Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: 5 g/L NH4Cl in YNB medium with 30 g/L carbon source, leading to a mass carbon-to-nitrogen ratio (C/N) of 60 and 90, respectively). Under these conditions, lipogenesis began at the start of growth for all strains. The highest amount of lipids in the cells was reached after 72 h and ranged from 14 to 29% DCW (Figs. 3, 4). Lipogenesis was negligibly better at C/N 90 than C/N 60 (up to 10% better) but it lowered growth and global sugar consumption. Fig. 3Bioconversion of sugars into lipids during the growth of two strains of B. raffinosifermentans in nitrogen-limited YNB-based media. Glucose and xylose were each used as the C source (30 g/L) at two different C/N ratios. Average values and the standard deviation (n = 3) for OD600 (blue line), residual sugar in the medium (g/L, plain green line), cumulative organic acids (g/L, dotted green line), and lipid content (% DCW, orange line) were plotted over time (h)Full size image Fig. 4Bioconversion of sugars to lipids during growth of two strains of B. adeninivorans in nitrogen-limited YNB-based media. Glucose and xylose were each used as the C source (30 g/L)at two different C/N ratios. Average values and the standard deviation (n = 3) for OD600 (blue line), residual sugar in the medium (g/L, plain green line), cumulative organic acids (g/L, dotted green line), and lipid content (% DCW, orange line) were plotted over time (h)Full size image The four strains exhibited different behaviors in terms of growth and metabolism, lipid accumulation, organic acid excretion, and sugar consumption. There were no strict species-specific correlations. CBS 7377 was the slowest and least efficient strain for lipid accumulation, whereas LS3 (of the same species) reached the highest lipid content. Conversely, the OD reached by LS3 in stationary phase was the lowest of all strains. However, different OD may reflect morphological differences between strains rather than differences in biomass production. The results of the strains of B. adeninivorans were more similar to each other. [SEP] Justify:

Output: The text primarily discusses the growth, metabolism, and lipid accumulation of different strains of yeast under specific nitrogen-limited conditions. While it mentions bioconversion of sugars, it does not explicitly support or refute the claim about bioengineered yeast producing high yields of biofuels. Instead, it focuses on experimental results without making definitive statements about biofuel production.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: Ultimately, the resources would need to be accompanied by high-quality, context-specific professional development, and we outline our approach to PD in the following section on plans for implementation. By grounding the resources in clear standards, educators can readily identify the skills students need to develop and demonstrate throughout a climate change curriculum. To illustrate the product of this standards-based curriculum design, we have created an example of a 12-week curriculum resulting in a final student project. Anchor skills, process-based skills, and disciplinary tools and concepts are all integrated into each unit within the Leadership Curriculum, emphasizing the importance of inquiry and experiential learning. As a result, each unit is based on at least one standard from each sub-section of skills: Unit 1: Becoming Inquirers. Unit 2: What is Climate? Climate Change? Unit 3: Challenges to Change. Unit 4: to Solve in the Context of Climate Change. Unit 5: in Climate Change. Unit 6: from Credible Sources. Unit 7: to Change. Unit 8: on Strategies. Unit 9: Creating a Criteria for Change Solutions. Unit 10: in Policies. Unit 11:. Unit 12: in Change. In each unit, we provide a series of activities that guide teachers on how students could reach the standards. These activities are organized based on which essential question they address in the lesson so that teachers can understand the purpose whilst engaging in the activity and thus, modify it to meet the needs of their classroom. In 2. 4 Implementation and Program TheoryThere are several aspects of the context for delivery that are essential for the curriculum to make an impact, of which the teacher is the most important. In particular, the teacher interested in implementing the curriculum would need to have the skills to deliver the lessons as well as an understanding of the content of each lesson. Together with other faculty and school leaders, they would also need to be able to assess contextual factors that would dictate the ways in which the curriculum could be adapted to align effectively with the particular priorities and constraints of the institution. The current implementation plan involves seeking feedback from teachers to learn what sort of professional development they might need and how they might adapt the curriculum to their contexts. As we learn from teachers about those needs, we can work with them to create modified versions of the curriculum that would be suited for implementation under different circumstances with consideration for various constraints in terms of time and/or other resources. [SEP] Justify:

Output: The text corroborates the claim by discussing the development and implementation of a climate change curriculum that includes various units focusing on climate-related topics. The units explicitly include topics like 'What is Climate? Climate Change?' and 'Challenges to Change,' indicating that climate change is integrated into the curriculum. Additionally, the mention of professional development for teachers to effectively deliver this curriculum further supports the idea that schools are actively incorporating these topics into their science curricula.


Input: Task: contrast the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: And a woman in died this month after her general practitioner prescribed hydroxychloroquine and azithromycin for coronaviruslike symptoms, NBC News reported last week. (There's no proof that drug-induced arrhythmia caused her death, Ackerman says, "but it smells awfully fishy. ") Now, researchers are trying pin down the rates of this side effect in COVID-19 patients and are urging diligent heart monitoring during treatment. "When the media says this looks to be a safe drug—in certain contexts, that's true," says Wesley Self, an emergency physician at conducting a clinical trial of hydroxychloroquine. "However, when you're talking about potentially treating millions of patients, even rare side effects become very important. " Doctors think chloroquine and hydroxychloroquine might help COVID-19 patients by inhibiting the coronavirus from entering cells and by taming a potentially deadly overreaction of the patient's immune system. But a small trial in France that lent initial support to hydroxychloroquine as a COVID-19 treatment has been widely criticized for methodological flaws, including a failure to randomize the study groups. And subsequent small trials—including a randomized study of 150 patients in China, posted last week as a preprint—haven't found evidence of effectiveness. The potential for arrhythmia, meanwhile, is well-documented. Chloroquine and hydroxychloroquine block channels on heart muscle cells that control the flow of ions, which governs the heart's electrical recharging between beats. Doctors gauge the heart's ability to properly recharge with an EKG readout called the QT interval. If this phase of electrical activity goes on too long—more than about one-half of a second—the heart can enter an irregular rhythm that can cause it to stop beating altogether. Azithromycin raises concerns because it, too, can block ion channels and tinker with the heart's electrical pattern. The rationale for adding it to hydroxychloroquine is murky, many researchers say. But the French study found that patients cleared the virus faster with the two-drug cocktail than with hydroxychloroquine alone. "That study, however poorly designed and conducted, made a difference," says Daniel Prieto-Alhambra, a pharmacoepidemiologist at the University of Oxford. "People started using the data to make decisions. [SEP] Justify:

Output: The text contrasts with the claim by discussing the risks associated with the prescription of hydroxychloroquine and azithromycin for COVID-19, highlighting the importance of medical consultations and judgment in prescribing medications. The narrative emphasizes the potential dangers and the need for doctors to monitor patients closely, which suggests that relying solely on AI for medical decisions could be problematic.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: Overall, both species cultivated in low-nitrogen medium reached a lipid content above 20%. Sugar uptake was more efficient for LS3 than for other strains in all media (Figs. 3, 4). With few exceptions, < 75% of the initial sugar was consumed by the end of experiment, leaving room for optimization of the medium and culture conditions. Within the time of the experiment, B. raffinosifermentans LS3 reached the highest lipid content among all four strains, whereas B. adeninivorans CBS 8244T accumulated lipid more slowly and probably did not reach its maximum. The excretion of organic compounds is a well-known competing sink for lipid production, particularly that of citric acid, both an intermediate of the TCA cycle and a precursor for acetyl-CoA in oleaginous yeasts. In our shake-flask experiments, we found two different organic acids to be excreted into the medium: citric acid and acetic acid. Globally, their cumulative concentration in the medium (Figs. 3, 4) tended to steadily rise over time and reached 3. 4 ± 0. 2 g/L (CBS 7766 cultivated in xylose C/N 90) to 10. 1 ± 0. 6 g/L (LS3 cultivated in xylose C/N 90) by the end of experiment. LS3 was unique concerning the excretion of organic acids, both in terms of their total concentration, which did not increase after 50 to 60 h of cultivation in some media, and the relative proportion of acetic to citric acid. Although acetic acid was the most abundant organic acid excreted by all other strains, excretions of citric acid was equivalent or more abundant in LS3 (Additional file 1: Figure S3). In glucose media, in particular, the final concentration of acetic acid was no more than half that of citric acid for this strain. This lower final concentration of acetic acid was due to reaching the plateau early (C/N 90, Additional file 1: Figure S3) or clear reuptake of this compound (C/N 60, Additional file 1: Figure S3), whereas glucose was not exhausted. [SEP] Justify:

Output: The text does not provide any direct correlation to the claim about bioengineered yeast producing high yields of biofuels from sugars. It discusses lipid content, sugar uptake, and the excretion of organic acids but does not specifically mention biofuel production or assess the efficiency or yields of biofuels from sugars.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: As students engage in the course, they will also have opportunities to demonstrate their assimilation of ideas related to climate change and the process of policy analysis through collaborative projects, personal reflections, and written assessments. Student project proposals that extend beyond the contained structure of the class will be the key indicator of their ability to transfer the understandings acquired during the course to new contexts. Finally, feedback from alumni will be solicited to measure their motivation and ability to continue to engage with the issue of climate change. 2. 5 ConclusionIt is not sufficient for climate change education to focus on knowledge acquisition, and, even when students have opportunities to apply knowledge to address real-world problems related to climate change, an essential objective of climate change education is still left unmet. In particular, students need to understand the complexities of each step of the processes associated with thoughtful civic engagement in order to be enabled to truly lead in mitigating climate change. As students develop their understanding of how to affect change within complex systems, the standards and assessments must be aligned to these process-oriented skills in addition to the content knowledge. Ultimately, as students realize their potential to integrate thinking and practice, they will be able to affect meaningful change. While a curriculum can provide the pedagogical frameworks and lessons to foster climate change leaders, a curriculum alone does not lead to successful implementation. Change comes about when the context-specific needs and interests of diverse stakeholders are considered and training and support is customized for teachers involved in the delivery of the curriculum. As we continue to engage in this work, there is potential to build an expanding network of educators and schools dedicated to fostering climate change leaders. By changing the way climate change is being taught, we hope that several high school students will be inquiring and observing the various impacts of climate change within their community and then be equipped, motivated, and empowered to take actions just like the ninth graders in Rahat, Israel. 2135. Retrieved from Retrieved from Panel on Climate Change. (2019a). Climate change and land. Retrieved from Panel on Climate Change. (2019b). The ocean and cryosphere in a changing climate. Retrieved from M. (2016). A comparative survey of environmental education goals between framework and 10th grade Palestine curriculum. of Curriculum and Instruction, 8(2), 1–17. Retrieved from 10. 1093/acrefore/9780199389414. 013. 56. for Social Studies. [SEP] Justify:

Output: The text corroborates the claim by discussing how students are provided opportunities to engage with climate change topics through collaborative projects, assessments, and reflections. It highlights the importance of integrating complex ideas related to climate change within the educational framework and stresses the need to build a curriculum that fosters climate change leaders. The mention of high school students observing impacts of climate change within their communities further supports the claim that schools are actively integrating climate change topics into their science curricula.


Input: Task: pass the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: 2%. Dyed hair was found to be acceptable for only 4. 9% of the participants. Table 3 shows that almost 60% of participants felt that the title ‘Doctor’ should be used when a doctor introduces him/herself. The doctor’s surname was selected by 63. 2%. About half of the participants preferred to be addressed using their title (53. 2%) and their surname (54. 2%). Table 3: Preferred doctor behaviour during consultation. and drinking during the consultation were deemed unacceptable by the majority of participants (91. 5% and 83. 8%, respectively), while 67. 1% found it acceptable for their doctor to answer work-related calls during the consultation. In comparison, only 9. 5% felt that taking a non-work-related call was in order. Most (92. 4%) of the participants preferred that their doctor wear gloves during the examination phase of the consultation. Participants felt most comfortable with their doctor using a computer (39. 3%) to source additional information. This was followed by their doctor seeking advice from a fellow doctor (27. 8%). Only 14. 4% of the participants selected cell phones as an acceptable resource. Relating to this, 70. 2% of participants indicated that should doctors make use of these available resources it would not cause them to doubt their doctor’s ability. Furthermore, if the technological resources were utilised during the consultation, 68. 8% of participants would prefer to be able to view the screen of the device that the doctor was using. DiscussionThe white coat serves as an easy means to identify doctors, and the participants showed a high preference for doctors to wear white coats during consultations. As 59. 1% also felt that doctors should wear name badges as a form of identification, it is evident that being able to easily identify doctors in a hospital environment is important to the patients. This thus prevents the confusion regarding whether the person is the doctor, as outlined by De Groot. Citation17 Studies in Ireland as well as the have found that once patients are informed about the possible microbial contamination of white coats or any attire with clothing below the elbows, their p92. 4% of the participants felt that their doctors should wear gloves during the examination. This may be difficult to achieve as public hospitals are generally lacking in the availability of resources such as gloves. [SEP] Justify:

Output: The text does not address the claim regarding the use of AI as a replacement for personal consultations with doctors. Instead, it discusses participant preferences for doctor behavior during consultations, including their views on doctors using technological resources and their comfort with doctors’ attire. None of this information supports, contrasts, or directly relates to the claim about AI in medical consultations.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: In terms of their FA composition, Blastobotrys strains synthesized and stored four main FAs during the 96 h of cultivation, accounting for more than 96% of total FA content: C18:1 (43 to 52%, depending on the strain and medium), C16:0 (23 to 27%), C18:2 (11 to 20%), and C18:0 (4 to 11%) (Additional file 1: Figure S4). C16 and C18 FAs are typically the most abundant FAs in a wide range of yeasts and fungi [60, 61]. However, the relative proportion varies depending on the yeast and culture/media conditions. The FA fraction was particularly poor in mono unsaturated C16:1. This feature was also noted for B. adeninivorans CBS 8244T in a comparative study of the FA composition of Saccharomycotina yeasts cultivated in YPD [62]. We found consistent but only very low levels of C17 chain-length FA (< 4 mg/g DCW). Indeed, yeast are not known to naturally synthesize large amounts of such odd-chain FAs, unless provided, for example, with odd-carbon precursors or benzoate [63,64,65]. Olstorpe et al. [17] reported FA profiles for CBS 8244T and CBS 7377 cultured in YPD medium, which were unexpectedly poor in oleic acid (3 to 11% of total FA at 30 °C) and rich in C17:1 (20 to 29% of total FA at 30 °C). The reason for these uncommon profiles is unknown, especially since Froissard et al. [62] reported the same four main FAs in B. adeninivorans CBS 8244T cultivated in YPD at 28 °C as those observed here. Lipid synthesis from various carbon sourcesSugars found in plants as reserve sugars or constituting lignocellulosic fibers, as well as the industrial by-product glycerol, are attractive substrates for microbial oil production. We tested the LS3 strain, our best lipid producer, for its ability to accumulate lipids while growing in various hexoses, polysaccharides, or glycerol. [SEP] Justify:

Output: The text is irrelevant to the claim as it primarily discusses the fatty acid (FA) composition and profiles of various yeast strains, as well as their lipid synthesis capabilities from different carbon sources, without directly addressing the design of bioengineered yeast for high yields of biofuels specifically from sugars.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: ” Students share their rationale, which might influence others to change their opinions, which allows students to understand how engaging in inquiry impacts conversations and outcomes. 2. – Teacher prepares the following prompt: (a) “What are ‘hot topics’ that can lead to being blindsided by emotions? ” (b) “What do you look, sound like, feel like when you’re blindsided by emotion? ” (c) “When you are blindsided by emotion, what are the impacts on the conversation? ” (d) “What can you do when you feel like you may be blindsided by emotion? What can you do when you see others in this situation? ” Students are divided into groups to write their own answers and rotate to observe other remarks and add additional comments. 3. Inquirer and Coach – Using the hot topics identified in the Activity, teacher and a student will model a discussion while the student plays the role of an inquirer. Teacher takes a view in opposition to the student’s firmly held beliefs. Other students can volunteer as coaches. 4. – Teacher poses the question: “How likely are you to take space when you have an idea you want to communicate? ” From class discussion, teacher establishes the purpose of inquiry and classroom norms. Unit 2: Climate? Climate Change? What are compelling questions about climate change? What is a compelling question and what is a supporting question? What is climate and how does it relate to energy? What are long term vs. short term natural causes of climate change in Earth’s history? to the College, Career, and (C3) Framework for Standards, compelling questions “deal with curiosities about how things work; interpretations and applications of disciplinary concepts; and unresolved problems that require students to construct arguments in response. ” They are important, based on application of knowledge, and debatable with more than one possible answer. Compelling questions are imperative to drive inquiry and curiosity before students engage civically. But students need supporting questions which provide the subject matter scaffolding needed before students can develop and engage in compelling questions on climate change. What is climate? Why does climate change? These are examples of important supporting questions for students to explore before looking into compelling questions such as “How can we take action to mitigate climate change? ” Standards Anchor. D. [SEP] Justify:

Output: The text corroborates the claim by discussing how students engage with climate change topics through inquiry-based learning. It includes references to 'compelling questions about climate change' and emphasizes the importance of students developing supporting questions before delving into more complex issues like 'How can we take action to mitigate climate change?' This indicates that climate change is indeed integrated into educational discussions and curricula, aligning with the claim.


Input: Task: contrast the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: AI replace doctors’ ‘gut instincts’? Published on December 20, 2023 Doctors’ intuition plays a key role in healthcare, even when computers suggest another treatment approach. But with AI advancing, is that all about to change? Use + rapid advances in the field, AI won’t supplant human healthcare workers in 2024. : Pexels: to use -Edquist DOI 10. 54377/02d2-eea4 Doctors’ intuition plays a key role in healthcare, even when computers suggest another treatment approach. But with AI advancing, is that all about to change? The value of healthcare workers’ intuition in effective clinical care has been verified by reports around the world again and again. From doctors’ ability to spot sepsis in critically ill children, to ‘nurse worry‘ as a ‘vital sign’ predictive of patient deterioration, to helping GPs navigate complex patient care — intuition appears to play a large role in supporting high risk patients — even when data or computer outputs suggest another treatment approach. (AI) has already begun to transform healthcare, and the health sector will only continue to consider AI innovations in 2024 and beyond. In this increasingly technological world, questions swirl on what is the role of these human hunches in healthcare practice and whether AI is about to overtake doctors’ ‘gut feelings’ entirely. What is AI in healthcare and when is it used? Davenport from and Deloitte consultant explain elsewhere, AI healthcare includes ‘rule-based expert systems’, which use prescribed knowledge-based rules to solve a problem, and ‘robotic process automation’, which uses automation technologies to mimic some tasks of human workers. Such technology can help with automated patient monitoring, where alerts are signalled once a rule criterion is met, patient scheduling reminders and medicine management. Other forms of AI used in healthcare include robots, natural language processing and machine learning. Robots can help move and stock medical supplies, lift and reposition patients and assist surgeons. hospital has launched a €7 billion project, set to be completed in 2028, which will engage robots to collect patient data typically reliant on human physical touch: from measuring pulse, to taking temperature and calculating oxygen saturation. The release of ChatGPT in 2023 marked a leap forward for AI in popular consciousness. [SEP] Justify:

Output: The text contrasts the claim by emphasizing that while AI is making advances in healthcare, it will not replace the critical role of human healthcare workers or their intuition in patient care. It highlights that doctors' intuition is an essential aspect of effective clinical care, supported by international reports. The discussion around AI's capabilities, such as automated patient monitoring and robotic assistance, suggests that these technologies complement rather than supplant the existing roles of healthcare professionals.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: b Microscopic images after ® staining of the 72 h-cultivated cells in the relevant medium (same order as in the histograms)Full size image Efficient lipid synthesis at high temperatureBlastobotrys adeninivorans and B. raffinosifermentans, represented by the strains listed in Table 1, are known to grow at 45 °C. Temperature is known to influence plasma membrane composition, which must adapt to preserve an adequate level of fluidity and function. The nature of FAs, including their chain length and degree of unsaturation (DUS), is involved in this aspect [67,68,69] and we reasoned that FAs may be stored or recycled accordingly. We thus investigated the ability of two strains, LS3 (B. raffinosifermentans) and CBS 8244T (B. adeninivorans), to produce lipids at four different temperatures: 28, 37, 42, and 45 °C. Cultures in C/N 60 glucose media were periodically monitored by OD600 and microscopy to evaluate the temperature-dependent growth capacity of the strains and possible filamentation. Both strains grew at each temperature tested (Additional file 1: Figure S5). However, growth of LS3 was lower with high temperatures (42 °C and 45 °C), in contrast to that of CBS 8244T (Additional file 1: Figure S5 for OD, Fig. 6a for biomass in g/L). Hyphae were only transiently detected in our lipogenic YNB medium (Additional file 1: Figure S5), contrary to other media, such as YPD, which gradually pushed the LS3 and CBS 8244T cells into (pseudo)hyphae phase above 37 °C and 42 °C, respectively ([11], our unpublished results in YPD medium). Fig. 6Shake-flask cultures of strains LS3 and CBS 8244T at various temperatures. DCW (a), lipid content of the cells (b), and glucose concentration in the medium (c) were measured after 72 h of cultivation in nitrogen-limited YNB-based medium (30 g/L glucose and 0. 75 g/L NH4Cl), and the yields (d) calculated for strains LS3 (black bars) and CBS 8244T (gray bars). [SEP] Justify:

Output: The text does not directly address the claim regarding the ability of bioengineered yeast to produce high yields of biofuels from sugars. Instead, it focuses on temperature effects on growth and lipid synthesis of specific yeast strains, without establishing a connection to their capacity for biofuel production.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: 1 Collaboration: Work effectively with others with goal alignment. DTC. B. 1 Energy: Describe how the flow of energy drives the cycling of matter. DTC. D. 1 Systems: Explain the multitude of systems Earth is composed of as well as the system Earth belongs to. 1. A Develop compelling questions that promote inquiry around key disciplinary concepts and embedded enduring issues Activities 1. #1 – Teacher introduces and answers three supporting questions: what is climate? What is energy? How is energy related to climate (Guide, pg. 38). Students then go to learning stations to learn how energy flows through Earth systems and affects the climate. They will create and evaluate comprehension “tests” (supporting questions) for other students. (a) Air = atmosphere, (TFG, pg. 28–29, 30) (b) Water = hydrosphere, (TFG, pg. 28–29, 30) (c) Ice = cryosphere, (TFG, pg. 31–32) (d) Land = geosphere, (TFG, pg. 32–33) (e) Life = biosphere, (TFG, pg. 33) 2. #2 – Teacher introduces a compelling question: “To what extent is climate change caused by human activities? ” Students then go to learning stations to learn about the different natural causes of climate change. They will create essay questions (compelling questions) and then evaluate other students’ works. (a) Plate tectonics (TFG, pg. 41–42, pg. 48) (b) Earth’s orbit around the sun, Milankovitch cycles (TFG, pg. 42, 44) (c) Heinrich events (TFG, pg. 42) (d) (TFG, pg. 43) (e) Sun (solar flares, sunspots) (TFG, pg. 43) Unit 3: Challenges to do we need systems thinking when addressing climate change? What are systems? How does systems thinking apply to climate change? How does human behavior influence climate change? is climate change so difficult to address? Understanding climate change involves learning about the complex interactions between multiple systems across disciplines. [SEP] Justify:

Output: The text corroborates the claim by detailing educational activities that explicitly include climate change as a topic in the curriculum. For instance, it describes how teachers introduce compelling questions about climate and energy, and how students engage in learning about the natural causes of climate change. The mention of 'learning stations' where students analyze climate issues illustrates an integration of climate change topics into the broader science curriculum.


Input: Task: contrast the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: This type of AI, which requires training on large data sets (supported by human feedback), focuses on giving computers the ability to read, support and manipulate human language. Such natural language processing has changed the communication landscape with its language mimicry. While some note that the hype hasn’t quite been reflected in reality, professionals in a range of sectors — including healthcare — now use ChatGPT for correspondence, such as with drafting “sick notes”, medication management, or to manage healthcare information. There are predictions that healthcare Processing will be a $USD7. 2 billion business by 2028, with this type of AI being deployed to help translate complex published papers for public consumption, for analysis of electronic health records to help identify at-risk patients, and to interact with patients to help with triage or answer healthcare questions. In 2024, some say this type of AI is likely to focus on more sophisticated language models that power chatbots and virtual assistants, and will be built into word processing programs. gives computers the ability to learn without explicitly being programmed for a given task. The algorithms driving these types of AI are based on statistical and predictive models. often relies on ‘training’ from existing data sets, which have been human reviewed and annotated. Essentially, doesn’t automatically know what to look for, and without human-informed training this type of AI tends to provide lots of noise and useless predictions. Once trained, can take previously unseen patient information and apply its prior ‘training’ to analyse the data and predict outcomes, or make recommendations. In healthcare, can recognise patterns which may be missed by humans such as described for AI’s role in patient survival of gastric cancer, identification of primary causes of cancers, and reducing breast cancer false positives. In 2024, algorithms are likely to continue to be used for probing healthcare data analytics, with vast medical data provided by wearables, medical devices and electronic health records. With all forms of healthcare AI — it is clear that humans are still needed for AI training, evaluation of outputs, and considering the impacts of the AI recommendation. Artificial versus human intelligence: Who has the edge? Given the global healthcare workforce shortages, the proverb may be true: Necessity breeds invention. [SEP] Justify:

Output: The text contrasts the claim by emphasizing that while AI can support various healthcare functions such as drafting sick notes, managing medication, and analyzing patient data, it also highlights the necessity of human involvement in training AI, evaluating its outputs, and making decisions based on AI recommendations. This indicates that AI cannot fully replace personal consultations with doctors and underlines the ongoing need for human judgment in healthcare.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: Average values and standard deviations (n = 4) are presented in the histogramsFull size image As observed for growth, the amount of total cellular FAs was independent of the temperature of cultivation for CBS 8244T: approximately 19% DCW (Fig. 6b). Instead, LS3 showed an optimum at 37 °C for lipid content, reaching 30% DCW (approximately 20% higher than at 28 °C and 25% higher than at 42 to 45 °C). Despite the moderate decrease in lipid content of LS3 at temperatures above 37 °C, we concluded that lipid metabolism of B. adeninivorans and B. raffinosifermentans was still active at temperatures of up to 45 °C. Sugar consumption was temperature-dependent for both CBS 8244T and LS3, however, with opposite trends (Fig. 6c). For strain LS3, glucose consumption was lower at elevated temperatures (42 °C and 45 °C), consistent with the lower biomass and lipid content. Instead, glucose consumption of strain CBS 8244T was higher at elevated temperatures, though the amount of lipid and biomass were globally conserved. Overall, final bioconversion yields (YFA/S) were within the range of 0. 048 to 0. 093 for LS3 and 0. 056 to 0. 070 for CBS 8244T (Fig. 6d and Additional file 2: Table S2). Higher yields were obtained at lower temperatures (28 °C, 37 °C) for both strains; the difference was more pronounced, however, for LS3. Finally, we examined the FA composition for each strain at each temperature in detail, early in the culture (4. 5 h) and at 24 h and 72 h (Additional file 1: Figure S6 and Additional file 2: Table S3). The most divergent FA profiles between the two strains were globally observed at 4. 5 h. At that stage, as lipid content of the cells is still low (4 to 8% DCW), structural lipids are likely to significantly contribute to these differences. In this respect, a specific trait of CBS 8244T relative to LS3 is its richness in both C16:0 and C18:2, which is relatively independent of temperature (37 to 45 °C). A comparison of the proportions of FAs at 4. [SEP] Justify:

Output: The text does not provide direct information about bioengineered yeast or their ability to produce biofuels from sugars. It describes the effects of temperature on lipid content and sugar consumption of specific yeast strains, but does not establish a connection to the claim regarding high yields of biofuels.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: This is why it is imperative for students to develop skills in systems thinking, which is “a way of helping a person to view systems from a broad perspective that includes seeing overall structures, patterns and cycles in systems, rather than seeing only specific events in the system. ” As students develop their understanding of the ways interconnections between the elements of a system determine the behavior of the system, they can more effectively identify levers for systemic change. With systems thinking, students can turn their inquiry into some of the primary steps for taking informed action, identifying problems they might want to tackle when addressing climate change. Standards Anchor. B. 1 – Identify causal webs of external and internal factors. 0. A. 1 Explain how life, including human life, influences and is influenced by the environment. 0. C. 1 Interpret and create models and maps to understand (deep) time and scale of space. 1. B Craft meaningful and actionable problem statements through the lense of the affected human population based on analysis and synthesis of diverse relevant perspectives. Activities 1. Create a System – After showing the concept of a system ( Climate Interactive, “System”), teacher introduces the carbon cycle system (TFG, pg. 47). Each group of students chooses one part of the carbon cycle system and maps out how it relates to other parts of the systems as well as outside of the system. 2. – Teacher introduces the iceberg diagram ( Climate Interactive, “Part 1”). Students read about the common causes of climate change (TFG, pg. 99–103). After, in small groups, students will choose an environmental issue from current events and ask “Why? ” 5 times to create an iceberg diagram. Teacher asks students to identify areas of high leverage- the parts of a system that, when adjusted, will produce a significant change in the whole system. 3. – Teacher introduces causal diagrams through a video ( Climate Interactive, “Causal Diagrams”). In small groups, students refer back to their iceberg diagram and brainstorm one solution. Then, they create causal diagrams from their solution to summarize the effects of their solution. Unit 4: to Solve in the Context of What are meaningful and actionable problem statements in the context of climate change? How is human life influenced by climate change? How do we identify root cause problems and areas of high leverage in climate change? [SEP] Justify:

Output: The text corroborates the claim by discussing several educational activities and strategies aimed at understanding climate change. It highlights that students engage in systems thinking related to climate change and learn to identify environmental issues, model systems like the carbon cycle, and develop actionable problem statements. These activities demonstrate that climate change is an integrated aspect of the science curriculum in the context of these educational methods.


Input: Task: contrast the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: It may not be long until healthcare includes integrated AI forms where a robot greets you in your native language for your annual check-up using Processing, takes your vital signs, and sends a recommendation to the doctor on which patient to prioritise and what investigations need to be ordered using algorithms designed to analyse collected vital signs. What AI can’t do is replace the natural ‘gut feel’ of a healthcare professional. And this won’t change in 2024. The clinical reasoning and thinking process that healthcare providers engage is so complex, and the sources of information that the human brain considers in patient care are too numerous to capture with current algorithms. The implicit knowledge an expert relies on for effective clinical care is so deeply embedded in human automation, that methods to get at these data points often fail. On top of this, AI-accessible data and the AI algorithms themselves can have flaws. Machine learning can be overly sensitive, leading to over-diagnoses in some patients. Processing AIs can act as healthcare trojan horses, where the technology is so convincing in its communication approaches that it tricks the user into thinking it is knowledgeable in the same way a human is. There are also privacy concerns with such AI applications. AI typically relies on data input to continue learning — and the clarity about what happens to confidential patient information when input into AI remains an open question for many platforms. There are also challenges that the healthcare AI field is tackling related to bias and responsibility, and questions about what we consider ‘mundane’ and ‘repetitive’ tasks which AI can truly take off humans. In reality (ironically), all existing AI is devoid of the necessary context within which healthcare occurs. It misses the complexity, the empathy, and important data points that human intelligence has access to, and can therefore only replicate specific human tasks. Our healthcare future: Humans leading, AI supporting A better description of the role of AI in healthcare in the future might be: “AI won’t replace the doctors, but those doctors will be replaced who don’t use Artificial Intelligence,” as Reddy, director at India’s Apollo, has put it. Healthcare AI is increasingly taking on roles of “clinical decision-making support”, meaning the healthcare provider is in charge and human intelligence is prioritised, while AI augments this. [SEP] Justify:

Output: The text contrasts the claim by stating that while AI can assist in healthcare settings, it cannot replicate the ‘gut feel’ and complex reasoning of healthcare professionals. The author emphasizes that AI lacks the necessary context, empathy, and critical human judgment needed for effective patient care, indicating that AI may support but not replace medical professionals. The statement ‘AI won’t replace the doctors, but those doctors will be replaced who don’t use Artificial Intelligence’ further highlights that AI's role is not as a replacement but as a supplementary tool to enhance healthcare services.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: 5 and 72 h showed that C18:1 accumulated preferentially over C18:2 in CBS 8244T, whereas C16:0 was preferentially stored over C18:0 in LS3. Overall, at 72 h, the DUS of total FAs was slightly lower in CBS 8244T than in LS3, regardless of the temperature (by 6 to 14%). Temperature had only a moderate effect on global FA composition of the cells. Indeed, we were unable to detect a specific temperature-dependent FA between 28 and 45 °C; the four main FAs remained the same and their relative abundance had only a moderate impact on the global DUS and chain-length index (C16/C18). The maximum temperature-dependent difference of the DUS was 8. 5% and that of C16/C18 38% for each strain at each stage of growth. Other authors have also observed that the major FAs in total lipids of various yeast species remained the same over a wide range of temperatures [67, 70, 71], although the DUS and C16/C18 could be altered by more than 25% and 100%, respectively [70, 71]. Their detailed analysis revealed complex alterations in the abundance of FAs and its dependence on temperature, the specific nature of FAs depending on the species (in particular the presence of C18:3 or C16:1) and lipid class (i. e. , different categories of phospholipids, triacylglycerols, etc. ). In our analysis, which considered only total lipids, the alteration of FA composition, though modest, also appeared to be complex and strain and temperature-dependent. However, elevated temperatures had a similar effect for both CBS 8244T and LS3 for certain FAs at 72 h (Additional file 1: Figure S6). From 28 to 42 °C, C16:0 and C18:1 decreased moderately in proportion to the total lipids, whereas C18:0 and C18:2 increased. Consequently, increasing temperatures led to more similar proportions of C16:0 and C18:2 (likely stored at this stage). The FA profile at 45 °C was highly similar to that at 42 °C for each strain. The strategy of adaptation to ‘high’ temperatures expectedly varies among species and strains; in the aforementioned R. [SEP] Justify:

Output: The text does not directly address the claim regarding bioengineered yeast and biofuels. Instead, it discusses the fatty acid composition and temperature effects on specific yeast strains, which is not relevant to the assertion about biofuel production capabilities from sugars.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: Scales and Maps – Teacher shows how models that display patterns over time can help the understanding of climate change ( Students work in groups to identify different data points on an assigned climate change effect across time in any region to draw conclusions about the effects of climate change. Assigned effects can come from TFG (pg. 198–208): rising sea levels, heat waves, heavy rainfall, drought, extreme weather, reduced snowfall and snowpack. Unit 6: from What is reliable evidence I can use to allow me to understand my problem and potential solutions in addressing climate change? What are the values and limitations of sources? How do I use qualitative data as evidence? What are existing mitigation strategies to address climate change? thinking of possible solutions to the problem statement students have chosen, they need to conduct research. This is a valuable skill, but with the technology and internet students have access to a wealth of information. As such, they need to develop the skills to navigate the resources at their disposal. Now, media literacy, which includes the ability to access, analyze, and evaluate sources is increasingly important. Conducting research is hard, but students will need to learn this valuable skill in order to understand the problem better and to look at common solutions. Oftentimes, students do not have to reinvent the wheel, but rather evaluate the extent to which common solutions would work in their chosen context. Teaching students how to conduct interviews to obtain this information will not only excite students, but will also allow them to research context-driven solutions while cultivating an open mind to new and innovative solutions as well! Standards Anchor. C. 2 Media Literacy: Critically analyze media in terms of origins, purpose, content, values, and limitations. 0. A. 1 Explain how life, including human life, influences and is influenced by the environment 0. C. 1 Interpret and create models and maps to understand (deep) time and scale of space. 1. A Gather relevant information from various and diverse sources and evaluate for credibility. Activities 1. Values and Limitations of Sources – Teacher models how to annotate sources to analyze their credibility through a reading from Sharp’s: Discourse or Plan” (pg. 75–78). (a) Origin: who, what, when, where publishing info, key details about origin. [SEP] Justify:

Output: The text corroborates the claim by detailing activities and learning objectives that integrate climate change into the curriculum. It discusses how students work in groups to analyze data points related to various effects of climate change, such as rising sea levels and droughts. Additionally, it emphasizes the importance of media literacy in researching climate change topics, which further supports the claim of schools incorporating climate change topics into their science education.


Input: Task: contrast the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: Under this model, AI could be programmed to alert the healthcare provider on all the variables not considered in an algorithm, to help the healthcare provider explore to what extent the AI recommendations can be valuable in a specific context or with a specific patient. For instance, if an AI is recommending antidepressants for a patient who is also pregnant, it would alert the doctor that such medications aren’t yet tested in this population — allowing the doctor to consider other data points in deciding the next best step. To support this model — in which humans lead, but AI support — the AI-integrated future shouldn’t just focus on improving AI. An AI-augmented healthcare system must include healthcare worker training and support in both AI literacy and human intelligence literacy. Education can also focus on helping healthcare providers recognise when to question patterns; how to challenge predictions; and the value of trusting intuition — essentially building capacity to tolerate uncertainty. This future-protecting healthcare education would help reduce the risk of “automation bias,” whereby humans allow the AI to work autonomously and the algorithm is trusted, even in the face of clear evidence that it’s wrong. AI has given us a valuable gift: the opportunity to explore what aspects of human intelligence are critical in healthcare, and which tasks can be enhanced with technology. After all, both human brains and AI are wired for prediction, but humans have the power to interrogate, question and evaluate these predictions while AI has computing power beyond a human brain. Both are needed to manage the complexities of patient care. Michelle D. is the Director of the Centre for Education and of the Centre for Scholarship in at in Australia. She is an award-winning educator, having received the ‘Teaching Excellence’ award amongst others, and is the author of the “Effect: How to Survive and Thrive through the Unexpected“. Originally published under by 360info™. Enjoy this 2024. Here’s why. Focus on 2024 It’s a wonderful year for a Moon dance Hydrogen can revolutionise clean energy, transport, decarbonise industrial processes … and cook your dinner. Focus on 2024 Hydrogen makes itself at home The UK and US have both approved a gene editing therapy to overcome the genetic mutation that causes sickle cell disease, but the treatment is expensive. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the importance of human oversight in the use of AI in healthcare. It states that AI should support healthcare providers rather than replace them, since the AI may not consider all variables in patient care and could lead to 'automation bias.' The text advocates for a healthcare model where humans lead and AI supports, suggesting that both human intuition and AI computing power are necessary to manage the complexities of patient care.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: Knowledge of the lipid metabolism in these Blastobotrys species, as well as their genetic engineering, could be facilitated by their small genome. Accurate genome editing tools should be developed to complement existing classical genetic tools. Materials and methodsStrains, genotyping, identificationYeast strains formerly classified as B. adeninivorans are listed in Table 1; LS3 was in the collection of IPK, other strains were obtained from the CBS-KNAW. Y. lipolytica W29 was used as a control [72]. Genotyping of these strains was performed by intergenic spacer rDNA amplification and AluI Fingerprinting (IGSAF). technique has been successfully used to differentiate previously misidentified species in different taxa [73, 74]. The entire ITS + D1D2 region of the rDNA was amplified from genomic DNA in a single run, as previously described [75], using the primer pair ITSF (5′ ) and DDR (5′ ). After sequencing, the ITS and D1D2 sequences were delimited before multiple alignment with clustal X [76]. Sequences used for strain identification were as follows: ITS-D1D2 for LS3 was extracted from the LS3 genome sequence in the GRYC database [77] and mitochondrial COXII was retrieved from the NCBI accession number CBZY010000007; ITS-D1D2 fragments for CBS 8244T, CBS 7350, CBS 7766, CBS 8335, CBS 7377, CBS 7370, and mitochondrial mtCOXII (partial sequence) for CBS 7370 were deposited at the ENA under the study accession number PRJEB29673; type strain sequences for the mtCOXII marker were retrieved via YeastIP and the Genbank accession numbers were DQ443105. 1 (CBS 6800T) and DQ443104. 1 (CBS 8244). BLAST searchHomologous gene products shared by Y. lipolytica E150 and B. raffinosifermentans LS3 were sought by reciprocal with the 62 matrix, using facilities of the GRYC database [77] and a threshold of 1. e−40. [SEP] Justify:

Output: The text does not address the claim about bioengineered yeast producing high yields of biofuels from sugars. Instead, it details the genetic engineering and identification of various yeast strains, focusing on genomic analysis and methodologies without any direct reference to biofuels or sugars.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: (b) Purpose: Goal, informative/argumentative, intended audience (c) Content: what is the summary of the source? From the origin, purpose, and content, teacher discusses with the students what might be the value or limitation of the source. 2. – Each group of students is assigned a mitigation strategy (TFG, pg. 152–175). They will produce a poster that summarizes the strategy as well as the pros and cons in the local context. (a) (b) (c) and Conservation (d) and Storage (e) Land Use: Forests, Soils, and Agriculture (f) 3. – Students begin “Step 2: Gathering Evidence” of their own project. While students identify stakeholders they want to interview, teachers should guide students in the similar fashion in Step 1: “Who would you specifically be interested to speak with regarding your topic? ” “Write why you would be interested to speak with them, how they could inform your understanding of the problem, and how you assess their credibility on the specific topic” “Compile questions that you would be interested to ask” Unit 7: to on my evidence, how do I creatively generate solutions to address climate change? What are mitigation and adaptation strategies to address climate change? How do I synthesize my evidence to develop relevant insights? How do I spark innovative ideas to address climate change? addressing climate change, it is possible to analyze options in terms of mitigation and adaptation. Mitigation would involve using current technologies to address climate change by seeking to reverse the rate of increasing average global surface temperature (e. g. seeking to replace fossil fuels with renewable energy). In contrast, adaptation is focused on ways to minimize the impact of climate change that is happening and will continue into the future (e. g. new construction according to building codes designed to withstand flooding or other extreme weather related events that are likely to increase in frequency). Innovation is about developing new ways to address climate change with a focus on developing technologies and strategies that do not yet exist. Now that students have gathered background evidence, they will generate a broad range of ideas that can include different combinations of mitigation, adaptation, and innovation before using relevant criteria to narrow their choices in their context. Standards Anchor. D. 1 Collaboration: Work effectively with others through aligned goals. 0. A. [SEP] Justify:

Output: The text corroborates the claim as it outlines educational tasks focusing on climate change. Students are assigned projects that involve gathering evidence on climate change mitigation and adaptation strategies, thus indicating that climate change is actively integrated into their science curricula. Furthermore, the text mentions analyzing options for addressing climate change, which supports the idea that schools are including such topics in their teachings.


Input: Task: contrast the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: In 2015, computer scientist and his colleagues at Google described what could be artificial intelligence’s most famous failure. First, a neural network trained to classify images correctly identified a photograph of a panda. Then Goodfellow’s team added a small amount of carefully calculated noise to the image. The result was indistinguishable to the human eye, but the network now confidently asserted that the image was of a gibbon1. This is an iconic instance of what researchers call adversarial examples: inputs carefully crafted to deceive neural-network classifiers. Initially, many researchers thought that the phenomenon revealed vulnerabilities that needed to be fixed before these systems could be deployed in the real world — a common concern was that if someone subtly altered a stop sign it could cause a self-driving car to crash. But these worries never materialized outside the laboratory. “There are usually easier ways to break some classification system than making a small perturbation in pixel space,” says computer scientist Nicholas Frosst. “If you want to confuse a driverless car, just take the stop sign down. ”Nature Outlook: Robotics and artificial intelligenceFears that road signs would be subtly altered might have been misplaced, but adversarial examples vividly illustrate how different AI algorithms are to human cognition. “They drive home the point that a neural net is doing something very different than we are,” says Frosst, who worked on adversarial examples at Google in Mountain View, California, before co-founding AI company Cohere in Toronto, Canada. The large language models (LLMs) that power chatbots such as ChatGPT, Gemini and Claude are capable of completing a wide variety of tasks, and at times might even appear to be intelligent. But as powerful as they are, these systems still routinely produce errors and can behave in undesirable or even harmful ways. They are trained with vast quantities of Internet text, and so have the capability to produce bigotry or misinformation, or provide users with problematic information, such as instructions for building a bomb. To reduce these behaviours, the models’ developers take various steps, such as providing feedback to fine-tune models’ responses, or restricting the queries that they will satisfy. However, although this might be enough to stop most of the general public encountering undesirable content, more determined people — including AI safety researchers – can design attacks that bypass these measures. [SEP] Justify:

Output: The text contrasts the claim by highlighting the limitations of AI systems, particularly in producing errors and being susceptible to adversarial examples. It emphasizes that, despite appearing intelligent, AI can make serious mistakes and may provide harmful or misleading information. This suggests that using AI as a replacement for personal consultations with doctors could jeopardize patient safety and care quality due to the inherent flaws in AI systems.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: Media and growth conditionsRich medium YPD (yeast extract, peptone, and glucose, 10 g/L each) was used for precultures and minimal medium (YNB) supplemented with various carbon sources for cultures. All YNB-based media contained 1. 7 g/L yeast nitrogen base (without amino acids or ammonium sulfate, Difco, Paris), NH4Cl as the nitrogen source (at various concentrations, as indicated), and were buffered with 50 mM phosphate buffer (Na2HPO4, KH2PO4, pH 6. 8). Cells were cultured at 28 °C unless otherwise indicated. Absorbance at 600 nm (OD600) was measured with an LKB-Novaspec II spectrophotometer (Pharmacia), except for growth tests in microplates. Growth tests were carried out in 96-well microplates (Greiner) incubated in a synergy MX plate reader under strong and constant agitation. OD600 was measured every 20 min. Wells were filled with 190 µL YNB-based buffered media with glucose, xylose, or glycerol (at either 10 or 2 g/L), all supplemented with 5 g/L NH4CL. They were inoculated with 10 µL of a cell suspension from overnight precultures in YPD and adjusted to an OD600 of 4 by the addition of the desired volume of YNB (without carbon) to the cell pellet. Cultures for lipid accumulationExperiments were carried out in 500-mL baffled flasks filled with 100 mL YNB-based medium and incubated under agitation at 160 rpm in a Minitron incubator (INFOR-HT, Swisserland). Carbon sources were added at a concentration of 30 g/L. When indicated, the carbon-to-nitrogen mass ratio (C/N) was adjusted to 60 or 90 by adding 0. 75 g/L or 0. 5 g/L NH4Cl, respectively. Oleic acid (65. 0–88. 0%, Sigma-Aldrich) used in this study contained 70% C18:1 (n − 9) cis, 3% C18:1 (n − 9) trans, 7% C18:2 (n − 6), 1. 2% C17:1, 3. 9% C16:0, 4. [SEP] Justify:

Output: The text provides detailed information about media and growth conditions for culturing yeast, including specific nutrient compositions and experimental setups. However, it does not mention anything about the production of biofuels or the ability of bioengineered yeast to produce high yields from sugars. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: 1 Explain how life, including human life, influences and is influenced by the environment 3. A Synthesize evidence to generate a wide range of ideas to reach innovative solutions to a problem. Activities 1. Adapting to – Teacher presents adaptation strategies: relocate and retreat, adjust infrastructure, renew and conserve natural systems, make land use changes, modify management and operations, diversify to increase resilience, social innovation, risk management, and policy changes. Using TGF (pg. 198–208), students work in groups to come up with adaptation strategies for one of the described climate hazards. Students rotate and add different ideas for adaptation strategies to different posters. 2. – Teacher presents a brainstorming strategy called affinity diagramming ( Using the posters from the “Adapting to Climate Hazards” activity, students create a post-it note for each adaptation strategy. In groups, students group the post-its into themes and put headings onto these groups. 3. – Teacher presents a strategy called attribute listening, where column headings are attributes. Teacher states that one strategy is to pick random attributes (such as the highlighted boxes in the table) and come up with new ideas. Students can also come up with new strategies, incentives, stakeholders, or medium. 4. – Students begin “Step 3: Generating Solutions. ” Unit 8: on do I receive honest feedback from local stakeholders on potential ways to address climate change? How do I create prototypes to communicate potential solutions? How do I test a hypothesis to receive meaningful and usable feedback from local stakeholders? What is geoengineering and how would local stakeholders be affected by this strategy? students explore various solutions, it is better for them to engage with local stakeholders as a planning and implementation strategy for the solution they choose in addressing climate change. First of all, according to lean design thinking models, the earlier you get feedback, the less costly it is in both time and resources. Students should receive feedback on their potential solutions before they build on those solutions in the next step in which they draw conclusions with regard to the best path forward. Second of all, when local stakeholders are engaged, it creates possibilities to generate more targeted solutions and opens opportunities for stakeholders to be involved in the implementation of those solutions. Students will explore how to communicate with local stakeholders through creating simple prototypes. We will model how to do this while learning an innovative climate approach to addressing change- geoengineering. Standards Anchor. A. [SEP] Justify:

Output: The text corroborates the claim by detailing various activities and strategies that are directly related to climate change education. For example, it mentions that students work in groups to devise adaptation strategies for climate hazards, explore solutions to climate change, and engage with local stakeholders. These activities imply a structured approach towards integrating climate change topics into the science curriculum, thus supporting the claim that many schools focus on these topics.


Input: Task: contrast the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: In a 2023 preprint study3, McCoy and his colleagues demonstrated that GPT-4 — the algorithm that underpins ChatGPT — could count 30 characters presented to it with an accuracy of 97%. However, when tasked with counting 29 characters, accuracy dropped to only 17%. This demonstrates LLMs’ sensitivity to the prevalence of correct answers in their training data, which the researchers call output probability. The number 30 is more common in Internet text than is 29, simply because people like round numbers, and this is reflected in GPT-4’s performance. Many more experiments in the study similarly show that performance fluctuates wildly depending on how common the output, task or input text, is on the Internet. “This is puzzling if you think of it as a general-reasoning engine,” says McCoy. “But if you think of it as a text-string processing system, then it’s not surprising. ”Helplessly harmfulEven before US firm OpenAI released ChatGPT to the world in 2022, computer scientists were aware of the limitations of these systems. To reduce the potential for harm, they developed ways of bringing the algorithms’ behaviours more in line with societal values — a process sometimes referred to as alignment. An early approach was reinforcement learning from human feedback (RLHF). This involves adjusting the LLM’s behaviour by encouraging good responses and penalizing bad ones according to a person’s p4. The authors describe a technique for automatically generating text strings that can be tacked on the end of any harmful request to make them successful. The resulting jailbreaks worked even on state-of-the-art chatbots that have undergone extensive safety training, including ChatGPT, Bard and Claude. The authors suggest that the ability to automate the creation of jailbreaks “may render many existing alignment mechanisms insufficient”. Bigger, not betterThe emergence of LLMs has sparked a debate about what might be achieved simply by scaling-up these systems. Afroz lays out the two sides. One camp, she says, argues that “if we just keep making LLMs bigger and bigger, and giving them more knowledge, all these problems will be solved”. But while increasing the size of LLMs invariably boosts their capabilities, Afroz and others argue that efforts to constrain the models might never be completely watertight. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the limitations of large language models (LLMs) like GPT-4. It highlights that the performance of these AI systems is inconsistent and can fluctuate drastically based on the familiarity of the task, leading to inaccuracies. The statement implies that while AI can assist in some tasks, it is not a reliable replacement for personal consultations due to potential harmful outcomes and the insufficiencies of current alignment mechanisms in ensuring safe interactions.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: 7% C16:1 (n − 7), 0. 9% C16:1 (n − 9), and other FAs in low amounts [78]. Cultures were routinely performed at 28 °C. The experiment testing various temperatures was carried out for 72 h in four incubators in which the temperature was recorded by USB thermometers. Precultures were grown for 20 h at 28 °C in flasks filled with YPD and used for culture inoculation at an OD600nm of 0. 5. YPD of the preculture was eliminated by centrifugation and the cells resuspended in YNB without carbon and nitrogen. Lipid and biomass quantificationLipid content of the cells was determined by quantifying their FA fraction, as previously described [59]. Cells from-10 mL culture samples were collected in pre-weighed tubes, washed twice in water (for cultures in sugar-based medium), or twice successively in a mixture of 0. 5% BSA and 0. 9% NaCl and once in water (for oily medium), and resuspended in 1 mL water. After freeze-drying for 24 h at − 55 °C (Alpha 1-2Dplus, Bioblock Scientific), samples in their tubes were weighed and stored at − 20 °C. The difference in tube weights represented the mass of the cells found in 10-mL cultures and permitted calculation of the biomass in g/L. Fatty acid methyl esters (FAMES) were recovered from 10 to 20 mg aliquots of freeze-dried cells (2 to 4 mg in samples collected at 4. 5 h), using a hot methanol–H2SO4 method, adapted from Browse et al. [79], and analyzed by gas chromatography on a Varian 430 equipped with a flame-ionization detector and a FactorFour vf-23 ms column. FAMES were identified by comparison to commercial standards (FAME32; Supelco); an internal FA standard (100 µg C12:0 from Sigma) was added to each sample prior to transesterification to enable FA quantification in the analyzed aliquots. Lipid content is expressed with respect to DCW: lipid content of 1% DCW = 10 mg FA per g of dry cell. [SEP] Justify:

Output: The text does not directly address the claim regarding bioengineered yeast and its potential to produce biofuels. Instead, it provides detailed experimental procedures related to lipid and biomass quantification without mentioning biofuel production or the use of bioengineered yeast. Therefore, it is considered irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: 1 Empathy – Communicate with people to understand why they do things, what their physical and emotional needs are, how they think about the world, and what is valuable to them. 0. C. 1 Interpret and create models and maps to understand (deep) time and scale of space. 0. D. 1 Explain the multitude of systems Earth is composed of as well as the system Earth belongs to. 3. B Create externalized prototypes to communicate potential solutions and receive feedback. Activities 1. Prototyping Pt. 1 – Teacher introduces geoengineering: “large-scale technological effort to change Earth’s climate by removing carbon dioxide from the atmosphere or decreasing heat received from the sun. ” Teacher points out that it is easier to give feedback about a complicated solution through a visual. In small groups, students are assigned a geoengineering technique from TFG (pg. 182–189): enhanced chemical weathering, marine cloud brightening, stratospheric aerosol distribution, and surface albedo alteration. They must create a visual prototype of the process, present to the class, and receive feedback (pros and cons) of using the technique. 2. Prototyping Pt. 2 – Teacher presents a visual of ocean fertilization, a geoengineering solution ( Students are divided into small groups and are assigned a stakeholder: politician, scientist, iron sulphate producers, fishermen and fisheries, community citizens (who use water). Students will come up with a list of questions to ask the stakeholder if they want to get feedback on ocean fertilization with the visual prototype. 3. – Students continue “Step 3: Generating Solutions” of their own project. Unit 9: for do I create selection criteria for effective climate change solutions to the problem I am trying to address? What are common selection criteria to evaluate climate change solutions? How do I apply a cost-benefit analysis to climate change solutions? What are several systems and stakeholders to consider when evaluating climate change solutions? is often very tempting to immediately choose a solution, but it is important to first systematically compare the different options. One of the strategies for students to use before drawing solutions for the best path forward is to identify selection criteria which are standards against which different solutions would be measured to see how they meet the goal of solving the problem. Students will work together to identify and prioritize selection criteria before narrowing down their solutions. [SEP] Justify:

Output: The text corroborates the claim by detailing classroom activities centered around climate change topics, specifically geoengineering. For example, it describes how teachers introduce geoengineering concepts, have students create visual prototypes, and engage in discussions about climate solutions, indicating integration of climate change education into the science curriculum.


Input: Task: contrast the claim using the given text. Claim: AI can be used as a replacement for personal consultations with doctors. [SEP] Text: “You can often reduce the frequency of problematic cases by, say 90%, but getting that last little bit is very difficult,” says McCoy. In a 2023 preprint study5, researchers at the University of California, Berkeley, identified two principles that make LLMs susceptible to jailbreaks. The first is that the model is optimized to do two things: model language and follow instructions. Some jailbreaks work by pitting these against safety objectives. One common approach, known as prefix injection, involves instructing an LLM to begin its response with specific text, such as “Absolutely! Here’s…”. If this harmless-looking instruction is followed, a refusal to answer is a highly unlikely way to continue the sentence. As a result, the prompt pits the model’s primary objectives against its safety objectives. Instructing the model to play a character — the Now (also known as DAN) rogue AI model is popular — exerts similar pressure on LLMs. How robots can learn to follow a moral codeThe second principle the researchers identified is mismatched generalization. Some jailbreaks work by creating prompts for which the model’s initial training enables it to respond successfully, but that its narrower safety training does not cover, resulting in a response without regard for safety. One way to achieve this is by writing prompts in Base64, a method for encoding binary data in text characters. This probably overcomes safeguards because examples of the code are present in the model’s initial training data (Base64 is used to embed images in web pages) but not in the safety training. Replacing words with less common synonyms can also work. Some researchers think that scaling will not only fail to solve these problems but might even make them worse. For instance, a more powerful LLM might be better at deciphering codes not covered by its safety training. “As you continue to scale, performance will improve on the objective the model is trained to optimize,” says McCoy. “But one factor behind many of the most important shortcomings of current AI is the objective they’re trained to optimize is not perfectly aligned with what we really would want out of an AI system. ” To address these vulnerabilities, the researchers argue that safety mechanisms must be as sophisticated as the models they defend. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of AI systems, particularly large language models (LLMs), in the context of safety and performance. It highlights vulnerabilities in LLMs, such as their susceptibility to jailbreaks and misalignment between their primary objectives and safety objectives. Statements like 'the objective they’re trained to optimize is not perfectly aligned with what we really would want out of an AI system' suggest that while AI can assist, it is not yet reliable enough to fully replace human consultations, specifically due to these safety concerns.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: FA profiles, index, statisticsThe main identified FAs were: C18:1 (n − 9) cis (oleic acid, simplified as C18:1 in the text), C18:0 (stearic acid), C18:2 (n − 6) cis (linoleic acid, simplified as C18:2 in the text), and C16:0 (palmitic acid). C16:1 (n − 9) cis (palmitoleic acid) and C16:1 (n − 7), both grouped under C16:1, were also identified, in low amounts. Unidentified or minor FAs were grouped under ‘other FAs’; among them, C18:3 was sporadically detected (relative amount < 0. 45%). The DUS [69] was calculated as follows: (percentage of monoene FAs + 2 × the percentage of diene FAs)/total percentage of four main FAs. C16/C18 [70] was calculated as the ratio of carbon-chain length of 16 to carbon-chain length of 18 for the four main FAs. Kruskal and Wallis tests with multiple comparisons [80] were run using Excel facilities designed by P. Georgin, M. Gouet, and G. Le Pape. Quantification of sugars and organic acidsSugars and organic acids in the culture supernatants were analyzed by the HPLC method of calibration with external standards. Immediately after centrifugation of culture samples, supernatants were conserved frozen (− 20 °C). Prior to analysis, they were homogenized, centrifuged again to eliminate any remaining cells, and diluted 10 times in water. They were analyzed by HPLC (UltiMate 3000, Dionex-ThermoFisher Scientific, UK) coupled to UV (210 nm) and RI detectors. HPX87H column (Thermo Scientific, Waltham, MA) was eluted with 0. 01 N H2SO4 at 35 °C at a flow rate of 0. 6 mL/min. Peak integration, identification, and quantification were performed using software (Thermo Scientific, USA) and standards purchased at Sigma-Aldrich. [SEP] Justify:

Output: The text is irrelevant to the claim as it provides detailed information about the analysis of fatty acid profiles and methods for quantifying sugars and organic acids, without addressing the production of biofuels by bioengineered yeast or any related processes.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: The goal of this study was to assess the climate-health curricular offerings at health professions institutions by surveying the GCCHE membership. Member institutions are health professions institutions including schools and programs of public health, nursing, and medicine. The primary contact person from each GCCHE member institution served as survey respondent. The survey was conducted from August 3, 2017, to March 1, 2018, and was sent to the primary contact person at 160 GCCHE member institutions. Surveys were voluntary, self-administered online, and introduced by an email from GCCHE staff with brief background information on the study. It was indicated in the survey instrument that the results of the survey would be aggregated before anonymous results were reported more widely; participants did not receive financial compensation. The survey included 23 questions (e0. 25 to 6 credits. Members were asked how long their climate-health educational offerings have been in place. The average course age reported by 48 respondents was approximately 5 years, ranging from less than 1 year to 17 years. Twenty-seven respondents from 49 schools (55%) reported that their school had received evaluations from students on their experience and/or satisfaction with climate-health teachings, whereas 22 institutions (45%) had not received such evaluations. Members described the main goals of their overall climate-health curriculum, and responses included the following: Improving understanding of the science and factors responsible for climate change;Increasing awareness of and literacy on climate-health and relevance to health professions practice;Improving knowledge of methods or tools to analyze health risks and climate information;Developing skills to identify vulnerable populations and strengthening understanding of climate-health–relevant policies, including mitigation of climate change and adaptation actions and health disparities;Instigating behavior change and advocacy for sustainability in health care; andImproving climate-health communication skills. The third main research question aimed to determine whether institutions are discussing adding climate-health content and what their experience with adding the curricula has been, including if they received a positive response to adding climate-health curricula and/or challenges. Of 82 respondents, 61 individuals (74%) reported that the addition of climate-health offerings is under discussion and 21 individuals (26%) responded that nothing is being considered (Table 3). Almost all institutions have received a positive response to adding climate-health curricula. [SEP] Justify:

Output: The text corroborates the claim by providing evidence that many institutions are discussing the addition of climate-health content to their curricula, with 74% of survey respondents reporting that the addition of these offerings is under discussion. Additionally, the text indicates that almost all institutions received a positive response to adding climate-health curricula, which supports the idea that schools are integrating climate change topics into their educational programs.


Input: Task: contrast the claim using the given text. Claim: AI-driven healthcare will be equally accessible to everyone worldwide. [SEP] Text: Thomas explains that the first, called intellectual merit, describes the novelty of the research project (how new and creative it is), while broader impacts (BIs) describes how the project can have positive impacts on society. Some research projects fulfil both criteria well, while others do not have many BIs. “I think it is okay for some projects not to have clear broader impacts,” says Thomas. “Many science experiments and discoveries have no clear broader impact, but it is important to keep learning new things. Also, many scientific findings do not have a clear use when they are first discovered, but, over time, they become extremely important for society. ” However, Thomas thinks that when research projects do have BIs, it is important that we have a good understanding of what they are and who they affect. He is investigating two aspects of BIs which are currently not monitored by the NSF. They are inclusion, which considers who will benefit from the research, and immediacy, which looks at how closely related BIs are to the actual science behind the research. ? Thomas and his research students have read the abstracts and summary reports of 400 research projects funded by the NSF, analysing whether the BIs are inclusive. “For example, in these abstracts and reports, if the scientists said that their research could help poor or marginalised groups, then we classified it as having inclusive broader impact,” says Thomas. During their analysis, Thomas and his team also classified BIs at different levels of immediacy. When the BI is the purpose of the research, it is classified as an intrinsic impact. For example, developing malaria medicine is an intrinsic impact of scientific research with this aim. Training students to conduct research would be classified as a direct impact – it occurs as a direct result of the research project, but it is not its purpose. The BI is extrinsic if it is totally unrelated to the research project. For example, if a physicist visits a school to give a talk about careers in science. However, Thomas says that it can be difficult to understand the short- and long-term impacts of a research project using this method. For example, there might be long-term impacts that are not written about in abstracts or project reports. ? Thomas’ research finds that, currently, BIs tend to benefit advantaged groups of people (those with more money and power) over the general population or marginalised groups. [SEP] Justify:

Output: The text contrasts the claim by indicating that broader impacts (BIs) of research projects tend to benefit advantaged groups rather than the general population or marginalized groups. Thomas’s research highlights that the benefits of scientific research are not evenly distributed, suggesting that AI-driven healthcare may also reflect this disparity in accessibility.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: Cell imagingImages were acquired using a Imager M2 microscope (Zeiss, Le Pecq, France) fitted with an Apochromat 100×/1. 40 oil M27 objective and operated with Axiovision 4. 8. 2 software. Fluorescently-stained lipid bodies were visualized using Zeiss filters 45 and 46, after incubating culture samples with 1. 5 µg/m® (493/503 (D-3922), Invitrogen) for at least 15 min at room temperature. Availability of data and materials All data generated or analyzed during this study are included in this published 51. 78. 61. 17. 63. 37. 30. 93. 18. 053. 3. Leeuwenhoek. 1995;68:215–23. 2017. p. 455–79. 66. 47. 22. 70. 50. 20. 44. 457. Eukaryot Cell. 2012;11:1083–4. 7. 147. 55. 17. 4. 81. 9. 3356. 9. 48. 104. 203. CAS 7. 298. 8. 1755. 7. 207. 204. 9. 1042. 8. 87. 50. 206. 76. CAS 28. 65. 408. 96. 37. 38. 2015. 34. 25. 93. 58. 36. 24. 32. 56. 97. 4985. 5329. 64. 13. 74. 72. 68. 3. 4. CAS PubMed 99. 62. 22. 014. 2. 0. Bioinformatics. 2007;23:2947–8. 2019. Dulermo R, Gamboa-. The fatty acid transport protein Fat1p is involved in the export of fatty acids from lipid bodies in Yarrowia lipolytica. . 2014;14:883–96. 5. 1988. 1. Polymorphisms in the ITS-D1D2 nucleotide sequence. Figure S2. Growth of B. adeninivorans and B. raffinosifermentans in three different substrates. Figure S3. Organic acids excreted in lipogenic culture conditions. Figure S4. FA composition of strains of B. raffinosifermentans and B. adeninivorans after growth in lipogenic medium. Figure S5. [SEP] Justify:

Output: The text does not address the claim about bioengineered yeast producing high yields of biofuels from sugars. Instead, it discusses methods related to cell imaging and data availability, which are irrelevant to the assertion about biofuel production.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: When we assessed the characteristics of survey respondents and nonrespondents, some evidence of bias was found, indicating that respondents were more likely to already offer climate-health curricula. Specifically, in the sample of 15 responding institutions, 9 institutions (60%) had indicated in the survey that they offer climate-health curricula. When searching these same institutions’ webpages and/or online course catalogs, 12 of 15 institutions (80%) appeared to either offer (n = 8) or probably offer (n = 4) climate-health curricula. Thus, there was a 20 percentage-point difference between information online and survey responses. From the sample of 15 nonresponding institutions, 10 institutions (67%) appeared to offer (n = 5) or probably offer (n = 5) climate-health curricula. These findings identify a slight difference in rates of offering climate-health curricula between respondents and nonrespondents to our survey. survey provides a view of the state of climate-health education at health professions schools and programs internationally. The survey results suggest that several institutions included in the survey have successfully integrated climate-health content into their curricula. Typically, of institutions in this survey, climate-health education is offered as part of a required core course (76%), as part of a nonrequired course (39%), or as a climate-health stand-alone elective course (44%). The breadth of educational offerings, number of credits offered, years since inception, and whether members conduct evaluations and assess learning reveal considerable variation among institutions. Many schools have offered climate-health curricula for several years, and most schools assess students’ climate-health knowledge (Table 5). Members were asked if they are discussing adding curricula, and results showed that most are discussing a session, whether part of a nonrequired course (39%) or required core course (39%), followed by a climate-health stand-alone elective course (27%). About a quarter of respondents are not considering further content (26%). The findings suggest that although most institutions are discussing adding curricula, they are considering adding content as sessions or elective courses instead of more substantial offerings or required courses. Most respondents have encountered challenges in trying to institute climate-health curricula, and the 2 most cited issues are lack of available staff time (41%) and funding/time to support its development (34%), followed by competing institutional priorities/politics (31%). [SEP] Justify:

Output: The text corroborates the claim by providing evidence that several institutions surveyed have successfully integrated climate-health content into their curricula. Specifically, it states that 76% of institutions offer climate-health education as part of a required core course and outlines various ways in which climate-health curricula are incorporated. Overall, the language and findings suggest a commitment to integrating climate-related topics into educational frameworks.


Input: Task: contrast the claim using the given text. Claim: AI-driven healthcare will be equally accessible to everyone worldwide. [SEP] Text: He explains, “Developing a new technology is very expensive. If a company wants to make money from its new technology, its best option is to develop and sell it to people with money and power. ” This means that new technologies resulting from scientific research benefit advantaged groups more than other people, so there are inequalities in the ways BIs are distributed. However, as Thomas says, “There is a lot of research that helps everyone regardless of status. For example, developing a smart grid will help both rich and poor. ” Thomas and his research students are also examining the relationship between BIs and how productive scientists are. He says, “There’s often the worry that if a scientist has spent a lot of time on broader impacts, they’re not spending time doing their research. ” But, he reports that, based on his team’s findings so far, this does not seem to be the case. This evidence suggests that there are not really downsides to scientists ensuring positive broader impacts from their research, which is good news! If the research team can develop a way to use machine learning to analyse BIs based on key words, it could scale up its research substantially. One of Thomas’ students is trying to use machine learning to analyse 20,000 abstracts! “As you can imagine, that’s much more challenging because there’s lots of noise in the data and room for many errors,” says Thomas. Download the 10. 33424/277 Link to the activity sheet 0 +1 Pinterest 0 LinkedIn 0 Woodson with student researchers making a 3D printer in Nairobi, Woodson and University student at graduation with University PhD students visiting USAID in Washington DC The 2021 class of Academic and for () participants at Woodson in. in the Department of Technology and Society at : Science and : Investigating the broader impacts of scientific funding : Foundation (NSF), (NASA) This work is supported by the US Foundation, under award number 1926494. The contents are solely the responsibility of the authors and do not necessarily represent the official views of US Foundation. . in the Department of Technology and Society at : Science and : Investigating the broader impacts of scientific funding : Foundation (NSF), (NASA) This work is supported by the US Foundation, under award number 1926494. [SEP] Justify:

Output: The text contrasts the claim by highlighting that the development of new technology, including AI-driven healthcare, is often influenced by economic factors, leading to inequalities in access. The mention that 'new technologies resulting from scientific research benefit advantaged groups more than other people' demonstrates that access to AI-driven healthcare may not be equal, as it is likely to be marketed more towards those with money and power, creating a disparity in accessibility.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: Although the separation of pretreated slurry into liquid and solid fraction is also an energy-consuming process, it could nevertheless be essential, mainly for three reasons: (1) to use the liquid fraction to cultivate and adapt the yeast prior to SSF; (2) to reduce the inhibitor concentration in the solid fraction, which can then be used as substrate for SSF, and (3) to increase the WIS content in the solid fraction, which gives flexibility to operate the process with more than 20% (w/w) WIS content, which is not possible with the whole slurry obtained with the pretreatment method used in the study unless evaporation is employed. Figure 2Evaluation of fermentation performance of Thermosacc in the liquid fraction of pretreated slurry. Glucose (diamonds), mannose (triangles), and galactose (squares) consumption, and ethanol (circles) production in anaerobic fermentation of liquid fraction diluted to 90% (v/v) (solid lines) and 60% (v/v) (dotted lines) with 3 g L-1 of yeast loading. The graph represents the mean of two biological replicates. Error bars are omitted for the sake of clarity. Full size imageTable 1 Composition of spruce slurry and non-washed solids used in simultaneous saccharification and fermentation (SSF) Full size tableSSF with the solid fractionHigh WIS content in batch SSF causes inhomogeneityThe solid fraction obtained after centrifugation of pretreated slurry contained increased WIS content of 30% (w/w) and reduced concentration of inhibitors (Table 1) compared to the pretreated slurry with a WIS content of 20% (w/w). The fermentability of the solid fraction was assessed in batch SSF at 20% (w/w) WIS content. One of the major problems encountered during the batch SSF was difficulty in mixing, and as a result, local variations in temperature (35 ± 4°C) were encountered. Sampling was unconventionally done during the batch SSF by opening the fermenter lid and manually mixing the contents with a spatula, and a small portion was then withdrawn. There was a 40-h delayed onset of glucose consumption and after 96 h, only free glucose and mannose present in the solid fraction were consumed and the ethanol concentration reached 9. [SEP] Justify:

Output: The text does not directly address the claim regarding bioengineered yeast and its ability to produce biofuels. Instead, it discusses the process of separating pretreated slurry and the properties of the liquid and solid fractions for fermentation; while it mentions yeast and ethanol production, it does not support or contrast the specific claim about designing yeast for high yields of biofuels.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: provides a set of core climate-health competencies for all health professions students and a knowledge bank of resources and recommendations to help institutions integrate content into curricula. 14 Curricular resources are also offered by organizations and groups, such as the of Sciences in the United States,15 which develops lesson plans, slides, and case studies on climate-health for clinical health care and public health students; the Alliance of Nurses for Healthy Environments, which offers curricular resources to help integrate environmental health topics into nursing curricula16; the NurSus project, which provides educational materials on sustainability topics for nurses in several languages17; and the of on the Environment, which develops curricula and shares educational materials on environmental health for family physicians. 18 Schools and institutions are setting precedents by creating climate-health centers,19-22 certificates,23 curricular infusion projects,24 and fellowships. 25 Health professions associations are taking a stance on climate change, and some have developed policies and motions on climate-health education,26,27 and students are organizing and taking the lead. 28-30 Several 2020. Published: May 28, 2020. doi:10. 1001/jamanetworkopen. 2020. 6609Open Access: This is an open access 1. Centers for and Prevention. Climate effects on health. 18, 2020. J, Knowlton K. The need for climate and health education.  Public Health. 2018;108(suppl 2):S66-S67. doi:10. 2105/AJPH. 2017. 304045 PubMed3. Parker CL, Wellbery CE, Mueller M. The changing climate: managing health impacts.  Physician. 2019;100(10):618-626. PubMed4. Alliance. Planetary health. 2, 2019. National report on planetary health education 2019. 26, 2020. GC, Li C. Enseñanza de cambio climático y salud en facultades de medicina en Colombia. Ambient. 2019;19(2):116-124. 7. Timmireddy K, Sheffield PE. A national assessment in collaboration with AAMC: climate change curriculum in medical education. [SEP] Justify:

Output: The text corroborates the claim by discussing how various health professions schools are integrating climate and health education into their curricula. It mentions organizations that develop lesson plans and resources aimed at facilitating the inclusion of environmental health topics into educational programs, indicating that many schools are indeed incorporating climate change topics as part of their curricula.