Input: Task: contrast the claim using the given text. Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: GWA studies on drug-induced hypersensitivity reactions affecting the skin have generally yielded fewer novel associations of the type seen for liver toxicity up to the present [37, 74], but this may be due in part to the numbers of cases studied being smaller. One exception to this is a GWA concerned with skin rash due to nevirapine [34], which has found that, in addition to confirming a role for B*35:05 in susceptibility, two SNPs in CCHCR1 were significantly associated with the reaction. This gene is a well-established contributor to psoriasis susceptibility and, unlike the autoimmune genes discussed above, does not appear to have a general role in T-cell responses. Instead it has been suggested to be a negative regulator of keratinocyte proliferation [75], which seems relevant to skin rash. Polymorphisms predicting cardiotoxicity reactionsCardiotoxicity is currently the most common reason for withdrawal of licensed drugs from the market and a wide range of drugs are known to give rise to idiosyncratic cardiotoxicity (for review, see [76]). As discussed in the Introduction to this 0. 8% among controls to 3. 9% of cases [81], again suggesting this was a minor risk factor. A further candidate gene study based in Europe and involving 307 patients with drug-induced QT prolongation confirmed a role for KCNE1 D85N with an odds ratio of 9. 0, with the variant allele present in 8. 6% of cases and 1. 8% of population control subjects [82]. Another population genetic risk factor for long QT, a polymorphism in NOS1AP, has also been studied in relation to drug-induced QT prolongation. Verapamil is associated with QT prolongation and in a prospective population study involving over 7,000 individuals, use of this drug was confirmed to be associated with QT prolongation, with individuals positive for the NOS1AP variant (rs10494366) showing the longest QT intervals [83]. More recently, a number of polymorphisms in NOS1AP were genotyped in 87 British drug-induced long QT cases. A single SNP (rs10800397) was significantly associated with increased risk of the adverse drug reaction generally, and this SNP together with two others showed a more pronounced effect when cases due to amiodarone only were considered [84]. [SEP] Justify:

Output: The text contrasts the claim by discussing various genetic factors and studies related to adverse drug reactions but does not support the notion that personalized medicine reduces these reactions. Instead, it emphasizes the complexity and current limitations of understanding drug-induced hypersensitivity and cardiotoxicity, which implies that while personalized medicine may aim to address these issues, evidence of its effectiveness in actually reducing adverse reactions is not presented.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: xlsx Figure 4—figure supplement 1 Download asset Open asset Enhanced MLKL activation and accelerated cell death in Atg16l1 deficient BMDMs following LPS- or PolyI:C-mediated necroptosis. (A) Immunoblots depicting p-MLKL Ser345 in NP-40 soluble and insoluble fractions of BMDM lysates 4 hr after indicated treatments. (B, C) Death of wild-type and Atg16l1-cassayed by PI staining and live-cell imaging over 18 hr of LPS- (B) or PolyI:C- (C) mediated necroptosis. LPS +zVAD time-course is same as in Figure 4A. Data in (A) are representative of three independent experiments; (B, C) are representative of four independent experiments. Dots represent mean (n = 5)±S. D. *p<0. 05, **p<0. 01, ****p<0. 0001. Figure 4—figure supplement 1—source data 1 Enhanced MLKL activation and accelerated cell death in ATG16L1 deficient BMDMs following LPS- or PolyI:C-mediated necroptosis. Download elife-44452-fig4-figsupp1-data1-v1. xlsx Figure 4—figure supplement 2 Download asset Open asset Lysosomal function and autophagic flux drive turnover of active 1 and RIPK3 during necroptosis. (A-C) Immunoblots assaying levels of TRIF (A), RIPK1 (B) or RIPK3 (C) in total lysatse (bottom) and detergent- insoluble fractions (top) of BMDM lysates over 6 hr of LPS/zVAD treatment in the presence of Bafilomycin A1. (D–F) Immunoblots assaying basal turnover of TRIF (D), RIPK1 (E) or RIPK3 (F) by perturbation of proteasomal (MG132, 2 μM) or lysosomal (Bafilomycin A1, BafA1 100 nM) activity. Dot plots in (D–F) summarize protein abundance measured by immunoblot intensity normalized to 0 hr time point. Lines depict mean (n = 4). [SEP] Justify:

Output: The text does not address the claim regarding CRISPR technology or its capabilities. Instead, it discusses experimental results related to necroptosis and protein analysis in BMDMs, which are unrelated to genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Various authors have utilized gamification methodology to address emotions such as empathy [17], counteract fake news through simulation techniques [27], and adopt roles from the perspective of a disinformation agent [23]. In this research, a pre-designed video game will not be used,instead, students will be provided with the knowledge to create an adventure game wherein they must navigate the daily flood of climate change misinformation on the Internet. In connection with SDG 13, the GreenComp framework is referenced, which aims to cultivate a sustainability mindset that encourages the development of competencies to act empathetically, responsibly, and caringly for our planet. Sustainability is a multifaceted concept that entails acquiring an array of skills, such as systemic thinking, critical analysis, contextualising issues, risk assessment, and strategic planning. Grasping this environmental crisis, responding effectively, and collectively addressing it are essential facets in the quest for solutions. The cultivation of green competencies based on knowledge and attitudes can foster responsible action, as well as ignite the drive to adopt or advocate for measures at local, national, and global scales. Acquiring sustainability-related skills can assist students in overcoming cognitive dissonance arising from awareness of a situation but lacking the capability to act upon it. GreenComp encompasses four competency areas associated with understanding sustainability. Table 1 presents the descriptors and dimensions corresponding to the Second Area, which is the focus of this study:Table 1 Area 2 of competencies and descriptors from greencompFull size table2 Materials and methodsConsidering the aforementioned theoretical framework and the limited empirical studies demonstrating the impact of gamification on the development of critical thinking in the face of disinformation, a study is designed to assess the influence of a training programme that incorporates the creation of an educational among undergraduate students. Presently, a multitude of resources exist for generating interactive multimedia projects that offer online gaming opportunities. This research employs Genially, an application extensively vetted in educational settings, to produce interactive 2. 0 content. For this study, a predefined template from the category Gamification > titled 'the Planet' was selected. 2. 1 Objectives and research questionsBased on the presented theoretical framework, the general objective of this research is to assess whether the role of the student as an educational software developer offers an opportunity to promote critical consumption of online content, aiming to contribute to the fight against disinformation. [SEP] Justify:

Output: The text corroborates the claim by discussing the design of a training programme that incorporates gamification to enhance students' skills in critical consumption of online content. It mentions that the research will assess whether the role of students as educational software developers can promote engagement with and motivation towards addressing disinformation, supporting the idea that gamification can enhance educational experiences.


Input: Task: pass the claim using the given text. Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: ” And, he added, “There is no single source for clinically important adverse drug reactions. ”. Kahn suggested that a national cross-disciplinary working group be established to identify and prioritize adverse drug reactions and drug-drug interactions; develop a public database with this information; receive all new drug labeling information on adverse drug reactions and interactions; provide an ongoing review of FDA and other drug data; and review the relevant literature. Dr. Kahn said this working group should comprise members from academia, clinical practice, the pharmaceutical industry, and representatives of the regulatory sector. The new database of adverse drug events and drug-drug interactions should not be left to the market-driven private sector, he added. “Labels are ridiculous because most of what's in them isn't useful for anyone,” said IOM Forum member Robert Califf, MD, Professor of Medicine in the Division of Cardiology at in Durham, NC, and Director of the Research Unit. He said that industry and the FDA are not capable of wading through all the potential side effects and highlighting what is clinically useful; for legal reasons they put everything on a drug label. Echoing others on the panel, Dr. Califf said: “We need an expert third party, not FDA, not industry” to establish a national drug database with credible standards, presentation, and content. “I wouldn't want the content to be market-driven or an opinion poll,” said Dr. Califf. . Leander Fontaine, MD, President of the Pennsylvania-based consulting firm Pharmiceutics LLC, noted that many physicians don't trust industry to put on drug labels information that is evidence-based and clinically valuable. He recommended that the drug label be redesigned to place up front information about the level of causal certainty for adverse drug events and that they be classified based on their expected probability. Other information could be taken out of the label and called scientific background information, he said. “We need a common understanding and acceptance of decision-making principles,” he emphasized. E. Behrman, MD, in the Office of in FDA's Center for and Research, said that a comprehensible and comprehensive label is the only way to fully inform health-care practitioners and consumers. [SEP] Justify:

Output: The text does not address the concept of personalized medicine directly or provide evidence supporting or contrasting the claim. Instead, it focuses on the need for a national database of adverse drug reactions, criticism of drug labeling practices, and the need for improved standards. Thus, it is irrelevant to the claim about personalized medicine.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (G, H) Autophagic flux during LPS/zVAD-mediated necroptosis assayed by immunoblots of LC3-II and indicated autophagy receptors. Protein levels were assayed over 6 hr of necroptosis in presence of Bafilomycin A1 to halt autophagic flux. (G) total lysate; (H) detergent-insoluble fraction. Data in (A–F) are representative of three independent experiments; (G, H) are representative of two independent experiments. Figure 4—figure supplement 2—source data 2 Lysosomal function and autophagic flux drive turnover of active 1 and RIPK3 during necroptosis. Download elife-44452-fig4-figsupp2-data2-v1. xlsx Figure 5 Download asset Open asset The autophagy receptor TAX1BP1 protects against necroptosis by TLR3 or TLR4 ligands. (A, B) Immunoblots of indicated autophagy receptors in total (A) or NP-40 insoluble fractions (B) of BMDM lysates over 6 hr of LPS/zVAD treatment. (C) Immunoblots confirming -mediated deletion of indicated autophagy receptor genes in wild-type BMDMs. (D) Cell death assayed by PI staining and live-cell imaging for 12–16 hr following treatment with indicated ligands. Data in (A, B) are representative of three independent experiment; (C, D) are representative of four independent experiments. **p<0. 01, ****p<0. 0001. Bar graphs depict mean. NTC = non targeting control gRNA. Figure 5—source data 1 The autophagy receptor TAX1BP1 protects against necroptosis by TLR3 or TLR4 ligands. Download elife-44452-fig5-data1-v1. xlsx Figure 6 with 1 supplement Download asset Open asset Elevated ZBP1 in Atg16l1-deficient BMDMs suppresses TRIF-mediated necroptosis. (A) ZBP1 turnover in Atg16l1-WT and Atg16l1-cfollowing cycloheximide (CHX) treatment for indicated time points. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses autophagic flux and necroptosis featuring immunoblots and various experiments regarding autophagy receptors, which do not pertain to CRISPR technology or its application in genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: The present research was designed to explore the efficacy of new strategies for preventing the spread of misinformation and to develop verification techniques (prebunking) with the aim of reducing the risk of future education professionals inadvertently becoming mouthpieces for hoaxes. Although the chi-squared test significance result of 0. 607 does not support our hypothesis, other studies focusing on the student's role as a game user have shown positive outcomes. A recent study by Quevedo-Redondo [27] assessed the use of newsgames, games with journalistic purposes, in a higher education environment (Journalism undergraduate students). It aimed to address the risks associated with excessive exposure to harmful content via social media platforms. The experiment was conducted using News Game, developed by the Dutch association of journalists and academics, DROG. This tool allowed students to acquire protective skills and prebunking strategies through gamification, building on the inoculation theory [22] proposed by Quevedo-Redondo and others [27]. The study by Morejón-Llamas [23] focused on the burgeoning phenomenon of fake news during the pandemic, considering the extensive use of social media by young individuals. The video game Go Viral! was assessed as a tool to broach the topic of misinformation in both pandemic and post-pandemic settings. The results showed that the game, grounded in psychological inoculation, enabled users to understand the process of generating misinformation online, its amplification by echo chambers, and the necessary tools to establish online communities from the perspective of a disinformation agent, offering data transmission, contextualization, sensitization, interaction, and stimulation. Manso Rodríguez conducted a descriptive investigation aiming to apply gamification in libraries to promote media and information literacy. Through literature analysis, it has been demonstrated that gamification is an effective tool to motivate library users to seek ongoing training in media and information literacy [29]. 5 ConclusionsThis research focuses on competency 2. 2 from the domain “Tackling the Complexity of Sustainability” as set out by DigiComp. It is defined as a cognitive process that allows for the evaluation and understanding of information regarding sustainability issues, expanding horizons without undermining the information and its sources. [SEP] Justify:

Output: The text corroborates the claim by indicating that gamification is an effective tool to motivate library users to seek ongoing training in media and information literacy, which supports the idea that gamification in education can enhance student engagement and motivation. It also mentions various studies that have explored the positive outcomes of students engaging as game users, demonstrating that gamification can lead to enhanced learning and engagement.


Input: Task: pass the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Episodes of oropharyngeal pain, headache, nasopharyngitis, upper respiratory tract infection, otitis media, diarrhoea, and an increased blood eosinophil count were reported in more children in the ivacaftor group (Davies 2013) (Analysis 1. 5). In the ΔF508 study by Flume, episodes of cough, nausea, rash and contact dermatitis were experienced by more participants assigned to ivacaftor compared to those assigned to placebo. Pulmonary exacerbations were more common in participants in the placebo group (Flume 2011) (Analysis 2. 2). With regards to results that were statistically significant in the trial reports, in the two phase 3 trials; cough and decreased pulmonary function were less common in the ivacaftor group, OR 0. 57 (95% CI 0. 33 to 1. 00) and OR 0. 29 (95% CI 0. 10 to 0. 82) respectively (Analysis 1. 5). Since coughing was an important adverse effect it is relevant to note that participants in these trials continued on pre‐study airway clearance therapies except for inhaled hypertonic saline, which was not an approved therapy in the country where these trials were conducted. No other combined analysis showed a significant difference between groups (Analysis 1. 5). The adult trial reported a higher number of participants who experienced dizziness in the ivacaftor group, OR 10. 55 (95% CI 1. 32 to 84. 47) (Analysis 1. 5). This outcome was not reported in the other trials. In the remaining trials, Accurso and Flume did not report any significant difference in adverse events (Analysis 1. 6; Analysis 2. 2). b. moderate (therapy is discontinued and the adverse effect ceases) Both phase 3 G551D trials and the ΔF508 trial reported the number of participants who experienced adverse effects that required interruption of the intervention (Davies 2013; Flume 2011; Ramsey 2011). In the paediatric phase 3 G551D trial, three participants from the placebo group experienced adverse effects requiring interruption of the intervention compared to one participant in the ivacaftor group; but the details of these adverse events were not reported (Davies 2013). In the adult trial, 11 adverse events in the ivacaftor group (13. 3%) compared to four in the placebo group (5. 1%) required trial drug interruption. [SEP] Justify:

Output: The text discusses various adverse effects and results from clinical trials involving ivacaftor, a treatment for cystic fibrosis. It does not address the effectiveness of therapies tailored to genetic mutations specific to cancer treatment. Therefore, it is irrelevant to the claim as it does not provide supporting or contrasting information.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Representative immunoblot (top), ZBP1 quantification by densitometry (bottom) normalized to ZBP1 band intensity in WT samples at 0 hr. (B, C) immunoblot (B) and cell death (C) assays of BMDMs from mice of indicated genotypes treated with combinations of LPS/zVAD/Nec-1 following -mediated deletion of Zbp1, Ticam1 or both (n = 4). (D, E) cell death assayed in Atg16l1-WT or Atg16l1-cfollowing -mediated Zbp1 deletion and a dose titration of LPS in the presence of 20 μM zVAD and/or 30 μM Nec-1 (n = 4). Dot-plots depict mean ±S. D. (F–H) immunoblots depicting accumulation of TRIF (F), autophosphorylated and total RIPK1 (G), autophosphorylated and total RIPK3 (H) in NP-40 insoluble lysates of BMDMs lacking both Atg16l1 and Zbp1 following induction of necroptosis via LPS/zVAD for 3 hr. Top panels represent short exposures; middle panels represent long exposures. *=non specific band. Data (A) are representative of four independent experiments, densitometry is pooled from four independent experiments. Data in (B, C) are representative of three independent experiments; (D–H) are representative of two independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. Bar graphs depict mean. NTC = non targeting control gRNA. Figure 6—source data 1 Elevated ZBP1 in ATG16L1 deficient BMDMs suppresses TRIF-mediated necroptosis. Download elife-44452-fig6-data1-v1. xlsx Figure 6—figure supplement 1 Download asset Open asset Loss of Atg16l1 leads to ZBP1 accumulation; deletion of Zbp1 in Atg16l1-cenhances TRIF-mediated necroptosis and RIPK3 activation. [SEP] Justify:

Output: The text does not address the claim regarding the capabilities of CRISPR technology. Instead, it focuses on experimental data related to immunoblot assays, cell death assays, and specific gene deletion effects, which are unrelated to the precision of genomic editing that CRISPR offers.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Gateway Papers: A Journal of Education and Pedagogic ResearchStart SubmissionBecome a ReviewerReading: of Gamification as an Pedagogy to Engagement during COVID-19 PandemicDownloadPDF (US English)XML (US English)Alt. DisplayShareSharePractice-based papersof Gamification as an Pedagogy to Engagement during COVID-19 this paper I share my experience of using gamification on a Analytics module to enhance student engagement with online teaching and learning during the COVID-19 pandemic. Keywords:-19PandemicAnalyticsYear: 2022Volume: 3 Issue: 1Page/10. 3943/gp. 55Submitted on Jan 6, 2022Accepted on Apr 27, 2022Published on May 11, 20224. 0 Introduction: and Learning and this paper the use of gamification as an innovative practice pedagogy in response to the disruption to traditional ways of teaching and learning brought about by the COVID-19 pandemic is discussed. Disruptions are generally not welcome but can create opportunities for innovation. The pandemic has brought about unprecedented challenges in the teaching and learning space. In the earlier days of the pandemic, whole nations were locked down, this meant life including teaching and learning had to go virtual. This also meant that traditional ways of encouraging engagement and participation in students needed to be revisited. These traditional methods were mostly based on face to face (in person) time spent with students (lectures, labs and so on) the ‘new normal’ changed that. This major disruption presented us as educators with the opportunity to be innovative in our response. Gamification and Masters-level Learning and was embedded within a masters programme’s Analytics module as a case study. The overarching aim being to increase student engagement and their overall experience positively. Gamification is said to be “the use of game mechanics and experience design to digitally engage and motivate people to achieve their goals” (Burke, 2014). The idea was to use gamification elements such as badges, certificates, leaderboards, and prizes to enhance student engagement on this module. These were expected to have a positive impact on student engagement both within learning and assessments. The gamification of the module included the provision of incentives to promote engagement with the learning material and provided instant feedback and rewards for engagement with elements such as quizzes, tests, recordings and upward progression on a leadersboard. [SEP] Justify:

Output: The text corroborates the claim by discussing the use of gamification as a practice to enhance student engagement during the COVID-19 pandemic. It specifically mentions how gamification elements like badges, certificates, leaderboards, and prizes were implemented to improve student engagement and overall experience in an online learning context. The text explains that gamification was utilized to provide incentives, instant feedback, and rewards for engagement, which aligns with the idea that gamification can enhance motivation and engagement among students.


Input: Task: contrast the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: The ΔF508 trial recruited 140 participants homozygous for the ΔF508 mutation, again a representative sample for people with this mutation aged from 12 years upwards. This study was included because it evaluated ivacaftor, although on a population with class II mutations in which a minimal amount of CFTR is able to reach the cell surface. In light of the results that failed to reach statistical significance in this population, trials with younger participants with ΔF508 are not appropriate (Flume 2011). There is no current evidence to support the use of CFTR potentiators in patients with other class III to V mutations (not G551D). Trials on people with other class III to V mutations (e. g. R117H) are ongoing (2013; Moss 2014; Nick 2014; Nielson 2014). Quality of the evidence All the included trials were RCTs which represent the highest quality with regards to trial design. The overall risk of bias across the included trials was judged to be moderate. Random sequence generation, allocation concealment and blinding of trial personnel were well‐documented. Blinding of participants was less clear, as details of orally administered ivacaftor and placebo tablets (such as taste, colour and consistency) were not provided. Participant data were excluded from the analysis in three trials (Davies 2013; Flume 2011; Ramsey 2011). The risk of selective reporting was generally high as trials did not always report on outcomes outlined in the protocol, present data for all outcomes and report on outcomes considered important by the review authors. Potential biases in the review process The review authors conducted a comprehensive literature search of online journal databases using the Review Group's and the ongoing online trials database (ClinicalTrials. gov) and also of manual searching of journal conference abstracts. Two authors individually applied the inclusion and exclusion criteria to the resultant literature and extracted relevant trials. The authors individually extracted data and assessed the risk of bias of the included trials. If they failed to reach a consensus on the risk of bias in a trial, a third author (KWS) arbitrated. The analyses were undertaken by one review author (SP) and checked for appropriateness by the review statistician (KD). This methodological approach ensured that risks of bias in the review process were kept to a minimum. This review has assessed all available published trial data. Trial authors were contacted for relevant unpublished information and individual participant data. None have been made available to date. [SEP] Justify:

Output: The text contrasts the claim by discussing the specific results of trials evaluating therapies for patients with the ΔF508 mutation and mentioning a lack of current evidence supporting the use of CFTR potentiators in patients with other mutations. This implies that therapies are not universally effective for all genetic mutations, suggesting that tailored therapies may not always yield better outcomes across different mutations, which contradicts the general assertion of the claim.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (A) ZBP1 turnover in wild-type BMDMs measured by inhibition of lysosomal (Bafilomycin A1, BafA1 100 nM) or proteasomal (MG132 2 μM) function for indicated time points. Immunoblot is representative of three independent experiments, summarized in dot plot below as ZBP1 band intensity normalized to WT 0 hr time point. Lines depict mean (n = 3). (B) ZBP1 accumulation assayed by immunoblot in NP-40 insoluble and soluble fractions of Atg16l1-WT and Atg16l1-clysates following treatment with indicated combinations of LPS/zVAD/Nec-1 for 4 hr. -mediated deletion of Ticam1 in Atg16l1-cfollowed by LPS/zVAD treatment is used as a negative control. (C) Cell death assayed by PI staining and live-cell imaging for 12–16 hr. BMDMs from mice of indicated genotypes treated with combinations of LPS/zVAD/Nec-1 following -mediated deletion of Zbp1, Ticam1 or both (n = 4). (D) Cell death time-course of BMDMs of indicated genotypes following LPS/zVAD mediated necroptosis. Dots represent mean (n = 4)±S. D. All data are representative of three independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. NTC = non targeting gRNA. Figure 6—figure supplement 1—source data 1 Loss of Atg16l1 leads to ZBP1 accumulation; deletion of Zbp1 in Atg16l1-cenhances TRIF-mediated necroptosis and RIPK3 activation. Download elife-44452-fig6-figsupp1-data1-v1. xlsx Figure 7 with 1 supplement Download asset Open asset Combined loss of myeloid-specific Atg16l1 and Zbp1 accelerates LPS-mediated sepsis in mice. (A) Kaplan-Meier survival plots for mice following challenge with 10 mg/kg LPS administered intraperitoneally. [SEP] Justify:

Output: The text does not address the claim regarding CRISPR technology or genomic editing. Instead, it describes experimental methodologies related to immune responses and cellular processes without any mention of CRISPR or precise genetic editing.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: A blended learning approach was adopted, and this meant that larger amounts of learning resources were made available online than was the case prior to the pandemic. Getting students to engage with online learning usually takes greater motivation and gamification can help provide this. In this case it enabled me as the educator to make tasks/learning more interactive and engaging, thereby making learning ‘fun’. Examples include a student automatically being awarded a badge, points, or certificates in Blackboard for watching a recording, doing a quiz, contributing to a discussion board and so on. All of which would in turn then contribute towards their standing on the leaderboard. Figure 1 depicts some of the gamification elements and rewards that I used. Figure 1 (badges, certificates, leaderboard and gift vouchers). module is a very practical one and prior to the pandemic most of the teaching was done in computer labs and was very hands on. As a result of the pandemic, most of the sessions for this cohort of students had to be moved online and I realised early on that if the learning outcomes where to be met then student engagement with the provided online material and resources needed to greatly increase. To encourage this, gamification elements were set up to engage/motivate different levels of students. The conceptual framework (see Figure 2) and gamification strategy that I developed for this recognises three levels of learners; level 1 – passive engagers, level 2 – active engagers and level 3 – deep engagers and the strategy incentivises all three levels of engagement. For instance, the module Blackboard shell was set up to trigger a reward for the passive engager who just watches a recommended recording or reads a recommended 3. This is also followed by a discussion on how the levels were defined and characterised. Figure 3 Levels of Engagement. Level 1 – passive engagement with the online course material e. g. watching recorded materials or reading written materials. Level 2 – active engagement, e. g. attempting quizzes. Generally characterised by reasonable understanding of the online material and where there is a lack of understanding, highlighting of the gaps in knowledge. Level 3 – deep engagement, characterised by thorough understanding of the online material. In this level the gaps in understanding identified in level 2 are filled. These three levels of engagement (i. e. [SEP] Justify:

Output: The text corroborates the claim by outlining how gamification was utilized to improve student motivation and engagement in an online learning environment. It describes various gamification elements such as badges, points, and leaderboards that were implemented to make learning interactive and fun. The educator also highlights that these strategies were necessary to encourage engagement and meet learning outcomes after the shift to online learning due to the pandemic. The text emphasizes that gamification helped motivate different levels of learners, thus supporting the claim that gamification enhances student engagement and motivation.


Input: Task: pass the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Subgroup analysis of the G551D trials Improvements in the absolute change from baseline in FEV1 amongst pre‐defined subgroups were reported at 48 weeks by the phase 3 G551D trials (2013; 2011). In the paediatric trial at 48 weeks, children in three subgroups demonstrated significant improvements in the change from baseline in % predicted FEV1 in the ivacaftor group compared to the placebo group: a baseline % predicted FEV1 below 90%, MD 14. 90 (95% CI 7. 30 to 22. 50); were from Europe, MD 24. 60 (95% CI 6. 40 to 42. 80); and were female, MD 13. 80 (95% CI 4. 20 to 23. 40) (2013). However, there was no significant difference in the change from baseline in % predicted FEV1 between treatment and placebo in the following subgroups: baseline % predicted FEV1 over 90%, MD 6. 90% (95% CI ‐3. 80 to 17. 60); from North America, MD 5. 80% (95% CI ‐2. 60 to 14. 20); from Australia, MD 4. 20% (95% CI ‐3. 70 to 12. 10); and male, MD 5. 20% (95% CI ‐2. 20 to 12. 60) (2013) (Analysis 2. 16). The adult phase 3 G551D trial reported significant improvements in FEV1 % predicted favouring ivacaftor over placebo in all subgroups (Table 4); insufficient data precludes inclusion of these results in a meta‐analysis (2011). Open in table viewerTable 4. Absolute change in FEV1 % predicted amongst pre‐defined subgroups in the adult phase 3 G551D study at 48 weeks. effect P value Baseline percent of predicted FEV1 of less than 70% 10. 6 < 0. 001 Baseline percent of predicted FEV1 of greater or equal to 70% 10. 3 < 0. 001 Participants from 9. 0 < 0. 001 Participants from Europe 9. 9 < 0. 001 Participants from Australia 11. 9 0. 008 Male 11. 0 < 0. 001 Female 11. 6 < 0. 001 Less than 18 years 11. 4 0. 005 Greater than or equal to 18 years 9. 9 < 0. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses specific improvements in FEV1 (forced expiratory volume in one second) related to subgroup analyses of a clinical trial for a therapy (ivacaftor) and does not mention cancer or treatment approaches based on genetic mutations. Therefore, it does not provide any corroboration or contrast to the claim.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Statistical analysis Figure 7—figure supplement 1A was performed using log-rank test (Figure 7—figure supplement 1; Figure 7—figure supplement 1A). (B) Serum cytokine measurements of IL-1β and TNFα performed by ELISA following 4 hr of intraperitoneal LPS administration at 10 mg/kg. Data in A are representative of two independent experiments. Data in B are pooled from two independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. Figure 7—source data 1 Accelerated morbidity conferred by double deficiency of ATG16L1 and ZBP1 in myeloid cells following LPS-mediated sepsis in mice. Download elife-44452-fig7-data1-v1. xlsx Figure 7—figure supplement 1 Download asset Open asset Accelerated morbidity conferred by double deficiency of ATG16L1 and ZBP1 in myeloid cells following LPS-mediated sepsis in mice. (A) Statistical analysis of Kaplan-Meier curve depicted in Figure 7. P-values are generated using log-rank test. (B) Inflammatory cytokines, death ligands and TLR ligands induce necroptotic signaling upon caspase-inhibition. Autophagy promotes turnover of 1 and RIPK3 to control necroptosis in healthy macrophages. (C) In the absence of autophagy, accumulation of active 1 and RIPK3 enhances necroptosis as well as inflammatory cytokine production. Accumulation of ZBP1 attenuates TRIF-mediated necroptosis during autophagy deficiency. During TLR3- or TLR4- activation, overabundance of TRIF drives RIPK3-dependent necroptosis that is resistant to RIPK1 inhibition. Autocrine signaling via non-may contribute to enhanced necroptosis. Dotted lines depict indirect signaling events; solid lines depict direct signaling events. Author response image 1 Download asset Open asset TRIF, autophosphorylated RIPK1 and autophosphorylated RIPK3 are ubiquitinated during necroptosis. [SEP] Justify:

Output: The text is irrelevant to the claim as it focuses on statistical analysis and cytokine measurements in the context of a mouse model, without discussing CRISPR technology or its applications in genomic sequence editing.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: , passive, active and deep engagement) are defined based on extant literature on student engagement, particularly research that identifies three dimensions to student engagement; behavioural, emotional, and cognitive engagement (Fredricks et al. , 2004; Trowler, 2010). In their work on these three dimensions of engagement, Fredricks et al. , (2004) and Trowler (2010) describe behaviourally engaged students as those who would conform to basic expectations that institutions have of a student. For instance, attendance of classes and submission of assessments. They go on to describe the emotionally engaged students as those whose emotions are engaged in the whole learning process and so would in the course of their students experience feelings such as enjoyment, interest and a sense of belonging. Finally, in terms of cognitive engagement they describe these as students who are intrinsically driven, those who would go well and above basic requirements and hence would meet and even exceed expectations. Based on these dimensions, where there is a low amount of each of the dimensions this maps to passive engagement. Where there is an average (medium) amount of the dimensions then it maps to active engagement. Finally, where there is a high level of these dimensions it maps to deep engagement. Figure 4 depicts these mappings. Figure 4 Mappings to Levels of Engagement from the Dimensions of Engagement. A gamification strategy that catered for each of these engagement levels was then designed and implemented. One key element in the strategy was linking it to the modules learning outcomes and at the same time ensuring the design also focused on the enhancement of student engagement. The learning outcomes for the big data analytics module are listed below: A systematic understanding of what is, where it comes from and what the key challenges are. Gain comprehensive knowledge of the architecture and how it relates to the idea of the ‘data warehouse’ and traditional relational databases. Demonstrate self-direction and originality in analysing vast amounts of unstructured data using massively parallel and scalable cloud computation systems. Critically evaluate data mining and machine learning algorithms for large scale data analytics using Apache Spark. Based on the module learning outcomes it was clear that for the gamification strategy to have a positive impact on the learning outcomes, two main things needed to be incorporated; firstly, the design of a gamification strategy that encourages students to engage with the resources and material in terms of reading and watching them. [SEP] Justify:

Output: The text corroborates the claim by describing a gamification strategy that was designed to cater to different levels of student engagement—behavioural, emotional, and cognitive. It emphasizes that the gamification strategy was specifically linked to enhancing student engagement, thereby supporting the idea that gamification can positively impact student motivation and interaction with educational content.


Input: Task: contrast the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Results are not applicable to individuals with other class IV mutations and the small sample size reduces the applicability of this evidence to people with cystic fibrosis who carry the R117H mutation (2015). There is no current evidence to support the use of CFTR potentiators in people with other class III to V mutations (not G551D). While there are trials recruiting people with other class III to V mutations, these have not be included in this review due to their cross‐over trial design (2013; NCT01685801; NCT01784419). Quality of the evidence All the included trials were RCTs which represent the highest quality with regards to trial design. The overall risk of bias across the included trials was judged to be moderate. Random sequence generation, allocation concealment and blinding of trial personnel were well‐documented. Blinding of participants was less clear, as details of ivacaftor and placebo tablets (such as taste, colour and consistency) were not provided. Participant data were excluded from the analysis in four trials (2011; 2013; 2015; 2011). The risk of selective reporting was generally high as trials did not always report on outcomes outlined in the protocol, or present data for all outcomes and report on outcomes considered important by the review authors. The quality of the evidence in this review is judged to be moderate to low, mainly due to risk of bias from incomplete outcome data and selective reporting and imprecision of results, particularly where few individuals have experienced adverse events (summary of findings Table for the main comparison; summary of findings Table 2; summary of findings Table 3). Potential biases in the review process The review authors conducted a comprehensive literature search of online journal databases using the Review Group's and online trials databases (1. 1 Comparison 1 Ivacaftor (VX‐770) versus placebo in people with the F508del CFTR mutation, Outcome 1 FEV1 ‐ relative change from baseline. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 1. 2 Comparison 1 Ivacaftor (VX‐770) versus placebo in people with the F508del CFTR mutation, Outcome 2 Adverse effects. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 1. [SEP] Justify:

Output: The text contrasts the claim by indicating that results are not applicable to individuals with certain genetic mutations (class IV mutations) and suggests there is no evidence supporting the use of specific treatments (CFTR potentiators) for other mutations. This implies a limitation in tailoring therapies to certain genetic mutations due to a lack of evidence and applicability of treatments, thereby weakening the general idea that therapies tailored to specific mutations necessarily lead to more effective cancer treatments.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Immunoblots of TRIF, autophosphorylated RIPK1, autophosphorylated RIPK3 and ubiquitin in BMDM lysates following immunoprecipitation of M1 or K63-ubiquitinated proteins after 4 hours of LPS/zVAD treatment. Red arrow depicts specific high signal. resources table Reagent type (species) or resourceDesignationSource or referenceIdentifiersAdditional informationGenetic reagent (M. musculus)Atg16l1loxP/loxPPMID: 24553140Dr. (Genentech, Inc)Genetic reagent (M. musculus)Zbp1loxP/loxPNewton et al. , 2016Dr. (Genentech, Inc)Commercial assay or kitMouse monocyte isolation kitMiltenyi BiotecCat#: 130-100-629Peptide, recombinant proteinCas9 V3IDTCat#: 108105810 μg per reactionPeptide, recombinant proteinmurine TNFαPeprotechCat#: 315-01A50 ng/mlPeptide, recombinant proteinPam3CSK4InvivogenCat#: tlrl-pms1 μg/mlPeptide, recombinant proteinPolyI:C (LMW)InvivogenCat#: tlrl-picw10 μg/mlPeptide, recombinant proteinLPS-EB ultrapure (E. [SEP] Justify:

Output: The text is irrelevant to the claim regarding CRISPR technology and its ability to edit genomic sequences. It primarily discusses unrelated immunoblot experiments and genetic reagents, without mentioning CRISPR or genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Secondly as the module is an extremely practical hands on one, the gamification strategy needs to also motivate students to participate in hands on activities. Figure 5 summaries the various components that make up the strategy and breaks them down into four main components namely; Gamification elements for online learning communities – these are the elements that have been included in the gamification strategy to specifically target the development of an online learning community. These are not focused just on the individual but on the individual as part of a group and would help in fostering a sense of belonging in the group. An example of this is the leadersboard which showed an individual’s position in terms of engagement in relation to their class mates. Gamification elements for individual engagement – In this case the focus is on enhancing the individual student’s engagement and increasing their motivation levels. Some of the elements that are used here include badges and certificates. Mechanics for individual engagement – In terms of mechanics these refer not to the rewards that are given for engagement but the actual elements that the individual engages with such as tests and quizzes. The focus here is on the individual learner. Mechanics for online communities – In this case these refer to the elements that the students engage with but the focus here is on the group and not the individual learner. Examples here are the use of hackathons and discussion boards. Figure 5 Elements of the Gamification Strategy. Each of these elements together cover the elements that motivate engagement, the elements that engagement is actually done with and all these have an impact on the learning outcomes. Figure 6 depicts a high-level simplified view of how the cycle works. Figure 6 Gamification Simplified. The use of gamification to enhance student engagement on the Analytics module was extremely successful and when compared with the system statistics from previous years obtained from the Blackboard module shells, engagement in terms of average time per active student in hours between the last two cohorts had increased by 112%. Additionally, in terms of impact the following were also observed Good engagement from the students which in turn meant the subject matter being taught was reinforced outside of the instructor led sessions by the activities the students engaged in for badges, points, gift vouchers and to move up on the leaderboard. I had more late starters during the semester than in previous years (another effect of the pandemic) and as the gamification provided means for self-learning and getting instant feedback, it came in very handy. [SEP] Justify:

Output: The text corroborates the claim by providing specific examples of how gamification strategies, such as leaderboards, badges, and certificates, effectively enhance student engagement and motivation. It mentions that gamification elements for individual engagement, such as badges and certificates, are directly linked to increasing student motivation levels. Furthermore, it states that in the Analytics module, there was a significant increase of 112% in average engagement time per active student, indicating that gamification successfully motivated students to participate more actively in their learning.


Input: Task: pass the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: 01, 78. 14] 6. 18 Sinusitis 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 19 Chronic sinusitis 1 19 (M‐H, Fixed, 99% CI) 0. 08 [0. 00, 6. 60] 6. 20 Sinus congestion 1 19 (M‐H, Fixed, 99% CI) 1. 67 [0. 02, 114. 48] 6. 21 Nasal congestion 1 19 (M‐H, Fixed, 99% CI) 1. 67 [0. 02, 114. 48] 6. 22 Nasal oedma 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 23 Nasal dryness 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 24 Nasal turbinate abnormality 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 25 Nasal septum disorder 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 26 Mucosal erosion 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 27 Epistaxis 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 28 Oral candidiasis 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 29 Pharyngeal oedema 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 30 Pharyngeal erythema 1 19 (M‐H, Fixed, 99% CI) 1. 67 [0. 02, 114. 48] 6. 31 Pharyngolaryngeal pain 1 19 (M‐H, Fixed, 99% CI) 1. 67 [0. 02, 114. 48] 6. 32 Tonsillar hypertrophy 1 19 (M‐H, Fixed, 99% CI) 0. 08 [0. 00, 6. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various medical conditions related to sinusitis and nasal issues without mentioning cancer treatment or genetic mutations. Therefore, it does not support, contrast, or provide any information relevant to the claim about cancer therapies.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: coli O111:B4)InvivogenCat#: tlrl-3pelps100 ng/mlPeptide, recombinant proteinR848 (Resiquimod)InvivogenCat#: tlrl-r8481 μg/mlPeptide, recombinant proteinCpG-ODN 1826InvivogenCat#: tlrl-18265 μMPeptide, recombinant proteinzVAD-fmkPromegaCat#: G723220 μMChemical compound, drugNecrostatin-1SciencesCat#: BML-AP309-010030 μMChemical compound, drugBafilomycin A1SigmaCat#: B1793100 nMChemical compound, drugMG132SigmaCat#: M74492 μMPeptide, recombinant proteinFcR-BlockBD biosciencesCat#: 5331441Chemical compound, drugFixable viability dye efluor780InvitrogenCat#: 65–0865Antibodyanti-CD62L PerCP Cy5. [SEP] Justify:

Output: The text is irrelevant to the claim as it lists various chemical compounds, drugs, and reagents without any mention of CRISPR technology or its capabilities in genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: It helped me as a tutor to get a good feel for areas to revisit in my sessions with the students based on the quizzes and review metrics for the various resources. For instance, by looking at the badges awarded I could instantly get a good sense of the level of engagement with specific topics and so on. When students responded via a mid-module survey on whether it had helped in consolidating what they were learning, 85% of the respondents said ‘yes’ it had and all the others said it ‘sometimes’ did. Some of the more detailed feedback received from students on the impact of gamification of the module for them can also be seen in the quotes below: ‘Personally, the gamification elements did add a bit of incentive for me in terms of my engagement with the material. Much of the material in this module was completely new territory for me, so getting to grips with the basics was my first priority. But knowing that completion of the quizzes and reading extra material carried the opportunity of a prize certainly encouraged me to go beyond those basics. And, in hindsight, that rendered quite well for me in terms of how I ended up performing in the assessments. Seeing how I was doing in the leaderboard against others at key milestones throughout the module certainly helped me stay engaged too, always love a bit of competition! ’ ‘The quizzes were very helpful as they reinforced what I had already studied and to some extent summarised the topics for me. The questions were also very clear to understand and also about the right number of questions. Moreover, the leaderboard and badges compelled me to give in my best especially when you had said there were some rewards involved. ’ ‘Personally, my own experience is that gamifications works perfectly because it helps to increase the participation/engagement of the students by checking the badges, leaders board, quizzes etc. I will recommend that gamifications should be used subsequently for the next academic sessions and the free vouchers for the students that top the leadership board should continue if possible. ’ Conclusion and Recommendations for a personal note, it has been a great starting point for the use of gamification on my modules and I am beginning to explore ways to build on this initial project and do even more going forward. Some of these include exploring how I can use learning analytics to improve on and drive the gamification strategy. [SEP] Justify:

Output: The text supports the claim by providing evidence of increased student engagement and motivation through gamification elements. It cites specific examples like badges and leaderboards, with students reporting that these gamification strategies encouraged them to engage more with the material. Quotes from students such as 'the gamification elements did add a bit of incentive for me in terms of my engagement with the material' and the positive feedback from surveys indicate a strong correlation between gamification and enhanced student motivation.


Input: Task: contrast the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Plain language summary available in English Español Русский CFTR correctors, a therapy for cystic fibrosis targeted at specific mutations Review question We looked at drugs (or combination of drugs) that aim to correct the basic defect for the commonest mutation (F508del) that causes cystic fibrosis (CF). We assessed the impact on clinical outcomes that are important to people with CF (e. g. , survival, quality of life, lung function and safety). CF gene makes a protein that has important function in many parts of the body by helping the movement of salts across cells. People with CF are either not able to make this protein or make a protein that is defective. A common mutation of the CF gene is F508del and over 80% of people with CF have at least one copy of this gene variant. When the CF gene is affected by F508del, a full length of protein is made but it is not able to move through the cell correctly. Laboratory experiments suggest that if this protein can be transported to the cell wall then it may be able to function, restore salt movement and correct the chronic problems experienced by people with CF. We examined a number of agents that might correct the F508del mutation. Search date Evidence is current to: 24 February 2018. Study characteristics We included 13 studies (2215 children and adults with CF) which lasted between 1 day and 24 weeks (with an extension study of two studies up to 96 weeks). Seven studies (317 participants) looked at single agents (monotherapy: 4PBA (also known as Buphenyl), CPX, lumacaftor and cavosonstat) versus placebo (a dummy treatment containing no active medicine) and six recent studies (1898 participants) assessed combination therapy (lumacaftor‐ivacaftor or tezacaftor‐ivacaftor) versus placebo. In 12 studies participants had two copies of the F508del mutation and in one study they had one F508del mutation and a second different mutation. Key results Monotherapy versus placebo These studies did not report any deaths or any clinically relevant improvements in quality of life scores. There was not enough evidence to show an effect on lung function. Side effects were reported in all studies, but it is difficult to assess their relevance due to the range of effects and the small number of participants in the studies. [SEP] Justify:

Output: The text contrasts the claim by discussing therapies specifically for cystic fibrosis (CF) rather than cancer. While it details the impact of tailored therapies for the F508del mutation of the CF gene, it does not address cancer treatments related to specific genetic mutations, thereby not supporting the claim.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: 5 Rat monoclonalBD biosciencesCat#: 560513 RRID: AB_10611578Flow cytometryAntibodyanti-CCR2 APCR and D SystemsCat#: FAB5538A RRID: AB_10645617Flow cytometryAntibodyanti-F4/80 efluor450 Rat monoclonaleBioscienceCat#: 48-4801-82 RRID: AB_1548747Flow cytometryAntibodyanti-CSF1R BV711 Rat monoclonalBiolegendCat#: 135515 RRID: AB_2562679Flow cytometryAntibodyanti-Ly6G BUV395 Rat monoclonalBD biosciencesCat#: 565964 RRID: AB_2739417Flow cytometryAntibodyanti-CD11b BUV737 Rat monoclonalBD biosciencesCat#: 564443 RRID: AB_2738811Flow cytometryAntibodyanti-MHCII (IA/IE) PE Rat monoclonaleBioscienceCat#: 12-5322-81 RRID: AB_465930Flow cytometryAntibodyanti-Ly6C-PECy7 Rat monoclonaleBioscienceCat#: 25-5932-82 RRID: AB_2573503Flow cytometryAntibodyanti-CD45 FITC Rat monoclonaleBioscienceCat#: 11-0451-82 RRID: AB_465050Flow cytometryAntibodyanti-F4/80 BV421 Rat monoclonalBiolegendCat#: 123131 RRID: AB_10901171Flow cytometryAntibodyanti-CD11b BUV395 Rat monoclonalBD biosciencesCat#: 563553 RRID: AB_2738276Flow cytometryAntibodyanti-ATG16L1 Mouse monoclonalMBL internationalCat#: M150-3 RRID: AB_1278758ImmunoblotAntibodyanti-ATG14L Rabbit polyclonalMBL internationalCat#: PD026 RRID: AB_1953054ImmunoblotAntibodyanti-FIP200 Rabbit monoclonalTechnologyCat#: 12436 RRID: AB [SEP] Justify:

Output: The text does not address the claim about CRISPR technology or genetic editing. Instead, it focuses on a list of antibodies and related laboratory materials, making it irrelevant to the claim being analyzed.


Input: Task: corroborate the claim using the given text. Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Learning analytics is all about using data that is produced and generated about students, such as those generated in virtual learning environments (VLEs) such as Blackboard to produce insights that can be used to improve an individual students’ performance by tailoring their learning to them. The objective is the harnessing of this data (which could come from various sources) to optimise the student experience and outcomes. Most virtual learning environments such as Blackboard provide tonnes of data that can be used for these purposes. However, often times educators are unaware of them or simply ignore them. Other reasons for this include a lack of digital skills and issues around workload and having the time to design and set up these strategies. To mitigate against this when a strategy is found to work in an institution this good practice could be rolled out to other programmes so that educators are not always having to start from scratch. In institutions another approach to promote this could be to have a group of champions who can be approached with questions or for support with setting up strategies to improve engagement. The VLEs are also designed to make it feasible for these additional features to be used by all and sundry. However, sometimes the issue is that educators are simply unaware of what is available or could be available. When it came to the actual implementation of the gamification strategy that I have described in this paper, I had one of two options either do my development by programming myself from scratch or use the facilities provided in Blackboard. From the research I did, I could see that Blackboard provided inbuilt facilities that can be used for gamification such as badges and certificates but these were not available on the university’s version of Blackboard. However, because I had become aware that Blackboard provides them I was able to request that they be added and this was done for me (and is now available to all educators across the university). As educators we should keep exploring ways to enhance student engagement and optimise their experiences and one tested way of doing is through gamification. In addition to this I recommend exploring the use of learning analytics which has the potential to be a game changer when it comes to students’ individual outcomes. Although all of these might seem like they would be time consuming in the short term, in the long term in terms of engagement, learning outcomes and students’ overall performance they more than pay off for the initial setup time. This work was supported by funding from the University’s Fund. [SEP] Justify:

Output: The text provides evidence that supports the claim by discussing the implementation of gamification strategies, specifically mentioning tools like badges and certificates offered by virtual learning environments (VLEs) such as Blackboard. It emphasizes that utilizing these gamification elements can enhance student engagement and optimize their learning experiences. The author also notes that despite initial challenges, the long-term benefits in terms of engagement and student performance justify the effort involved in implementing these strategies. This aligns clearly with the claim that gamification can enhance student motivation and engagement.


Input: Task: contrast the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Implications for research It is important that post‐market surveillance is undertaken for all agents that correct the F508del mutation. It is clear that lumacaftor‐ivacaftor is associated with a number of important adverse effects, some of which necessitated the withdrawal of therapy. Although tezacaftor‐ivacaftor appears to have a more favourable safety profile there are no data in children and close monitoring is required for all individuals on this drug combination. Evidence of efficacy for the population of pwCF who have two copies of the F508del mutation cannot be automatically translated to pwCF who have one copy of F508del or another class II mutation (such as G85E) and research strategies need to be developed that assess impact on these individuals. Small numbers of potential participants for these studies makes this a challenge. As new mutation‐specific therapies emerge, it is important that lessons learnt from this review are taken on board. Investigators should report clearly on methodological approaches to reduce the risk of bias, in particular with regards to random sequence generation, allocation concealment and blinding; they should also ensure that randomisation is maintained when analysing data. It is important that future studies examine and clearly report on outcomes relevant to pwCF and their families. With novel therapies and approaches, reporting of adverse events is critical and this should be undertaken in a robust, comprehensive and consistent manner. Summary of findings Open in table viewerSummary of findings for the main comparison. Summary of findings ‐ Lumacaftor monotherapy compared to placebo Lumacaftor compared with placebo for cystic fibrosis Patient or population: adults and children with cystic fibrosis Settings: outpatients Intervention: lumacaftor Comparison: placebo comparative risks* (95% CI) Relative effect (95% CI) No of Participants (studies) Quality of the evidence (GRADE) risk Corresponding risk Survival Follow‐up: 14 to 28 days No deaths reported. No deaths reported. NA 147 (2 studies) ⊕⊕⊝⊝ low1 Quality of life ‐ total score Follow‐up: 14 to 28 days Outcome not reported. NA A higher score indicates a better outcome. Quality of life ‐ CFQ‐R respiratory domain: absolute change from baseline Follow‐up: 14 to 28 days There was a statistically significant decrease in the CFQ‐R respiratory domain in the 50 mg lumacaftor group compared to placebo. [SEP] Justify:

Output: The text contrasts the claim by discussing the challenges and limitations of targeting therapies for specific genetic mutations, specifically mentioning that evidence for the efficacy of lumacaftor-ivacaftor therapy for individuals with cystic fibrosis who have two copies of the F508del mutation cannot be directly applied to those with one copy or other mutations. This indicates that generalizing treatment efficacy based solely on specific genetic mutations may not be valid, thus undermining the idea that tailored therapies are universally more effective.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: _2797913ImmunoblotAntibodyanti-monoclonalMBL internationalCat#: M170-3 RRID: AB_10598340ImmunoblotAntibodyanti-TRIF Host: RatGenentech, IncCat#: 1. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses immunoblot antibodies and does not address anything related to CRISPR technology or genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Digital resources provide access to educational materials in remote areas. [SEP] Text: is Open Access? is an initiative that aims to make scientific research freely available to all. To date our community has made over 100 million downloads. It’s based on principles of collaboration, unobstructed discovery, and, most importantly, scientific progression. As PhD students, we found it difficult to access the research we needed, so we decided to create a new publisher that levels the playing field for scientists across the world. How? By making research easy to access, and puts the academic needs of the researchers before the business interests of publishers. are a community of more than 103,000 authors and editors from 3,291 institutions spanning 160 countries, including winners and some of the world’s most-cited researchers. Publishing on IntechOpen allows authors to earn 10. 5772/8261 this 1. Choose citation style Select style to clipboard Get citation 2. Choose citation style Select format Bibtex RIS Download citation by From the by Dalal and purchase hard copies of this book, please contact the representative in India: CBS Publishers & Distributors Pvt. Ltd. www. cbspd. com | customercare@cbspd. com 1. Choose citation style Select style to clipboard Get citation 2. Choose citation style Select format Bibtex RIS Download citation Impact of this 1. IntroductionThe idea that access to information opens doors to wider economic and social development opportunities is not new. In 1984, the “Report’’ pointed to the fact that the lack of telecommunication infrastructure in developing countries impedes economic growth, but with a scope limited to access to telephones rather than today’s wider concept of Information and (ICTs) access and usage. In 1996, the Union (ITU) initiated a project for the “Right to Communicate’’ aimed at providing access to basic ICTs for all, with motivation to reduce information poverty for developing countries. Thus, during the first on the (WSIS) held in Geneva in December 2003, the ‘Digital Divide’ was defined as the unequal access to ICT. Although this unequal access usually apply to differences between countries (the international digital divide) e. g. comparing developed and developing countries or regions; within countries (the domestic digital divide); and most importantly the divide between rural and urban, well educated or poorly educated populations or poor and rich citizens. Despite the various parameters and selected criteria (e. g. [SEP] Justify:

Output: The text corroborates the claim by discussing how initiatives related to digital access, such as Open Access, aim to provide free access to scientific research, which ultimately supports educational outcomes in remote areas. It highlights the achievements of the community in facilitating over 100 million downloads of research materials, emphasizing the importance of accessibility for all, including those in developing or remote regions.


Input: Task: pass the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Lumacaftor versus placebo Adverse events occurring in more than one participant in any lumacaftor dose treatment group in the lumacaftor study by Clancy are presented in the additional tables (Table 3) (Clancy 2012). We have combined the total number of participants with adverse events occurring in the 100 mg and 200 mg lumacaftor groups and compared this to the number of participants experiencing adverse effects in the placebo group (Analysis 1. 2). Adverse event data for participants receiving a lower dose (25 or 50 mg of lumacaftor) were not included as there was no evidence of efficacy. The most commonly reported side effect was cough; there was no statistically significant difference in the number of participants who reported cough between the participants assigned to either 100 mg or 200 mg lumacaftor and those assigned to placebo, OR 1. 28 (99% CI 0. 28 to 5. 92) (Analysis 1. 2) (Clancy 2012). Open in table viewerTable 3. Frequency of adverse effects occurring in more than one participant in any VX‐809 treatment group (Clancy 2012) Placebo n (%) Lumacaftor n (%) Total n (%) Adverse effect n (%) (n = 17) 25 mg (n = 18) 50 mg (n = 18) 100 mg (n = 17) 200 mg (n = 18) (n = 45)* Cough 7 (41. 2) 10 (55. 6) 6 (33. 3) 7 (41. 2) 10 (52. 6) 40 (88. 9) Headache 3 (17. 6) 4 (22. 2) 5 (27. 8) 2 (11. 8) 5 (26. 3) 19 (42. 2) Rales 1 (5. 9) 6 (33. 3) 2 (11. 1) 3 (17. 6) 3 (15. 8) 15 (33. 3) Productive cough 3 (17. 6) 2 (11. 1) 0 (0. 0) 4 (23. 5) 6 (31. 6) 15 (17. 8) Dyspnoea 1 (5. 9) 5 (27. 8) 3 (16. 7) 2 (11. 8) 4 (21. 1) 15 (33. 3) Pulmonary exacerbation* 2 (11. 8) 4 (22. 2) 2 (11. [SEP] Justify:

Output: The text does not address the claim regarding tailored therapies for specific genetic mutations in cancer treatment. Instead, it focuses on adverse event data related to lumacaftor treatment and compares it with placebo outcomes. This does not support or contrast with the claim.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: 3. 5ImmunoblotAntibodyanti-MLKL Host: RabbitGenentech, IncCat#: 1G12ImmunoblotAntibodyanti-p-MLKL Rabbit monoclonalAbcamCat#: ab196436 RRID: AB_2687465ImmunoblotAntibodyanti-RIPK1 Mouse monoclonalBD biosciencesCat#: 610459 RRID: AB_397832ImmunoblotAntibodyanti-p- RIPK1 Host: RabbitGenentech, IncCat#: GNE175. DP. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various antibodies used in immunoblotting and does not mention CRISPR technology or genomic editing.


Input: Task: corroborate the claim using the given text. Claim: Digital resources provide access to educational materials in remote areas. [SEP] Text: If there is only one SS in the network, the (BS) will communicate with the SS on a Point-to- Point basis. A BS in a Point-to-Point configuration may use a narrower beam antenna to cover longer distances. Wireless is more flexible and thus easier to deploy according to the market demand. Although most of the existing wireless technologies suffer from limited range and coverage (usually a few hundred meters around the base station) resulting in very costly combination of technologies (wired and/or wireless), WiMAX technology benefits in a wide coverage and can be deployed as a Point-to-Multipoint “last mile’’ connection but also as part of the backhaul to the private switched telephone network (PSTN) and Internet access points. The WiMAX role in an access network is illustrated in Figure 3. With potential range of 30 to 50 kilometers in line-of-site conditions, WiMAX offer a huge improvement over all existing broadband wireless technology. Figure 3. A WiMAX typical scenario. Figure 4. . Quick Deployment: Compared with the deployment of wired solutions, WiMAX requires little or no external plant construction. Ease of installation is one of the key issues to lower deployment costs in developing countries. In rural areas, the consequences of the long distances from the core network access point and the scattered location of villages, farms in the countryside makes any deployment very costly. In developing countries, the lack of main infrastructure (electricity, roads), and environmental condition (temperature, humidity) adds on the difficulty. Thanks to the non-line-of-sight (NLOS)/LOS coverage advantage, the service provider can easily plans a 95% predictability coverage ensuring high installation success rates and controls deployment costs. A quicker and simpler installation with a much greater rate of success means operators spend less money rolling out their networks. capability also allows indoors self install CPEs within several kilometers radius. Worldwide Standardization: Developed and supported by the WiMAX forum (more than 300 members), WiMAX will become the worldwide technology based standard for broadband and will guaranty interoperability (i. e. , multivendor CPEs), reliability and evolving technology, but also will ensure equipments with very low cost. With low CPEs cost as one of the first objective, business model can easily be profitable even in developing countries. Mobility: The IEEE 802. [SEP] Justify:

Output: The text corroborates the claim by discussing WiMAX technology's capability to provide broadband wireless access in rural areas, enabling connectivity that can facilitate the distribution of educational materials. Specifically, it mentions the potential range of WiMAX, which allows for extensive coverage of 30 to 50 kilometers, thus improving access to digital resources in remote areas where traditional infrastructure is lacking.


Input: Task: pass the claim using the given text. Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: NA 1072 (2 studies) ⊕⊕⊕⊕ high FEV1 % predicted: absolute change from baseline Follow‐up: 6 months The mean absolute change from baseline ranged from ‐0. 44 to ‐0. 15% predicted. The mean absolute change from baseline was 3. 07% predicted higher (2. 17 higher to 3. 97 higher). NA 1072 (2 studies) ⊕⊕⊕⊝ moderate1 There was also a statistically significant difference between groups at 28 days, MD 2. 37% predicted (95% CI 1. 52 to 3. 22). Adverse events Follow‐up: 6 months Cough was statistically significantly more common in the placebo group compared to the lumacaftor‐ivacaftor group. Dyspnoea was statistically significantly more comment in the lumacaftor‐ivacaftor group compared to the placebo group. There were no statistically significant differences between groups in terms of number of participants experiencing adverse events, serious adverse events or other adverse events. Long‐term open‐label follow‐up data of the 2 studies showed a statistically significant increase in early transient shortness of breath. In participants allocated a 400 mg twice‐daily dose, there was a statistically significant rise in blood pressure. NA 1108 (2 studies) ⊕⊕⊕⊕ high Time to first pulmonary exacerbation Follow‐up: 6 months Time to first pulmonary exacerbation was statistically significantly longer in both in the lumacaftor 600 mg once daily plus ivacaftor 250 mg twice daily and the lumacaftor 400 mg twice daily plus ivacaftor 250 mg twice daily groups NA 1108 (2 studies) ⊕⊕⊕⊝ moderate1 Presentation of data did not allow an analysis of the lumacaftor doses pooled. *The basis for the assumed risk is the mean placebo group risk across studies. The corresponding risk (and its 95% confidence interval) is based on the assumed risk in the comparison group and the relative effect of the intervention (and its 95% CI). [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various studies related to clinical outcomes and adverse events in a treatment context but does not mention cancer or the efficacy of therapies based on genetic mutations. Therefore, it does not provide any support, contrast, or relevance to the claim.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: B1ImmunoblotAntibodyanti-RIPK3 Rabbit polyclonalNovus BiologicalsCat#: NBP1-77299 RRID: AB_11040928ImmunoblotAntibodyanti-p-RIPK3 Host: RabbitGenentech, IncCat#: GEN-135-35-9ImmunoblotAntibodyanti-: RatGenentech, IncCat#: GN20-13ImmunoblotAntibodyanti-LC3B Rabbit polyclonalTechnologyCat#: 2775 RRID: AB_915950ImmunoblotAntibodyanti-1 Rabbit polyclonalProteintechCat#: 19843–1-: AB_10637265ImmunoblotAntibodyanti-TAX1BP1 Rabbit monoclonalAbcamCat#: ab176572ImmunoblotAntibodyanti-p62 Guinea pig polyclonalProgen biotechnicCat#: gp62-c RRID: AB_2687531ImmunoblotAntibodyanti-NLRP3 Rabbit monoclonalTechnologyCat#: 15101 RRID: AB_2722591ImmunoblotAntibodyanti-ASC Rabbit monoclonalTechnologyCat#: 67824 RRID: AB_2799736ImmunoblotAntibodyanti-STAT1 Rabbit monoclonalTechnologyCat#: 14995 RRID: AB_2716280ImmunoblotAntibodyanti-p- STAT1 Rabbit monoclonalTechnologyCat#: 7649 RRID: AB_10950970ImmunoblotAntibodyanti-M1-polyubiquitin linkage specific antibodyGenentech, IncN/AImmunoprecipitationAntibodyanti-K63-polyubiquitin linkage specific antibodyGenentech, IncN/AImmunoprecipitationAntibodyAnti-monoclonalTechnologyCat#: 3936 RRID: AB_331292ImmunoblotAntibodyanti-beta ActinTechnologyCat#: 3700 RRID: AB_2242334ImmunoblotAntibodyanti-rabbit polyclonalTechnologyCat#: 7074 RRID: AB_2099233ImmunoblotAntibodyanti-mouse polyclonalTechnology [SEP] Justify:

Output: The text is irrelevant to the claim as it solely lists various antibodies and their specifications without mentioning anything related to CRISPR technology or genomic sequence editing.


Input: Task: corroborate the claim using the given text. Claim: Digital resources provide access to educational materials in remote areas. [SEP] Text: Outside the United States, the use of point-to-point microwave is more prevalent for mobile backhaul, but WiMAX can still play a role in enabling mobile operators to cost-effectively increase backhaul capacity using WiMAX as an overlay network as depicted in Figure 5. This overlay approach will enable mobile operators to add the capacity required to support the wide range of new mobile services they plan to offer without the risk of disrupting existing services. Some salient points about WiMAX use as cellular backhaul are:high-capacity backhaul;multiple cell sites are served;there is capacity to expand for future mobile services;It is a lower cost solution than traditional landline backhaul. Figure 5. Cellular backhaul with WiMAX. 5. 2. Education NetworksSchool boards can use WiMAX networks to connect schools and school board offices within a district, as shown Figure 6. Some of the key requirements for a school system are NLOS, high bandwidth (>15 Mbps), Point-to-Point and Point-to-Multipoint capability, and a large coverage footprint. WiMAX-based education networks, using QoS, can deliver the full range of communication requirements, including telephony voice, operating data (such as student records), email, Internet and intranet access (data), and distance education (video) between the school board office and all of the schools in the school district, and between the schools themselves. The WiMAX solution provides broad coverage, making it very cost-effective, particularly for rural schools, which may have little or no communications infrastructure, and which are widely dispersed. When school boards own and operate their own network, they can be responsive to changes in the location and layout of their facilities. This will significantly reduce the annual operating cost of leased lines. Wired solutions cannot offer a quickly deployable, low-cost solution, and most versions of DSL and cable technology do not have the throughput required by these education networks. Figure 6. Education networks. 5. 3. Campus ConnectivityGovernment agencies, large enterprises, universities, and colleges, can use WiMAX networks to connect multiple locations, sites and offices within their campus, as shown in Figure 7. Campus systems require high data capacity, low latency, a large coverage footprint, and high security. Campus networks carry a mix of voice, data, and video, which the helps prioritize and optimize. [SEP] Justify:

Output: The text corroborates the claim by explaining how WiMAX networks can facilitate access to a wide range of educational resources in rural areas. It highlights that WiMAX provides broad coverage and is particularly cost-effective for rural schools that may have limited communications infrastructure. The text states that WiMAX networks can deliver various communication services, including distance education via video, thus directly supporting the claim that digital resources can enhance educational access in remote regions.


Input: Task: contrast the claim using the given text. Claim: AI is used in personalized medicine to predict treatment outcomes. [SEP] Text: The results of the treatment could be compared with matched obese controls and bariatric patients. The phase of diet and exercise treatment at home could be monitored using more objective methods than a nutritional diary. ConclusionsThe differences found in obese patients in the comparison of the BIA results such as fat mass and fat-free mass, as well as CPET results such as VO2peak, VO22/and AT HR, may be related to pathological FAT and impaired exercise tolerance. The significant improvement of BIA and CPET results (an increase of RMR, VO2peak, and decrease of fat tissue and resting HR) found in patients who reduced their body mass proves that a combination of diet, medical rehabilitation, and behavioral therapy have a positive metabolic impact on the cardiopulmonary system and muscles. The results led to the development of the prediction model that can predict the outcome of obesity treatment based on lifestyle modification in 92% of patients. material. pdf2019. Revision acceptedMarch 1, 2019. Published onlineMarch 7, 2019. Contribution statementMGN and PN conceived the concept of the study and contributed to the design of the research and data analysis. All authors were involved in data collection. and SM edited the final version of the manuscript, while DSz and SM coordinated funding of the project. All authors approved the final version of the manuscript. Conflict of interestNone declared. How to citeGruchała- Cardiopulmonary excercise test and bioimpedance as prediction tools used to predict the outcomes of obesity treatment. Intern Med. 2019; 129: 225-233. doi:10. 20452/pamw. 44481. Global, regional, and national prevalence of overweight and obesity in children and adults during 1980-2013: a systematic analysis for the of 2013. Lancet. 2014; 384: 766-781. Crossref2. Obesity. Organization website. 1, 2018. 3. A comparative risk assessment of burden of disease and injury attributable to 67 risk factors and risk factor clusters in 21 regions, 1990-2010: a systematic analysis for the of 2010. Lancet. 2012; 9859: 2224-2260. Crossref4. [SEP] Justify:

Output: The text contrasts the claim by discussing treatment prediction methods that do not explicitly mention AI. It focuses on comparing treatment results using objective measurements and establishing a prediction model based on lifestyle modifications, specifically mentioning other techniques such as BIA and CPET results rather than AI in personalized medicine.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Cat#: 7076 RRID: AB_330924ImmunoblotAntibodyanti-rat polyclonalTechnologyCat#: 7077 RRID: AB_10694715ImmunoblotAntibodyAnti-RagweedGenentech, IncN/AInhibitionAntibodyAnti-mIFNAR1 Mouse monoclonalLeinco TechnologiesCat#: I-401 RRID: AB_27375382-/AInhibitionTools (software)Image JImmunoblot densitometryTools (software)7GraphpadData visualization and statistics Additional files Supplementary file 1 Perinatal lethality of Ripk1RHIM/RHIM mice is prevented by ZBP1 deficiency (Newton et al. [SEP] Justify:

Output: The text is irrelevant to the claim as it does not mention CRISPR technology or genomic sequence editing. Instead, it discusses antibodies and tools for immunoblotting and data visualization, which are not related to the concept of CRISPR.


Input: Task: corroborate the claim using the given text. Claim: Digital resources provide access to educational materials in remote areas. [SEP] Text: It takes less time and resources to interconnect a campus through a WiMAX network, since excavation and external construction are not required. Some campuses have been around for a long time, and digging trenches for cable may not be permitted. In such cases, WiMAX solutions may be one of the most effective ways to interconnect campus buildings. Even if wired installations are permitted, the lead-time to deploy a wired solution is much longer than the lead-time to deploy a WiMAX solution, without offering any accompanying benefits. Figure 7. Campus connectivity. 5. 4. Rural ConnectivityService providers use WiMAX networks to deliver service to underserved markets in rural areas and the suburban outskirts of cities as shown in Figure 8. The delivery of rural connectivity is critical in many developing countries and underserved areas of developed countries, where little or no infrastructure is available. Rural connectivity delivers much-needed voice telephony and Internet service. Since the WiMAX solution provides extended coverage, it is a much more cost-effective solution than wired technology in areas with lower population densities. It solutions can be deployed quickly, providing communication links to these underserved areas, providing a more secure environment, and helping to improve their local economies. Figure 8. Rural connectivity. 5. 5. (WSPs) use WiMAX networks to provide connectivity to both residential (voice, data and video) and business customers (primarily voice and Internet), as illustrated in Figure 9. The WSP could be a CLEC (Exchange Carriers) that is starting its business with little or no installed infrastructure. Since WiMAX is easy to deploy, the CLEC can quickly install its network and be in position to compete with the ILEC (Exchange Carrier). A common network platform, offering voice, data and video, is highly attractive to end customers, because it presents a one-stop shop and a single monthly bill. Support for multiple service types allows for different revenue streams, yet it reduces customer acquisition cost, and increases ARPU (Per User). The WSP needs only one billing system and one customer database. Cellular operators may also be interested in applying WiMAX in their networks. These operators already have towers, billing infrastructure and a customer base in place, but the deployment of a WiMAX solution will expand their market presence in their service area. Figure 9. Network. 5. 6. [SEP] Justify:

Output: The text corroborates the claim by discussing how WiMAX networks are used to deliver services to underserved markets in rural areas. It emphasizes the importance of rural connectivity for providing voice telephony and Internet service, which are crucial for accessing educational materials. The text highlights that WiMAX solutions enable quick deployment in areas with little to no existing infrastructure, thereby supporting access to educational resources in remote locations.


Input: Task: contrast the claim using the given text. Claim: Personalized medicine will completely eliminate the need for general medications. [SEP] Text: Log in or new issue alertsGet alerts Enter your Email address: Subscribe to e2021. | DOI: 10. 1097/01. COT. 0000735052. 40922. eb personalized medicine: personalized medicine(PMC) has released two new reports designed to advance the field of personalized (precision) medicine in 2021 and beyond so that many more patients will benefit from individually targeted therapies based on genomic testing. Both reports emphasize that barriers continue to keep the promise of tailored precision medicine from reaching as many patients in clinical practice as it should. Barriers may include limited access to predictive biomarker tests, challenges in the interpretation of test results, limited access to targeted therapies, a lack of familiarity with molecular diagnostic testing, and inconsistent reimbursement. The first report, “Understanding and Delivering the Clinical and of Personalized Medicine,” proposes a comprehensive three-part research program which covers evaluating progress in health care, assessing clinical and economic value, and examining clinical integration strategies. This report contains nine PMC-initiated research projects (some of which are already under way), and calls on “organizations in multiple sectors of the health care ecosystem” to provide support for these new initiatives in PMC's expanding research portfolio. Several of these research studies are specific to oncology. The second report, “Expanding the Frontiers of through Education, Advocacy and Evidence Development: A for Advancing the Field in 2021,” sets forth a blueprint for bringing the promise of personalized medicine to more patients through specific efforts and initiatives. “Although the number of personalized drugs with biomarker strategies on their label in the has grown from five in 2008 to 286 today, complicated policy challenges and clinical adoption obstacles continue to make it difficult for health care systems around the world to capitalize on groundbreaking science and technology that point to a new era in the history of medicine that for the first time promises to put the individual at the center of care,” noted in an introduction to the new strategic plan. “In fact, amidst the tumult of COVID-19 and a turbulent political landscape, most Americans have never heard the words ‘personalized medicine. ’” In their joint introduction to the report on the comprehensive PMC research program, Abrahams and PMC Chairman of the board Jay G. [SEP] Justify:

Output: The text contrasts the claim by highlighting the existing barriers that prevent the promise of personalized (precision) medicine from fully being realized in clinical practice. It states that there are complications such as limited access to predictive biomarker tests and challenges in the adoption of targeted therapies, indicating that while personalized medicine aims to provide individually targeted therapies, it does not eliminate the need for general medications. In fact, the complexity of these issues suggests that general medications will still play a role as personalized medicine is not yet fully integrated into health care systems.


Input: Task: pass the claim using the given text. Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Skip to Content eLife home page your research Search by keyword or author Reset form my search to Research 10. 7554/eLife. 36559 Open access Copyright information Version of RecordJuly 9, 2018 Accepted ManuscriptMay 31, 2018 Open annotations (there are currently 0 annotations on this page). 7,405 views 1,187 downloads 117 6559. Copy to clipboard Download BibTeX Download. RIS Full text Figures and data Peer review Side by side files 8 figures, 3 videos, 1 table and 4 additional files 1 with 2 supplements Download asset Open asset Optogenetic targeting of NuMA to the mitotic cell cortex is sufficient for dynein-dynactin recruitment and spindle pulling. (A) Diagram summarizing cortical complexes in the indicated conditions. (B) Live fluorescent images of NuMA-RFP-Nano (upper) and DHC-SNAP (lower) in control metaphase cells (left), and LGN-depleted cells arrested with MG132. (C) Quantification of cortical NuMA-RFP-Nano and DHC-SNAP signals around the light illuminated region (n = 5). Error bars indicate SEM. (D) Quantification of the pole-to-cortex distance (NuMA-RFP-Nano, n = 10; RFP-Nano, n = 6). Error bars indicate SEM. (E) Kymographs obtained from image sequences in Figure 1—figure supplement 2A. Asterisk indicates the duration in which one of the spindle poles moves away from the focal plane. (F) When NuMA-RFP-Nano (upper) was optogenetically repositioned at multiple adjacent cortical regions around the cell membrane by sequential illumination (from 1 to 9), the spindle (lower) rotated about 90° in a directed manner coupled with the changes in cortical NuMA enrichment in 55% (n = 11) of cells, but not by repositioning RFP-Nano alone (Figure 1—figure supplement 2D, n = 6). Dashed lines indicate the spindle axis. Scale bars = 10 μm. Figure 1—figure supplement 1 Download asset Open asset Generation of cell lines for light-induced targeting of endogenous NuMA. (A) Diagram summarizing the iLID system (Guntas et al. , 2015). [SEP] Justify:

Output: The text does not address the claim about CRISPR technology or its capabilities regarding genomic editing. Instead, it focuses on different research regarding optogenetic targeting of NuMA and its implications in cellular processes. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Digital resources provide access to educational materials in remote areas. [SEP] Text: Theme ParksTheme park operators can use WiMAX to deliver a broad range of communication services for their amusement parks, expositions, hospitality and operation centers, and buses and service vehicles, as shown Figure 10. The network can support a wide range of communications traffic, including two-way dispatch from a control center, video surveillance throughout the park, reservation data, inventory database access and update, site status monitoring, video on demand, and voice telephony. Some of the key requirements for a system like this are support for fixed and mobile operations, high security, scalable architecture and low latency. The broad coverage range of WiMAX means an entire park can be covered from only a few numbers of Base Stations, scalable upwards as capacity requirements increase. Figure 10. Theme Parks. Re-deployment of the network, in response to changes in theme park facilities, is straightforward and simple, unlike the changes that would be required had the park been served by wired facilities, such as DSL or cable. WiMAX mobility capability will support two-way voice and data communications to the theme park’s tour buses and service vehicles. Real-time video can be broadcast to tour buses, providing tourist information, promotions, and weather to passengers. Advertisement 6. ConclusionDemand for wireless broadband access is growing fast and embracing an ever-widening range of applications that encompass fixed, nomadic, portable and mobile data access as well as fixed and mobile voice services, and content streaming. Looking back to the barriers as summarized by ITU in Figure 2 and section 3, WiMAX appears clearly as the solution to favor the broadband ICTs access in developing countries. Undoubtedly, WiMAX is a new powerful broadband wireless technology aiming at providing a universal ubiquitous and equitable and affordable access to ICTs infrastructure and services, and thus highly contributing to bridge the “Digital Divide”. 1. 802. 16. 3c-01/29r4. , “for Applications,” GuD. ZhangJ. 2003 “QoS enhancement in IEEE 802. 11 wireless local area networks,” IEEE Commun. Mag. , vol. 41, 2003. 3. IEEE 802. 16. 2004 “for Systems,” 802. 16 – 2004, October, 2004. 4. IEEE 802. 16e. 2005 “for Fixed and Systems,” IEEE P802. 16e/D12, February, 2005. 5. [SEP] Justify:

Output: The text corroborates the claim by discussing how WiMAX technology can enhance broadband access in developing countries, which aligns with providing educational resources in remote areas. The mention of WiMAX as a solution to bridge the 'Digital Divide' and to provide 'universal ubiquitous and equitable access to ICTs infrastructure and services' supports the claim that digital resources can be made available in locations that previously lacked such access.


Input: Task: contrast the claim using the given text. Claim: Personalized medicine will completely eliminate the need for general medications. [SEP] Text: Wohlgemuth, MD, state that, unfortunately, “Personalized medicine—linking therapies to molecular diagnostic tests to ensure that the right treatments are targeted to the right patients—is still more aspiration than reality. “In brief, we need more evidence that personalized medicine works—that it can improve clinical outcomes while making health care more efficient and therefore less costly,” they noted. “We also need to understand the opportunities and challenges shaping the pace of our progress toward integrating personalized medicine into clinical workstreams. ” As previously reported by Oncology Times, in 2020 the PMC released a patient-centered research agenda called “Population Averages: A Patient-. ” That report defined 45 research questions that need to be addressed across nine areas to expand the field. In the information, oncology is cited as the model for personalized medicine, recognizing the progress that has been made in targeted cancer treatments tailored to individual patients. But that report, along with a previous PMC summary on genomic testing, also identified barriers to integrating personalized medicine into clinical practice—including a lack of awareness about personalized medicine treatments and strategies. PMC's new strategic plan contains the following resources: a package of programs designed to educate decision makers about the significance of personalized medicine; a patient-focused educational campaign about personalized medicine and its benefits; a series of advocacy priorities designed to “cultivate a friendlier landscape” for advancing the field; and a research program aimed at building the evidence base for the clinical and economic benefits of personalized medicine (set forth specifically in the strategic plan's companion report). As a new federal administration and a new Congress take over in Washington, PMC's advocacy priorities include the following: Guiding an agenda for the Medicine Caucus. This group was launched on last year, and the PMC plans to play a leading role in its agenda and in growing its membership in 2021. Increasing funding for critical federal health agencies. testimonies, public statements, and meetings with members of Congress, PMC plans to advocate for increases in the fiscal year (FY) 2022 budgets of the of Health and the FDA. Noting that the FDA is “the gateway for many personalized medicine products entering the market,” PMC also will support activities at the FDA to advance personalized medicine in the context of the Act reauthorizations. Modernizing regulatory policies. [SEP] Justify:

Output: The text contrasts the claim by indicating that personalized medicine is still aspirational and has not yet been fully realized in clinical practice. It states that more evidence is needed to show that personalized medicine can improve clinical outcomes and that there are existing barriers to its integration, such as a lack of awareness and strategic planning. This suggests that general medications may still be necessary in the interim, as personalized medicine is not yet the predominant approach in healthcare.