Input: Task: corroborate the claim using the given text. Claim: Wave energy converters capture energy from surface ocean waves. [SEP] Text: 2 DesignThree cylindrical vertically axisymmetric floats with circular cross section of different sizes are used with the smallest float for the bow and the largest for the stern as shown in Fig. 1. With the bow float moored, the largest drift force is applied to the stern float and this is beneficial for alignment with the wave direction. Drift force is a second-order inviscid effect, with a mean value in regular waves and slowly varying in irregular waves. For a given float motion, kinetic energy variation and hence average power increase with mass of float. The float diameter should however be less than about 20 % of a wavelength to be in the inertia regime capturing the phase of a wave and negligible diffraction will be desirable for deployment in an array. The stern float should have heave resonance around a prominent wave frequency; this is mainly dependent on draft. The mid and bow float are rigidly connected by a beam to generate a moment relative to the large stern float. This hinge may be above the mid float or at some point between the bow and stern float. Tests have shown that the position above the mid float centreline is desirable and results will only be presented for this case. A single hinge is advantageous in that the PTO will be concentrated in a single hydraulic unit. The mid float should have a draft which gives resonance within the band of prominent wave frequencies; this should be different from that for the stern float to generate power across the range of wave frequencies for a given site. However, the mid float should not be too big for diffraction to reduce wave action at the stern float reducing its response. The idealised case of two floats acting solely in heave is studied to guide a suitable diameter for mid float. The analytical formulation is shown in the 1. 58:1. Results of this formulation show that maximum power is achieved with corresponding diameters in the ratio 1. 33:1. Further optimisation with three floats was not undertaken. Anti-phase heave forcing on the combined bow and mid float will generate pitch. Pitch moment on individual floats will also be generated, but will be relatively small. Surge forces will be substantial, but without a hydrostatic restoring force and at least in a direct linear sense they will not provide a resonant response. The resulting moment about the hinge will be dependent on the hinge position above water level. The moment will be generated by the forces on the combined bow and mid float and the stern float. [SEP] Justify:

Output: The text corroborates the claim by discussing the design and operation of floats in a wave energy converter system, stating that the floats are designed to capture energy from waves. Terms like 'heave resonance' and the need for floats to align with wave direction indicate that the setup is focused on harnessing energy from ocean wave motion. The mention of kinetic energy variation with float mass also supports the concept of capturing energy from surface ocean waves.


Input: Task: contrast the claim using the given text. Claim: Only scientists need environmental education to understand climate change. [SEP] Text: Evaluating modelling tools Regionalise atmospheric models to reduce uncertainties? Texte intégral Model, a chart of surface currents. Current that flows along the east coast of Africa retroflects when it meets the cold and the Current. 1Understanding of the functioning of the earth’s climate and environment system requires first the use of statistical tools applied to the analysis of observed data and secondly diagnostic approaches using certain concepts or theories and more broadly by using modelling tools that represent the complexity of the processes and physical mechanisms involved in the earth system. These modelling tools are very elaborate but still contain strong bias and uncertainties. Validation work using suitable observations is required. This work is essential for the subsequent evaluation of the confidence and uncertainty level of the climate forecasts provided by these models. What is a climate model? 2Climate models represent the functioning of the physical processes of the land-atmosphere system. They reproduce the movements of the atmosphere and the oceans, energy exchanges with the surface, the hydrological cycle and interactions between the climate and biogeochemical cycles. They function using the digital solving of the equations of atmosphere and ocean physics and are based on the division of a continuous environment into a large number of small volumes (discrete meshes) to be able to link together the variables in each mesh and to quantify energy transfers and biogeochemical processes. The modelling of continental areas addresses transfers of water and energy and the amount of movement with the atmosphere, together with the continental hydrological cycle. The parameters of processes smaller than a mesh— sub-mesh processes: clouds, whirlwinds, waves, surface runoff, etc. —are drawn from field observations or result from the use of more detailed modelling of one process in particular. Box 8Ocean modelling, an essential component of climate modelsThe ocean component is very important in climate models. The ocean models developed by IRD are thus incorporated in the work of the IPCC. The models are also useful for forecasting—a kind of oceanic weather bulletin— and for understanding the mechanisms that govern variations of the seas. Applied at the local level, they make it possible to monitor changes of the environment. IRD researchers contribute to the development of ocean modelling in the tropics. The models were first developed for global seas to represent the physical (temperature, salinity, currents) and biogeochemical characteristics (quantity of plankton, nutrient salts, dissolved oxygen) at the surface and at a depth. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the necessity of using statistical tools and climate models to understand the earth's climate system, which indicates that understanding climate change involves a broader educational requirement beyond just scientists. It discusses the complexities of climate modeling and the need for validation through observations, suggesting that a comprehensive understanding of climate change requires education and expertise that can extend to non-scientists as well.


Input: Task: pass the claim using the given text. Claim: Priming can influence behavior and perception without conscious awareness. [SEP] Text: PloS One 7 (5) e36646. View 45. Miner-(2002) Trait self-objectification in women: Affective and personality correlates. J 36 (2) 147–172. View 46. Muehlenkamp JJ, Saris-Baglama RN (2002) Self-objectification and its psychological outcomes for college women. Q 26 (4) 371–379. View 47. Ehlers A, (1992) Increased cardiac awareness in panic disorder. J 101: 371–382. View 48. (1981) Publication guidelines for heart rate studies in man. Psychophysiology 18 (3) 227–231. View 49. (1996) Factor structure of the private self-consciousness scale. J 66 (1) 144–152. View 50. Pennebaker JW (1982) The psychology of physical symptoms. New York: Springer. 51. (1980) Competition of internal and external information in an exercise setting. J Psych 39 (1) 165–74. View 52. (2009) On the relationship between interoceptive awareness and the attentional processing of visual stimuli. Psychophysiol 72 (2) 154–9. View 53. (2011) Self-objectification, disordered eating, and depression: A test of mediational pathways. Q 35 (3) 441–450. View 54. (2007) Accuracy of self-monitoring and its relationship to self-focused attention in dysphoria and clinical depression. J 116 (1) 1–15. View 55. (2011) On the relationship between interoceptive awareness and alexithymia: Is interoceptive awareness related to emotional awareness? J Pers 79 (5) 1149–1175. View 56. Barrett LF, (2009) See it with feeling: Affective predictions during object perception. 364: 1325–34. View 57. (2007) Interoceptive sensitivity and emotion processing: an EEG study. Psychophysiol 65 (3) 214–27. View 58. (2007) Heart rate response after emotional picture presentation is modulated by interoceptive awareness. Psychophysiol 63 (1) 117–24. View 59. (2005) On the relationship between interoceptive awareness, emotional experience, and brain processes. Res 25 (3) 948–62. View 60. (2000) Heartbeat detection and the experience of emotions. [SEP] Justify:

Output: The text does not provide any evidence or information regarding priming or its effects on behavior and perception without conscious awareness. Instead, it presents a list of references and studies related to psychological concepts that do not directly relate to the claim, rendering the text irrelevant.


Input: Task: corroborate the claim using the given text. Claim: Wave energy converters capture energy from surface ocean waves. [SEP] Text: The force on the bow float will be in anti-phase with the mid float, thus reducing the combined force. The surge force on the bow float should thus be as small as possible to maximise surge moment; this is consistent with what has been already proposed. Fig. 1Diagram of configuration with flat bases and dimensions (m)Full size image Some linearised mathematical modelling has been undertaken in Stansby et al. (2015) for regular waves using diffraction coefficients for heave, pitch and surge from WAMIT (2004) in a time stepping formulation. The floats had flat bases, and imposing drag forces as a function of the velocity of each float with a drag coefficient of about 1. 8 gave power output corresponding with the larger-scale experiments (about 1:8 scale). It was shown that removing heave forcing reduced power out by 46 %, removing pitch forcing (on individual floats) reduced power by 12 % and, significantly, removing surge forcing reduced power by 57 % for a typical case near resonance. This reinforces the importance of surge forcing and heave resonance and the contribution to power output from different modes being combined. With zero drag coefficient, the maximum capture width was about 75 % of a wavelength which is clearly a high value and may be compared with three floats operating optimally in heave (48 %) and in surge or pitch (96 %), all hypothetical cases. With further geometry optimisation, the maximum could almost certainly be increased and minimising drag is clearly beneficial. Some experimental results were presented in Stansby et al. (2015). Capture widths were greater than 25 % of a wavelength in regular waves and greater than 20 % of a wavelength in irregular waves across a broad range of wave periodsThis paper presents the experimental results for this system obtained with two different base shapes and at two scales in irregular waves. Capture width is considered to be the vital hydrodynamic criterion for the performance. To optimise the geometric configuration preliminary tests were undertaken in regular waves and the effect of relative float spacing, hinge position and bow float size on power have been investigated. Power was then measured with irregular waves with a spectrum with two spectral peakedness factors for unidirectional waves and with two directional spreading factors. Comparisons are made with tests at a five times larger scale with a similar equivalent mechanical damping. Survivability in extreme waves will be considered separately. [SEP] Justify:

Output: The text corroborates the claim by discussing various aspects of wave energy converters, specifically the importance of different forces acting on the floats (heave, pitch, and surge) and their effects on power output. It highlights that capturing energy from surface ocean waves involves optimizing these forces and their respective coefficients, indicating that wave energy converters are designed to maximize energy capture from wave movements.


Input: Task: contrast the claim using the given text. Claim: Only scientists need environmental education to understand climate change. [SEP] Text: 특히 환경에 미치는 영향이 큰 대학교는 대학생이 수강할 수 있는 기후변화교육 프로그램을 개발하여 활성화시켜야 할 의무가 있다. 이를 위해 사회변화에 따른 새로운 유형의 프로그램 개발이 필요하며, 온라인과 오프라인을 적절하게 활용하는 블렌디드 러닝 프로그램이 새로운 기후변화교육 프로그램으로 유용하게 활용될 수 있을 것이다. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the necessity for universities to develop climate change education programs for students, suggesting that environmental education is important for more than just scientists. It highlights the need for all university students to engage in educational programs relating to climate change.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: Log in or new issue alertsGet alerts Submit a your Email address: Subscribe to e4. 0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms. Research 7(1):p 73, | DOI: 10. 4103/abr. abr_170_17 Abstract Background: Attention deficit hyperactivity disorder (ADHD) is the most common behavioral problems that cause hyperactivity, attention deficits, academic failure, and emotional and behavioral problems in preschool and elementary school that is often hidden from the parents' eyes. The aim of this study was to determine the effectiveness of parent-based cognitive-behavioral therapy (CBT) on ADHD symptoms (including attention deficit disorder, restlessness, and impulsivity), overweight and self-esteem of 6–11-year-old obese children with attention deficit hyperactivity in Isfahan. Materials and Methods: This quasi-experimental study was carried out on 40 children aged 6–11 years with ADHD and overweight or obesity (above the 85th percentile in weight for age, height, and sex diagram) that their parents referred to Isfahan child and adolescent psychiatric clinic of Hospital in 2015. For twenty patients, only ADHD treatment was applied, and they received no other intervention, but the others in experimental group participated in CBT sessions. Analysis tools were Coppersmith Self-conners' test, and the body mass index (BMI). Data were analyzed using analysis of variance with repeated measurements. Results: CBT by teaching parents had a significant effect on ADHD symptoms, the self-esteem of overweight and obese children with ADHD in posttest and follow-up. The results also showed that had a significant effect on ADHD symptoms, overweight and self-esteem of the obese children with ADHD (P < 0. 001). Conclusions: Parents focused CBT can be considered as a complementary treatment for reducing ADHD symptoms and BMI and increased self-esteem in the obese ADHD children. deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder among children. [1] The number of children diagnosed with ADHD has significantly increased over the past decade, and almost 50% of children referring to psychiatrists have been diagnosed with ADHD. [2] Recent studies have reported that the prevalence of ADHD is 3%–9% among children and 4%–5% among adults. [SEP] Justify:

Output: The text does not directly address the claim about selective focus of attention and its effects on cognitive processing. Instead, it discusses the effectiveness of parent-based cognitive-behavioral therapy on ADHD symptoms and associated issues in children. Therefore, the text is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Wave energy converters capture energy from surface ocean waves. [SEP] Text: Control of mechanical damping is of course desirable to enable more precise matching between scales as well as optimisation, although this was not possible in these tests and is difficult at small scale. Nevertheless, it is notable that qualitative similarity has been observed using quite different damping actuators. The instantaneous power was measured without approximation providing accurate average power estimates. The experiments are thus valuable for exploring the power conversion potential of this system with novel features intended to give a marked improvement in capture width over existing configurations. The size of the stern float defines the dimensions of the rest of the system and the diameter is specified as approximately 20 % of the wavelength associated with a prominent wave period, so that forcing is predominantly inertial with minimal diffraction. The natural heave period of the stern float is designed to correspond approximately with the peak spectral period by specifying ballast and hence draft. The spacing between floats is set at about half the corresponding wavelength. The mid float is intended to have a somewhat lower natural period to correspond with lower wave periods (about 20 % lower in this case) and the diameter is chosen to maximise mean power. This analysis was based simply on two heaving floats giving a diameter of three-quarters of the stern float diameter. Power is only slightly dependent on diameter for larger values. Clearly, a smaller diameter would also be advantageous for minimising fabrication material at full scale. The bow float was originally intended to provide a passive mooring point with sufficient buoyancy to support the beam to mid float. The larger of the two diameters tested was chosen to give more buoyancy without loss of overall power capture and it was not used as a mooring buoy, since it has significant motion contributing to power generation. The change in base shape on mid and stern float from flat to hemispherical and rounded with the same radius of curvature, respectively, gave a dramatic improvement in capture width emphasising the importance of drag minimisation. The maximum capture width of over 35 % wavelength with rounded bases in irregular waves and importantly over 20 % over a broad range of peak periods for all values of spectral peakedness (\(\gamma \)) and directional spreading(s) tested may be considered high values. The geometric configuration could probably be optimised further; a larger stern diameter should be considered which will influence the optimum diameter of the mid and possibly the bow float. In determining these natural heave periods, it was found that viscosity affects added mass as well as determining drag. [SEP] Justify:

Output: The text corroborates the claim by discussing the features and configurations of wave energy converters that enhance their power capture capabilities. It highlights aspects such as the size of the stern float, the natural heave periods, and the capture width improvements achieved through specific geometric configurations. These details illustrate how the system is designed to maximize energy capture from ocean waves, effectively supporting the assertion that wave energy converters capture energy from surface ocean waves.


Input: Task: contrast the claim using the given text. Claim: Only scientists need environmental education to understand climate change. [SEP] Text: 향후 지속가능한 기후변화교육의 하나로 블렌디드 러닝의 활용이 가능할 것이며, 이러닝을 적절하게 활용하여 프로그램을 구성한다면 교육적 효과가 높을 것으로 기대된다. Climate change is a global topic. Therefore, domestic and foreign countries have set up policies to solve climate change. Education on climate change plays an important role especially in improving the awareness of climate change. In particular, the university has a high impact on the environment. Therefore, it is necessary to develop climate change programs that target university students. Developing a new climate change education program is necessary due to social changes. A blended learning program that utilizes online and offline appropriately in a suitable climate change education is utilized. This study aimed at students of S women's university class with a blended learning climate change education program and promoted a learning satisfaction survey. This study was conducted with the aim of providing basic data for building educational programs of blended learning climate change. As a result of t-test survey, it was discovered that cognitive changes in student's climate change and satisfaction were high through the blended learning climate change program. Blended learning can be used as an alternative for future sustainable climate change education. Therefore blended learning can be used as an alternative to future sustainable climate change education. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the importance of climate change education for not just scientists but also for university students and the general public. It highlights that education on climate change is crucial for improving awareness, which suggests that more than just scientists require such education to understand climate change.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: Furthermore, medication has adverse effects on natural processes of transformation of the central nervous system; it leads to increased appetite, interferes with satiety mechanism and results in weight gain and obesity. Indeed, medicines used for the treatment of ADHD cannot cure the disease, and their effects are only temporarily. Accordingly, using a combination of pharmacological and psychological therapies seems a more effective treatment for ADHD. It is also important that parents, psychiatrists, psychologists, and teachers simultaneously try to help each other create a favorable environment for these children. In fact, the best-established method for the treatment of ADHD is cognitive-behavioral therapy (CBT) plus medication. Since the ultimate goal in the treatment of ADHD is enabling children to overcome their lives' problems, which cannot be achieved only by medication or forcing children to observe the rules, a parents-focused CBT is quite essential. [13] In CBT, concepts are presented operationally, and validity of treatment is established experimentally. For this purpose, group or single subject experiments are used in research conditions or clinical trials. Furthermore, for the sake of test-retest reliability, the treatment must be operationalized, and hence that its effects can be assessed using common reliability and validity criteria. A main part of the treatment process is based on the “here and now” approach, and it is assumed that the main goal of the treatment is to help patients create desirable changes in their lives. Thus, the focal point in CBT is providing opportunities for patients to learn new adaptive skills and make necessary changes outside the clinical domains. Therapist, child, and parents try to interact effectively and create strategies to deal with specific problems. [14] ADHD therapists believe that emotions/feelings have an interactive nature and it is necessary to simultaneously consider ADHD symptoms and comorbidities along with weaknesses and strengths of children, their parents and their social lives. As mentioned, medication alone is not a treatment for ADHD; hence, nonmedication treatments, such as individual and group psychotherapy, behavior therapy, and parents/teachers education are needed. [15] It is obviously necessary to conduct studies investigating more efficient treatments for ADHD with minimal adverse effects and maximum recovery. On the other hand, the number of children and adolescents diagnosed with ADHD is increasing making it more necessary to find an appropriate nonmedication treatment for the disease. [SEP] Justify:

Output: The text discusses various treatment methods for ADHD, including medication and cognitive-behavioral therapy (CBT), but it does not directly address the claim about selective attention and its impact on cognitive processing. Therefore, the text is irrelevant to the specified claim.


Input: Task: corroborate the claim using the given text. Claim: Wave energy converters capture energy from surface ocean waves. [SEP] Text: This forcing is exploited by the relative pitch about the hinge point well above deck level. The aim is that power from the different forms of excitation and forcing combines to give a markedly improved capture width over what has been achieved previously in wave energy conversion. This has been investigated at laboratory scales of about 1:40 and 1:8 in irregular waves with different spectral peakedness and directional spreading. Capture width is the important assessment criterion. In irregular waves, the capture width is above 20 % of the wavelength associated with the energy period, for a configuration with rounded base floats, across a broad range of wave periods and with different combinations of both directional spreading and spectral peakedness typical of an offshore site (with appropriately scaled periods); the maximum was over 35 %. This may be considered large relative to existing systems. The tests indicate the effect of viscosity on both drag and added mass and indicate the importance of minimising drag for increasing power output. While some geometric optimisation has been undertaken, more would be beneficial. Most importantly, optimisation of the power take-off (PTO) control is required since only simple actuators are used in these reduced-scale experiments. 12. Available from (2008) Ocean wave energy. Springer, New YorkBook 3. 62(2009) Limiting heave response of a wave energy device by draft adjustment with upper surface. Res 31(4):282–2894. In: (2013) Surge based wave energy converter PCT/GB2013/050787WAMIT (2004) User manual versions 6. 2, 6. 2PC, 6. 2S. 6. 2SPC. . (2010) Response of a small array due to irregular waves: comparisons to predictions based on measured irregular wave response. In: Proceedings of the 20th Conference of of Offshore and (ISOPE), Beijing, China, 20–25 Jun 2010. pp 900–907(2012) Pelamis: experience from concept to connection. A 370(1959):365–3801. [SEP] Justify:

Output: The text corroborates the claim by discussing wave energy conversion, specifically mentioning how the forcing of waves can be exploited to improve the capture width in energy extraction. The text explains the importance of capture width, indicating that it measures the efficiency of wave energy converters in harnessing energy from ocean waves, thus supporting the assertion that wave energy converters capture energy from surface ocean waves.


Input: Task: contrast the claim using the given text. Claim: Only scientists need environmental education to understand climate change. [SEP] Text: 특히 환경에 미치는 영향이 큰 대학교는 대학생이 수강할 수 있는 기후변화교육 프로그램을 개발하여 활성화시켜야 할 의무가 있다. 이를 위해 사회변화에 따른 새로운 유형의 프로그램 개발이 필요하며, 온라인과 오프라인을 적절하게 활용하는 블렌디드 러닝 프로그램이 새로운 기후변화교육 프로그램으로 유용하게 활용될 수 있을 것이다. [SEP] Justify:

Output: The text contrasts the claim by emphasizing that universities, particularly those with significant environmental impacts, have an obligation to develop climate change education programs for students. This suggests that non-scientists, such as university students, also require environmental education to understand climate change, thus opposing the notion that only scientists need this education.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: Accordingly, the present study was conducted to investigate the effectiveness of a parents-focused CBT in reducing ADHD symptoms, increasing self-esteem and improving weight loss in children with ADHD. Materials and present quasi-experimental study with a pretest-posttest design was conducted on 40 obsess children (6–11 years of age) with ADHD and their parents referring to for Children and Adolescents in Isfahan (Iran) in 2015. Using convenience sampling method, the participants were selected and randomly divided into two groups of experimental and control (20 parent–child pairs in each) [Figure 1]. Figure 1: The study flowchartThe inclusion criteria for children included being diagnosed with ADHD according to the diagnostic and statistical manual of mental disorders (DSM)-5 criteria by a psychiatrist and having a body mass index (BMI) above the 85th percentile in the weight chart by age and gender. The inclusion criteria for parents included having a high school diploma or a higher than high school degree, living in the city of Isfahan (for follow-ups) and being interested in complete participation until the end of the study. The exclusion criteria for children included having other psychiatric disorders or other diseases negatively affecting the study, pharmaceutical changes based on the changes in the patients' situations, being absent for more than two sessions and not being interested in continuing the treatment process. Parents were excluded if being diagnosed with a major mental disorder according to DSM-5 criteria by a psychiatrist. At the beginning of the study, gender, age, weight, height, and BMI of every participant were recorded. Then, children and parents, respectively, completed the Coopersmith Self-(SEI) (1987) and the Conner's Scales-Revised (CPRS-R) (1996) as the pretests. For weight measurement, a seca scale was used. The children's weights were measured and recorded in kilograms when they were wearing thin clothes and no shoes. Their weights were controlled every session using a 5 kg control weight. For height measurement, a measuring tape was used. The children's heights were measured and recorded in meters, when they were wearing no shoes and standing straight with their back of the heads, shoulder blades, buttocks, and heels touching the wall. Ultimately, the children's BMIs were calculated and recorded. SEI (1987) was used to assess children's self-esteem. This inventory consists of 58 items, eight of which are lie detectors. [SEP] Justify:

Output: The text describes a study focused on parents and children with ADHD, detailing the methods and participant criteria without addressing the claim about selective attention and cognitive processing. Therefore, the text is largely irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: are surrounded by enormous ocean energy potentials (if only the energy can be tapped) and geological/topographic conditions that allow for rapid access to deeper, cold water, alongside the warmest ocean surface temperatures in the world. PSIDS in particular have underdeveloped electricity generation and supply infrastructure, much of which is old, expensive, inefficient, unreliable, and dependent on imported oil. Total electricity demand for the smaller PSIDS is low, between 5 and 20 MW. Therefore, the development of even a 1 plant within a small PSIDS can add significant amounts of energy to the grid, reduce reliance on imported oil, generate new skills and employment opportunities, and have additional benefits in the area of drinking water provision, refrigeration/air conditioning, agriculture, aquaculture, and, even, mineral salt/cosmetic manufacture. In theory, there are many development ‘wins’ for the deployment of OTEC within a small PSIDS. Alongside the concept of OTEC is the concept of seawater utilisation, which describes the manifold applications of seawater such as in the fields of aquaculture, agriculture, and mineral salt and cosmetic manufacture. Deep seawater has a number of characteristics that make it useful, such as a lack of potentially harmful pollutants and organic substances and a chemical composition that promotes aspects of human health. This paper will examine a number of aspects of OTEC deployment within the region, particularly focusing upon the 1-year period deployment and testing of an OTEC plant in South Tarawa, Kiribati. It will critically examine the application of new science and technology to the Pacific region from the philosophical lens of ‘interconnected geoscience’ [2] and the sustainable development goals (SDGs) [3] and develop the conversation of developmental needs and futures of PSIDS and where OTEC could fit in. 2. OTEC, seawater utilisation, and the sustainable development goalsSeawater utilisation plants use seawater as a base resource to produce food, energy, and drinkable water through ocean thermal energy conversion systems such as seawater cultivation, seawater energy, and seawater desalination technologies. Seawater energy and seawater utilisation plants can be developed in tropical SIDS to utilise its seawater as a heat source to produce renewable energy and heat, water, and food. These technologies can assist with the sustainable development of coastal communities. [SEP] Justify:

Output: The text corroborates the claim by discussing how ocean thermal energy conversion (OTEC) systems utilize the temperature differential between warm surface seawater and cold deep seawater to generate renewable energy. It explicitly mentions that ‘seawater energy and seawater utilisation plants can be developed in tropical SIDS to utilise its seawater as a heat source to produce renewable energy’ which supports the notion that OTEC relies on these temperature differences.


Input: Task: contrast the claim using the given text. Claim: Only scientists need environmental education to understand climate change. [SEP] Text: 본 연구는 블렌디드 러닝 기후변화교육 프로그램을 진행하는 S여자대학교 수강생들을 대상으로 기후변화에 관한 인식과 이러닝에 대한 학습만족도를 조사하여 블렌디드 러닝 기후변화교육 프로그램 구축을 위한 기초자료를 제공하는데 목적이 있다. t-검정 결과, 블렌디드 러닝 기후변화교육을 받은 수강생들의 기후변화 인식과 만족도가 높은 것으로 조사되었다. [SEP] Justify:

Output: The text contrasts the claim by discussing a blended learning program in which students, not just scientists, participated and showed high awareness and satisfaction regarding climate change education. This suggests that individuals beyond the scientific community also benefit from environmental education.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: The rest of the items assess four subscales. The rest of the items assess four subscales of general self-esteem, social self-esteem (social), home self-esteem (home), and school self-esteem (school). Each item in the SEI is answered and scored by either 0 (no) or 1 (yes), and higher total scores indicate higher levels of self-esteem. The SEI is initially developed for children ages 6–10 years, but its items can be rephrased for being used in different age groups. Previous studies have confirmed both validity and reliability of the SEI. Validity and reliability of the SEI have been, respectively, reported 0. 58 and 0. 84 in studies outside Iran and 0. 60 and 0. 92 in studies inside Iran. [16,17] Considering that the SEI is a standard test, its validity was accepted, and its reliability was measured in the present study using the Cronbach's alpha (0. 83). The CPRS-R (1996) was used to assess ADHD symptoms in children. The CPRS-R is used to assess the effectiveness of stimulant drugs in the treatment of hyperactivity and the severity of ADHD symptoms and children's misconducts. The CPRS-R is a 48-item questionnaire assessing five subscales of behavioral problems, learning problems, psychosomatic problems, hyperactivity/impulsivity, and anxiety/passivity. The CPRS-R is scored on a 4-point Likert scale ranging from 0 (not true at all) to 3 (very much true). Previous studies have confirmed both validity and reliability of the CPRS-R. Validity and reliability of the CPRS-R have been, respectively, reported 0. 57 and 0. 90 in studies outside Iran and 0. 85 and 0. 84 in studies inside Iran. [18,19] Considering that the CPRS-R is a standard test, its validity was accepted, and its reliability was measured in the present study using the Cronbach's alpha (0. 89). Children in the experimental group received a CBT-based intervention. The used intervention in the present study was a combination of a family-focused program, cognitive-behavioral treatment for obesity (Cooper, Fairburn, and Hawker, 2003) and an intensive weekly program. Cognitive-behavioral strategies were taught to parents during six 90-min sessions. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses the validity and reliability of self-esteem and ADHD symptom assessment tools, along with details about a cognitive-behavioral intervention for obesity. It does not address or provide information about selective focus of attention or cognitive processing.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: of Ships and (KRISO) has led research and development on OTEC and seawater utilisation of discharged deep seawater since 2010. A 20 kW OTEC pilot plant was designed and fabricated as a prototype model of the 1 MW demonstration OTEC plant (to be deployed in Kiribati in 2020). Results and discoveries made from the prototype OTEC/seawater utilisation plant have been used to design the 1 plant. The application of discharged deep seawater from a land-based OTEC plant, or from individual cold water pipes, alongside technologies for desalination, has been developed by KRISO and the Korean R&D team. Seawater desalination plants with carefully designed features can enhance, and control, the constituent seawater mineral balance/composition to make it particularly useful for public health, cosmetics, mineral salt manufacture, and other industrial applications. Seawater utilisation plants are green technologies, reducing CO₂ emissions, and supplying renewable energy. They can be used to develop a ‘blue infrastructure’ (technologies based on the utilisation of the neighbouring ocean) in coastal regions, which help to promote the UN sustainable development goals (see [4, 5, 6, 7, 8], for further details). If the 1-year duration experiment in Kiribati can evolve into a long-term OTEC + seawater utilisation plant, it has the potential to address a wide series of the sustainable development goals [3]. In particular the SDGs 7 (affordable and clean energy), 6 (clean water and sanitation), 9 (industrial innovation and infrastructure), and 13 (climate action) will be addressed through the provision of renewable and affordable, reliable energy, and the development of innovative technologies and related industries, particularly from a PSIDS perspective. If the OTEC/seawater utilisation plants work inclusively with local people, offering education and training to enable the localization of technologies with time, and if industries such as agriculture, aquaculture, mineral salt, and cosmetic manufacture, and so on, are developed, then SDGs such as 1 (no poverty), 2 (zero hunger), 3 (good health and wellbeing), 4 (quality education), 8 (decent work and economic growth), and 11 (sustainable cities and communities) can be promoted. These are serious claims and will not occur without a great deal of long-term investment and effort (which is not guaranteed at the time of publication). [SEP] Justify:

Output: The text corroborates the claim by discussing the development of an OTEC pilot plant and the application of discharged deep seawater, which implies the utilization of temperature differences in ocean layers. The mention of designing OTEC plants and their operational functionalities suggests a reliance on thermal gradients, which is a fundamental principle of OTEC technology.


Input: Task: pass the claim using the given text. Claim: Only scientists need environmental education to understand climate change. [SEP] Text: 412 이빛나라 and 이은희 “블렌디드 러닝(Blended Learning)을 활용한 기후변화교육에 대한 인식조사와 학습만족도에 대한 연구 - S 여자대학교 기후변화교육을 중심으로 - “ 환경교육 29. 4 423. (2016): 412. 이빛나라 이은희. 블렌디드 러닝(Blended Learning)을 활용한 기후변화교육에 대한 인식조사와 학습만족도에 대한 연구 - S 여자대학교 기후변화교육을 중심으로 - 환경교육 [Internet]. 2016; 29(4), : 412 - 423. Available from: doi:10. 17965/kjee. 2016. 29. 4. 412 이빛나라 이은희. [SEP] Justify:

Output: The text does not address the claim regarding who needs environmental education. It focuses on a research study about climate change education and blended learning without providing evidence supporting or contrasting the claim that only scientists require such education.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: At the end of each session, next week's assignments were specified, covered issues were practiced, and parents' questions were answered. Descriptions of all sessions are presented in Participants in the control group did not receive any intervention except ADHD routine treatment. At the end of the intervention, weight, and BMI of every participant were recorded again. Then, every child completed the SEI, and every parent completed the CPRS-R as the posttests. Two months after the intervention, weight, and BMI of every participant were recorded and they completed the SEI and the CPRS-R for the third time. Finally, the collected data were analyzed using the SPSS-version 22 (SPSS Inc. Chicago, Illinois) software: Mean and standard deviation were used to describe the data; Kolmogorov–Smirnov test was used to check the normality of the data; was used to determine the effects of the intervention on each variable (i. e. , self-esteem and BMI); independent t-test was conducted to compare the average self-esteem scores and BMIs in each group at different pairwise intervals; independent t-test was also used to compare the average self-esteem scores and BMIs between the two groups at each of the examined time (before, immediately after, and 2 months later) (P < 0. 05). to the results, the average age of the children was 8. 4 ± 1. 8 years; nearly 67. 5% of the children were male and 32. 5% were female; the average age of children in the experimental group was 8. 2 ± 1. 8 years and of children in the control group was 8. 6 ± 1. 7 years (P = 0. 43); there were 13 (65%) boys and 7 (35%) girls in the experimental group and 14 (70%) boys and 6 (30%) girls in the control group (P = 0. 74) [Table 1]; accordingly, there was no significant difference in age and gender between the two groups. Table 1: Comparison of the mean age and gender distribution between children in the two groupsThe results of comparing the examined variables between the two groups are presented in Table 2. Accordingly, BMI was significantly lower immediately after the intervention (P = 0. 001) and 2 months later (P = 0. 01) in the experimental group. [SEP] Justify:

Output: The text provides detailed data regarding an intervention study, primarily focused on the effects of an intervention on children's BMI and self-esteem outcomes. It does not address the concept of selective attention or its impact on cognitive processing. Therefore, the text is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: What is apparent from this graph is that countries such as Fiji, Samoa, and the have significantly higher installed generation capacity with respect to the strength of their economy, than countries such as Kiribati and the in particular. The evidence suggests that most are ‘under-energised’ at the present time. are the most under-energised countries in the world. This lack of access to electricity is a serious inhibitor of economic social development. Figure 12. Graph of installed electricity capacity per head versus GDP/head for selected countries. Note how Kiribati and are the least energized countries and Fiji/the most energized from this analysis. Table 2 summarises a number of characteristics of the capital of Kiribati (South Tarawa) present-day energy situation [20]. has 5. 45 MW of installed capacity provided by an ageing diesel generator which experiences regular periods of non-transmission. The diesel capacity is supplemented by solar energy: Up to an additional 1. 5 MW is on line or planned for the future. Peak demand in is around 3–4 MW. Kiritimati has 1. 5 MW of installed capacity with smaller stand-alone diesel providers in the smaller islands. There is a Kiribati roadmap for energy which aims to move towards a less fossil fuel- and imported oil-reliant future, with solar power (and OTEC) planned to be the main renewable energy providers for the future. The 2017–2025 Kiribati energy roadmap plans for a c. 45–60% cut in fossil fuel generated energy by 2025. 7. OTEC and global OTEC resourcesFigure 13 shows the world map of realisable ocean thermal energy resources, with the greatest temperature gradients (from surface to water depths of 1 km) shown in red and the minimal possible realisable OTEC temperature gradient shown in blue. Ongoing and planned OTEC projects are named. A minimum temperature differential of 17–20°C between surface waters and those at 1 km depth is required for OTEC operations. This condition is met, year-round, for tropical and subtropical waters in all oceans. Some areas at the fringes of the ocean thermal resource, such as Japan, South Korea, and the Arabian Peninsula, have the capacity to generate power through OTEC for part of the year. [SEP] Justify:

Output: The text corroborates the claim by explaining that OTEC requires a minimum temperature differential of 17–20°C between surface waters and those at 1 km depth for its operations. Furthermore, it highlights that tropical and subtropical waters meet this condition year-round, thus supporting the concept of utilizing temperature differences between ocean layers for energy conversion.


Input: Task: contrast the claim using the given text. Claim: Environmental education should replace all traditional academic subjects. [SEP] Text: Open commentary Responding to the environmental emergency through education: the imperative for teacher support across all subjects Greer ('s Faculty of Education and ) ('s Faculty of Education and ) ('s Faculty of Education and ) ('s Faculty of Education and ) most recent on report sets out sobering scenarios about the future for our young people and appeals for ‘deep, rapid, and sustained reductions in greenhouse gas emissions’. Although technological responses are essential to achieve these reductions, technocratic solutions alone will not solve the environmental emergency; a widespread societal transformation is needed. Education can play a profound role in this transformation as it is fundamental to building a society with knowledge, skills and motivation to tackle climate change so as to regenerate ecological and social systems. This commentary reflects on multiple dimensions of education’s role, focusing particularly on schools and the important contribution that all subjects can make towards developing interdisciplinary, complex understandings of the environmental emergency and living more sustainably. Drawing from a recent nationwide survey of teachers in England carried out by the UCL Centre for we highlight a troubling lack of engagement in formal professional development related to climate change and sustainability, even amongst a ‘climate change engaged’ cohort of teachers, and the imperative for comprehensive professional learning for teachers from across all subjects and year levels. Keywords: education, climate change, the environment, knowledge, teachers, professional development, climate How to Cite: Greer, K. , Walshe, N. , Kitson, A. & Dillon, J. , (2024) “Responding to the environmental emergency through education: the imperative for teacher support across all subjects”, UCL 6(1). doi: Downloads: 388 on 24 Jul 2024 4. 0 The latest on report [1] set out sobering scenarios about the future for our young people, predicting that ‘adverse impacts from human-caused climate change will continue to intensify’ (p. 6). In 2024, UN Secretary General, António Guterres sounded the alarm about greenhouse gas emissions continuing to rise, not fall as is required if humanity is to meet the target and limit long-term global heating to 1. 5 °C [2]. Yet, assessments of the UK’s climate change response are gloomy. The independent Committee has highlighted a ‘lack of urgency’ ([3], p. [SEP] Justify:

Output: The text contrasts the claim by emphasizing that education, including all subjects, can contribute to addressing the environmental emergency rather than suggesting that environmental education should completely replace traditional subjects. It asserts the importance of interdisciplinary learning and highlights the need for teacher support across all subjects, indicating that a comprehensive approach to education is essential for tackling climate change.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: However, it was significantly higher in the control group 2 months after the intervention (P = 0. 02). At the end of the intervention, BMI was significantly higher in the control group; but, no significant difference was observed between the two groups 2 months after the intervention. The results of repeated measures ANOVA, comparing BMI changes over time, showed no significant difference between the two groups (P = 0. 84). Table 2: Comparison of body mass index, attention deficit hyperactivity disorder symptoms and self-esteem scores of children with attention deficit hyperactivity disorder at different timesThe average CPRS-R scores at the end of the intervention and 2 months later were significantly lower than the average CPRS-R scores at the beginning of the intervention in both groups (P = 0. 001). Comparing the two groups, the average CPRS-R score was significantly lower in the control group immediately after the intervention (P = 0. 001). Similarly, the average CPRS-R score was significantly higher in the experimental group 2 months after the intervention (P = 0. 001). However, changes in the average CPRS-R scores were significantly different between the two groups at the end of the intervention (P = 0. 007). Changes in the CPRS-R scores are presented in Figure 2, indicating a significant difference between the two groups (P = 0. 001). The average SEI score was significantly higher in the experimental group immediately after the intervention and 2 months later (P = 0. 001). In none of the groups, the average SEI scores were not significantly different at the end of the intervention and 2 months later compared to the beginning of the intervention. However, changes in the average SEI scores were significantly different between the two groups at the end of the intervention (P = 0. 001). Changes in the SEI scores are presented in Figure 2, indicating a significant difference between the two groups (P = 0. 001). Figure 2: Study flowchart. Linear graphs of body mass index, attention deficit hyperactivity disorder symptoms, self-esteem scores of children with attention deficit hyperactivity disorder at different timesresults of this study showed that BMIs of children who received the intervention significantly decreased immediately after the intervention and 2 months later, whereas, BMIs of children in the control group significantly increased in the same period. Accordingly, it can be stated that a parents-focused CBT can positively affect BMI of children with ADHD. [SEP] Justify:

Output: The text does not directly address the claim about selective attention and cognitive processing. Instead, it provides results from a study focusing on body mass index (BMI) and ADHD symptoms, mentioning various statistical outcomes. The content relates to the effects of a parents-focused CBT (Cognitive Behavioral Therapy) on BMI in children with ADHD but does not discuss selective attention or cognitive processing changes.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: Kiribati and its capital township, South Tarawa, are situated within an ocean area with the highest thermal difference between surface waters and waters at 1 km depth (c. 24–28°C). Figure 13. Global map of OTEC activities and resource in terms of the temperature difference between surface seawater and seawater at a depth of 1 km. The highest temperatures (and highest potential OTEC energy resources) are situated NE and E of Guinea, Indonesia, and the Philippines. Significant thermal resources are present within tropical and subtropical waters in all oceans and can benefit SIDS and continental countries within this area. Kiribati and its capital township of lie within the ‘bulls eye’ of thermal energy resources. A minimum temperature difference of 17°C between surface waters and waters at 1 km depth are required for OTEC at the present time (acknowledgements KRISO). Figure 14 shows the principles of OTEC technology. In a closed cycle OTEC system, such as will be deployed on Kiribati, a working fluid of R32 (seawater can be used as working fluid in open cycle OTEC systems, e. g. Hawaii) is vaporised, with the vapour driving a turbine to create electricity. The vapour is condensed by heat exchange with colder ocean water and then heated/vaporised via heat exchange with warmer waters, and the cycle continues. OTEC boasts little to no seasonal variation throughout the day and seasons. For remote islands and coastal villages that have no power grids, OTEC can provide clean, self-reliant, sustainable energy. Figure 14. Principles of OTEC. A working fluid (R32 within closed cycle OTEC plant such as on Kiribati) is vaporised, with the vapour turning a turbine to create electricity. The vapour is cooled from deeper seawater and then heated via heat exchanges to be vaporised once more. OTEC plants can also provide desalinated drinking water and waters for agriculture/aquaculture at downstream (acknowledgements [25]). 8. Design and fabrication of the KRISO 1 demonstration plantAs part of the development of the KRISO 1 MW plant, a closed cycle OTEC system was initially designed and implemented. Closed cycles require a working fluid to transport and exchange heat within the system. [SEP] Justify:

Output: The text corroborates the claim by detailing the temperature differences required for OTEC, stating that a minimum temperature difference of 17°C between surface waters and deeper waters is necessary for its function. It explains how OTEC technology operates based on these temperature differences by heating and cooling a working fluid through heat exchange with warmer and colder ocean waters. This supports the claim that OTEC relies on temperature variations between different layers of the ocean.


Input: Task: contrast the claim using the given text. Claim: Environmental education should replace all traditional academic subjects. [SEP] Text: 14) in the UK Conservative Government’s response and an ‘overly narrow approach to solutions which, crucially, does not embrace the need to reduce demand for high-carbon activities’ ([3], p. 13). The mandate for drastic greenhouse gas emission reductions is unequivocal [1] and technological responses are essential. However, a narrow view that focuses on technocratic solutions will not solve the environmental crisis; instead, a widespread transformation which recognises the interdependence of climatic, ecological and social systems is needed [1]. All sectors of society have a role to play in learning how to avoid reproducing the damaging social structures and attitudes that have led us into the crisis, to develop the capabilities to repair the environmental damage caused and to forge sustainable ways of living. Education, which can be understood broadly and enacted in formal and informal settings, has a role to play in this transformation. Education institutions, including schools, can play a part in greenhouse gas emission reductions that are so urgently needed through energy, transport, procurement and food policies and actions; indeed, according to the Department for Education, ‘schools and universities represent 36% of total UK public sector building emissions’ [4]. Schools can promote more sustainable lifestyles by reducing resource use, reusing and recycling, growing food and encouraging plant-based diets. They can contribute to biodiversity regeneration by conserving and rehabilitating pockets of estate grounds or local landscapes. Such actions, which take leadership, commitment and investment, can position schools as demonstration and learning hubs for students and staff, parents and school communities. Alongside such practical actions, is the contribution that schools can make towards building a society with the knowledge, skills and motivation to boldly tackle the environmental emergency and respond to the threat of un-sustainability [5]. In broad terms, this first requires recognition of the crisis, followed by both subtle and substantial reorientations across the education system, towards ecologically (rather than economically) centred policies and the promotion of multi-species justice. It requires a shift away from producing and reproducing forms of knowledge and culture that have led to the crisis and are in service of economies that are built on extractive processes, towards diverse types of knowledge [1] and culture that is in service of all species on Earth [6]. [SEP] Justify:

Output: The text contrasts the claim by discussing the role of education in addressing environmental issues without fully advocating for the replacement of traditional academic subjects. It emphasizes the need for a transformation in the education system to focus on ecological-centered policies and to foster knowledge that promotes sustainability, rather than implying that environmental education should entirely replace other subjects.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: In line with results of the present study, several other studies have shown that family-based interventions are suitable for weight loss maintenance and the treatment of obesity. [19,20,21,22] Similarly, results of other studies done by Bayat et al. and Sadeghi et al. have shown the effectiveness of family-based CBT in children's weight loss. [23,24] These studies have indicated that family-based behavioral therapies integrated with cognitive skills are the most effective treatments for obesity in childhood. In fact, CBT is known as an appropriate therapeutic approach for the treatment of obesity. It has been proven that family-based interventions that involve parents in the process of treatment are very effective in weight control and development of healthy habits. Studies have shown that almost every effective intervention includes a family component, such as separate training programs for children and parents. [25,26] Vos et al. showed the effectiveness of parents-based CBT in obese children's weight loss. [20] The only problem here is that this type of therapy has not been considered seriously by researchers studying obesity in children with ADHD. In fact, most studies have examined the causes of obesity in children with ADHD and reported that a possible reason is a close relationship between impulsivity and loss of control over food intake. These studies have shown that children with ADHD are 12 times more prone to the loss of control eating syndrome (LOC-ES) than normal children and that overweight children with LOC-ES are 7 times more likely to have ADHD than normal children. [27] Therefore, the development of an appropriate treatment that can be added to drug therapy seems quite essential to treat children with ADHD. This accompanying treatment can be achieved by conducting further clinical trials. Self-esteem of children in the experimental group increased after the intervention and 2 months later; however, the difference was not statistically significant (P > 0. 05). Self-esteem of children in the control group did not change (P > 0. 05). At the beginning of the intervention, the average SEI scores were not statistically different between the two groups, but the average SEI score of children in the experimental group was significantly higher than the average SEI score of children in the control group immediately after the intervention and 2 months later (P < 0. 001). These results were in line with results of various studies on increasing perception of self-esteem in children with ADHD and some studies inside and outside Iran. [SEP] Justify:

Output: The text primarily discusses family-based interventions and their effectiveness for weight loss and obesity treatment in children, particularly those with ADHD. It mentions impulsivity and control over food intake but does not directly address the concept of selective attention or cognitive processing changes. Therefore, the text is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: The selected working fluid for the KRISO example was R32 (difluoromethane) which has a relatively high heat transfer coefficient and low environmental impact. Typical environmental characteristics of R32 include a relatively low ozone depletion index (ODP) and global warming potential (GWP) of 0 and 675, respectively. Various studies have been conducted to improve the performance of OTEC cycles, utilising multistage cycles, Kalina cycles, Uehara cycles, and so on [5, 6]. For the KRISO case, a simple Rankine cycle was applied to demonstrate the long-term operational potential of the OTEC plant. Figure 15 shows the experimental temperature-entropy (heat transfer divided by the temperature) performance behaviour of the OTEC cycle, for the KRISO-OTEC plant, with field conditions of 29°C surface seawater temperatures and 5°C deeper seawater temperatures. Closed cycles are circulated by the working fluid pump, so an endless cycle of power is formed when a heat source is supplied. The turbine output (Wt) of a closed cycle OTEC plant is given by Eq. (1). The net power generation (Wnet) is given by Eq. (2). The cycle was designed using ver8. 0, a process design program [5, 6]. Figure 15. Temperature-entropy (heat transfer divided by the temperature). Diagram of an OTEC cycle (after [5, 6]). E1E2where mr is the mass flow rate of the refrigerant, hti and hto are the inlet and outlet enthalpy of the turbine, ƞt is the efficiency of the turbine, and htos is the turbine outlet enthalpy of the isentropic process. ωωωp, ωcωp, and ωrp represent the pump output of surface water, deep water, and working fluid, respectively. The heat of evaporation of temperature difference generation is shown in Eq. (3), and the net power efficiency (ƞnet) is calculated by the ratio of the amount of net power generation (Wnet) and evaporation heat (Qω) as in Eq. (4) [5, 6]. [SEP] Justify:

Output: The text corroborates the claim by discussing the operational aspects of an OTEC plant, specifically mentioning 'field conditions of 29°C surface seawater temperatures and 5°C deeper seawater temperatures.' This directly reflects the concept of utilizing temperature differences between ocean layers to generate power, which is fundamental to OTEC technology.


Input: Task: contrast the claim using the given text. Claim: Environmental education should replace all traditional academic subjects. [SEP] Text: This argument will be familiar to environmental education scholars who have long advocated for interweaving socio-emotional and indigenous knowledge with the disciplinary knowledge and skills that tend to be taught in schools. Classroom teaching is, arguably, the principal site for enacting climate change and sustainability education in formal, school-based settings. Researchers have identified the ongoing prevalence of subject-specific knowledge-led approaches, especially science [7, 8]. In England, where schools are dominated by curriculum, exams and inspection [9], the few direct mentions of climate change in the are concentrated within geography and science [10, 11]. Whilst advocating for broad, expansive educational approaches to the environmental emergency and transformation across the education system, UCL’s Centre for (CCCSE) recognises this as the current context in which schools operate. Therefore, given that immediate responses to the crisis are needed, our principal aim is to support teachers to incorporate climate change and sustainability into their subject-based teaching practices. The work of CCCSE, which was established in 2022, has been informed by an initial study [12] which identified inconsistencies in the quality and availability of climate change and sustainability education in England, and noted that teachers sought more ‘time, confidence and resources’ (p. 17) to incorporate climate change into their teaching, a finding that is supported elsewhere [13–15]. However, little is known about the types of professional learning that teachers have participated in, the types of support they seek, and for whom this support would be most helpful. That is why CCCSE set out to investigate teachers’ perspectives of climate change and sustainability education, with a particular focus on their teaching practice and professional learning, through a nationwide survey (supported by the ). The results from our initial analysis [16] can be viewed as representing a ‘climate change engaged’ cohort of teachers. We invited responses from teachers of all subjects and phases of education; of the 870 respondents, 81% reported that they ‘sometimes’, ‘often’ or ‘very often’ incorporate climate change and sustainability in their teaching. Whilst the cohort included responses from teachers who taught subjects from across the National Curriculum, climate change and sustainability were reported as most commonly being incorporated into geography and science in secondary settings. [SEP] Justify:

Output: The text contrasts the claim by stating that while there is advocacy for incorporating climate change and sustainability into teaching practices, current educational frameworks primarily focus on subject-specific knowledge in areas such as geography and science. It highlights the importance of integrating environmental education within traditional subjects rather than replacing them entirely, as demonstrated by the CCCSE's goal to support teachers in incorporating these topics into existing subject-based teaching.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: [10,28,29] In other words, results of the present study along with results of other studies have shown that training the parents can decrease impulsivity and hyperactivity positively affect behavioral problems and aggressiveness and lead to increased levels of self-esteem in children with ADHD. Such education can positively affect parents as well because it can lead to reduced levels of stress and boosted self-esteem. A child' self-esteem is the basis of his perceptions of life experiences and therefore, is of great importance. Resulting from positive self-assessments, socialemotional competence can help children overcome their future problems. Children who feel good about themselves can overcome their problems more effectively. Accordingly, it can be concluded that CBT can improve self-image; reduce dysfunctional beliefs; and enhance levels of self-esteem in children with ADHD. ADHD symptoms were similar between the two groups at the beginning of the intervention; but, those symptoms significantly decreased in the experimental group after the intervention (P < 0. 001). Although children in the control group did not receive any intervention, their ADHD symptoms decreased as well (P < 0. 001). However, ADHD symptoms decreased more significantly in the experimental group than in the control group (P < 0. 001). Therefore, it can be stated that ADHD symptoms may decrease over time, but CBT can speed up this process. In this regard, various studies have shown that CBT is an effective method for the treatment of ADHD symptoms. [6,30,31] In fact, rising parental awareness-without focusing on reducing the behavioral problems-can lead to positive parent–child interactions; improve parents' behaviors; and decrease hyperactivity and aggressiveness in children. [30] In this regard, Montoya et al. has emphasized the importance of ADHD treatment as it provides a basis for future learning quality; leads to positive educational experiences; and prevents secondary problems such as obesity, sleep disorders, emotional complications, and interactional/educational/behavioral problems. [31] However, these findings are not consistent with results of a study conducted by Rueda et al. in 2004. [32] These different results may be explained by considering the differences between parental behaviors, perceptions, and styles along with other various factors affecting ADHD symptoms. In any case, most studies have confirmed that combination therapy and medication are more effective than behavioral therapy alone. [SEP] Justify:

Output: The text is irrelevant to the claim as it focuses on the impact of cognitive-behavioral therapy (CBT) on children with ADHD, discussing improvements in self-esteem and behavioral problems. It does not specifically address the concept of selective attention or how it might influence cognitive processing.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: E3E4where Gh is the surface water flow rate, Ch is the specific heat of seawater, and ΔTin-out is the temperature difference between the evaporator inlet and outlet (Figure 14). Although machine efficiency conditions are dependent upon on the temperature and flow rate of surface and deep seawaters, it is assumed that the OTEC cycle operation satisfies the heat exchanger pinch temperature of 1. 5°C. Results from the earlier KRISO-OTEC experiments indicated that at an 85% turbine efficiency, the power generation was 1278 kW and the new power efficiency was 2. 71% (calculated using principles and equations in [5, 6]) (Table 3). ParameterValueUnitHot water inlet temperature29°CHot water mass flow rate1948. 5kg/sCold water inlet temperature5°CCold water mass flow rate1805kg/sSea water pump efficiency80%Hot water pump power130. 5kWCold water pump power188. 3kWHeat source capacity32,364kWHeat sink capacity31,148kWRefrigerant pump power82. 63kWTurbine inlet pressure1729kPaTurbine inlet temperature26. 5°CTurbine efficiency85%Gross power1278kWSystem efficiency3. 95%Net system power876. 57kWNet system efficiency2. 71%Table 3. Analysis result of Rankine cycle OTEC demonstration plant. Based on earlier experimental results and experience, a new 1 plant, named K-OTEC1000, was designed, and core devices such as a turbine generator, condenser, and evaporator were manufactured from 2016 to the first half of 2019. The K-OTEC1000 plant was installed on a barge ship and became a de facto offshore power plant for short-term experiments in the seas offshore from Busan, South Korea. When K-OTEC1000 is installed on South Tarawa, Kiribati, it will be a land-based onshore power plant (see Figure 16 for an artist impression of the plant). Figure 16. 3D model/artist impression of the Kiribati-based KRISO 1 plant. A field experiment was conducted in the southern sea of South Korea’s East Sea, offshore of Busan, to verify the OTEC plant K-OTEC1000 performance characteristics, in field conditions, prior to transport and installation on Kiribati. [SEP] Justify:

Output: The text corroborates the claim by discussing the temperature differences utilized in the OTEC system, highlighting the operational need for both hot and cold water temperatures in the process. Specifically, the mention of 'Hot water inlet temperature' and 'Cold water inlet temperature' indicates the importance of temperature gradients in OTEC, thus supporting the claim.


Input: Task: contrast the claim using the given text. Claim: Environmental education should replace all traditional academic subjects. [SEP] Text: This finding is unsurprising insofar as it correlates with how climate change is framed in the National Curriculum; yet it could also reflect teachers’ conceptions of climate change education whereby they are teaching relevant material, without badging it as such. Viewed another way, this could be concerning because climate change, and the broader environmental emergency of which it is a part, is too complex to narrow down to the disciplines of science and geography [17]; all disciplines contain knowledge and skills that can contribute towards developing the complex, interdisciplinary understandings of the environmental crisis and how we can live more sustainably [18]. A constructive response will require creativity, criticality, empathy and knowledge from across disciplines and epistemologies. Our survey findings are most enlightening when it comes to professional learning which, following Pollard et al. [19], we understand as a broad and flexible concept to describe learning that occurs across the professional life of the teacher, and can include formal professional development activities or episodes (p. 506). We found that less than half of the teachers involved in the survey considered that they had participated in formal professional development related to climate change and sustainability. Of those who had, less than 13% considered that there had been a focus on climate change and sustainability in their Education, whilst the most commonly reported type of professional learning was ‘self-taught’. The distinct lack of engagement in formal professional development that was reported by our ‘climate change engaged’ cohort of teachers is troubling and merits further exploration, as does the nature of the broader professional learning which teachers undertake. Confident and capable teachers are crucial to helping young people to understand the Earth as an interconnected system of which they are a part, while developing the agency and capabilities to act for the environment and for a socially just society. That is why, in response to the survey findings, the CCCSE is developing a professional development programme to support teachers of all subjects and year levels to incorporate climate change and sustainability into their practice. The programme – Teaching for – comprises free online professional development modules for teachers that include films, activities and resources that teachers can incorporate into their teaching practice. Modules are currently available in history, geography, English and mathematics, with science and creative arts modules in development. [SEP] Justify:

Output: The text contrasts the claim by highlighting that climate change and environmental education should not be limited to just science and geography but should involve all disciplines, suggesting that a reduction of traditional academic subjects in favor of environmental education is insufficient. It emphasizes the complexity of the environmental crisis and the need for interdisciplinary understanding, which indicates that traditional subjects still play a crucial role in education.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: Furthermore, parents have reported that combination therapy is more effective than behavioral therapy, but it is not better than medication. On the other hand, concerning the reduction of basic symptoms of ADHD, there is no difference between combination therapy and medication. Hence, although medication can adequately reduce ADHD symptoms, combination therapy is necessary to improve other functional domains. Accordingly, other than medication, children with ADHD need a variety of psychosocial interventions, such as verified parents' education programs. To explain the results of this study, it can be pointed out that people can better understand their behaviors when they are more knowledgeable and conscious. This increased awareness naturally causes more appropriate behaviors and less inappropriate behaviors. [33] One of the limitations of the study was not able to control the parents' behavior according to the study protocol and training session and also it may affect by their socioeconomic and educational status. Considering the results of this study, CBT can be considered a simple and low-cost treatment for obesity, ADHD, and low self-esteem. Among the limitations of the present study, studying a single age group, having a small sample size, short interval between the end of the intervention and its follow-up and not examining mothers' mental states can be mentioned. As a result, it is recommended to conduct future similar studies on bigger sample sizes, various age groups and over longer time intervals to become able to generalize the results confidently. of the present study indicated that parents-focused CBT is effective in the treatment of obesity, ADHD, and low self-esteem of overweight children with ADHD (ages 6–11). Therefore, if parents' education can enrich families, it can also improve children's attention. Moreover, many social and economic problems can be prevented by conducting psychological-educational interventions which play an important role in the treatment of ADHD. Financial support and sponsorship of Khorasgan. Conflicts of interest There are no conflicts of interest. 1. Association. Diagnostic and of Mental Disorders. 2000 2. . Synopsis of Sciences/Kluwer tEPW. 2014 3. Lufi D, Parish-Plass J. Sport-based group therapy program for boys with ADHD or with other behavioral disorders Behav Ther. 2011;33:217–30 4. Validation of the adult ADHD investigator symptom rating scale (AISRS) J Atten Disord. 2010;14:57–68 5. [SEP] Justify:

Output: The text does not explicitly discuss the concept of selective attention or its impact on cognitive processing. Instead, it focuses on therapy effectiveness for ADHD and interventions for children, which is not directly related to the claim about selective attention.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: The experiment was conducted at the end of September, 2019, and proved to be successful, yielding a significant amount of operational data and proving the design concept [4]. During the experiment, the surface water temperature decreased, and the temperature difference between the surface and the deep water decreased to 18. 7°C, with the output power level at 338 kW. This was a lower output than hoped for, but field conditions were suboptimal as the Korean winter was rapidly approaching. The data suggested however that the K-OTEC1000 plant could likely produce 1 MW at a temperature differential of 24°C and 500 kW at a temperature differential of 20°C. The experiment produced the highest ever energy output from a seaborne OTEC plant, in the world, to date, setting a new world record [4]. The usefulness of OTEC-generated electricity to Kiribati and other islands will depend upon social acceptability and economic feasibility. As can be seen in Table 4 [26], the unit production cost of electricity from the OTEC plant is estimated to be US$ 0. 15 ∼ 0. 65/kWh. Currently, electricity costs in Kiribati are between US$ 0. 57 and 1. 59/kWh. These data suggest that OTEC could be commercially competitive and viable for a situation. Because of Kiribati’s favourable position in equatorial waters, it will be possible for OTEC plants to operate year-round on a 24/7 basis. If the OTEC plant proves successful, it could be scaled up to a 10 MW plant which would provide all of South Tarawa’s current electricity requirements with no concomitant production of Greenhouse Gases. Table 4. Cost analysis in terms of capital expenditure (CAPEX) operational expenditure (OPEX), year-round availability/capacity, and the levelised cost equivalent (LCOE) (taking into account plant lifecycle production and operational costs) of OTEC power plant with other ocean energy systems [26]. 9. Kiribati and OTEC deploymentKRISO plans to deploy a 1 MW land-based OTEC (K-OTEC1000) plant for 1 year in South Tarawa, Kiribati, in 2020 to 2021. If tests are successful, this may lead to longer-term projects and perhaps fully ocean-deployed OTEC systems. The OTEC plant will be located in the Eastern part of (Figure 21). [SEP] Justify:

Output: The text corroborates the claim by discussing experiments related to OTEC that explicitly mention the temperature differences between surface and deep water. The text provides specific temperature differential data, highlighting that the OTEC plant's operational success relies on such temperature differences, reinforcing the claim that OTEC utilizes these temperature discrepancies for energy conversion.


Input: Task: contrast the claim using the given text. Claim: Environmental education should replace all traditional academic subjects. [SEP] Text: The modules bring disciplinary, everyday and indigenous knowledge together; for instance, in the secondary English module teachers are introduced to a spoken-word poem performed by Kathy Jetñil-Kijiner, of Marshallese ancestry, and Aka Niviâna, an Inuk woman. Teachers are asked to note their personal responses to the text before reflecting on its potential role for supporting the development of core English skills specified in the National Curriculum. The modules also aim to support teachers explore possible futures with their students; in the history modules, for example, a focus on industrialisation (secondary) and trees (primary) culminates in renewable energy technologies and woodland conservation, respectively. While the provision of professional development which can support effective classroom teaching is important, CCCSE also recognises the ongoing impact that current assessment and inspection regimes have on teachers’ practice. That is why, alongside Teaching for Sustainable Futures, the CCCSE’s work programme extends to research into climate change and sustainability policy and practice, and national and international knowledge exchange and policy dialogue, with the aim of contributing to advancing effective climate change and sustainability education in England, and further afield. Open data and materials availability statement The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request. Declarations and conflicts of interest Research ethics statement The authors declare that research ethics approval for this 34. [2] Guterres, A. (2024). A Moment of Truth. New York: United NationsSecretary General. Accessed 2 July 2024 Available from: [3] Committee. Progress in reducing UK emissions – 2023 Report to Parliament, Accessed 2 July 2024 Available from: [4] DfE. Sustainability and climate change: a strategy for the education and children’s services systems. Department for Education. Available from: [5] Stables, A. (2013). The unsustainability imperative? Problems with ‘sustainability’ and ‘sustainable development’ as regulative ideals. Res 19 (2) : 177–186. [6] Wals, AEJ; Mathie, RG. (2022). It takes a whole school. Am Sci. [onlline] 110 (4) : 244–247. Available from: [8] Rousell, D; Cutter-Mackenzie-Knowles, A. (2020). [SEP] Justify:

Output: The text contrasts the claim by describing a comprehensive approach to education that integrates environmental education with traditional subjects, rather than replacing them. It discusses the merging of disciplinary, everyday, and indigenous knowledge within existing subjects such as English and History, illustrating that environmental education can enhance the learning experience rather than solely substituting traditional academic subjects.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: Barkley RA Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. 2014 6. Ramsay JR. CBT for adult ADHD: Adaptations and hypothesized mechanisms of change J Cogn Psychother. 2010;24:37–45 7. Attention-deficit/hyperactivity disorder (ADHD) and obesity: A systematic review of the literature Nutr. 2008;48:524–37 8. Co-occurring weight problems among children with attention deficit/hyperactivity disorder: The role of executive functioning Obes (Lond). 2012;36:567–72 9. Kaplan K, Suddok B. A Summary of Psychiatry 20033rd edition Here 10. . Increasing perception of self-esteem in children with ADHD and peer problem? J Psychopharmacol. 2003;9:85–94 11. . Parent–child negative emotion reciprocity and children's school success: An emotion-attention process model Social Development. 2017;26:560–74 12. from Childhood to Adulthood. 1999 Here 13. . Perceptions of methylphenidate effects on hyperactive children's peer interactions J Psychol. 1993;21:535–49 14. for a Practice Guides. 2001 Mighty on 15. Effect of stimulant medication on children with attention deficit disorder: A “review of reviews” Except Child. 1993;60:154–62 16. Herz L, Gullone E. The relationship between self-esteem and parenting style a cross-cultural comparison of Australian and adolescents J Psychol. 1999;30:742–61 17. . Effectiveness of cognitive behavior-based play therapy on anxiety and self-steem of children with attention deficit/hyperactivity disorder (ADHD) children Res. 2013;8:165–82 18. Isanezhad O, Chahardoli D. The effectiveness of the Adults and Children Together-Program in reducing behavioral and emotional problems among preschool children International journal of behavioral sciences. 2017;11:23–9 19. . Revision and restandardization of the conners teacher rating scale (CTRS-R): Factor structure, reliability, and criterion validity J Psychol. 1998;26:279–91 20. . The effect of family-based multidisciplinary cognitive behavioral treatment in children with obesity: Study protocol for a randomized controlled trial Trials. 2011;12:110 21. [SEP] Justify:

Output: The text is irrelevant to the claim as it lists various studies and topics related to attention-deficit hyperactivity disorder (ADHD) and its treatment but does not provide any direct information or evidence regarding the selective focus of attention or its effects on cognitive processing.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: This part of exhibits a rapid bathymetric gradient, reaching ocean depths of c. 3. 5–4 km ocean depth within a 5-km horizontal distance (SOPAC [27]). This location allows land-based OTEC plants to access c. 1 km deep waters via pipes which hug the offshore underwater slopes and can be cemented and secured onto a solid rock foundation. Plans are now being made to transport the OTEC plant (Figures 16–20), by ship, from Busan to South Tarawa, in 2020/21. All environmental and planning permissions were granted by the Kiribati government in 2018. Ocean physical and chemical parameters have been measured in for a number of years, and the KRISO team have a good working knowledge of variations in temperature, pH, salinity, and redox conditions in the lagoon, and ocean, close to the proposed OTEC plant site. Figure 17. Operation scene of barge-mounted 1 plant (L) and monitoring system (R). Figure 18. Key components of 1 plant of K-OTEC1000, which was loaded onto a barge ship for experimental tests, offshore from Busan, South Korea. Figure 19. Perspective view of floating OTEC plant depicted by KRISO. Figure 20. K-OTEC1000 plant onboard a barge ship in the eastern seas, near Busan, South Korea. The full extent of the OTEC plant is shown within the box in the figure. The plant was successfully tested in September, 2019, and it will be transported to in 2020 (Photograph: Kim). Once the OTEC plant is deployed, it has funding and permissions to test the equipment in 2020/2021. During this time the whole programme will be assessing applications for the community for electricity and downstream utilisation for drinking water and agriculture/aquaculture. I-Kiribati people will be trained in OTEC-related engineering and science and the application of products for agriculture and aquaculture. If the project proves successful, the KRISO team will be making applications for funding for longer-term OTEC deployment on Kiribati, and for scaling up the 1 MW plant, with ambitions for a fully ocean-deployed OTEC plant generating 5–50 MW of electricity in the future (Figures 21 and 22). Figure 21. Bathymetric map of showing the probable location of the 1 plant (black diamond). [SEP] Justify:

Output: The text corroborates the claim by discussing the suitability of ocean depths, with specific measurements revealing variations in temperature, which are essential for ocean thermal energy conversion (OTEC). The reference to ocean physical and chemical parameters provides implicit support for the need for temperature differences between ocean layers in the operation of OTEC plants.


Input: Task: contrast the claim using the given text. Claim: Environmental education has no impact on local communities or policies. [SEP] Text: Ir al contenido principal Ir al menú de navegación principal Ir al pie de página del sitio en Enlaces de interés Acerca de Sobre la revista Envíos Equipo editorial Declaración de privacidad Evaluación Archivos Núm. 36 (2020): Educación para una Cultura de la Sostenibilidad: eco-ciudadanía, políticas públicas y participación social Monográfico Educación ambiental local y global: políticas públicas y participación social en Fernando de Noronha Autores/as Laboratório de Educação e Política Ambiental - de de Queiroz - Universidade de São : Palabras clave: Participación, Políticas públicas, de Noronha, Educación ambiental base en los informes fundamentados en investigaciones y experiencias en educación ambiental (EA) que tuvieron lugar en la Isla de Fernando de Noronha - Pernambuco Brasil, este artículo busca analizar los factores que pueden alentar o dificultar el aumento de la participación social ambientalista y la educación ambiental, bien como el papel de las políticas públicas en el fomento de una cultura de procedimientos democráticos destinados a construir sociedades sostenibles. La investigación nos permitió tener una mejor comprensión de la realidad local y ofreció oportunidades para la maduración de diálogos destinados a definir principios e iniciativas que puedan contribuir al ciclo de formulación e implementación de políticas públicas para EA. Es una investigación-intervención cualitativa realizada con una institución conservacionista, que opera en el campo de la EA. [SEP] Justify:

Output: The text contrasts the claim by presenting evidence that education environmental policy has a significant role in enhancing community participation and influencing public policies. It discusses the involvement of local research and experience in environmental education (EA) on the Island of Fernando de Noronha, indicating that such education can encourage social participation and contribute to policy formulation and implementation in environmental matters.


Input: Task: pass the claim using the given text. Claim: Attention can be selectively focused, leading to changes in cognitive processing. [SEP] Text: Kitzman- The integration of a family systems approach for understanding youth obesity, physical activity, and dietary programs Rev. 2010;13:231–53 22. . Adolescent outcomes of childhood attention-deficit/hyperactivity disorder in a diverse community sample. 2010;49:595–605 23. . Effect of family-based cognitive behavioral therapy in modification of self-image associated with obesity among children J Med Sci. 2016;26:115–27 24. . Effectiveness of cognitive-behavioral therapy in treating patients with obesity Psychol. 2010;16:107–17 25. Testing a new cognitive behavioural treatment for obesity: A randomized controlled trial with three-year follow-up Ther. 2010;48:706–13 26. . The role of parents in pre-adolescent and adolescent overweight and obesity treatment: A systematic review of clinical recommendations Obes Rev. 2011;12:759–69 27. Cortese S, Morcillo Peñalver C. Comorbidity between ADHD and obesity: Exploring shared mechanisms and clinical implications Postgrad Med. 2010;122:88–96 28. . Effects of self esteem group training on students'social adjustment J Behav. 2006;13:49–56 29. . Investigating the Relationship between Self-Esteem, Assertiveness and in of current Medical and Applied sciences. 2016;11(1):51–56 30. . Mindfulness training for parents and their children with ADHD increases the children's compliance J Stud. 2010;19:157–66 31. . Is psychoeducation for parents and teachers of children and adolescents with ADHD efficacious? A systematic literature review Eur Psychiatry. 2011;26:166–75 32. Development of attentional networks in childhood Neuropsychologia. 2004;42:1029–40 33. Multimodal treatment of ADHD in the MTA: An alternative outcome analysis. 2001;40:159–67 Keywords:Attention deficit hyperactivity disorder symptoms; attention deficit-hyperactivity disorder; cognitive-behavioral therapy; overweight; self-esteem _07_01_2023_02_26__17017_SDC017. tif; [Other] (583 KB) © 2018 Research | Published by – MedknowView full 2018. Full-+ View in to Colleague Colleague's E-mail is Name: Colleague's Email: Separate multiple e-mails with a (;). [SEP] Justify:

Output: The text is largely irrelevant to the claim as it focuses on various studies related to ADHD, obesity, and cognitive behavioral therapy without discussing the concept of selective attention or its effects on cognitive processing. Thus, it does not provide evidence or arguments that support or rebut the claim.


Input: Task: corroborate the claim using the given text. Claim: Ocean thermal energy conversion (OTEC) utilizes temperature differences between ocean layers. [SEP] Text: Note the rapid drop-off in depth away from the atoll allowing an OTEC plant ready-access to deep water and the market of South Tarawa. is a seismically quiet area with extreme storm events occurring relatively infrequently and quiet seawater conditions (acknowledgements, SOPAC [27]). Figure 22. Bird’s eye view/artists impression of the building for sustainable seawater utilisation Center (SSUC). Downstream utilisation of discharged seawater for district air conditioning, desalination, aquaculture, and agriculture applications will be delivered for capacity building and SDGs achievement in Kiribati and coastal communities along the tropical belt (acknowledgements, KRISO). 10. Concluding statementsThe deployment of an OTEC plant in is ambitious in technical and development terms. Technologically, the plant is destined, at least for a while, to become the largest OTEC plant in the world. The design and building of the plant represents a US$20 M investment and thousands of people-hours of highly expert time. The project has been ongoing since 2013, with predecessor OTEC laboratory-scale experiments extending back to 2010. Transporting the main plant and c. 3 km of piping from Korea to will be a difficult challenge. The final deployment of the OTEC plant in Kiribati will represent a high water mark for Kiribati and the Pacific region in general. Infamous nuclear tests aside (in the Marshall Islands, Kiribati, and French Polynesia), it is rare for the region to be the centre of major global-scale scientific-technological advances. -OTEC-Pacific project has been carefully planned from 2013. KRISO and the Korean government are to be commended for the effort and time invested in discussing the programme, awareness raising, and genuine inclusive reciprocal activities that have predated the OTEC Kiribati deployment. It is challenging for widely different cultures to work together for common goals with development goals. The model here that combines science and technology with a developmental goal within the context of cultural values is commendable from an interconnected geoscience perspective. The project, should, in theory bring benefits all-round. KRISO, the Government, and the world OTEC community will benefit from the on-site, 1-year technical testing and operation of a land-based 1 MW plant. [SEP] Justify:

Output: The text corroborates the claim by discussing the deployment of an OTEC plant, which inherently requires temperature differences between different ocean layers to function effectively. The mention of accessing deep water and the investment in OTEC technology implies an understanding that such a system operates based on thermal dynamics.


Input: Task: contrast the claim using the given text. Claim: Environmental education has no impact on local communities or policies. [SEP] Text: Hace diálogo con la investigación etnográfica en el campo de la educación y ha usado como técnicas de recopilación de datos: análisis de documentos oficiales, observación participante, intervenciones educativas y entrevistas semiestructuradas. El análisis del trabajo de campo, enriquecido por otras experiencias del Laboratorio de Educación y Política Ambiental (Oca) de la Universidad de São Paulo, muestra la necesidad de políticas públicas que brinden una EA permanente, continua y articulada con toda la población de cada território, y señala algunas formas posibles para que esto ocurra, donde debería tener un papel central la participación dialógica que articula iniciativas a través de un proyecto político pedagógico interinstitucional. datos de descargas todavía no están disponibles. Biografía del autor/a Laboratório de Educação e Política Ambiental - de de Queiroz - Universidade de São da Especialização Educação Ambiental e Transição para Sociedades Sustentáveis (ESALQ). Doutora em Ciências - Aplicada (ESALQ/CENA, 2017). Pesquisadora do Laboratório de Educação e Política Ambiental, Oca (ESALQ, 2010 - 2012). Mestre em Ciências (ESALQ/CENA, 2011). Especialista em educação ambiental e recursos hídricos (USP/ São Carlos, 2010). Graduada em Ciências Biológicas (Unesp - Rio Claro, 2007). [SEP] Justify:

Output: The text contrasts the claim by highlighting the necessity of public policies that provide ongoing environmental education (EA) to the entire population of each territory. It emphasizes the importance of dialogic participation and the articulation of initiatives through inter-institutional pedagogy projects, which suggests that environmental education can indeed influence local communities and their policies.