oversight. The notion of AI as a cognitive enhancement implies that human involvement remains crucial, suggesting that AI cannot independently ensure error-free operations in healthcare.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: 049) and with IGFBP-3 SDS before and after treatment (P=0. 012 and P=0. 001), but not with ∆IGF-1 SDS, ∆IGFBP-3 SDS, ∆IGF-1/IGFBP-3 ratio, or ∆height SDS. velocity during GnRHa treatment is related to ∆IGF-1 SDS, indicating the apparent impact of GnRHa on the GH-IGF-1 axis. The -202 A/-3 promoter polymorphism does not affect the growth velocity of GnRHa in CPP girls. Keywords: Precocious puberty, Growth velocity, Insulin-like growth factor-1, Insulin-like growth factor binding protein-3, -202 A/-3, Promoter regions females and males younger than 8 and 9 years, respectively, undergo secondary sexual changes caused by stimulation of the hypothalamic-pituitary-gonadal axis, they are diagnosed with central precocious puberty (CPP) [1]. A recent study reported an increasing number of CPP patients in from 2008 to 2014 [2]. Concerns regarding the negative effects of CPP are increasing, one of which includes reduced stature caused by accelerated early growth and bone maturation [3]. Gonadotropin-releasing hormone agonist (GnRHa) is the treatment of choice in CPP patients because it increases final adult height by reducing progression of bone age (BA) and extending the duration of growth [4]. GnRHa induces downregulation of the hormonal axis and decreases the production of luteinizing hormone (LH) and follicle-stimulating hormone, resulting in gonadal suppression. These sex hormones are responsible for early bone maturation and pubertal growth spurts. Therefore, gonadal suppression delays bone maturation and growth velocity to those of prepuberty levels [5]. Multiple factors such as initial chronological age (CA), initial height, target height, and BA advancement affect the treatment response and final height [6-8]. GnRHa treatment increases serum growth hormone-binding protein concentration and decreases serum IGF-I and IGFBP-3 concentrations [9]. However, predicting final height remains a challenge due to the variable factors affecting the treatment outcome and the course of precocious puberty. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses topics related to precocious puberty and the effects of GnRHa treatment on growth velocity, without mentioning bacteria or their engineering for pharmaceutical production.


Input: Task: corroborate the claim using the given text. Claim: Cryptocurrencies use blockchain technology to facilitate secure transactions. [SEP] Text: Therefore, these facts should be an argument for Bitcoin and not against it, because these problems show that the need for reliable decentralized currency in the modern markets is so high, that people keep purchasing it despite the high transaction costs (and despite the fact that there are low cost but less proven alternatives). 12. Currencies backed by nothing A very popular argument against cryptocurrencies is that they are backed by nothing: “They are neither backed by gold nor are they backed by governments. ” Clearly, these are two different arguments. President Nixon, in 1971, was responsible to complete the monetary experiment that began at 1944 with the system. Since then, there is not a single fiat currency in the entire globe, which is backed by gold or by any other commodity. Hence, a commodity backup is not a crucial ingredient in the making of money. As for the second argument, what does it mean that the currency is backed by the government? Clearly, if the government backs its currency by forbidding the usage of other currencies (in its geographical territory), then it enforces a certain minimum value for the currency. However, not all governments can or do that. In most countries, the population can make economic transactions with many currencies. Most governments back their currencies by enforcing tax payment with them. Similarly, the governments pay their employees with the national currency. However, these conducts are equivalent to the presence of a rich man in a market, who declares that any economic transaction with him can take place only with a certain currency. As richer this man is, the higher will be the value of this currency. Clearly, a government is equivalent to a very rich man, but the differences are quantitative rather than qualitative ones. One of the most instructive examples in this regard is the Swiss dinars in northern Iraq during the gulf war [25]. This is a very interesting example, which vividly illustrates the fact that paper money can be used as a medium of exchange, despite the fact that it is backed neither by any commodity nor by any government. 13. Dependence on the current monetary system An argument against Bitcoin, which was very common in its early years, is that Bitcoin is not a real medium of exchange because most traders, which accept Bitcoin, convert them to fiat currency almost immediately after the transaction. Nowadays, this argument is heard less since many sellers prefer Bitcoin over fiat money. They prefer spending their fiat money and receive and keep their cryptos. Moreover, nowadays many employees are paid in cryptocurrency. [SEP] Justify:

Output: The text corroborates the claim by discussing how Bitcoin and other cryptocurrencies serve as reliable decentralized currencies despite certain challenges such as high transaction costs. The mention of the growing acceptance of Bitcoin by sellers and employees getting paid in cryptocurrency underlines the practical usage of cryptocurrencies in economic transactions, which are facilitated by the underlying blockchain technology.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: Footnote 20 Jefferson argued that machines cannot think. Turing famously suggested that a better question to ask is whether it is possible to build machines that behave as if they can think or that can convincingly imitate human thinking. According to this perspective, AI is an imitation of human intelligence. All that matters is whether AI can behave as if it has some form of intelligence. The researchers who coined the term “artificial intelligence” in 1955 spoke, not about imitating human intelligence, but instead about simulating it. In an influential research proposal, John McCarthy and a group of colleagues wrote that many, or all, aspects of human intelligence can be described in such a precise way that it should be possible to create technologies that can simulate learning and other key aspects of human intelligence. Footnote 21 If we fast-forward to the 1990s, in the most widely used textbook on AI, the computer scientists defined AI as the creation of artificial intelligent agents. Footnote 22 This means that AI is the creation of artificial agents that can “perceive” their environment and “act” so as to effectively achieve their goals in that environment. Given that Russell and Norvig understand human intelligence in terms of the capacity to effectively achieve goals, they appear to hold that it is unproblematic to say that AI agents can have intelligence like that of human beings. In contrast, the influential philosopher of information has suggested that what is distinctive about AI is that it is the creation of agents that are able to achieve goals without the need for any intelligence. Footnote 23 We human beings achieve our goals by using our human intelligence. In contrast, Floridi believes that AI agents act in the world and effectively achieve goals without possessing anything we should think of as being similar to human-like intelligence. These ideas reviewed above, about how AI relates to human intelligence, are compatible with the general view that AI technologies are technologies created for the purpose of taking over tasks that we use our human intelligence to perform. In what follows, I will remain, for the most part, neutral as to whether AI technologies imitate, simulate, have, or are able to act without the need for having anything like human intelligence. A key question here, however, is whether handing over to AI technologies tasks that we use our intelligence to perform might potentially be a way for us to make ourselves less intelligent. One worry could be that we would primarily be leaving to ourselves tasks that do not require us to be very intelligent. [SEP] Justify:

Output: The text contrasts the claim by discussing the nature of AI and its relationship with human intelligence. It highlights that AI may achieve goals without the possession of human-like intelligence, and raises concerns that relying on AI for tasks might diminish our own intelligence. The text suggests that handing over tasks typically requiring human intelligence to AI could lead to less intelligent decision-making by humans, implying that complete reliance on AI could leave room for errors due to a lack of oversight.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: Other genetic components are presumed to influence the competence of GnRHa. Specifically, -202 A/-3 promoter polymorphism is associated with increased IGFBP-3 level and growth velocity during growth hormone (GH) treatment for prepubertal GH deficiency [10,11]. Another study revealed the effect of -202 A/-3 promoter polymorphism on the physical development of Korean females. However, its effect was unclear [12]. The present study was performed to clarify the effect of GnRHa on the GH-IGF-1 axis and to evaluate the predictive role of -202 A/-3 promoter polymorphism on growth velocity during GnRHa administration in females diagnosed with CPP. Materials and methods 1. study enrolled 97 young female subjects between the ages of 6 and 8 years who were diagnosed with CPP and administered GnRHa at from January 2014 to January 2015. The subjects were diagnosed with CPP when they presented with breast budding above Tanner stage B2 before 8 years of CA, revealed BA advancement of more than one year compared to CA, and had 5 IU/L or greater peak LH level after the gonadotropin releasing hormone stimulation test. In total, 22 subjects who were diagnosed with hypothyroidism, GH deficiency, or congenital adrenal hyperplasia or who underwent previous GH treatment or were born small for gestational age were excluded. GnRHa was injected every 4 weeks. Children weighing more than 30 kg were injected with 3. 75 mg of GnRHa, compared to 2. 5 mg for those below 30 kg. 2. height and weight, serum IGF-1 and IGFBP-3 concentrations, and the BA of patients were measured before and one year after GnRHa treatment. A (Holtain Ltd. , Pembs. UK) was used to approximate height to the closest 0. 1. Thereafter, body mass index (BMI) was calculated as weight in kilograms divided by height in meters squared. Midparental height (MPH) was calculated by adding the height of the parents, subtracting 13, and dividing by 2. An IGF-1-D-RIA-CT kit (Biosource, Nivelles, Belgium) was utilized to measure serum IGF-1 concentration through the radioimmune method, whereas an immunoradiometric assay with -3 kit (Immunotech, Marseile, France) was used to evaluate the serum IGFBP-3 concentration. [SEP] Justify:

Output: The text does not address the claim about bacteria being engineered to produce pharmaceuticals like insulin. Instead, it discusses genetic polymorphism and its effects on growth hormone treatment in young females, which is unrelated to the topic of bacterial engineering or pharmaceutical production.


Input: Task: corroborate the claim using the given text. Claim: Cryptocurrencies use blockchain technology to facilitate secure transactions. [SEP] Text: Therefore, this individual can spend the surplus time in further specialization. Consequently, in a free market, any unregulated usage of Bitcoin (or anything else for that matter) is a circumstantial evidence for upgrading the division of labor. 16. Bitcoin and property rights Property rights are subtle issues. There is a fundamental claim that intangible objects, like digital assets or ideas, cannot be owned. The claim is based on the presumption that property rights and private ownership are essential to manage scarce resources in the real world. Thus, according to this view, only scarce resources (like, land, houses, gold, etc. ) can be owned, while resources that are not scarce (like, ideas, patents, text, digital pictures, etc. ) and that can be easily reproduced cannot be owned [27]. Bitcoin is a chimera, in that regard, since it is both digital, that is, intangible, and scarce. In fact, the essence of the blockchain technology is the creation of scarce digital assets. That is, the blockchain creates artificial scarcity. Therefore, despite the complex philosophical issue, I believe there is a consensus that Bitcoins can be owned, and property rights can and should be applied to it. There is a claim, however, that Bitcoin advocates ignore traditional property rights, contracts, and traditional legal systems, which were developed and refined for millennia [12]. It is true that currently, it is easier to evade law enforcement using cryptocurrencies than using most bank transactions. The facts that there is nothing tangible in the Bitcoin network and that digital transactions can take place without the regulated banking system complicate law enforcement. However, on the one hand, it can be regarded as a technical difficulty, which may be solved using artificial intelligence technologies, and on the other hand, one may argue that these properties of the Bitcoin network only strengthen property rights, because they prevent government confiscation of private property (private money). Not only aren’t crypto networks against contracts, but also smart contracts are an integral part of these networks. The most well-known is the Ethereum network, but there are many more cryptocurrencies with this property (like Neo, EOS, Cardano, etc. ), and even the Bitcoin network can support smart contracts (Mastercoin, Rootstock, Particl, etc. ). Therefore, the blockchain technology eliminates the need for (external) law enforcement in some cases, because the contracts are enforced within the blockchain itself. In general, cryptocurrencies strengthen private property and property rights. [SEP] Justify:

Output: The text corroborates the claim by discussing the essence of blockchain technology as creating scarce digital assets and reinforcing property rights. It highlights that cryptocurrencies, including Bitcoin, leverage blockchain for secure transaction mechanisms and the enforcement of smart contracts. This indicates that blockchain technology is integral to the secure transactional nature of cryptocurrencies.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: Or could we perhaps be seen as extending our own intelligence out into these technologies as we start to increase our use of AI technologies? It should be noted that at first it seems unlikely, if not impossible—at least in the short run—that handing over intelligence-requiring tasks to AI technologies would diminish our basic potential for intelligence. As noted above, we can think of intelligence as a basic capacity. And there would presumably need to be evolutionary changes to human brains in order for that basic potential to be eliminated. However, we can also think of intelligence and its levels in terms of varying degrees of development of our basic capacity for intelligence. From that perspective, it is not altogether implausible to think that if we hand over too many tasks to AI systems, and we therefore have fewer occasions or incentives to develop our capacity for intelligence, then there is a risk that we might end up being less intelligent than we could otherwise be. If we assign to AI technologies many of our intelligence-requiring tasks, rather than engaging in these tasks ourselves, and instead rely heavily on AI technologies, the increased dependence could prevent some people from fully realizing their intellectual potential. The question arises whether this way of thinking about the relation between our human intelligence and AI technologies is the only way to conceptualize the connection. Let us consider whether there are alternative ways of reasoning that would allow us to view using AI technologies as a form of enhancement of our own capabilities. What is needed in order for AI technologies to potentially be seen as a form of human enhancement of our capabilities might be a Gestalt shift in how we conceive of the relation between AI technologies and ourselves. by Minds? If we consider our own minds and our capacities as being wholly separate from AI technologies, and we hand over our intellectual tasks to them, there is concern, as discussed above, that our own capabilities may atrophy and weaken. However, viewing ourselves as separate from the technologies that we create and use is not the only way of conceiving of our relationship to our technologies. Footnote 24 Another way of viewing our relation to technologies is not one of separation, but rather that of merging, or forming units. Footnote 25 One version of this is referred to as the “extended mind” thesis, which could be generalized to what might be called the “extended capacities” thesis. [SEP] Justify:

Output: The text contrasts the claim by discussing the potential risks associated with relying heavily on AI systems, suggesting that such dependence could lead to a decline in human intelligence and capability. It emphasizes that while AI may enhance certain tasks, over-reliance could result in atrophy of human skills, thereby indicating that AI cannot completely eliminate human error without consideration of human involvement and oversight.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: BA was based on left hand anteroposterior radiographs, and the measurements were performed in accordance with the Greulich and [13]. 3. Molecular study Genomic DNA was extracted from patient blood samples. The target IGFBP-3 gene containing -202 A/C polymorphic sites of 459 base pairs (bp) at the promoter region was amplified using corresponding sense and antisense primers. The polymerase chain reaction (PCR) product was sheared using the Alw21I restriction enzyme () to verify the allele types through restriction fragment length polymorphism and agarose gel electrophoresis. The PCR product was digested into 242-bp and 162-bp fragments containing an A allele and into 288-bp and 162-bp fragments when a C allele was present [14]. 4. Statistical analysis The definition of age-adjusted height velocity was established according to the difference between initial height SDS and final height SDS to minimize the confounding effect of age. Height SDS was calculated using Cole's modified least mean squares (LMS) algorithm [15]. The LMS values were provided by the 2007 version of for Children and Adolescents [16]. For IGF-I and IGFBP-3 SDSs, the LevenbergMarquardt algorithm was used to estimate the parameters from percentile values in Korean females [16,17]. Changes of IGF-1 and IGFBP-3 SDSs after GnRHa treatment were calculated and expressed as ∆SDS. The molar ratio of IGF-1 and IGFBP-3 was calculated, and the ratio of IGF-1/IGFBP-3 after treatment over the initial value was calculated and expressed as ∆IGF-1/IGFBP-3 ratio. The mean, SDS, minimum, and maximum values of the continuous data were obtained by descriptive statistics and compared for statistical significance using paired t-test before and after treatment. Pearson correlation analysis evaluated the association between ∆height SDS and parameters of BMI, initial height advancement, and ∆IGF-1 SDS, ∆IGFBP-3 SDS, and ∆IGF-1/IGFBP-3 ratio. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses genomic studies, statistical analyses, and specific genetic measurements without any mention of bacteria, pharmaceuticals, or insulin production. Therefore, it does not address or support the claim in any way.


Input: Task: corroborate the claim using the given text. Claim: Cryptocurrencies use blockchain technology to facilitate secure transactions. [SEP] Text: That is totally sufficient, exactly like the amplifying process in a laser, which can start, for all we know, from a single photon, which accidentally was present in the laser’s cavity. In the previous paragraphs, it was explained why one does not have to prove that Bitcoin currently has an intrinsic use value in order to show that its exchange value, that is, its value as a medium of exchange, does not contradict Mises’ regression theorem; nevertheless, Bitcoin had and still has an intrinsic use value. Clearly, even prior to the Pizza transaction, the initial miner group attributed value to Bitcoin since they spent their time and the energy consumption of their computers to generate these Bitcoins. Bitcoin is not the only thing that can be sent via the blockchain, in fact, almost any kind of information can be sent via the transactions, and this is an irreversible process, since any such information will remain in the blockchain for eternity, and everyone in the network will have an access to this information. Bitcoins are the cost of perpetuating the information. In other words, Bitcoins can be regarded as the “real estate” of the blockchain. The more Bitcoins a person has, the more information he can send on the blockchain. There are all kinds of data encapsulated on the blockchain: poems, prays, political statements, commercials, and even photos [36]. In fact, it is amazing how many kinds of information can be found there. It is not difficult to find many applications for this kind of information retention. One of the special applications is the announcement of contracts. Such contracts will be confirmed by the blockchain. Or another important application is a decentralized registrar of real estate (or any other type of property). With the Bitcoin network, one can announce ownership of objects, the information will be available instantaneously, and since it is not centralized, then there is no fear of losing this information. The important thing is to realize that there is no direct connection between this information and the value of Bitcoin. The relation is indirect. The value of these announcements is directly related to the number of nodes in the network. The more people are connected to the Bitcoin network, the more valuable this information is. Therefore, if the network is large enough, then people will like to use it by sending and announcing information. [SEP] Justify:

Output: The text corroborates the claim by explaining the functionality of Bitcoin and the blockchain, stating, 'Almost any kind of information can be sent via the transactions, and this is an irreversible process, since any such information will remain in the blockchain for eternity.' This emphasizes that blockchain technology is integral for secure transactions in cryptocurrencies like Bitcoin.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: This idea—which stems from the work of Footnote 26—understands humans and some technologies as forming “coupled systems,” which may function in analogous ways to how our internal capacities function. Simply put, Clark and Chalmers suggest that when couplings of human agents and entities, such as computers or even low-tech artifacts like pen and paper, form systems that perform functions associated with human minds, extended minds are created. The mind of the human agent is then extended out into the technology (or broader environment) that enables the human–technology composite to perform the relevant functions. Clark and Chalmers formulate various criteria for when this can be said to happen. On the one hand, Clark and Chalmers suggest that the following three conditions should hold in order to make sense of conceiving a human and a piece of technology as a “coupled cognitive system”: (1) All system components should play active causal roles, whereby elements inside and outside of the person’s body affect each other; (2) all system components help regulate the behavior of the agent in the way a mind is usually thought to do; and (3) if the external parts (e. g. , a computer or the pen and paper) are removed, the overall system’s behavioral capacities are diminished. On the other hand, not all external parts of the environment or technologies we use are part of extended minds, in the view of Clark and Chalmers. The following three conditions should hold: (1) The external component is a constant, reliable part of the person’s life; (2) the information or other inputs from the external part(s) should be easily available; and (3) the person needs to be disposed to automatically endorse the inputs from the external parts. (Although not addressed here, another test Clark and Chalmers suggest for whether something is part of a person’s “extended mind” is moral in nature: Would it be an assault on a person or their mind if we remove, destroy, or otherwise interfere with the external part? ) Clark and Chalmers are not recognized for relating the AI–human relationship discussion to the literature on human enhancement; but others have done so, including Neil LevyFootnote 27 and John Danaher. Footnote 28 They both discuss a distinction between what they call “external” and “internal” forms of human enhancement. [SEP] Justify:

Output: The text contrasts the claim by discussing the concept of 'coupled systems' proposed by Clark and Chalmers, which posits that human cognition and technology work together in a symbiotic manner. It emphasizes that AI and technology cannot operate independently of human input and oversight, suggesting that even with technology, human involvement is necessary to regulate behavior and ensure efficacy. The mention of conditions for a proper coupled cognitive system underlines the necessity of human oversight, which directly contradicts the claim that AI alone can eliminate human error completely.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: Univariate and multivariate regression analyses were performed to investigate the effects of ∆IGF-1 SDS, ∆IGFBP-3 SDS, and ∆IGF-1/IGFBP-3 ratio on ∆Height SDS. All covariates associated with the height velocity from the Pearson correlation analysis adjusted for initial height SDS, ∆IGF-1 SDS, ∆IGFBP-3 SDS, and ∆IGF-1/IGFBP-3 ratio. The target patients were arranged into 2 subgroups based on the allele of -202 A/-3 promoter polymorphism. Independent t-test was performed between the 2 subgroups for SDS values of height, IGF-1, IGFBP-3, and IGF-1/IGFBP-3 before and after treatment. ∆IGF-1 SDS, ∆IGFBP-3 SDS, ∆IGF-1/IGFBP-3 ratio, and ∆height SDS were compared between the 2 subgroups. The differences of IGF-1 SDS and IGFBP-3 SDS before and after GnRHa treatment within the subgroups were confirmed by paired t-test. All statistical analyses were performed with ver. 26. 0 (IBM Co. , ). A value of P<0. 05 was considered statistically significant. values of height SDS, and BMI before treatment were 8. 5±0. 5 years, 10. 5±0. 6 years, 160. 0±3. 2 cm, 1. 2±0. 8, and 18. 2±2. 4, respectively. The SDSs for serum IGF-1 and IGFBP-3 concentrations were 0. 8±1. 0 and 3. 3±1. 1, respectively, and the IGF-1/IGFBP-3 ratio was 60. 7±16. 3. Subsequently, the mean BA value after one year of treatment was 10. 9±0. 6 years. The difference between BA and CA was significantly reduced from 2. 0±0. 6 to 1. 3±0. 6 (P<0. 001) and the height SDS to 1. 1±0. 8 (P<0. 001) after GnRHa. SDSs of serum IGF-1 and IGFBP-3 concentrations significantly decreased to 0. 5±0. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses statistical analyses related to height velocity and hormone concentrations, specifically IGF-1 and IGFBP-3, without any mention or implication of bacteria engineering or the production of pharmaceuticals such as insulin.


Input: Task: corroborate the claim using the given text. Claim: Cryptocurrencies use blockchain technology to facilitate secure transactions. [SEP] Text: However, it is clear that when the network grows, sending information becomes more valuable, and therefore the value of the network’s coin, which controls it, increases as well. The more coins a person owns, the more he controls the network. Again we see that owning Bitcoin is like owning real estate on the blockchain. Clearly, at its inception, when the Bitcoin network was small, the value of publishing data over it was low, but then the Bitcoin’s value was accordingly small. In fact, in its genesis, the Bitcoin’s value could have been only the subjective value of the first few geeks, who mined it (including Satoshi himself). When the network grows, the Bitcoin value increases exponentially, just like the laser power. Nowadays, the fees of sending information over the blockchain are quite high, and therefore people seldom use the blockchain for broadcasting information. As a consequence, they tend to forget that the Bitcoin network has a clear nonmonetary use, and therefore it has a subjective use value. In any case, the fact that Bitcoin has a nonzero value does not and cannot contradict Mises’ regression theorem. 24. has many enemies, and, as a consequence, there are many arguments, which allegedly explains, why Bitcoin should be worthless or should be banned. The truth is that Bitcoin is extremely valuable and is here to stay because it cannot be banned. On the other hand, Bitcoin has many advocates, which use inaccurate arguments to justify the origin of its value. The fact that these arguments were presented by renowned economists shows us that our understanding about the origin of money did not change much during the last century. The mysterious gave us the opportunity to revive these century-old conundrums. The main conclusions are:Bitcoin is not a scheme; it is a great monetary invention, which has a clear economic value. It cannot and should not be banned by governments. In fact, any government’s manipulation and regulation emphasize and increase the need for cryptocurrencies. Criminals are not the only ones who see the benefits in using cryptocurrencies. In the third world (e. g. , Venezuela and Zimbabwe), cryptos are lifesavers. In general, cryptos are extremely valuable wherever censorship resistance is required, and in a global market economy, that fact creates value for everyone. [SEP] Justify:

Output: The text corroborates the claim by discussing how Bitcoin, as a cryptocurrency, operates on a blockchain network. It highlights the increased value of the Bitcoin network and reinforces the idea that Bitcoin has a nonmonetary use and economic value, which underpins its function as a cryptocurrency. Moreover, the text mentions the benefits of using cryptocurrencies, especially in contexts where censorship resistance is required, which aligns with the claim regarding their role in facilitating secure transactions.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: Traditionally, the ethics of human enhancement has focused on changes within the body or brain that are thought to function as enhancements. For example, people may take different sorts of drugs or place various forms of technology into their bodies or brains in order to enhance their capacities. However, according to Levy and Danaher, if we change people’s environments or increase access to apps or other systems that offer recommendations that can improve their mental health or behavior, this can also improve people’s thinking or behavior. Footnote 29 These changes would be examples of an enhancement. The striking move that Levy makes—and that Danaher also discusses in response to Levy—is to relate the idea of external enhancements to the extended mind thesis. By doing so, the distinction between external and internal enhancements is weakened or perhaps even dissolved. In this way, some external enhancements could be seen as becoming parts of our extended minds. Levy writes: if the mind is not confined within the skull…[then] intervening in the mind is ubiquitous. It becomes difficult to defend the idea that there is a difference in principle between interventions which work by altering a person’s environment and that work directly on her brain, insofar as the effect on cognition is the same; the mere fact that an intervention targets the brain directly no longer seems relevant. Footnote 30 Danaher interpretates this view in his summation: if the [extended mind hypothesis] is true, then we are always enhancing the human mind through the use of technology. Footnote 31 If the Levy and Danaher proposition is sound and worthy of serious consideration, then we could potentially apply this to AI technologies as well, with the resulting position that some AI technologies can work as a form of human enhancements. This means that when we use AI technologies (e. g. , to write texts, to play Go games, or in other intellectual endeavors), we are extending our minds and giving ourselves new capabilities and thereby enhancing ourselves. At this point, a host of new questions needs to be addressed: Are there researchers who already discuss the idea that AI technologies could potentially be seen as extensions of our minds or cognitive abilities? If so, do they argue that this is a form of human enhancement? Do AI technologies fulfill the above-listed criteria for technologies to qualify as extensions of our minds or capacities from Clark and Chalmers’s earlier work? [SEP] Justify:

Output: The text contrasts the claim by suggesting that while AI technologies can enhance human mental capacities, they do not eliminate the reliance on human judgment and oversight. The discussion of how AI technologies act as extensions of our minds implies that human cognition and oversight remain integral, contradicting the notion that AI can completely remove human error without any supervision.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: 9 (P<0. 001) and 2. 3±0. 9 (P<0. 001), respectively. However, there was no significant change in IGF-1/IGFBP-3 ratio after treatment (P=0. 887) (Table 1). ∆IGF-1 SDS (r=0. 405, P<0. 001), ∆IGFBP-3 SDS (r=0. 228, P=0. 025), and ∆serum IGF-1/IGFBP-3 ratio (r=0. 204, P=0. 045) showed significant positive correlations with ∆height SDS. On the other hand, initial height SDS was negatively correlated with ∆height SDS (r=-0. 307, P=0. 002). Correlation analysis between ∆and BA advancement showed no statistical significance (Table 2). Only ∆IGF-1 SDS was significantly related to ∆height SDS on multivariate regression analysis after adjusting for covariates of ∆IGF-1 SDS, ∆IGFBP-3 SDS, ∆IGF-1/IGFBP-3 ratio, and initial height SDS (β=0. 110, P≤0. 001) (Table 3). According to the -202 A/-3 promoter polymorphism analyses, 72 AA genotypes (74. 2%), 22 AC genotypes (22. 7%), and 3 CC genotypes (3. 1%) were present. allele frequency accounted for 14. 4% of the study population. These genotypes were divided into 2 subgroups based on C allele presence. No significant difference was observed in IGF-1 SDS before treatment between the 2 subgroups (P=0. 421). However, the group with the C allele exhibited notably lower IGF-1 SDS after treatment (P=0. 049). IGFBP-3 SDS was lower in the C allele groups both before and after GnRHa treatment (P=0. 012 and P=0. 001, respectively). -1/IGFBP-3 ratio, ∆IGF-1 SDS, ∆IGFBP-3 SDS, ∆IGF-1/IGFBP-3 ratio, and ∆height SDS between the 2 subgroups exhibited no significant differences before and after treatment (1). [SEP] Justify:

Output: The text provided does not address the claim regarding the engineering of bacteria to produce pharmaceuticals. Instead, it discusses statistical analyses related to IGF-1 and IGFBP-3 ratios in a medical study, with no mention of bacteria or pharmaceutical production.


Input: Task: corroborate the claim using the given text. Claim: Gamification in learning can increase student engagement and retention. [SEP] Text: Detailed description of short paper Audio recording of session groups to promote deep learning and increase student engagement in the College of Science & Honeychurch and @ShaziaAhmed – University of years ago Facebook groups were set up for Level 1 Mathematics and Computing students as an alternative to Learning sessions. Due to their success more have been introduced and we now have subject groups for the whole College of Science and Engineering. Detailed description of short paper Audio recording of presentation Interaction models for social media in teaching – University of pedagogic use of social media often requires the ability to locate tools which support a particular type of interaction. We discuss our attempts to identify and formalise these types of interaction, and show how this can be used to aid (and perhaps automate) the selection of appropriate tools. Detailed description of short paper Audio recording of presentation Twitter and student engagement: What is the value added? – This session refers to qualitative research about third year undergraduates’ use of Twitter during lectures; with a focus on student engagement, specifically the cognitive dimension (HEA). Reference will be made to the methodology adopted for small-data analysis in order to consider findings that show the value-added of Twitter’s feedback loop for student reflective activity. Detailed description of short paper Social media use in teaching: Results from a questionnaire on use in higher education @hthwaite – University of This paper reports on results of a questionnaire completed by 333 respondents on the use of social media in teaching that explored how extensively SM were being used in teaching, educators’ intentions in integrating these tools into their teaching, and their successes and/or difficulties in using the tools. Detailed description of short paper Student identities in transition: social media experiences, curation, and implications for higher education @suchprettyeyes and @lconnelly09 – University of increasingly arrive at university with a range of existing social media presences. In this paper we will explore how students conceptualise and manage their online presence, and how this aligns with professional social media best practices. We will then discuss implications for teaching and learning in practice in HE organisations. [SEP] Justify:

Output: The text corroborates the claim by discussing various uses of social media and their positive effects on student engagement. For example, it mentions Facebook groups that have been successful in increasing student engagement in Level 1 Mathematics and Computing courses. Additionally, it references qualitative research on undergraduates' use of Twitter during lectures, emphasizing student engagement, particularly in the cognitive dimension. This supports the idea that interactive elements, akin to gamification, can enhance learning experiences and lead to improved retention and engagement among students.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: Alternatively, if there is only a partial match between how AI technologies relate to our minds and our capacities and the criteria Clark and Chalmers suggest, might AI technologies nevertheless be seen as some form of human enhancement technologies—for example, as a form of external enhancement? The last question will be treated in the next section. But we begin with the questions just formulated. and her collaborators have suggested—though without discussing human enhancement explicitly—that a subset of AI technologies can indeed be seen as extensions of our minds and cognitive capacities. What is noteworthy about Vold’s discussion, however, is that she makes a distinction between AI technologies that operate in a highly autonomous way (e. g. , a fully automated self-driving car) and AI technologies that function more as support systems requiring extensive human input and engagement. Footnote 32 Importantly, Vold argues that the more independent some AI technology is in the way it operates, the less it makes sense to see it as an extension of a human mind. However, Vold argues, if an AI technology is operating in a less autonomous way—and human input and engagement are needed—then it does make sense to see it is as an extension of our minds and capacities. In other words, the kinds of criteria that Clark and Chalmers list relate less to fully autonomously operating AI technologies (e. g. , fully automated self-driving cars) than to human engagement-requiring AI technologies (e. g. , apps on phones that give recommendations based on continuous inputs from, or engagement by, the user). Along similar lines, Chalmers in a talk given at a workshop about the philosophy of large language models discussed the question of whether large language models such as ChatGPT could be said to extend users’ minds. Footnote 33 Chalmers asked whether letting such technologies write texts for us in response to prompts provided by us could be seen as a way of extending our minds into these AI technologies. Interestingly, Chalmers argued that a technology like ChatGPT might be operating too independently for it to qualify as an extension of the user’s mind. [SEP] Justify:

Output: The text contrasts the claim by discussing the varying degrees of autonomy in AI technologies. It highlights that not all AI operates independently; many require significant human input and engagement, which implies that errors could still occur due to human involvement. Specifically, it states that more independent AI systems, like self-driving cars, do not extend human cognitive capacities as effectively, suggesting that oversight and human engagement are critical for the effectiveness of AI in enhancing human capabilities and reducing error.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: There were significant changes of IGF-1 SDS after GnRHa treatment within both subgroups (P=0. 005 and P<0. 001, respectively) (Fig. 1A). IGFBP-3 SDS also significantly decreased in both subgroups (P<0. 001 and P<0. 001, respectively) (Fig. 1B). GH-IGF axis directly or indirectly influences skeletal development, especially during puberty. However, the mechanism of IGF-1 or IGFBP-3 action during puberty and how the hormones interact with each other remain unclear. Juul et al. [18] discovered that the increase of free IGF-1 in puberty is not directly influenced by IGFBP-3 proteolysis. Verrotti et al. [19] compared the IGF-1 and IGFBP-3 concentrations between the 2 treatment regimens of GnRHa with or without cyproterone acetate and concluded that IGF-1 and IGFBP-3 are regulated by different metabolic pathways. Despite continuous attempts to effectively understand GnRHa action upon the GH-IGF-1 axis, studies have reported disparate results. Numerous previous studies have presented trivial changes in serum IGF-1 or IGFBP-3 level during GnRHa treatment in CPP patients [20-23], in contrast to other studies where IGF-1 concentration decreased [9,18]. The present study aimed for a well-controlled project design to revise the GnRHa effect on the GH-IGF-1 axis and its relationship with height change. IGF-1 SDS and IGFBP-3 SDS decreased after 1 year of GnRHa treatment. However, after analyzing ∆IGF-1 SDS, ∆IGFBP-3 SDS, and ∆IGF-1/IGFBP-3 ratio with ∆Height SDS, only ∆IGF-1 SDS was significantly related. This result supports that IGF-1 plays a major role in pubertal height gain, and that a decrease in IGF-1 during GnRHa treatment restores the growth velocity to that before puberty. Among the numerous characteristics that increase final adult height in treated CPP patients, other than the GH-IFG-1 axis [6-8], we reevaluated BA advancement, initial height and MPH to determine whether they influenced growth velocity during GnRHa treatment. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses the effects of GnRHa treatment on the GH-IGF-1 axis, particularly in relation to growth and hormone interactions during puberty. There is no mention of bacteria, pharmaceuticals, or engineering.


Input: Task: corroborate the claim using the given text. Claim: Gamification in learning can increase student engagement and retention. [SEP] Text: Working as consultants on live briefs with real world clients, students’ engagement, standards and employability comprehension have all increased. Detailed description of thunderstorm Learn hacks – Voice to make short animated videos about social media tools that support student learning and research skills @Andy_Tattersall – of focus of this Thunderstorm session is to showcase the collection of short animated videos that have been created by using Adobe Voice. They focus on several themes including discoverability, curation, impact, collaboration and productivity. The collection of videos are hosted on iTunes U, YouTube and Vimeo. Detailed description of thunderstorm Presentation slides Research Flashmobs: An online journal club using social media Anne-@1 – 10-minute opportunity to interact in a Flashmob online in a research journal club. Including setting up an online journal club and deliberating the advantages and challenges of this innovate activity. The focus being to enhance tutors own creative teaching, learning and digital literacy skills. Detailed description of thunderstorm Moons, Toasters and MOOCs: Going live with @Catherine_C – popularity of social learning signals the potential to transform learning into a lifestyle. This presentation looks back on a series of broadcast in 2014 during the and explores how presentation styles and formats can enhance engagement with informal learners. Detailed description of thunderstorm Using blogs to engage students in their subject outside of formal teaching spaces @WeAreForensic – the past three years I have been writing short (~500 words) blogs to supplement lecture material. I will explain how these blogs link to the lecture or to professional development through wider exposure to the subject matter. I will also show how these have expanded my learning network. Detailed description of thunderstorm Presentation slides into the lecture theatre to engage students Jones @boltew – The aim of the study is to demonstrate how the use of Snapchat can be used in the lecture theatre to increase engagement in the classroom between lecturer and student. The objective is an attempt to increase student retention and improve performance. Detailed description of thunderstorm Presentation slides year students as social media consultants @goldblach – thunderstorm session will give an overview of an assessment task we designed to help students understand the value of their informal knowledge of social media within the job market. Working as consultants on live briefs with real world clients, students’ engagement, standards and employability comprehension have all increased. [SEP] Justify:

Output: The text corroborates the claim by discussing various educational methods, such as using social media tools and blogs, that aim to enhance student engagement. It specifically mentions that 'students’ engagement, standards and employability comprehension have all increased' when working as consultants on live briefs with real-world clients. Additionally, it references the aim of using Snapchat to increase engagement in the classroom, which supports the assertion that gamification and similar interactive approaches can lead to improved student retention and performance.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: More specifically, the concern expressed by Vold and Chalmers is that for some forms of AI technologies, it is not the case that when humans use these AI technologies, (1) all system components play active causal roles, whereby elements inside and outside of the person’s body affect each other; (2) all system components help regulate the behavior of the agent in the way a mind is usually thought to do; and (3) if the external parts are removed, the overall system’s behavioral capacities are diminished. Nor may it be the case that (1) the external component is a constant, reliable part of the person’s life; (2) the information or other inputs from the external part(s) are easily available; and (3) the person is disposed to automatically endorse the inputs from the external parts. Thus, a consideration that must be taken into account in our discussion as to whether AI technologies (a) can be seen as a form of extenders of human minds and (b) therefore potentially be seen as forms of human enhancement, can be stated as follows: Some of the leading researchers who are most open to the idea of the possibility of extending human minds with the help of technologies—such as Vold and colleagues, or indeed Chalmers—think that the plausibility of the extended mind thesis as it relates to AI technologies will be limited to a subset of all AI technologies. It will not apply seamlessly to the whole set of AI technologies. Briefly put, the more autonomously the AI technologies are operating, the less it makes sense to see them as extensions of our minds. In terms of the hypothesis we are exploring as to whether AI could serve as a form of human enhancement in general and a form of cognitive enhancement in particular, one partial conclusion might be that AI technologies are a form of “internal” enhancement (i. e. , internal to our minds) when, and only when, they function as mind extenders, requiring extensive human engagement, and are not operating excessively independently. Another possibility is that more independently operating AI technologies may serve as a form of “external” enhancements (i. e. , they might enhance our abilities without becoming internal to us or our minds). These options can be explored further by returning to the opening examples. us return to the man who was moving the stones around on the board when AlphaGo faced off against in the famous set of Go games. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of AI technologies and emphasizing the importance of human engagement and oversight. It states that 'the more autonomously the AI technologies are operating, the less it makes sense to see them as extensions of our minds,' which implies that without human oversight, AI cannot function effectively or eliminate errors in healthcare.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: However, none were statistically associated with ∆Height SDS, suggesting that it is inappropriate to predict final adult height in CPP females based on BA, body figure, or parental height. The -202 A/-3 promoter polymorphism has been suggested to be a potential genetic determinant that alters the GH-IGF-1 axis. Studies have reported that the presence of the C allele genotype is associated with low serum IGFBP level [24-26]. has a role in pubertal growth, there is a potential for -202 A/-3 promoter polymorphism to affect growth velocity and final adult height. Nevertheless, it was difficult to confirm a concrete correlation due to the discrete results. According to Miletta et al. [27] the IGFBP-3 genotype had no effect on final height after GH treatment in severe GHD patients. In contrast, Costalonga et al. [10] implied that the -202 A allele polymorphism of the IGFBP-3 promoter region was associated with not only higher IGFBP-3 levels, but also increased growth during recombinant human GH treatment in prepubertal GHD children. This study focused on the effect of the -202 A/-3 promoter polymorphism on the GH-IGF-1 axis as well as the growth velocity in CPP females undergoing GnRHa treatment for at least 1 year. We compared SDS of IGF-1 and IGFBP-3 between the 2 subgroups before and after GnRHa treatment. The results showed that IGF-1 SDS was not statistically different before treatment, but the group with the C allele after treatment demonstrated lower IGF-1 SDS than the AA subgroup. -3 SDS was lower in the C allele subgroup both before and after GnRHa treatment. However, change of IGF-1 -3 SDS, or IGF-1/IGFBP-3 during treatment exhibited no significant difference between the 2 subgroups. Divergence of age-adjusted height velocity between the 2 allele groups was trivial. The effect of GnRHa on IGF-1 SDS or IGFBP-3 SDS was noted in both subgroups, regardless of allele. This suggests that -202 A/-3 promoter polymorphism does not significantly affect the therapeutic effect of GnRHa in CPP females. Our study was carefully designed with a uniform diagnosis and treatment protocol in which GnRHa was administered every 4 weeks to all enrolled CPP patients. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses genetic determinants affecting growth velocity and final adult height in females undergoing treatment rather than any information related to bacteria engineering to produce pharmaceuticals like insulin.


Input: Task: corroborate the claim using the given text. Claim: AI is used in EdTech to personalize learning experiences for students. [SEP] Text: The study examines the transformation of this course into a course taught using ChatGPT-mediated online guided learning. This innovative learning approach provides learners a comprehensive experience that entails self-directed learning. The approach emphasizes problem-based learning and focuses on identifying ethical dilemmas and analyzing them within organizational contexts. The intervention plan was strategically organized into five primary stages. Each stage comprised a series of carefully constructed steps that were specifically designed to build upon the knowledge and skills acquired in the previous stages, thus ensuring a coherent and cumulative educational progression. Figure 1 summarizes the instructional method. 1. with ChatGPT At the beginning of the course, students were introduced to ChatGPT to develop their understanding and proficiency with the tool. This involved providing them detailed instructions on effective usage and encouraging them to engage in interactive dialogues with ChatGPT. The aim was to foster a sense of familiarity and ease, thereby facilitating an informal, hands-on learning experience. 2. of a Dilemma using ChatGPT In this exploratory stage, students began to examine the topic of hospital accreditation. Through interactions with ChatGPT, they were introduced to the pros and cons of the accreditation process and to the dilemmas posed by following the accreditation guidelines. The issue of accreditation is central to the discourse on how to improve healthcare quality, but it is also fraught with challenges, such as staff shortages and funding issues. Hospitals have had to make significant changes to meet accreditation standards, leading to debates about possible abolition of the accreditation system. While accreditation is crucial for quality control, its associated costs, particularly those related to inspections and the need for additional staff, pose significant challenges. Without proportional funding, compulsory accreditation has placed financial pressures on hospitals, creating a complex dynamic for both the Ministry of Health and healthcare institutions as they navigate the accreditation process. To explore the topic of accreditation in depth, students were instructed to develop a series of questions to input to ChatGPT aimed at extracting detailed information about the accreditation dilemma. Students engaged with ChatGPT by posing questions and critically analyzing the answers from three perspectives: organizational, healthcare worker, and patient/customer. They iteratively refined their queries to increase precision until they achieved a comprehensive understanding. Following guidelines, they condensed and reorganized the information into a structured paragraph, incorporating the core dilemmas and arguments from each perspective. [SEP] Justify:

Output: The text corroborates the claim by detailing how ChatGPT is employed within an educational course to enhance learning experiences. It explains that students engage in interactions with ChatGPT to develop their understanding and proficiency, fostering a hands-on learning environment. This active engagement with AI acts to personalize the educational experience as students explore topics relevant to their learning through customized queries and critical analysis, thereby aligning with the claim that AI is utilized in EdTech to personalize learning experiences.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: Let us suppose that this man did not understand the strategies behind the suggestions that AlphaGo made as to what moves he should make. Let us also suppose that this man had only had a vague idea, at best, of how Go is played. Yet, with the recommendations from AlphaGo, he was able to exhibit motions of behaving in a way that from the outside could appear as if he were a cognitively enhanced person. Suppose next that, instead of it being obvious and known to everyone that he was moving the stones around based on AlphaGo’s recommendations, onlookers were unaware that all his moves were actually generated by an AI technology. Imagine in this version of the example that AlphaGo was making recommendations to this man via voice commands, which were played to him in a small earbud that was hard to spot from the outside. In this fictional account, it could look even more as if this man had been cognitively enhanced in some way. In such a scenario, for example, (supposing that he also did not know what was going on) might think that he, the world champion, was facing another player with greater Go-playing abilities than he had. In my fictional version of the case, and indeed even in the real-world account, there are some parallels between the man moving the stones around on the Go board based on the directions from AlphaGo and the man in John Searle’s well-known “Chinese room” argument. Footnote 34 As many readers may know, Searle imagined a man in a room with an instruction book for how to combine different Chinese characters. In this story, messages written in Chinese are given to the man via a mailbox; the man looks at the instruction book to decide what Chinese characters to select; he puts his responses on paper and then outputs them via the mailbox. To someone outside of the room, it might appear as if whoever is in the room is a native Chinese speaker. But this man, Searle affirms, clearly does not understand Chinese. And the parallel to AI is supposed to be that even if a computer passes the Turing test—that is, it can produce outputs that can be mistaken for human outputs—this does not show that the computer understands its outputs. Similarly, the Go-playing man in my fictional version of the case might look as if he knows how to play Go at a higher level than the world champion Lee Sedol. [SEP] Justify:

Output: The text contrasts the claim by illustrating that while AI, like AlphaGo, can provide high-level recommendations, it does not ensure understanding or eliminate the potential for human error. The analogy drawn to Searle’s ‘Chinese room’ argument implies that even with advanced AI capabilities, the true understanding of processes is not present, suggesting that oversight is necessary to mitigate human error.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: Target patients with the C allele alone could not substantially contribute to a definitive conclusion due to the small number. Therefore, children with CC and AC genotypes of -202 A/-3 promoter polymorphism were pooled into a single subgroup. This is due to a racial characteristic that the Korean population has a higher proportion of the A allele compared to other populations [12,25,28]. Another limitation of our study is that free IGF-1 level was estimated using the IGF-1/IGFBP-3 ratio. This estimation, however, is based on a previous study conducted by Juul et al. [18] showing that free IGF-1 concentration significantly correlates with the molar ratio of IGF-1 and IGFBP-3. In conclusion, growth velocity during GnRHa treatment is related to ∆IGF-1 SDS, and GnRHa seems to have an impact on the GH-IGF-1 axis. allele in the -202 A/-3 promoter regions was not associated with the growth rate during GnRHa treatment in CPP girls and did not affect the reduction of IGF-1 SDS or IGFBP-3 SDS during treatment. statement The study was approved by the Board of (approval number: 2014-02-003). Informed consent was obtained from the parents or legal guardians of the children. Conflicts of interest No potential conflict of interest relevant to this 10. 6065/apem. 2040020. 010 apem-2040020-010-suppl. pdf Fig. 1. The graphs resemble the differences of IGF-1 SDS (A) and IGFBP-3 SDS (B) before and after GnRHa treatment within the two allele subgroups. GnRHa, gonadotropin-releasing hormone agonist; SDS, standard deviation score; IGF-1, insulin like growth factor 1; IGFBP-3, insulin-like growth factor binding protein 3. Table 1. Characteristics of the 97 girls treated with GnRAt diagnosis After a year Post-Pre P-value* CA (yr) 8. 5±0. 5 9. 6±0. 5 - - BA (yr) 10. 5±0. 6 10. 9±0. 6 0. 4±0. 4 <0. 001 BA–CA (yr) 2. 0±0. 6 1. 3±0. 6 -0. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses the effects of GnRHa treatment and does not mention anything about bacteria or the engineering of bacteria to produce pharmaceuticals like insulin.


Input: Task: corroborate the claim using the given text. Claim: AI is used in EdTech to personalize learning experiences for students. [SEP] Text: , in their interactions with ChatGPT. It includes three subcategories: and Access to Data in ChatGPT Use; Enhancement with ChatGPT; and Evaluation of Information in and Access to Data in ChatGPT Use. In the reflective journals, the students consistently expressed their high regard for the efficiency and ease of searching for and accessing information through ChatGPT. The chat interface significantly improved the process of retrieving information by removing the necessity to navigate through multiple websites or sources, thereby making the material more accessible. Furthermore, the interface’s user-friendly and accessible content format played a crucial role in significantly enhancing students’ understanding of the material. Shir wrote: The chat was super easy and helpful in making the dilemma clearer for me. It put all the info I needed in one spot, and everything was explained in a way that was simple to understand. The analysis of the student journals underscored the remarkable proficiency of ChatGPT in rapidly and effortlessly providing information for various tasks. This technology alleviated the necessity for students to delve into multiple sources, offering a direct approach for understanding concepts, interpreting implications, and compiling data for complex issues. ChatGPT’s swift and handy information retrieval supported autonomous learning on the topic. As an accessible and user-friendly tool, it saved considerable time. Moreover, its accessibility and constant availability helped in tailoring learning experiences to fit the learner’s schedule, independent of external factors or intermediaries. ChatGPT’s use of simple, everyday language, coupled with its capacity to deconstruct and elucidate complex concepts, rendered it exceedingly approachable and beneficial for information searches and for enhancing the accessibility of educational content. Lihi also acknowledged the efficacy of ChatGPT in facilitating the rapid acquisition and expansion of her conceptual knowledge. She underscored that the ChatGPT tool obviated the need to consult multiple databases and websites for extracting conceptual information: ChatGPT is really fast and easy to use when you need info on lots of different things. It’s great for finding technical stuff, explaining problems, understanding things better, and getting new ideas on the spot. You don’t even have to go looking for more sources – it’s all right there. Data synthesis and analysis enhancement with ChatGPTAnalysis of the reflective journals indicates that students found the synthesis, editing, and analysis of content facilitated by ChatGPT to be extremely beneficial. [SEP] Justify:

Output: The text corroborates the claim by outlining how ChatGPT enhances the learning experience for students. It highlights that ChatGPT's user-friendly interface and swift information retrieval directly support autonomous learning, which personalizes the educational experience. The students expressed that the tool made finding and understanding information easier, thus indicating that AI can indeed tailor learning experiences to individual student needs.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: Hence, he might look as if he is cognitively enhanced; but this man is only able to play Go at this exalted level by matching his behavior with instructions from AI. Bringing large language models like ChatGPT into this comparison of examples—suppose that rather than having an instruction book, the man in the Chinese room example has something similar to ChatGPT that he uses to produce the messages in response to the inputs that come via the mailbox. But now instead of looking up what to do in the instruction book, the man inputs these Chinese messages into an app or computer program that works similarly to ChatGPT—he enters “prompts”—and then the ChatGPT-like program outputs messages. The man prints these messages using a printer in the room and then delivers them to the outside via the mailbox. Again, it might look like there is a Chinese speaker in the room to people on the outside. But again there is somebody in the room who does not understand Chinese, but who may appear to have the ability to communicate intelligently in Chinese. Is this man in the ChatGPT version of the Chinese room scenario cognitively enhanced? Relatedly, is the man in my fictional version of the Go game cognitively enhanced? If, in comparison, the man moving Go stones and the man in the Chinese room qualify as having extended their minds with the help of the AI technologies instructing them what to do, then by the logic in the reasoning from Levy and Danaher, these two people would seem to have been internally cognitively enhanced. That is, their minds have been extended out into these AI technologies, and their minds now have abilities they previously did not possess. However, if we follow Vold or Chalmers, and we think that these AI technologies are too independent from the people performing actions in the examples with respect to how autonomously they operate, then the man moving Go stones and the man writing Chinese symbols should not be thought to have extended minds. Accordingly, there would be no internal enhancement of their minds, from the Levy and Danaher perspective. Might there be another way of thinking about the man moving Go stones and the man in the Chinese room so that they could be said to be cognitively enhanced? We could say that these people have been made, in certain respects, artificially intelligent. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of AI in enhancing cognitive abilities and how individuals using AI tools, like in the Chinese room scenario, do not necessarily achieve cognitive enhancement or autonomy. It emphasizes that there may be a lack of true cognitive enhancement or internal enhancement of minds since AI technologies operate independently from human actions, suggesting that AI cannot entirely eliminate human error without oversight.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: 6±0. 4 <0. 001 Height SDS 1. 2±0. 8 1. 1±0. 8 -0. 1±0. 2 <0. 001 BMI 18. 2±2. 4 19. 3±2. 7 1. 1±0. 9 <0. 001 IGF-1 SDS 0. 8±1. 0 0. 5±0. 9 -0. 3±0. 7 <0. 001 IGFBP-3 SDS 3. 3±1. 1 2. 3±0. 9 -1. 0±1. 0 <0. 001 IGF-1/IGFBP-3 60. 7±16. 3 60. 5±16. 8 -0. 2±14. 4 0. 887 Midparental height (cm) 160. 0±3. 2 - - - Values are presented as mean±standard deviation. GnRHa, gonadotropin-releasing hormone agonist; CA, chronological age; BA, bone age; SDS, standard deviation score; BMI, body mass index; IGF-1, insulin like growth factor 1; IGFBP-3, insulinlike growth factor binding protein 3. * P<0. 05 compared before and after the treatment. Table 2. Pearson correlation analysis Variable ∆Height SDS Body mass index 0. 035 (0. 736) Initial height SDS -0. 307* (0. 002) Midparental height -0. 109 (0. 288) BA advancement -0. 017 (0. 871) ∆IGF-1 SDS 0. 405* (<0. 001) ∆IGFBP-3 SDS 0. 228* (0. 025) ∆IGF-1/IGFBP-3 ratio 0. 204* (0. 045) Values are presented as correlation coefficient r (P-value). SDS, standard deviation score; BA, bone age; IGF-1, insulin like growth factor 1; IGFBP-3, insulin-like growth factor binding protein 3. * P<0. 05. Table 3. Univariate and multivariate regression model to find factors associated with Δheight SDS Variable ΔHeight SDS Univariate analysis Multivariate analysis β±SE P-value* β±SE P-value* ∆IGF-1 SDS 0. 110±0. 025 <0. [SEP] Justify:

Output: The text does not provide any information related to the engineering of bacteria to produce pharmaceuticals, such as insulin. It focuses instead on statistical data and analysis related to height and hormone levels, making it irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: AI is used in EdTech to personalize learning experiences for students. [SEP] Text: The tool significantly reduced the technical complexity of gathering and synthesizing information from different sources, tasks that had previously been their responsibility. As a result, they were spared the need for synthesizing, editing, and analyzing the raw data, with ChatGPT efficiently performing these functions on their behalf. Meir wrote: ChatGPT really helped us out. It gave us a full picture of the whole process, including the good and bad parts, and how to handle them. We didn’t even need to look at any other info sources at that point. Evaluation of information in streamlined data collection procedures enabled the students to engage in more advanced learning processes, such as distinguishing between facts and assumptions, differentiating critical from non-critical information, and developing arguments as they advanced to more complex stages. The students observed that although ChatGPT presented data objectively, it did not offer explicit arguments, thus requiring them to actively interpret and formulate their own positions regarding the dilemma and identify the foundational principles for their principal arguments. For example, Miri’s reflections highlighted her need to formulate and develop a stance on the dilemma, which compelled her to engage in critical assessment of the situation: ChatGPT didn’t really point out which arguments were more important or less important. It kind of listed them all the same way, which made me decide for myself what to focus on. I had to pick the arguments I thought were key and then find evidence to back them up. Furthermore, the students were asked to support their arguments with evidence from the academic literature, necessitating a thorough evaluation and critical analysis of the information. This process led them to make informed decisions and formulate solutions. In their reflective journals, students documented a cautious approach, emphasizing the need not to simply accept information as it is presented. Instead, they highlighted the importance of thoroughly evaluating the information’s accuracy. Amir similarly addressed this issue, noting his necessity to independently navigate the “thinking part” and acquire the skills to construct strong arguments or effectively employ academic resources: The chat didn’t really help me figure out what’s important and what’s not when I write. It also didn’t teach me how to make strong arguments or how to use academic stuff to back up my points. User experiences with ChatGPTThis category refers to the qualitative data related to participants’ overall experiences, perceptions, and attitudes towards interacting with ChatGPT. [SEP] Justify:

Output: The text corroborates the claim by describing how AI, specifically ChatGPT, helps students by streamlining data collection and enabling them to engage in advanced learning processes. It mentions that students had to actively interpret the information provided by ChatGPT, formulate their own positions, and make informed decisions based on critical evaluation of the data. This indicates that AI is actively personalizing learning experiences by necessitating that students engage critically with the content they are provided.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: That is, the Go-playing man who makes brilliant moves based on recommendations from AlphaGo and the man in the Chinese room who is using a large language model to communicate in Chinese have in certain respects become artificially intelligent in their behavior. At least, this appears to be a way of interpreting what is happening if we follow either Turing’s, or indeed, Floridi’s way of thinking about what AI is. Recall that Turing’s approach is to say that machines can think if they are able to imitate human thinking. Footnote 35 Remember too, that Floridi says that AI technologies are agents that are able to act in efficient ways without the need for any natural intelligence to guide their actions. Footnote 36 We might think that the people in the cited examples pass these tests. The man who is playing Go based on secret recommendations from AlphaGo behaves as if he is an extremely intelligent human being. In fact, intelligent enough to be able to beat at Go. The man is also acting as a very effective agent, and he is doing so without the need for the impressive natural human intelligence that is displaying when he is making his moves in the game. Similarly, the person in the Chinese room behaves as though he is able to communicate with people on the outside without possessing any actual intelligence with respect to the Chinese language. Thus, when it comes to individual human beings, we have two alternative ways in which AI technologies might be thought to cognitively enhance us or, in other words, improve our intelligence. One way in which this can happen is if the AI technologies work as cognitive extenders, which extend our minds and give our minds new or improved abilities. The alternative is if the AI technologies give us a form of AI of the Turing or Floridi kinds. That is, the AI technologies might enable us to act as if we had an impressive level of natural human intelligence and/or they might enable us to become highly efficient agents without any need of improving our natural human intelligence. In these instances, we are speaking about possibilities that relate to individuals. What can be said about the relationship to groups? Could groups of humans be (cognitively) mutually enhanced by making use of AI technologies? Here, too, we could imagine two possible ways of thinking that relate roughly to the two possibilities described above. [SEP] Justify:

Output: The text contrasts the claim by indicating that while AI technologies can act efficiently and may imitate human intelligence, they do not completely replace the need for human oversight or natural intelligence. It points out possibilities for cognitive enhancement rather than a total elimination of human input or error. The discussion regarding AI as cognitive extenders suggests that human intelligence and oversight still play critical roles.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: 001 0. 110±0. 025 <0. 001 ∆IGFBP-3 SDS 0. 041±0. 018 0. 025 - 0. 429 ∆IGF-1/IGFBP-3 ratio 0. 147±0. 072 0. 045 - 0. 271 Initial height SDS -0. 069±0. 022 0. 002 - 0. 099 Values are presented as regression coefficient (β)±standard error (SE). SDS, standard deviation score; IGF-1, insulin like growth factor 1; IGFBP-3, insulin-like growth factor binding protein 3. * P<0. 05. 1. . . Nelson textbook of pediatrics. 20th ed. Philadelphia: Elsevier Saunders. 2019;pp 2899–912. 2. Incidence and prevalence of central precocious puberty in Korea: an epidemiologic study based on a national database. J Pediatr 2019;208:221–8. 3. . Precocious puberty and statural growth. Update 2004;10:135–47. 4. . Factors predicting adult height in girls with idiopathic central precocious puberty: implications for treatment. 2002;56:297–302. 5. . The pubertal growth spurt in eight patients with true precocious puberty and growth hormone deficiency: evidence for a direct role of sex steroids. J Metab 1990;71:975–83. 6. . Long-term effect of gonadotropin-releasing hormone agonist therapy on final and near-final height in 26 children with true precocious puberty treated at a median age of less than 5 years. J Metab 1995;80:546–51. 7. Allali S, Lemaire P, Couto-. Predicting the adult height of girls with central precocious puberty. Monit 2011;17:PH41–8. 8. . Final height of girls with central precocious puberty, untreated versus treated with cyproterone acetate or GnRH analogue. A comparative study with re-evaluation of predictions by the Bayley-Pinneau method. 1997;47:54–61. 9. Antoniazzi F, Bertoldo F, Z amboni Bone mineral metabolism in girls with precocious puberty during gonadotrophinreleasing hormone agonist treatment. Endocrinol 1995;133:412–7. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various studies related to precocious puberty and does not mention bacteria, pharmaceuticals, or insulin production. There is no connection to the engineering of bacteria for pharmaceutical production.


Input: Task: corroborate the claim using the given text. Claim: AI is used in EdTech to personalize learning experiences for students. [SEP] Text: The theme of user experiences is divided into three sub-themes: using ChatGPT; Accessibility and Availability of ChatGPT; and User-Friendly Dynamics. Overall, analysis of the students’ reflective journals reveals broad agreement about ChatGPT’s user-friendliness and ease of use. Many students noted the chatbot’s intuitive interface and straightforward functionality, which made it accessible to those who may not be tech-savvy. This consensus highlights the effectiveness of ChatGPT as a tool that simplifies information acquisition and supports learning without the typical complexities associated with advanced technological tools. Time efficiency using ChatGPTIn this sub-category, analysis of the student journals revealed the major time-saving benefits of using ChatGPT for various tasks. ChatGPT successfully eliminated the need for students to sift through numerous sources of information. By providing a straightforward way to understand a concept, grasp its implications, and gather information on complex dilemmas, ChatGPT demonstrated its efficiency in saving students’ time. Riad mentioned the significant time efficiency gained from using the tool, highlighting how it saved him considerable time: You can find out a lot about all sorts of things really quickly. The chat gives you detailed breakdowns and explanations, sorting everything into different arguments and topics; it saves you a lot of time. Ali also referred to this point: I was not very familiar with the details of accreditation, including its benefits and challenges, but within minutes I was able to grasp its essence and understand the importance of the whole process. The time efficiency extended not only to data retrieval and collection but also encompassed information synthesis, significantly reducing the amount of time usually required for comprehensive and coherent processing and reformulating of acquired data. Mai observed that the time saved was also because she didn’t need to search for data across multiple sources and combine it together:The amount of time I save is insane. had to search for this stuff on the internet instead of using the chat, it would take me way longer to find an answer. And even after finding it, I’d have to summarize what I found and then rephrase it in my own words, which takes so much time. Accessibility and availability of ChatGPTA majority of the students noted that the tool’s immediate accessibility and availability significantly facilitated the personalization of learning approaches. [SEP] Justify:

Output: The text corroborates the claim by emphasizing how students noted the immediate accessibility and availability of ChatGPT, which significantly facilitated the personalization of their learning approaches. It highlights the effectiveness of ChatGPT in simplifying information acquisition, thus enhancing the personalized learning experience by allowing students to grasp information quickly and efficiently.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: The first might be to think that human groups sometimes interact in a sufficiently organized way that they could be said to have a corporate mind—an idea explored, for example, in the work of. Footnote 37 On such a view, perhaps AI technologies could be used to extend and, in effect, enhance these group-level minds. Another approach would be to think that the group might be able to use AI technology so that it behaves as if it has an enhanced level of intelligence on a group level. The group, in other words, might be given a form of artificial intelligence in the Turing sense and/or the Floridi sense. The second possibility fits, to some extent, with a response that has sometimes been given to Searle’s Chinese room thought experiment and his claim that the person in the room does not understand Chinese. Specifically, that the system that is formed in the room by the person and the instructions understands Chinese on a system level. In the same way, in my version of the example where the instruction book is substituted for a ChatGPT-like large language model technology, a system that understands Chinese is made up of the AI technology and the person in the room. Moreover, a larger system could be envisioned that includes the person in the room with the large language model, along with those outside of the room. In this way, a group-level community could have been formed whose members can communicate with each other in a language not possible before. The overall system has thereby, it might be argued, in a certain sense, become artificially intelligent in its behavior—at least in the Turing or Floridi senses. Footnote 38 Accordingly, when it comes to whether AI technologies can be thought of as human enhancers, there are at least four possibilities to consider: 1: AI technologies (at least if they are not operating too autonomously from human beings) may extend individual people’s minds and thereby enhance the cognitive capacities of these individuals. 2: AI technologies (including ones that operate highly autonomously) may enable people to behave as if they have enhanced cognitive abilities and thereby make these individuals artificially intelligent in certain respects. 3: AI technologies may extend the corporate minds of organized groups of people and thereby cognitively enhance these group agents. 4: AI technologies may enable groups to behave (including allowing its members to interact) as if the groups or their members have enhanced cognitive abilities and thereby make these groups artificially intelligent in certain respects. [SEP] Justify:

Output: The text contrasts the claim by discussing the roles of AI in enhancing human cognitive abilities rather than completely replacing human oversight. It emphasizes that AI technologies may support individual or group-level cognitive functions, but it does not assert that these technologies can operate entirely without human intervention or oversight. Moreover, the exploration of AI as an enhancement implies that human error cannot be wholly eliminated, as 'AI technologies may enable people to behave as if they have enhanced cognitive abilities,' indicating the continued need for human involvement.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: 10. -. The -202 A allele of insulinlike growth factor binding protein-3 (IGFBP3) promoter polymorphism is associated with higher IGFBP-3 serum levels and better growth response to growth hormone treatment in patients with severe growth hormone deficiency. J Metab 2009;94:588–95. 11. Growth hormone pharmacogenetics: the interactive effect of a microsatellite in the IGF1 promoter region with the GHR-exon 3 and -202 A/3 variants on treatment outcomes of children with severe GH deficiency. 2012;12:439–45. 12. . Influence of the -202 A/ C insulin-like growth factor-binding protein-3 promoter polymorphism on individual variation in height in Korean girls. 2017;22:36–42. 13. . Radiographic atlas of skeletal development of the hand and wrist. 2nd ed. California: Press. 1959;pp 256. 14. Novel promoter polymorphism in insulin-like growth factor-binding protein-3: correlation with serum levels and interaction with known regulators. J Metab 2001;86:1274–80. 15. Cole TJ. The LMS method for constructing normalized growth standards. 1990;44:45–60. 16. 2007 Growth Charts: review of developmental process and an outlook. Pediatr 2008;51:1–25. 17. Reference values for serum levels of insulin-like growth factor-I and insulin-like growth factor binding protein-3 in Korean children and adolescents. 2012;45:16–21. 18. . Serum concentrations of free and total insulin-like growth factor-I, IGF binding proteins -1 and -3 and IGFBP-3 protease activity in boys with normal or precocious puberty. 1996;44:515–23. 19. . Serum insulin-like growth factor-I (IGF-I) and IGF binding protein-3 levels in children with precocious puberty treated with gonadotropin-releasing hormone analog without or in combination with cyproterone acetate. 1997;11:243–50. 20. . Insulin-like growth factor-I and IGF binding protein-3 remain high after GnRH analogue therapy in girls with central precocious puberty. 1996;45:7–12. 21. . [SEP] Justify:

Output: The text is irrelevant (pass) to the claim regarding the engineering of bacteria to produce pharmaceuticals like insulin. It consists of various research references related to insulin-like growth factor binding proteins and their implications in growth hormone treatment and developmental processes, but does not mention or provide evidence about bacteria engineering for pharmaceutical production.


Input: Task: corroborate the claim using the given text. Claim: AI is used in EdTech to personalize learning experiences for students. [SEP] Text: This customization seamlessly interfaced with the unique scheduling needs of each learner, offering flexibility that in traditional learning settings is typically constrained by external factors or intermediaries. Hana highlighted ChatGPT’s anytime, anywhere accessibility through a simple interface, enabling quick and comprehensive responses without the wait for expert assistance: ChatGPT is available to use anytime, anywhere using a simple and convenient interface. This would allow you to get a quick and comprehensive response at any time of the day, without having to wait around for people or experts to help you out. Lina similarly noted: It’s pretty great how available it is (as long as it’s not too busy…). Any question I have, I get an answer. It saved me a lot of Google searches and reading 379. Retrieved from June 2022. N. Public-private: unequal competition: Israeli public hospitals vs. the private healthcare system following government reforms. Organ Anal. 2021. L, Salvatore FP. Sustainability for healthcare organisations and systems: cultivating strategy and governance processes for a better future. In: editors. Business for sustainability. 2023; Volume I. 249. Palgrave studies in cross-disciplinary business research, in association with Euroof Business. Cham: Palgrave Macmillan. . Naamati-Schneider L, Zaks O. Public hospitals in crisis: managerial and strategic adaptation. In: editors. Business under crisis: volume II. Palgrave Macmillan; 2022. p. 43–64. A systematic literature review of artificial intelligence in the healthcare sector: benefits, challenges, methodologies, and functionalities. J Innov Knowl. 2023;8(1):100333. in drug information queries. J Telemed Telecare. 2023;2023:1–3. Artificial intelligence in healthcare. Eng. 2018;2(10):719–31. 301. p. 452–456. . . Artificial intelligence in health care: a report from the national academy of medicine. JAMA. 2020;323(6):509–10. Assessing the capability of ChatGPT in answering first-and second-order knowledge questions on microbiology as per competency-based medical education curriculum. Cureus. 2023;15(3):e36034. L, Sefton-Green J. The social utility of ‘data literacy. ’ Technol. [SEP] Justify:

Output: The text corroborates the claim by discussing the customization of learning experiences through the use of ChatGPT. It highlights how this technology is available anytime and anywhere, offering quick and comprehensive responses to learners, thereby personalizing their educational experiences. This addresses the claim that AI is used in EdTech for personalization, demonstrating that AI tools like ChatGPT provide flexibility and direct responses that enhance learning.


Input: Task: contrast the claim using the given text. Claim: AI can completely eliminate human error in healthcare without any oversight. [SEP] Text: The previous section articulated four possible ways in which human beings might be considered as being cognitively enhanced by AI technologies, including autonomously operating AI technologies. How plausible we think that those four different views are may depend on whether we apply criteria that simply consider whether the AI technologies allow us to act in good ways, that is to say, in ways that produce good effects or that are in themselves good—or criteria that consider whether we would be praiseworthy or could justifiably take credit for how we behave as a result of using these putative cognitive enhancement technologies. That is, the second criterion could be that if we can justifiably or plausibly be said to be praiseworthy for some behavior, this would be a clear indication of some sort of improvement of our capacities—given that praiseworthiness is often thought to track, at least in part, whether one is performing in a way that involves good uses of one’s capacities. In this way, a first simple test for whether something would qualify as an internal or external form of cognitive enhancement might just be whether it enables us to act in ways that are good or have good effects. On such a view, our capacities have been enhanced as long as there is anything that could be seen as a cognitive process—either inside or outside of our minds—that creates improvements in our behavior or with respect to what we can achieve. This would allow us, for example, to say that we have been cognitively enhanced if AI technologies give us a certain degree of AI in the Turing or Floridi senses, that is, if these technologies enable us to act as if we have improved cognitive capacities. However, this might seem like too behavioristic a test for whether we have been cognitively enhanced as a result of using certain AI technologies. The other test—namely, the test that considers whether our resulting behavior is praiseworthy or does us credit—might be a better test. Here, it might be less plausible to think that we are truly cognitively enhanced if AI technologies give us a certain amount of artificial intelligence in the Turing or Floridi senses. That is, if technologies give us recommendations, perform cognitive tasks for us, or in other ways lead us to behave in a way that could give the impression that we have become more intelligent, this might be seen as not making us praiseworthy or not justifying our taking credit for whatever we achieve. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of AI technologies in cognitive enhancement. It highlights that while AI may enable improvements in behavior or performance, this does not equate to complete elimination of human input or oversight. The discussion on praiseworthiness suggests that relying solely on AI for cognitive tasks may not justify the crediting of human intelligence or capabilities, indicating that human oversight remains crucial.


Input: Task: pass the claim using the given text. Claim: Bacteria can be engineered to produce pharmaceuticals, like insulin, on demand. [SEP] Text: Suppression of the pituitary-gonadal axis in children with central precocious puberty: effects on growth, growth hormone, insulin-like growth factor-I, and prolactin secretion. J Metab 1991;73:734–8. 22. The acid-labile subunit of human ternary insulin-like growth factor-binding protein complex in girls with central precocious puberty before and during gonadotropin-releasing hormone analog therapy. J Metab 2002;87:4629–33. 23. . Relationship between serum insulin-like growth factor-1, IGF binding protein-3 levels and body height before and after gonadotropin-releasing hormone agonist therapy. 2014;19:208–13. 24. van der de Kort SW, et al. Genetic and epigenetic variability in the gene for IGFBP-3 (IGFBP3): correlation with serum IGFBP-3 levels and growth in short children born small for gestational age. 2009;19:198–205. 25. . Influence of IGFBP3 gene polymorphisms on IGFBP3 serum levels and the risk of prostate cancer in low-risk Korean men. Urology 2010;75:1516. e1-7. 26. . Relationship of insulin-like growth factor (IGF) binding protein-3 (IGFBP-3) gene polymorphism with the susceptibility to development of prostate cancer and influence on serum levels of IGF-I, and IGFBP-3. 2011;21:146–54. 27. Association of the (CA)n repeat polymorphism of insulin-like growth factor-I and -202 A/C IGF-binding protein-3 promoter polymorphism with adult height in patients with severe growth hormone deficiency. 2012;76:683–90. 28. Single nucleotide polymorphisms of IGFBP-3 gene and lung cancer risk in a Korean population. 2008;62:152–61. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various studies and findings related to insulin-like growth factors and their genetic associations, rather than addressing the engineering of bacteria to produce pharmaceuticals like insulin.