Input: Task: pass the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: Adolescents and university students spend significant amount of time on social media which makes the platforms an ideal place for mental health promotion campaigns despite the negative implications of social media use (O’Reilly et al. , 2019). Study—ContextOn 11 March 2020, the Organization officially declared COVID-19 a pandemic. The provincial governments of Canada implemented various public health protocols and social restrictions to mitigate the spread of the SARS-CoV-2 virus including the closure of non-essential businesses and public facilities including parks and recreational spaces and playgrounds (Lesser & Nienhuis, 2020). The federal government of Canada also implemented public health measures including restricting international travel and strongly recommending self-isolation for exposed individuals (Lesser & Nienhuis, 2020). Although public health measures varied between provinces, lockdown measures were implemented frequently throughout the pandemic timeline as new waves of variant strains threatened to overwhelm the provincial healthcare systems. Research ObjectivesThe current study seeks to expand on the existing literature through an in-depth, qualitative exploration of how social media has affected university students during the COVID-19 pandemic. The pandemic has provided a new avenue for research as new factors effect social media consumption as a result of the pandemic and the social/public health restrictions implemented to control it. The purpose of this study was to develop a greater understanding of how social media usage has affected (and continues to) university students during the COVID-19 pandemic. The objectives of this research were (1) to explore why participants were using social media and to understand the nature of their engagements on various platforms; (2) to investigate how participants perceive that social media use may have affected their mental health in both positive and negative ways; and (3) to recommend strategies for the integration of discussion about healthy social media use into various educational forums. In this study, social media was defined as “forms of electronic communication through which users create online communities to share information, ideas, personal messages, and other content” (Merriam-Webster, 2022). This definition captures all traditional forms of media that allow for social networking including Facebook, Instagram, Twitter, and TikTok, but excludes common media streaming platforms such as Netflix, Disney Plus, and Video. This definition was ideal as most university students are using platforms that are encompassed by it. MethodsThe study was approved by (REB #7086). [SEP] Justify:

Output: The text discusses the impact of social media on university students during the COVID-19 pandemic, focusing on various aspects of social media use and how it may affect mental health positively and negatively. However, it does not directly address the claim about taking breaks from social media, rendering it irrelevant in terms of supporting or contrasting the claim.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: It comprises the microcontinent of Madagascar and several archipelagoes: the (La Réunion, Mauritius, and Rodrigues islands), the (Mahé, Praslin, main islands) and the (Grande Comore, Mohéli, Anjouan and Mayotte islands). These islands differ by their environmental conditions and apicultural practices. On most islands, honeybee genotypes belong to the native A-lineage, with variable rates of hybridization with European lineages following the introduction of allochthonous queens or hives38. The prevalence of V. ceranae also varies. While one tenth of Malagasy colonies are carriers of the parasite, V. ceranae prevalence is very high in the small islands (79. 6 to 100%)39. As outgroups, we aimed to include A. mellifera isolates from continental Africa and Europe, as well as isolates from other Apis host species in Thailand. Here, we assessed the haplotype frequencies by the high throughput sequencing of 42 coding and non-coding regions within V. ceranae genome in single honeybee isolates, avoiding the multicopy rDNA region. We demonstrated that the haplotype frequency distribution enabled the detection of parasite population structure. To our knowledge, it is the first population study depicting such a fine geographically structured populations of a microsporidian parasite. Figure 1Map of the (SWIO) showing the studied islands. Color-codes indicate the grouping of isolates throughout the forthcoming figures and tables. Full size imageResultsA. mellifera individuals were collected in the SWIO and in continental Africa and screened for the presence of Vairimorpha spores (Table S1). Except two individuals from one colony in Senegal, no spores were detected in continental Africa. In contrast, spores were commonly found in honeybees in the SWIO, all identified as V. ceranae. Twenty-eight honeybee isolates from different hives were eventually selected in the SWIO, representing the different geographic areas (Table 1). archipelago was divided into two areas: La Réunion on one side, Mauritius and Rodrigues on the other, corresponding to known contrasted apicultural regions38. The honeybees had been genotyped by Techer et al. 38. Most were from the A lineage, including one from its sublineage Z. Six individuals were from C lineage and one from M lineage. [SEP] Justify:

Output: The text does not reference Nosema ceranae directly; instead, it discusses various islands and their honeybee populations, mentioning V. ceranae as a parasite found in those populations. Since the mention of V. ceranae does not specifically confirm or deny the claim regarding Nosema ceranae and its impact on honeybee health and productivity, the relevance of the text to the claim is minimal.


Input: Task: corroborate the claim using the given text. Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: We selected four current debates: “green city”, “sustainable city”, “smart city”, and “resilient city” (Rink and Haase, 2018). The bodily, emotional, and atmospheric perspective could supplement these debates. In general, subjects with their bodies could be understood as urban artefacts: they move, “rest”, and “encounter” (Hubbard, 2018:213) and thereby show their relation to the city. They appropriate urban space but also point to disturbances or to inequalities in social power relations and urban planning (Hubbard, 2018:209 ff. ; Strüver, 2020:287). These are effects that occur as everyday or professional attributions on bodies or as part of social decision-making processes. But phenomenologically, our priority is to understand the holistic atmospheric perception of subjects. We want to work out the relationships that result from this (Böhme, 2016:101) and to “sharpen attention” to oneself and the object (e. g. the urban nature, Hasse, 2017:48). 5 In the following, we elaborate how we methodologically linked research and design processes and the requirements presented in Sect. 3. Hereby, we want to show and discuss, by drawing on three examples, how atmospheric experiences were “brought up” in relation to urban practice (understanding traces) and visual practice in constructing VR (laying traces). 4. 1 the summer terms of 2018 and 2019, we developed a course concept as a joint project of geography education and human geography at the University of Potsdam. The teaching partly took place in Vienna and Berlin (for Vienna see Mohring and Brendel, 2020). 6 The students worked in research groups. Each group created its own research design, conducted research in Vienna or Berlin, and developed a VR field trip. The aim was to critically reflect on urban processes in relation to the own-body concepts and link them to the process of producing VR. Therefore, the VR field trip took up the idea of constructivist tracing in field trips with regard to visual and body-related aspects (Nöthen and Schlottmann, 2015; Dickel and Scharvogel, 2013). This connects to both the trace-related research design during the course and the VR field trip concepts the students develop. [SEP] Justify:

Output: The text corroborates the claim by describing a course in which students developed VR field trips that facilitated exploration of urban processes and environments. It emphasizes that these VR field trips were created as research projects, allowing students to critically reflect on urban matters while linking their bodies to the VR experience. This aligns directly with the idea that VR enables exploration without physical relocation.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: Most participants included in the analysis were Asian, South Asian, or Caucasian, each representing approximately 26. 7% of the sample. Other ethnoracial identities includedwhich represented about 20% of the sample combined. Of those reporting sexual identity, 60% identified as heterosexual, with one participant identifying as bisexual, and one participant identifying as homosexual. Table 1 provides the complete set of sample characteristics. Table 1. Sample Characteristics. CharacteristicNumber of participants (n = 15)Percentage of participantsGender identity Male320. 0 Female1173. 3 Non-binary16. 7Age 17–18320. 0 19–20960. 0 21–22320. 0Ethnoracial identity Middle Eastern/North African213. 3 Asian426. 7 Caucasian426. 7 Latin American16. 7 South Asian426. 7Sexual identity Heterosexual960. 0 Homosexual16. 7 Bisexual16. 7 Prefer not to say16. 7 Unknown/missing320. 0Qualitative DataFigure 1 depicts the major themes extracted from the interviews that were associated with social media use during the COVID-19 pandemic. All major themes were categorized based on their advantageous and disadvantageous impacts according to the participants of the study. As seen in Figure 1, the disadvantageous impacts of using social media were more common compared to the advantageous impacts. Social media use during the pandemic negatively impacted the mental health of individuals through mechanisms of social comparison, stress development, symptoms of isolation/loneliness, poor habit development, and difficulty focusing on tasks. Furthermore, sub-themes extracted from these major themes included lack of attention span, development of a constant urge to check social media accounts, and one comparing their lifestyle to others seen on social media. Perceived advantages of using social media included feelings of social connectedness and stress relief. Social media seemed to provide individuals with a sense of normalcy as they were able to interact with others online. Figure 1. Perceived advantages and disadvantages of using social media during the COVID-19 pandemic. was used to create this diagram. of the PandemicSocial ComparisonSocial comparison was a frequent and significant issue discussed in the interview process. Traditionally, body comparison was the primary form of social comparison on social media. However, some participants also discussed lifestyle comparison. I feel like ever since COVID has hit the comparisons strive to more what people are doing with their lives and what they’re successes are and what their failures are. [SEP] Justify:

Output: The text contrasts the claim by highlighting the disadvantageous impacts of social media use on mental health, particularly noting how it negatively impacted individuals through social comparison, stress development, and feelings of isolation. Although it mentions some perceived advantages like feelings of social connectedness, the analysis concludes that the negative impacts were more common compared to the positive, which counters the notion that taking breaks from social media necessarily leads to positive mental health effects.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: infected honeybees were chosen as a geographical outgroup. One isolate from A. cerana and one from A. dorsata were chosen as a host outgroup. Table 1 Honeybees studied in the present work. Full size tableThe major haplotypes represented 96% of the detected readsForty-two primer pairs were selected to amplify V. ceranae coding and non-coding regions, including microsatellites (Table S2). All markers were amplified by PCR but amplification was less efficient for several markers of the MAD26. 1 isolate. The 052A amplification products showed two bands on electropherograms. Sequencing showed that these amplicons mapped on two loci on V. ceranae genome and the marker was kept for analysis. sequencing, the data provided by the subcontractor showed essentially mismatching paired reads, denoting wrong pairing. Thus, the two ends of each amplicon were treated separately as independent markers. The 0386AR marker (in EnP1B gene) was not exploitable due to large of a repeated motif31 that exceeded the reads length. As a consequence, 83 markers were considered and a total of 636 haplotypes were obtained following filtering (Table S3). One marker (001DR) as well as the clonal control did not show any variation in any isolate, validating the polymorphism in other markers. The distribution of frequencies of the 636 haplotypes in the 33 isolates (28 in the SWIO and 5 for outgroups) showed numerous values with low frequencies (Fig. 2). We considered haplotypes with a frequency higher than 0. 12 in at least one isolate as “major haplotypes”, and other haplotype, with a frequency higher than 0. 01 in one isolate but always lower than 0. 12, as “rare haplotypes”. The high numbers of frequencies close to one represented highly dominant haplotypes. Interestingly, the frequency distribution also showed peaks at 0. 25, 0. 5 and 0. 75. Figure 2Distribution of haplotype frequencies, showing the number of values with a frequency from 0. 01 to 1, with increasing intervals of 0,01 (n = 10,942 values). Haplotypes whose frequency was below and above 12% were classified as “rare” (yellow) or “major” (blue), respectively. Peaks at frequency close to 0. 25, 0. [SEP] Justify:

Output: The text does not provide relevant information regarding the claim about Nosema ceranae being a microsporidian parasite affecting honeybee health and productivity. Instead, it describes various technical aspects of genetic markers, haplotypes, and amplification processes in a different context, which is unrelated to the health effects of Nosema ceranae on honeybees.


Input: Task: corroborate the claim using the given text. Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: Moving through field trips and VR field trips should be characterized above all by free discovery. As far as possible, the students should be encouraged to move around and make free decisions for and against viewing and changing locations. 7 Methodologically, we arranged the course design into the four phases described in Sect. 3. 2. Practically, we separated it between a preparatory meeting, a phase on site (in the city), and a follow-up session. For the preparation, the students chose a research topic and worked up related sources (text work). We discussed their own underlying concepts of urban development in general and of Vienna or Berlin by reflecting on visual impulses (video reception and own images). These tools both prepare and are part of the trace, hypothesis, and visualization fantasies. On site we first worked on urban conditions of field trips, reflecting exercises, interviews with experts, and lectures. We experienced this as a whole group, but each student was always encouraged to reflect on their own concepts about traces (focusing on the research topic, trace fantasy). Based on this the students developed hypotheses about the underlying social mechanism of the traces they experienced. In Vienna, the group focusing on green cities, for example, resonated with a small urban garden in the middle of canyons and streets. In this place every corner was greened; even the wall of the house was planted with moss. It was a small and yet very contrasting place in the metropolitan milieu. They connected to the research focus that interprets urban gardens as a form of nature appropriation and community experience (hypothesis fantasy). The research was inspired by their own feelings of experiencing nature as valuable in the city. They found the small place with its greenery and the many signs of community (small messages, benches and seating, the chaos of many shaping hands) congenial. It radiated a sense of well-being. Based on this, they expanded their understanding of traces by researching further urban gardening projects and conducting interviews with the gardeners (operationalization fantasy). Based on this, they planned their VR field trips. The course ended with a follow-up session in which we reflected on our findings. Our concept included a specific learning arrangement. We learned that all research phases, on the one hand, take place during the whole course time but, on the other, need impulses at certain times. Especially in Vienna, we organized reflection and discussion periods at different locations. [SEP] Justify:

Output: The text corroborates the claim by describing how students engage in VR field trips as part of their learning process. It highlights that the course design includes both preparatory meetings and on-site experiences that lead to the planning of VR field trips, affirming that these trips provide students the opportunity to explore different locations virtually while still in the classroom setting. The mention of students making decisions and developing research topics further supports the idea that VR facilitates exploration without the need to travel physically.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: think is equally, if not more destructive, then comparing body image. (Female, 21–22)Social media platforms allowed participants to observe the lifestyles of others, many of which were not under the same public health restrictions as the Ontario participants. Most participants agreed that viewing others on social media traveling and engaging in social events was difficult and often resulted in feelings of loneliness or isolation. Many participants reported feeling as though they were bypassing important aspects of their youth due to the public health measures in place. So, it kind of created FOMO (fear of missing out) in a way, because. . . I was here not being able to do anything, not being able to go out to restaurants, not being able to see anybody, not being able to gather more than 10 people. And they were at, live in Miami, which is a massive club, partying and doing all the things that I used to love to do before the pandemic when I was able to. (Female, 19–20)Participants reported that social comparison occurred not only through observation of friends, family, and peers on social media but also through observation of celebrities and influencers who have a large social media presence. I think the major thing is. . . influencers, they show off. . . their wealth, their success, their happiness in relation to that financial or monetary success. And so it’s really easy to watch them, enjoy them, and you feel like you’re part of that but. . . your real life isn’t like that and you could be. . . living in the worst place possible. (Male, 19–20)I don’t know if the correct terms are jealousy or like envy but you might feel like. . . your life isn’t as grand as it could be or. . . you made some mistakes in the past and now you see. . . your friends doing better than you are, or things like that. And that can weigh you down as well. (Male, 19–20)Another common aspect of social comparison discussed by the participants was the comparison of educational attainment and the future ambitions of others. It is common for students to post about their successes at a university or educational institution, as well as post about their acceptances to other universities. For example, upon completing their undergraduate degree, it is common for an individual to post about their acceptance into a graduate program. [SEP] Justify:

Output: The text contrasts the claim by illustrating how social media can result in negative feelings among participants, such as loneliness, isolation, and FOMO (fear of missing out). For instance, participants mention feeling left out while observing others engaging in social activities, which suggests that rather than having a positive effect, social media contributes to mental health issues.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: 5 and 0. 75 are indicated by stars. Full size imageThree hundred and five haplotypes were considered as major haplotypes. They represented 95. 7% of the reads. These included 86 haplotypes whose frequency where higher than 0. 12 in all the isolates, representing 60. 1% of the reads (Fig. 3). The 331 rare haplotypes represented only 4. 3% of the reads. Twenty-four major haplotypes were specific to one isolate, always A. dorsata, denoting the distance of that isolate. Among rare haplotypes, 115 were specific to one isolate, including 100 that were specific to one honeybee in the SWIO, i. e. they were present in only one SWIO isolate. Nine out of the 28 SWIO isolates carried at least one specific haplotype. Interestingly the continental Malagasy honeybees carried most of the specific haplotypes: 32 for MAD26. 1 and 31 for MAD30. 2. MAD26. 1 was the most divergent SWIO isolate in term of presence or absence of haplotypes. Thirty-five other major or rare haplotypes where present in only one archipelago (mainly Madagascar) and 33 in the SWIO only. There was no clear differentiation of isolates or groups of isolates when considering only the presence or absence of haplotypes (Figure S1). This changed once considering their frequency. Figure 3Cumulated frequencies of the 636 haplotypes from 83 markers in isolates (a) and their distribution in selected categories (b). Since markers were independently studied, the cumulative frequency that equaled 1 for each marker reached 83 over the dataset. A haplotype was considered present with a frequency higher than 1% in one isolate and ubiquitous with a frequency higher than 1% in all isolates. Haplotypes with a frequency higher than 12% in at least one isolate were considered as “major”. Haplotypes with a frequency higher than 1% in at least one isolate but never higher than 12% were considered as “rare”. If rare haplotypes were numerous (b), their cumulated frequency was low (a). Ubiquitous major haplotypes appear in blue, including those that are frequent in all isolates (dark blue). Shared major haplotypes, defined as present in at least two groups, appear in green. Isolate-specific major haplotypes are in purple. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses haplotypes and their frequencies in honeybee isolates without mentioning Nosema ceranae or its impact on honeybee health and productivity. It focuses on genetic diversity rather than parasitic infections.


Input: Task: corroborate the claim using the given text. Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: Published print: 01 Aug 2017 AbstractStudent engagement in the classroom is critical for effective learning. To enhance student engagement, several teaching approaches can be used, including a flipped classroom approach and virtual field trips. The flipped classroom approach was used in an undergraduate tropical production systems course in which students viewed lecture materials outside of class, brought their smart devices to class to review materials, searched for new information on the Internet, and participated in small group discussions. In the virtual field trip assignment, each student visited a commercial farm or nursery, interviewed the owner or manager, and gave a presentation to the class about the operation of the enterprise and its sustainable practices. Keywords: active learning; pedagogy; undergraduate; horticulture; agricultureIn a typical university classroom, students hear a lecture and take notes. They then work on homework, projects, and other activities outside of class (Talbert, 2012). In the flipped classroom, instead of simply receiving information from the instructor during class, students review information pertaining to concepts outside of class and come to class prepared to discuss these concepts (Kharbach, 2012; Young, 2011). Studies have shown that the flipped classroom approach can help improve student learning (Moravec et al. , 2010). The flipped classroom approach can be enhanced by having students bring a laptop, tablet, or smartphone to class, where these devices become an integral part of in-class activities such as reviewing assigned materials, sharing information with other students, and searching for new and supplemental resources on the Internet. Field trips play an important role in horticultural courses. Well-planned field trips benefit students by connecting in-class studies with real world situations (Klemm and Tuthill, 2003). However, instructors sometimes face instructional and logistical constraints that can hinder their planning and conducting of actual field trips (Harkess et al. , 2007). An alternative is the virtual field trip, which is a computer-based, multimedia simulation of actual field trips (Clark et al. , 2002). Virtual field trips can be stand alone and used in place of actual field trips, be used to help students prepare ahead of an actual field trip (Bellan and Scheurman, 2001), or be used to focus classroom discussion after an actual field trip is completed. The objective of this 2008. TPSS 300The required course TPSS 300 for TPSS undergraduate students is offered each spring semester. [SEP] Justify:

Output: The text corroborates the claim by describing virtual field trips as 'computer-based, multimedia simulation of actual field trips' and stating they can be 'used in place of actual field trips.' This indicates that students can explore different locations virtually, aligning with the claim that VR field trips enable exploration without physical travel.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: when I see someone in the same field that I want to go into. . . get in, obviously I do feel happy for them, but it stresses me out because I’m like, “What am I doing? I’m scrolling through TikTok. ” It always come to mind that I’m scrolling through TikTok and watching their videos. (Female, 21–22)Participants discussed how body comparison through social media negatively impacted their well-being during the pandemic. The public health measures in Ontario denied gyms and exercise facilities from opening, preventing many from completing their usual exercise routine. Although body comparison has always been a major aspect of social media, the restrictions preventing participants from exercising seemed to exacerbate the effects as a sense of helplessness was felt. if you see someone with a. . . nice body. . . you can be like OK; at least I can go to the gym and like try to. . . do that. But when you’re at. . . a stay-at-home order and you see people. . . living their best lives, and. . . [have] a perfect body, perfect hair. . . and you can’t go anywhere. . . you feel like you can’t do anything. (Female, 21–22)Cause of StressParticipants discussed how social media can both cause and relieve stress. About half of the individuals reported social media as a stressor, while the other half believed that social media was a stress reliever. Despite the difference, participants reported different mechanisms through which social media can cause stress. -19-related data was a stressor early in the pandemic but was less impactful as time passed. Participants reported that the initial fear associated with the pandemic, which could be observed through social media posts, did cause stress. However, as participants became accustomed to an altered lifestyle and learned more about the virus and local/global situation, COVID-19 data became less of a stressor. I feel like especially on Twitter like seeing all the live reports of cases in Ontario or in Canada. I see numbers. It definitely does scare me because I know that our healthcare system is basically being stretched to the absolute limit and there is very little we can do. [SEP] Justify:

Output: The text contrasts the claim by highlighting how social media can negatively impact well-being, particularly through body comparison and stress. For instance, participants expressed feelings of stress and helplessness when comparing themselves to others on social media, indicating adverse mental health effects. Additionally, the report notes that social media acted as a stressor during the pandemic, demonstrating that for many, the constant exposure to social media content exacerbated feelings of anxiety and dissatisfaction.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Ubiquitous rare haplotypes are in yellow. Shared rare haplotypes in orange. SWIO-specific, group-specific and isolate-specific rare haplotypes are in dark red, red and pink respectively. There was no SWIO-specific or group-specific major haplotype. Full size imageOcean archipelagoes differed in their haplotype distributionThe haplotypes distribution across the samples was illustrated in the Fig. S2 (see also Table S3). The parasite haplotype distribution differed in honeybee from the SWIO compared to outgroups for many markers (e. g. 001B, 001CR, 010DF, 011BR, 019AF, 185A) suggesting different parasite populations in the SWIO. Three isolates clearly stood out from the others: A. dorsata, A. cerana and the malagasy A. mellifera MAD26. 1 isolate. The later differed from all other samples in several coding and non-coding markers (e. g. 001BR, 001DF, 003AR, 003B, 005BF, 020AF, 025AR). Other haplotypes showed distinct distribution for one island or one archipelago, e. g. 001CF and 005BR for the Seychelles, 013AF for Mauritius and Rodrigues, 014AR and 143AR for Mauritius only, 001EF and 019A for Reunion Island, 016B and 174AR for Madagascar (with the exception of the ISM04 isolate), 011CR for the Comoros. Some haplotypes were specific for geographic areas. The haplotypes 001CF03, 011AR09, 019AF07 and 143AF11 were present in the three honeybees from Seychelles but in none of the other isolates. The haplotypes 006AF08, 041AR06 and 143AR06 were only present in the three Mauritian honeybees. At last, a proximity between the Portuguese isolate and A. ceranae was observed for several markers (e. g. 001DF, 003A, 003B, 004AF, 004B, 005BF, 014AR, 019A, 052A). [SEP] Justify:

Output: The text discusses the distribution of various haplotypes in honeybees from different geographical locations and mentions a proximity between the Portuguese isolate and A. ceranae. However, it does not directly address or provide any information regarding the impact of Nosema ceranae on honeybee health and productivity. Thus, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: In class, students would form groups of two to four students, select a video, and discuss several questions about that video. Then, the group would go to the front of the class, and each student would have the opportunity to answer a question about the video. The class would ask questions of the group about the video, and similarly the group members would ask the class questions. In the Spring 2013 course evaluation, a student responded to the question “What did you find most valuable and helpful about this course? ” with “I found most valuable the manner in which the material was presented hands on, outside of class room, via internet, discussion, presentation repetitively too using different examples to identify with and help me to remember. ”Virtual field tripsSince first taught in 1997, TPSS 300 has had live, traditional field trips during its 3-h laboratory session. However, student course evaluations of TPSS 300 indicated that students were not satisfied with the course, particularly with the duplication of TPSS 300 field trip visits with those of other TPSS courses. On my first teaching of the course in 2008, to address the duplication of visits, different sites were selected for actual field trips, and the use of virtual field trips was implemented (Kobayashi and Perez, 2009). The intent of the virtual field trip assignment was for each student to design an oral presentation as if the whole class was going on a field trip. Each student chose and visited a commercial farm or nursery, interviewed the owner or manager, took pictures, and learned about the operations of the enterprise. It was the student’s responsibility to select a farm or nursery, contact the owner, and arrange transportation to the farm/nursery. They needed to ask permission if taking pictures was allowed; if not, then that farm/nursery could not be used for the assignment. Once a farm/nursery was selected, no other student could choose it for his or her assignment. Using PowerPoint (Microsoft Corp. , Redmond, WA), each student gave a presentation on the enterprise in class and submitted a written report. When students create their own virtual field trips, their attention and learning is focused on the intricate aspects of the operation and how it is presented (Clark et al. , 2002). [SEP] Justify:

Output: The text corroborates the claim by discussing the implementation of virtual field trips in the TPSS 300 course. It explains how students can design and present their own virtual field trips, which allows exploration of various commercial farms or nurseries without physically visiting them. This aligns with the idea that virtual reality (VR) enables explorations that do not require students to leave the classroom, thus supporting the claim.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: (Male, 17–18)In contrast, social media use was disadvantageous in relieving feelings of loneliness as some individuals would observe social events through social media platforms which elevated their feelings of loneliness as they were unable to experience those same events due to public health restrictions. seeing everyone on the internet like hanging out and going out and stuff like that kind of gave me a feeling of—I would say yeah, isolation and loneliness, because it was like everyone else is going on trips and they’re going out, and they’re travelling, and they’re going to restaurants, and they’re going to hotels, and they’re all having a great time and I kind of wasn’t. (Female, 21–22)Most participants agreed that the main contributor to their increase in social media usage was boredom caused by public health restrictions. Social media provided a source of entertainment that was quick, accessible, and constantly present. The public health measures implemented in Ontario prevented social interaction in-person causing many students to seek entertainment and social engagement online. I found myself. . . extremely bored. There was nobody to talk to and you couldn’t talk to anybody unless you went online. . . especially just the ease of being able to talk to people online, combined with just how you can’t talk with anybody any other way. (Male, 17–18)Participants reported difficulty in making new friendships as well as maintaining already established friendships. The lack of in-person interactions, such as attending classes, made it significantly more difficult for individuals to form meaningful connections with new people. Participants outlined the utility of in-person events on the university campus for meeting new people and expanding their social networks. Online interactions, through platforms such as Zoom, were not useful in creating long-term friendships. Furthermore, some participants reported difficulty in maintaining relationships due to a lack of in-person interaction. In contrast, some participants found it easier to maintain already solidified relationships. I would definitely say my communication with others kind of dropped off more than it would have if we were in person, just because I didn’t care to like sit behind my computer and talk to somebody. . . I do that all day, I don’t need to do that with my friends in my spare time. [SEP] Justify:

Output: The text contrasts the claim by illustrating how social media use can exacerbate feelings of isolation and loneliness, particularly during public health restrictions. Participants expressed that while social media was a source of entertainment, it did not alleviate their loneliness and instead made them feel more isolated when they observed others enjoying social events they couldn't attend. This suggests that constant engagement with social media without breaks can negatively impact mental health, which directly challenges the assertion that taking breaks from social media would be beneficial.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Pairwise distances between isolates were calculated using the frequency data, showing lower distances within geographic groups and within SWIO isolates than between SWIO isolates and outgroups (data not shown). To visualize how the haplotype frequencies organized the parasite populations, principal component analyses (PCAs) were also performed. All parasite populations from honeybees collected in the SWIO, except MAD26. 1, and the one from Switzerland formed a distinct population compared to the outgroups (Fig. 4a). As the outgroups affected the distribution, PCAs were performed on SWIO isolates only, showing geographic groups (Fig. 4b). All the Reunion isolates were grouped together with the Swiss isolate. and Rodrigues islands isolates also formed a distinct group. The other SWIO isolates, except three, formed a group that could itself be separated between two Seychellois isolates, the Comoros isolates and the Malagasy isolates. isolate was close to the Reunion/Swiss group and the Mayotte isolate was located midway. The MAD26 isolate was clearly a single separated isolate, demonstrating its divergence from the other parasite populations. Figure 4Principal component analyses (PCAs) of the N. ceranae haplotypes frequencies in A. mellifera isolates from the (SWIO). Honeybees were sampled in La Réunion (blue), Mauritius and Rodrigues (green), the Comoros archipelago (orange), the Seychelles archipelago (pink) and Madagascar (red). Outgroup from Europe (grey) and from A. ceranae and A. dorsata in Thailand (black) were included. For details on the isolates, see Table 1. (a) PCA of all the 636 haplotypes, whatever their frequency, representing 83 coding and non-coding genetic markers from the 7 considered groups. The three first components represented 52. 7% of the variance. (b) PCA (53. 7% of the variance represented) of the 636 haplotypes from the SWIO isolates, i. e. without the outgroups. (c) PCA (53. 7% of the variance) of the 305 major haplotypes from the SWIO isolates. (d) PCA (57. [SEP] Justify:

Output: The text does not directly address or provide information regarding the claim about Nosema ceranae being a microsporidian parasite affecting honeybee health and productivity. Instead, it discusses the geographical distribution and genetic analysis of different parasite populations without making explicit connections to honeybee health or productivity.


Input: Task: corroborate the claim using the given text. Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: A one-on-one visit allowed the owner to show the student production areas that would be restricted in a large group tour, such as a restricted area of a greenhouse or working in an aseptic tissue culture transfer hood. Student presentations were an alternative to guest lectures by an owner or manger about their business. Students became aware of more farms/nurseries than would have been possible through actual field trips during the semester. The virtual field trip assignment allowed students to select businesses they were interested in learning more about. Instead of selecting some of the larger well-known farms and nurseries that were visited in other TPSS courses, students selected smaller farms and nurseries that were not known to the instructor or most of the other class members. In the Spring 2015 course evaluation, two students responded to the question “ten years from now I’ll probably remember this course most by” with “I will remember the virtual field trips” and “Learning what virtual field trips are. ”ConclusionsUsing a flipped classroom approach and virtual field trips in TPSS 300 increased active learning and teamwork. They helped to foster student engagement through various activities—small group discussions in which students viewed videos together, answered questions individually within a group, and searched the internet on topics the group was interested in. Visiting a farm or nursery of their interest engaged the student directly with the owner and gain firsthand experience on its operations. Literature citedBellan, M. J. & Scheurman, G. 2001 Actual and virtual reality: Making the most of field trips, p. 154–162. In: R. L. Stevens (ed. ). Homespun: Teaching local history in grades 6–12. . F. , Hosticka, A. , Schriver, M. & Bedell, J. 2002 Computer based virtual field trips. Proc. ED-MEDIA 2002 World Conf. Educational Multimedia, Hypermedia & Telecommunications. Assn. Educ. ,. & Cavins, T. 2007 Virtual field trips: Expanding the greenhouse classroom Acta Hort. 762 439 443. Cavins,T. 2007Virtual field trips: Expanding the greenhouse classroomActa Hort. 762439443)| falseSearch 2016. < E. B. & Tuthill, G. 2003 Virtual field trips: Best practices Intl. J. Instr. Media 30 177 193Klemm,E. B. [SEP] Justify:

Output: The text corroborates the claim by describing how virtual field trips enable students to engage with locations such as greenhouses and nurseries that they might not be able to visit in person. It explains that students could choose businesses they were interested in and gain firsthand experience with owners, demonstrating that these VR field trips facilitated exploration without physical travel.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: (Female, 19–20)Use as HabitualA common behavior reported by most participants was using their cell phones upon waking up or early in their day. Scrolling through various social media platforms upon waking up became a behavior. The amount of time they spent on the platforms upon waking up varied across participants and some stated negative outcomes associated with the behavior including observing posts that caused concern and impacted the rest of their day. I always check social media probably first thing the morning. . . The whole inflammatory situation. . . you wake up you check your phone, you see. . . posts about, I don’t know whether it’s COVID cases rising. . . political issues or something. . . and those issues. . . get you inflamed for the morning and for the rest of the day. . . you only think about that. I think that’s a very negative impact. (Male, 19–20)Participants also reported using social media consistently throughout the day and feeling a sense of urgency to check their social media platforms often. They acknowledged that the tendency was habitual, stating that often there was no reason to check their social media platforms; they simply felt a strong desire to open the app regardless of the situation. Even during class, you know like I find myself leaning towards wanting to go on my phone, like you just feel like you have tendencies to just—even if you know there is nothing happening, I just feel like I need to just unlock my phone and just see the app. Even if it’s for five seconds I just have—like it just scratches an itch in my brain. (Non-binary, 19–20)Inability to FocusParticipants spoke of the time investment involved in using social media. Many reported using social media for extended periods of time, while lacking awareness of their usage. Participants acknowledged the ease of which social media passes time and how hours could pass while scrolling without them noticing. I noticed from when I would go on it, I would be on it for like hours and time would pass and I would be like, oh, what just happened? I just went on, just eating dinner and now it’s like nine o’clock. (Non-binary, 19–20)The time investment of using social media negatively impacted the productivity of the participants and they found it to be stressful. Participants reported the lack of productivity affecting their schoolwork primarily. [SEP] Justify:

Output: The text contrasts the claim by highlighting negative consequences associated with social media use, such as participants experiencing anxiety and a lack of productivity due to excessive engagement with social media platforms. For example, one participant noted that checking social media first thing in the morning led to feeling inflamed by concerning posts, which negatively impacted their day. Additionally, the text describes feelings of urgency to check social media, leading to excessive usage that participants acknowledged as detrimental to their mental well-being and productivity.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: 3% of the variance) of the 274 haplotypes, whatever their frequency, representing 43 coding markers from the SWIO isolates. (e) PCA (56. 1% of the variance) of the 362 haplotypes, whatever their frequency, representing 29 non-coding markers from the SWIO isolates. (f) PCA (68. 4% of the variance) of the 142 haplotypes, whatever their frequency, representing 11 microsatellites markers from the SWIO isolates. Full size imageAlthough clonal control did not show any sequence variation, some rare haplotypes may still be originated from amplification or sequencing errors36. In order to rule out any bias, the same analyses were performed removing all rare haplotypes (Fig. 4c). An almost identical distribution was observed, demonstrating that the structure of the parasite population is poorly affected by rare haplotypes. Thus, at this scale of deep multilocus sequencing, the artifactual or technical variations of the haplotypes that may have occurred did not change the observed structure. As coding and non-coding regions may be submitted to different evolutionary processes, PCAs were also performed separately on the coding markers (Fig. 4d), the non-coding markers (including microsatellites, Fig. 4e) and on microsatellites only (Fig. 4f). While the isolates distribution varied, groups were mostly maintained, showing that both coding and non-coding regions, including microsatellites only, allowed structuring populations. NJ clustering showed that all Reunion island and one Seychellois isolates were grouped together, as well as the isolates from Mauritius and Rodrigues and the isolates from Madagascar (Figure S3). The two other Seychellois isolates and the ones from Comoros formed a last group. When including the outgroups, the Malagasy group was included in a Madagascar-Comoros-Seychelles group. and the Reunion isolates were grouped together. The other outgroup isolates and MAD26. 1 form a group with long branches. Not considering the outgroups, and showed uncorrected p-values that were below 0. 05 between all the SWIO subgroups expect between Seychelles and Comoros and Seychelles and Madagascar for. However, differences were considered significant for Bonferroni-corrected p-values. [SEP] Justify:

Output: The text does not mention Nosema ceranae or discuss honeybee health and productivity. Instead, it presents a technical analysis of variation among haplotypes and population structures of certain isolates, which is unrelated to the claim about the microsporidian parasite and its effects on honeybees.


Input: Task: pass the claim using the given text. Claim: VR technology helps students learn by providing a visual and hands-on experience. [SEP] Text: Teachers can rent six small robots, playing cards, and teaching accessories such as activity mats and charging stations for 2 weeks. The small robots are programmable with four buttons and can be moved over a map easily. Before renting those sets, teachers get a short workshop at ETH where they learn about basic robotic science. Elementary schools can participate in a similar project. Teachers are trained by a research team from ETH, who also give advice and support while using the technology in the classroom. Topics of this project are the concept of computational thinking and the functionality of robots. Lessons are arranged as project-based learning, and pupils learn to program robots playfully. A different project of the ETH is the “RoboMINT” in which children learn to build a robot. In a “Dancebot course,” pupils learn to solder and program a dance-choreography for the robot they have built. A second course uses small lights attached to a robot and a camera with long time exposure to draw a picture. For the picture, the robot uses a coded paper to follow lines. The sets can be rented for free [12]. (DNALC), which is promoted by the of America’s Harbor Laboratory, a private, not-for-profit research and education institution at the forefront of molecular biology and genetics, offers class field trips and summer schools devoted entirely to public genetics education [13]. 3. 4. Student laboratories for disabled childrenand the Technikum29, the & has provided Anna-Freud-School in Cologne with an accessible laboratory for pupils. Laboratory equipment and computerized workplaces were purchased with the budget of 22,000 Euros. These new features allow children with disabilities to work on projects independently and to identify and nurture talents early. In this way, the school is able to promote pupils who are physically disabled or have a chronic or psychosomatic illness. supports projects, which are used to complement lessons in school and to draw interest in natural science and technology [14]. School for the Blind in Massachusetts (USA) offers short courses in robotics for secondary school students (Grades 6–10), who can learn about the highly sought-after skills of mechanical and electrical engineering, computers, math, and science. Participants work with their peers and knowledgeable staff to build basic robots and program them to complete simple tasks. Inconveniently, though, this course is currently not offered on a regular basis. [SEP] Justify:

Output: The text does not directly address the use of VR technology for learning; instead, it discusses the rental of robots and related teaching accessories as part of a project-based learning initiative. While these activities have hands-on learning components, they don't specifically corroborate or refute the claim about VR technology.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: Some observed a feedback loop in which stress from school would lead to social media use, which ultimately caused a lack of productivity leading to more stress from school. I think that I’m only on my phone for like 20 minutes. . . like it goes on for like three hours. And then at the end of it. . . I feel like I’m cramming projects. . . on the last second. (Female, 21–22)Participants attributed their worsening attention spans to their social media use. The immediate gratification associated with using social media, for example, scrolling through Instagram or watching ten 1-min TikTok videos, impacted their ability to focus on important tasks, such as working on assignments or paying attention in class, for long periods of time. I really don’t have an attention span for anything longer than half an hour, whereas before the pandemic, I felt like I could definitely sit down and study for longer without taking breaks. (Female, 19–20)of the PandemicSocial ConnectednessA majority of participants agreed that most communication with family and friends during the pandemic was through social media platforms. With the implementation of public health restrictions, social media became the center of communication by which participants could interact with friends and family who lived abroad. For many participants, social media has become the primary form of communication, replacing more traditional forms such as phone calls or text messages. Participants mentioned the utility of social media for meeting new people, especially in a university setting. I think without social media it will probably be hard for me to keep in touch with my friends back home and also my family as well. So it’s just like a really convenient thing for me to use. (Female, 19–20)Some participants acknowledged the positive impact that social media had on their relationships. Social media allowed for easy, reliable, and quick communication with family, friends, and peers which allowed for more frequent contact. New connections were also possible through online chat rooms and group chats. Social media provided a sense of normalcy that was lost during the pandemic due to public health restrictions. Social media allowed participants to maintain contact with distant family, friends, and peers through posts and messaging, which alleviated symptoms of loneliness and isolation. I guess, the feeling of wanting to be connected with people. . . if I didn’t have social media, how would I stay close to everybody? [SEP] Justify:

Output: The text contrasts the claim by illustrating how social media use is linked to increased stress and decreased productivity. Participants describe a feedback loop where stress leads to social media usage, which then leads to lack of focus and productivity, ultimately resulting in more stress. This highlights the negative impact of social media on mental health, suggesting that instead of offering positive effects, it may contribute to worsening mental health outcomes.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Significant difference was observed between La Réunion and Mauritius/Rodrigues (p = 0. 010), La Réunion and the Comoros archipelago (including Mayotte, p = 0. 002), La Réunion and Madagascar (p = 0. 030), Mauritius and the Comoros (p = 0. 027). Removing the divergent MAD26 isolate did not change the results. Similar results were also obtained excluding the rare haplotypes or using the coding or non-coding markers only. A supplementary significant difference was observed between the Comoros and Madagascar using the coding regions or the microsatellites only. To get into more details, fixation indices were calculated for every marker with and without the divergent MAD26. 1 isolate (Table S4). Except the invariable 001DR marker, all markers significantly differed within the whole populations (FST) and between groups (FSC) whereas significance varied with marker when comparing populations among groups (FCT). Altogether, these results confirmed the distribution depicted with PCAs and the geographical grouping. DiscussionThe present study allowed the differentiation on V. ceranae isolates based on the high throughput sequencing of numerous genomic loci. It demonstrated that allele or haplotype frequency, whatever their nucleotide diversity, can be used to study Vairimorpha population structure. The data explained, at least partly, why the former cloning-sequencinq approaches could not resolve sub-populations. The major haplotypes represented 95. 7% of the reads, including 86 haplotypes whose frequency where higher than 0. 12 in all the isolates. As many major haplotypes are present in most or all individuals, the sequencing of a limited number of haplotypes in one isolate cannot resolve any differentiation. For instance, single cloning procedure would most probably lead to the sequencing of one major allele, and lead to wrong topology assertions. Moreover, as most alleles were ubiquitous, no topology could be established based on their sequences alone. In accordance with the genome analysis of isolates performed by Peters et al. 36, the data confirmed that discrimination of V. ceranae sub-populations can be performed through multilocus and genome-wide analyses. In the present work, the coverage was much higher (several thousand reads per marker and per isolate) than in previous whole genome analyses35,36,40, possibly allowing finest differentiation. [SEP] Justify:

Output: The text does not pertain to the claim about Nosema ceranae affecting honeybee health and productivity. Instead, it discusses genetic differences among various isolates and populations, focusing on Vairimorpha and analysis methods for population structure, without mentioning Nosema ceranae or its implications for honeybees.


Input: Task: corroborate the claim using the given text. Claim: VR technology helps students learn by providing a visual and hands-on experience. [SEP] Text: Learning about robotics is an enjoyable and exciting way for students to increase knowledge in the areas of science, mathematics, and technology and provide students with an opportunity to gain first insights. Our extensive research has shown that around the globe, there are laboratories available that also work in equal or related fields of robotics, though very few are both constantly available for students and offering a chance at hands-on experience. To foster an interest in STEM-fields, it is necessary to involve pupils in the process of programming a robot playfully. Technical universities in Germany and Switzerland already offer a broad range of courses for pupils to learn basic programming starting at a young age. In recent years, reform efforts in science curriculum have stressed the integration of educational technology into teaching and learning purposes. Teachers and educators face the challenge and the chance to explore inventive ways in which new technologies can be utilized to improve accessibility to science for students with visual impairments. Integrating students with disabilities in student laboratories is an effort that not only encourages interest in STEM-fields but also shows these individuals opportunities for their future careers. Technological resources for people who are visually impaired, like Braille generating software, Braille printers, screen-reader software, and speech synthesizers, already exist. Teachers, educators, and educational institutions need to realize the student-oriented benefits and put more effort into accommodating students with (visual) impairments in STEM education. An awareness, and furthermore, an understanding of the academic needs of students with (visual) impairments are essential in striving toward this goal. Unless many institutions and educators stress the need to integrate students with (visual) impairments in their scientific programs, there is still a long way to go. Fully accessible participation in science will be beneficial for all students and a rewarding experience for teachers. Advertisement 4. Original course design: “Roborescue” and “Rattlesnake”high school students are given the chance to gain insight by using LEGO Mindstorms construction sets in a school laboratory and constructing and programming various robot models. They are using the graphical programming interface NXT-G to discover an easy introduction to programming, since it is suitable for nonprofessionals [15]. To prepare and motivate students for a future career in robotics, the course program allows students to try their hand at building, programming, and testing robots in a highly interactive and playful environment. [SEP] Justify:

Output: The text corroborates the claim by emphasizing the importance of hands-on experience in learning about robotics. It states that 'high school students are given the chance to gain insight by using LEGO Mindstorms construction sets in a school laboratory and constructing and programming various robot models,' which reflects the hands-on learning experience the claim discusses. Additionally, the mention of a 'highly interactive and playful environment' aligns with the idea of using technologies, like VR, to enhance learning visually and practically.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: And how would everyone know what I’m up to or how would I know what everyone else is up to? Yeah, I think it’s just me wanting to be in the loop, kind of, and being connected with everyone’s lives I guess. (Female, 21–22)Some participants experienced a sense of community on social media, mainly through group chats with students and friends as well as through interaction with individuals or groups who share similar interests, hobbies, and ideas. However, some participants felt that social media did not provide a sense of community as social comparison and fake portrayals of life are common on the platforms. I’m watching all these things that I’m interested in and other people are interested in, so it kind of creates this sense of community where. . . if you didn’t already have people in your life. . . who they aren’t interested in the same things as you, you’ll find that community—your sense of community online even if you’re not talking to them one-on-one. (Female, 19–20)Participants also outlined how social media acts as modern news sources by allowing them to acquire knowledge of events happening domestically and globally. This had implications with respect to the pandemic as social media allowed participants access to information on important topics such as COVID-19-related global and domestic news. Stress ReliefMost participants relieved stress through their social media use despite acknowledging how social media causes stress. Participants reported using social media during stressful moments to distract them from the stressor. Social media use was described as a good mechanism for relaxing and de-stressing, however most participants stated that using social media during stressful moments was not always effective and other methods of stress relief should be pursued. In a way it allows me to kind of escape my life and see what’s going on in other people’s lives and I’m like, OK, that seems like fun, people are doing great; the pandemic isn’t so bad. So, that’s kind of what social media is for me, it’s kind of a way to escape reality for a few moments, whether that’s studying and me being stressed, I could just be like, OK, time to take a break and just not pay attention to that. [SEP] Justify:

Output: The text contrasts the claim by indicating that while some participants use social media as a mechanism for stress relief, they also acknowledge that it can cause stress. This is evident in statements about how social media can act as a distraction but is not always effective in relieving stress. The mention of social comparison and fake portrayals of life on social media suggests that these aspects can negatively impact mental health, which counters the claim that taking breaks from social media primarily has positive effects.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Yet, as the frequency of major haplotype was sufficient to assess population structure (Fig. 4c), one may wonder if such high coverage was necessary. Estimations have been made to test which reduced datasets may still assess the population structure. A discriminating PCA distribution appeared with a coverage as low as 20 reads per marker and per isolate, and the removal of singletons (Fig. S4). Noteworthy, no structuration appeared using the 10 most polymorphic markers with a coverage of 200, supporting the need for genome-wide analysis. Sequence quality, e. g. performing high fidelity amplification, ought to be of importance as it influences SNP distribution, and consequently haplotype frequency, and was shown to erase evidences for recombination36. For instance, a comparative analysis of V. ceranae genomes suggested that some SNPs were study-specific and thus did not depict true population differentiation36. Fortunately, the observed population structure was maintained analyzing the major haplotypes only, i. e. removing all possibly biased haplotypes. In conclusion, the frequency-based differentiation of isolates should rely on multiple informative loci, ideally genome-wide analyses, and a moderate sequencing coverage. Sequencing (GBS) could also be a method of choice as its strategy differs from the present one only in the unchosen loci that are linked to restriction sites. The three Vairimorpha species infecting the honeybee have been detected in some African regions7,41,42 but no ascertained data are available concerning their prevalence. Here a very limited number of honeybees sampled in continental Africa carried Vairimorpha spores (Table S1) with only 2 individuals from the same colony in Senegal. The data suggested that the parasite had a low prevalence in continental Africa, while it was common in the SWIO, reaching 100% of the colonies in La Réunion39. More comprehensive data would be needed to test hypotheses that can be formulated upon these findings. Honeybee subspecies in Africa mostly belong to the A-lineage, with other lineages present in the north of the continent43,44. If the genetic background of the A-lineage would confer resistance to V. ceranae and a limitation of its spread, its absence would also be in some of the SWIO islands, such as Madagascar and the Comoros, were only the A-lineage is present. Climate and temperature could also influence V. [SEP] Justify:

Output: The text is irrelevant to the claim about Nosema ceranae as it discusses population structure analysis and mentions other parasites affecting honeybees, such as Vairimorpha, without providing any information regarding Nosema ceranae or its effects on honeybee health and productivity.


Input: Task: corroborate the claim using the given text. Claim: VR technology helps students learn by providing a visual and hands-on experience. [SEP] Text: In order to captivate students, the course allows them to create either a “rescue robot” [16] that can search for virtual victims in a simulated rescue mission or a “rattlesnake” that snaps shut when someone crosses its field of vision. The choice of the scenario is subject to the age of the students—lower grades create a rattlesnake, (which is easier to build and to program) while junior and senior classes go on a more complex rescue mission. The four main phases of the course are: the introduction, which gives basic information; the construction; the programming process; and the reflection or evaluation phase. To follow along a learning process, the underlying didactic course concept focuses on individual practical, experimental, and playful experiences [15]. In accordance with the feedback of the course participants, this course design was chosen to build up an extracurricular learning venue for students with visual impairment and blindness to give them first insights into robotics. The educational laboratory is not located at the students’ respective schools; rather, it has been set up at. This allows high school students to take a peek into the daily routine at university and is also meant to facilitate the decision-making process when it comes to choosing further steps after graduating from high school [17]. Advertisement 5. Enabling higher accessibility for visually impaired students5. 1. Expert design workshopsTo facilitate the process of redesigning the robotics course in order to reach a higher level of accessibility for students with visual impairment as well as blindness, researchers from invited a team of interdisciplinary experts to a series of workshops. The roadmap of the redesign was developed within these workshops. The main goal was defined as follows: to identify the key aspects of required adjustments. During the workshops, the participants gradually developed a grid of these requirements. In a first step, they divided the course into its individual phases based on the established approach by Vieritz et al. [18]. They used the different phases of the course and analyzed the requirements and necessary adjustments for each individual part compared to those of the original course design. These phases consist of the introductory part, the construction phase, the programming phase and the phase for reflection. Combining their different experiences and testing single elements by simulating specific eye dysfunctions, the experts came to results in terms of requirements for each phase. These results are presented and discussed in the 5. 2. [SEP] Justify:

Output: The text corroborates the claim by describing a course that allows students to engage in hands-on activities, such as building and programming a robot in a simulated environment. It emphasizes 'individual practical, experimental, and playful experiences' as key components of the learning process, which aligns with the idea that VR technology enhances learning through visual and interactive engagement.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: (Female, 19–20)I don’t think it’s the only tool that should be used, I think it’s just one of the tools that is satisfactory to relieving stress, there is so many other things you can do. Even at home, like let’s say cooking, or other hobbies that you can take part of. But social media is just a small, little part of it to help you relieve the stress, I would say. (Female, 17–18)Some participants gathered inspiration from their social media platforms which benefited them throughout the pandemic. The vast array of content available on social media platforms, including culinary, exercise, educational, and artistic accounts provided participants with inspiration and motivation. One outlined how certain content on social media provided optimism for the future. it was more of a motivating factor for me because it gave me all these ideas for what I could do once the lockdown restrictions lifted, so I could try to focus on that and be optimistic rather than take that to heart and feel more sad about it. (Female, 19–20)In addition to inspiration, social media provided participants with a creative outlet where they could post about their hobbies, interests, and ambitions. Some participants used social media to promote their businesses, outlining the benefits of advertising on social media. I feel like it was a really good creative outlet for a lot of people. A lot of people used it, from what I know, to connect with other people who had their same—like hobbies or interests. . . it was a good platform for like people to like monetize their hobbies, which I know is really big. A lot of people were into like pottery or candle making and they finally took the leap into trying to monetize whatever they were doing. (Non-binary, 19–20)Cost–most participants were displeased with their increased social media use during the pandemic lockdowns. Most of the discontent stemmed from an over-reliance on social media, lack of productivity, and mental strain associated with excess use. sometimes I feel actually really disgusted with myself when I go online for like the amount of time I do and I just feel like I could have been doing something a lot more productive. Even if I wasn’t doing school like I could have done something a lot more. (Male, 17–18)One participant described a cycle of deleting social media apps only to download them again in the future. [SEP] Justify:

Output: The text contrasts the claim by highlighting that while some participants found social media to be a motivational tool and a source of inspiration during the pandemic, many expressed displeasure with their increased use and the associated mental strain. Phrases like 'over-reliance on social media' and feeling 'disgusted' after spending too much time online suggest negative impacts on mental health, contradicting the notion that breaks from social media necessarily yield positive effects.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: 4, S1 and S2). These was in good accordance with the genome analyses of Peters et al. 36. The strong divergence between the SWIO and outgroups isolates suggested that the V. ceranae population in the SWIO may have a common origin and had enough time to diverge in allele frequency since its introduction. As the number of isolates in outgroups was restrained it was not possible to propose a geographic origin for this introduction. However, the proximity of the Swiss isolate with the population from la Reunion could be a hint towards a European origin (Fig. 4a). The data also revealed, for the first time, fine local geographical patterns, despite the genetic proximity between SWIO isolates. The population structure within the SWIO appeared very robust as it was maintained with or without the outgroups, with or without the divergent Malagasy isolate, using all haplotypes or only the major ones, using all markers or only the coding or non-coding ones (Fig. 4). Samples were mostly grouped by island or Archipelago, with the exception of one Seychellois isolate, one strongly divergent Malagasy isolate and the Mayotte isolate. Each insular group seemed to possess allelic frequencies differentiated from another and the organization of the insular populations was coherent with the geography of the SWIO. Such a genetic clustering was observed for honeybee populations in the SWIO as well as other archipelagos38, suggesting a similar insular evolution of both hosts and parasites. The discrimination of insular groups suggested that (1) there has been enough time since the parasite introduction to install divergences in the allelic frequency between areas and that (2) if there were gene flows between areas or from outside the SWIO through new introductions, they have not been sufficient to erase these divergences. Gene flow between islands could not be demonstrated by the present work, but the proximity of one Seychellois isolate and of the Mayotte isolate with those from la Réunion (the last two are French islands) could suggest such exchanges. However, the apparent absence of parasite substructure within islands or archipelagos may indicate that gene flow within these areas, i. e. through the exchange of parasite between colonies, had been sufficient to maintain allelic homogeneity. For instance, the closer proximity of isolates within La Réunion (Fig. [SEP] Justify:

Output: The text does not directly address Nosema ceranae or its impact on honeybee health and productivity. Instead, it discusses genetic analysis and population structure of honeybee isolates, suggesting insular evolution and genetic clustering patterns without mentioning the specific parasite or its effects.


Input: Task: corroborate the claim using the given text. Claim: VR technology helps students learn by providing a visual and hands-on experience. [SEP] Text: ” (3-degree scale from 1 = too easy to 3 = too difficult), the questionnaire includes open questions that allow room for comments and suggestions for improvement. The pupils (n = 8) mentioned, on a 6-degree scale, that the presentation was very exciting (Median = 1. 25), that the programming had been very good (M = 1) and that they learned something (M = 1. 13). Every pupil also said that they enjoyed the course and that he/she would like to visit the course again. Some of the students mentioned in the open questions section that they wanted a successor program, which will be developed as a consecutive step. Due to the small sample size, the statistical power of the results is reduced and statistical relevance of the quantitative data needs to be discussed. However, from a qualitative point of view with regard to the frequently given feedback, the analysis showed that the students’ enthusiasm, interest, and appreciation for the courses were high among both teachers and students. Advertisement 7. Conclusion and outlookTo keep up the interest in STEM-fields, it is necessary to involve pupils in the process of programming playfully. Technical universities in Germany and Switzerland already offer a broad range of basic programming courses for pupils starting at young age. Additionally, to encourage applied computer science in school, some institutions offer robot kits and teaching materials. Integrating students with visual impairment or blindness in student laboratories is a chance to not only encourage interest in STEM-fields but also to show these individuals opportunities for the future. Science curriculum reform efforts have emphasized the integration of educational technology into teaching and learning purposes in the past years. Teachers and educators are asked to explore further ways in which new technologies could be utilized to improve access to science for students with visual impairments. The paper has described the process of redesigning of a robotics course from an educational robotics laboratory to increase accessibility of the course for students with visual impairments. The evaluation of the workshop has informed a concept for the redesign, which has been implemented and is currently being tested in a second run with various groups of students with visual impairments. The developed grid of the workshop suggests that adjustments to the designated phases of the lecture can provide a higher level of accessibility. A first anecdotal but enthusiastic assessment from the students who participated leads to the assumption that the applied suggested changes were successful. [SEP] Justify:

Output: The text supports the claim by discussing the positive feedback students provided about a programming course designed to be engaging and hands-on. Students mentioned they learned something and enjoyed the course, indicating the effectiveness of an interactive learning experience. Moreover, it highlights the importance of integrating new technologies in education, which aligns with the idea that VR technology can enhance learning by providing engaging visual and experiential opportunities.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: , 2018). Individuals in this period of development may be more susceptible to the negative outcomes associated with social media use (Schimmele et al. , 2021). As a result of the lack of interaction with others due to social restrictions, as well as the nature of the developmental period, the adverse mental health outcomes reported by Statistics Canada, and described in this study, may be linked to these processes. Our finding is in agreeance with Bonsaksen et al. (2021) whose findings suggest that increased social media use is related to emotional loneliness in young adults. In addition, the awareness that one’s relationships are degrading may exacerbate loneliness and adverse mental health outcomes. Students described how a lack of social interaction in academic situations, including having online classes and the closure of student spaces on campus, hampered their ability to maintain relationships, ultimately degrading them over time. Since social restrictions are beyond the control of the student, their awareness of their degrading relationships may have been more significant. However, participants expressed the utility of social media for communication which prevented symptoms of loneliness. This is contrary to current literature which suggests that decreasing social media use can reduce symptoms of loneliness and depression (Hunt et al. , 2018). This contrast could represent the new challenges associated with communication and socialization during the COVID-19 pandemic. In past studies, participants were able to interact with others in-person, with or without social media at their disposal. During the lockdown phases of the pandemic, individuals had few options for communication, and thus social media was utilized, with benefits emerging. The change in conditions is represented in a study conducted by Thygesen et al. (2022) which found that better mental health was related to social media use in the context of maintaining relationships during the pandemic. Stress and Social ComparisonThe relationship between social media and stress is dynamic as social media helps reduce stress in certain situations while inducing stress in others. Social comparison led to stress and was prevalent in the interviews and impactful enough to justify its own theme. The experiences of the participants demonstrate that social comparison through social media can have adverse mental health effects. Bonsaksen et al. (2021) found that young adults’ inclination to social comparison may explain increased loneliness among that age group. Our findings support this hypothesis as most participants reported experiencing loneliness and isolation during the pandemic while also citing the negative impacts of social comparison through social media. [SEP] Justify:

Output: The text contrasts the claim by discussing various negative outcomes associated with social media use, particularly during the COVID-19 pandemic. It notes that increased social media use is linked to emotional loneliness and that social comparison through social media can lead to adverse mental health effects. While the text mentions some utility of social media in maintaining relationships, it ultimately highlights the negative impacts that suggest reducing social media use could alleviate loneliness and depression.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: 4) could be linked to a transfer of parasites facilitated by the small size of the island, the high colony density (> 20,000 colonies declared in 2020 for 2 512 km255), the absence of overwintering and apicultural practices such as the transhumance of beehives following resource cycles. In contrast, in the Comoros Archipelago, where beekeeping is poorly developed and honeybee populations are structured by island38, V. ceranae isolates showed higher within-group distances. The malagasy MAD26. 1 isolate strongly differed from all other SWIO isolates (Fig. 4). Its divergence might even have been underestimated as PCR amplification seemed less efficient for many markers. It is possible that primers used were not optimal for this isolate and did not allow the amplification of all haplotypes. Thus it cannot be excluded that, as for A. dorsata, there would be specific allele content in this isolate and that the observed frequencies might have been misevaluated. The clear divergence of this Malagasy isolate from the other SWIO isolates, with a distance comparable to the ones of the A. ceranae and A. dorsata isolates, suggested that it could belong to a distinct cluster of V. ceranae parasites. The origin of such variation could reflect an independent introduction of V. ceranae in this area of Madagascar, that originated from a source distinct from the rest of the SWIO and that erased the original SWIO signature if V. ceranae was already present. It could also reflect an accumulation of divergence in allele frequency in an isolated area of this huge continental island where transhumance is hardly practiced. The distribution of haplotype frequencies, with three peaks at 0. 25, 0. 5 and 0. 75 (Fig. 2) was similar to the distribution previously observed in genome data by Pelin et al. 35, confirming that V. ceranae may be polyploid, at least tetraploid. Another genome analysis of parasite isolated in A. mellifera and A. ceranae in Thailand, showed only a high peak at 0. 5, suggesting diploidy36. In our data the Thai isolates from A. ceranae and A. dorsata did not show such a unique peak at 0. 5 but rather three as mentioned above. The results are not incompatible. [SEP] Justify:

Output: The text does not discuss Nosema ceranae as a microsporidian parasite affecting honeybee health and productivity. Instead, it focuses on the variations in V. ceranae isolates and their implications, providing information about their genetic divergence and potential origins, which does not directly relate to the claim about Nosema ceranae.


Input: Task: corroborate the claim using the given text. Claim: VR technology helps students learn by providing a visual and hands-on experience. [SEP] Text: Third, technology, learning, and instruction should be viewed as a tripartite model that supports and facilitates students’ academic success, and develops educators’ critical thinking skills as they practice technology integration and “examine the appropriateness of the technologies they are using and whether such technologies are compatible with their lesson plan and learning outcomes” (p. 68). Finally, according to Okojie et al. (2006), technology integration is a major element of the instructional milieu that needs to be acknowledged by educators trying to implement technology in their classrooms. Failure to consider the strong association between technology integration, learning, and instruction will degrade the quality of education in a technology-based learning environment and lead to poor use of technology for instructional and learning purposes. Similarly, the technological and pedagogical content knowledge framework (TPACK) posits that a complex array of factors are in play when teachers use technology for instructional purposes (Koehler & Mishra, 2008), and all factors are required for successful integration. Scherer et al. (2021) relied on the TPACK framework in their international study to develop profiles of teacher readiness in higher education to take up online teaching in response to the COVID-19 pandemic. Using latent profile analysis, the study team identified low readiness, inconsistent readiness, and high readiness with culture and prior experience, among others factors, as determinants of profile membership. They noted that countries with long-term goals also were more likely to have higher education teachers who exhibited high readiness. In line with the explanation above, technology integration is defined for the purposes of this study as the directed use of technological resources, such as hardware, software applications, communication devices, online learning platforms, and electronic media, in a classroom setting to support and promote instruction, enhance student learning, and improve the overall quality of education. 2. 3 Technology integration in education is considered a powerful instructional tool that enhances students’ academic achievement (Anderson & Horn, 2012; Anthony et al. , 2020; Safar & Alkhezzi, 2013; Stanley, 2013; Tang & Austin, 2009) and provides students with advanced educational experiences beyond the scope of traditional classrooms (Schindler et al. , 2017; Wegner et al. , 1999). [SEP] Justify:

Output: The text corroborates the claim by stating that technology integration in education is a powerful instructional tool that 'enhances students’ academic achievement' and provides 'advanced educational experiences beyond the scope of traditional classrooms.' This implies that various forms of technology, which could include VR, positively influence learning outcomes through enhanced engagement and hands-on experiences.


Input: Task: contrast the claim using the given text. Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: However, in contrast to the literature, the participants in the current study expressed comparisons based on lifestyle more frequently than comparisons of body image, suggesting that the pandemic influenced how individuals compare themselves to others online. For example, due to the severe public health restrictions in Ontario, participants frequently reported feeling lonely or distraught after viewing individuals on social media partaking in events such as traveling or large social gatherings. Although this likely occurred prior to the pandemic, social restrictions may have exacerbated these experiences of comparison. Social media allowed individuals to observe the lives of others, specifically those who were living in restriction-free or fortunate circumstances. Participants compared themselves to others who they perceived as being in a more advantageous position than themselves as these individuals were able to portray their restriction-free life on social media. This supports the upward social comparison theory described in the literature, which posits the effects of screen time on mental health are a product of the content consumed by the user, ultimately contributing to adverse mental health outcomes such as depression (Boers et al. , 2019). Contrary to existing studies (Chew et al. , 2020; Savitsky et al. , 2020; Wang et al. , 2022), our findings show that the COVID-19 pandemic did not act as a stressor past the initial phases and lockdown periods of the pandemic. The consequences of the outbreak provided more stress to students than the actual pandemic itself. This is in agreeance with Visser and Law-van Wyk (2021) who found that mental and emotional health was not impacted by potential infection. Impact on Academic PerformanceThe literature regarding the relationship between social media and academic performance suggests that social media has negative implications on academic outcomes for adolescents and/or university students (Kolhar et al. , 2021; Tsitsika et al. , 2014). In accordance with the literature, participants in our study were concerned their social media use adversely affected their academic performance and school-related stress. One study found that heavy social media use was associated with internalizing problems and poor academic performance in adolescents (Tsitsika et al. , 2014). Internalizing problems includes adverse mental health conditions such as anxiety and depression, which have negative implications for well-being (Luijten et al. , 2021). [SEP] Justify:

Output: The text contrasts the claim by discussing how social media can negatively influence mental health. It mentions that participants in the study reported feelings of loneliness or distress after seeing others on social media enjoying restriction-free lives, which aligns with the upward social comparison theory. This theory suggests that social media consumption can contribute to adverse mental health outcomes, such as depression, particularly when users compare themselves unfavorably to others. Hence, the implication is that rather than having positive effects, social media use, particularly during the pandemic, was associated with negative emotional states.


Input: Task: pass the claim using the given text. Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Tetraploidy does not necessitate all chromatids to differ, as shown for some markers, and local evolutionary processes may result in a reduction of allele diversity toward a bi-allelic content of genes. The available data thus lean towards a tetraploid organism with two heterozygous diploid nuclei, with possible loss of heterozygosity36. The present work depicted a mixed similarity, with few major ubiquitous haplotypes, and diversity, with numerous but rare haplotypes. The allele content, in term of presence, appeared stable, as the major haplotypes were ubiquitous in A. mellifera. This clearly explained that the nucleotide diversity is present within a single colony or a single honeybee as well as between isolates, as observed in many previous studies24,30,31,32,33,34. Only fine frequency assessment allowed geographical clustering. On the other hand, the numerous rare haplotypes that represented only 4. 3% of the reads, highlighted a variable but small portion of allele content. The analysis of haplotypes sequences showed 485 polymorphic sites in the dataset, counting microsatellites as single sites (Table S5). As expected more transitions than transversions were observed, especially in coding regions (Table S6). In coding region, there were lots of non-synonymous polymorphic sites but most of them were observed in rare haplotypes, supporting the difference between major and rare haplotypes. Taking frequencies into consideration there were more synonymous than non-synonymous polymorphic sites. Very few induced a stop codon or a reading frame shift, almost all in rare haplotypes from A. dorsata. To explain this variability, several authors suggested a multiple infection with different strains on V. ceranae24,27,32,34. This implies that repeated infection events would be systematical. The ubiquity and frequency distribution (Fig. 2) of the major haplotypes could also be explained by a single infection with a tetraploid heterozygous parasite that experiences recombination and mutation events. Peters et al. 36 demonstrated that biased polymorphic sites may also be generated during the procedure, especially through low polymerase proofreading activity and sequencing quality. Such mistakes could not be excluded in the present data, as suggested by the introduction of stop codons or reading frame shifts in a few coding haplotypes. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses genetic variability, allelic diversity, and tetraploidy in honeybees and does not mention Nosema ceranae or its impact on honeybee health and productivity. The focus is on haplotypes and polymorphic sites rather than parasitic infections.


Input: Task: corroborate the claim using the given text. Claim: Trees in urban areas provide shade and help lower city temperatures. [SEP] Text: AbstractShade acclimation response of Norway maple street trees to variable irradiance levels in an urban setting was investigated. Specific leaf area, trunk growth, and crown density were measured in thirteen sites ranging from urban canyons in the business core to open exposures in residential areas of Seattle, Washington. Percentage of potential seasonal input of global shortwave radiation for each site was modeled based on the azimuth and elevation angles of the surrounding horizon topography. Building height in the business core reduced estimated potential seasonal irradiance to 27-90% of that for an unobstructed horizon topography, while those outside the business core had 90-95% of potential irradiance. As potential irradiance decreased these maples exhibited growth responses characteristic of shade acclimation in a dose-response pattern. Specific leaf area increased and trunk growth and crown density decreased to acclimated levels between 70-85% of potential irradiance. Shade acclimation did not detract from the appearance or utility of these trees in the urban canyonPoor vigor and survival of urban trees are often attributed to environmental stresses endemic to cities (6). Investigation of tree growth and urban environmental stress has focused primarily on soil conditions (7). The potential contributions of the urban climate to limiting tree growth in cities, however, have not been widely investigated. Information on tree responses to low light situations, such as that found on the north side of buildings or in urban canyons, has been particularly limited. Radiant-energy input can be less than 10% of fullsun in such situations (3). Kjelgren and Clark (10) reported reduced photosynthesis and trunk growth in sweetgum at an irradiance level of 44% of full sun. They also reported shade acclimation responses that were a function of irradiance level in diverse plantings of sweetgum street trees. Sweetgum (Liquidambar styraciflua) is considered to be a shade intolerant species (5), and how other, more shade tolerant, species respond to variable urban irradiance conditions is uncertain. Kjelgren and Clark’s (10) study also did not control for tree age and genetic diversity. The objective of this study is to evaluate shade response of a single street-tree cultivarto variable urban radiantenergy levels. Materials and MethodsThirteen sites in Seattle, Washington where Acerplatanoides ‘Emerald Queen’ was planted in 1977 were selected for investigation. [SEP] Justify:

Output: The text corroborates the claim by discussing the shade acclimation response of Norway maple street trees in an urban setting, specifically highlighting how these trees respond to variable irradiance levels. The mention of 'shade acclimation' implies that the trees adapt to and thrive in shaded conditions, which is relevant to the claim that such trees provide shade, contributing to lowering city temperatures. Furthermore, it indicates that urban trees can effectively manage shading despite environmental stressors endemic to cities.