Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: One way forward might be to adopt project-based initiatives in the region, inspired by to guide such curricula as these initiatives can help students learn about climate change and apply their knowledge in the context of local collaborative projects. In parallel with these initiatives, there would also be a need for substantive professional development for teachers to ensure that they have the skills and confidence to teach in this way. While this shift in climate change curricula and teacher training could be impactful, the impact would be limited by the fact that project-based initiatives are less attentive to ensuring that students come away with a deep understanding of frameworks for informed actions outside of the context of the curriculum and their particular projects. This undermines the ability of students to transfer their understanding and limits their ability to engage with the multi-faceted dimension of climate change outside of the context of the course. Therefore, in order to teach students how to translate their knowledge into sustained civic engagement, it is essential that the students not only engage in projects within their communities, but that they also deepen their understanding of the process-based underpinnings of informed civic action. 2. 2. 2 Learning from Pedagogy in the RegionThe role of tertiary institutions extends beyond educating young adults – in the context of climate change education, they can be a source of knowledge for content and pedagogical practices. As such, we turned to the tertiary institutions in the region to analyze effective climate change curricula. For example, at the Technion in Israel, teaches a course on environmental policy in which students develop their understanding of environmental policy analysis through the study and application of ideas from the work of Eugene Bardach’s (2011) A for Policy Analysis: Path to (Path) and Steven Cohen’s (2014) Policy. The students also engage in environmental projects in collaboration with local NGOs. In an interview, Orenstein shared the underlying rationale for the structure of his course as follows: The [project] component is due to the desire to work closely with stakeholders to suggest real and implementable solutions to environmental challenges with local urgency, and to have a “built-in” group of individuals and organizations who are interested in the students’ results. [SEP] Justify:

Output: The text corroborates the claim by discussing project-based initiatives that educate students about climate change and their application of knowledge in real-world contexts. It emphasizes the importance of understanding climate change curricula to foster informed civic engagement and community action, indicating that education can effectively lead to greater public concern about climate issues.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: 5°C increase, sea level then roughly 70 m above present [26]. To first order, changes of ice volume and thus sea level can be regarded reversible in their dependency on temperature [26]. Extrapolating the pace from the recent past, sea level gain of 0. 2 m/century may serve as a viable indication for an industrial temperature rise up to 2. 5°C. to inertia in the reaction of Antarctic ice volume on rising temperatures, it appears realistic to anticipate the sea level to rise in the order of 6 m/°C for temperature gains below 2. 5°C since preindustrial times, becoming realized on a horizon of several millennia. 5. DiscussionThe central aim of the present studies has been to unveil basic insight how nature will react upon the intended reduction of anthropogenic CO2 emissions. Will it follow the same path as in the previous century when emissions were continuously rising, or do legacies inhibit the return to past conditions? With this aim, the essentials of the atmospheric CO2 uptake processes have been entered into a simple and thus readily transportable model. This model accounts for uptake dilution and respiration increase with rising surface temperature and carbon accumulation in the oceans and terrestrial vegetation, plus respiration from anthropogenic legacy when past uptake was higher than in the future with reduced emissions. The outstanding agreement of the model with previous observations and sophisticated studies are viewed as confirmation that the driving terms have been identified correctly. The model enables projections in dependence on humankind’s upcoming emissions. Since the present studies focus on the driving terms, CO2 is considered as the sole anthropogenic emissions and error calculation as well as statistical analysis have been out of scope. In brief, it is found that the CO2 emissions reduction should amount to at least about 1. 5%/year (year-on-year) to benefit from nature’s support to confine temperatures at 1. 8°C or lower, e. g. 1. 4°C attainable with 3%/year emissions reduction. If humankind proves incapable of such emissions reductions, temperature containment in the same order is only achievable with – costly and environmentally risky – technical carbon capture and storage (CCS). The dependency of sea level on temperature can be extrapolated from the past with 6 m/°C as rule of thumb, probably becoming materialized at a pace in the order of 0. 2 m/century. [SEP] Justify:

Output: The text contrasts the claim by discussing the complexities of climate change effects and indicating that while reductions in anthropogenic CO2 emissions can lead to certain outcomes, there are significant challenges and limitations. It suggests that nature's response may not return to past conditions, and there is uncertainty about the extent to which human intervention can effectively reverse climate change effects. Phrases like 'do legacies inhibit the return to past conditions?' demonstrate that complete reversal of climate change effects is not guaranteed.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Крип’якевича НАН України пройшли традиційні Наукові читання імені академіка Івана Крип’якевича Співорганізаторами заходу виступили Західний науковий центр НАН та МОН України, Наукове товариство імені Шевченка, Львівський національний університет імені Івана Франка, Львівська національна наукова бібліотека імені В. Стефаника. [SEP] Justify:

Output: The text provided discusses an academic event related to Ukrainian institutions and historical figures but does not address the claim about language serving as a marker of identity and cultural heritage. Therefore, it is deemed irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: This presents a significant challenge to educators who seek to engage students in complex systems analysis and enable them to affect change (Ledley et al. 2017). In education, when real-life context is introduced through inquiry and experiential learning, systems thinking is often emphasized as a valuable process-based skill. Systems thinking can be defined as a practice for understanding complex and dynamic systems and can include modeling to help with decision making and implementation (Ledley et al. 2017, p. 6). is a think tank from for Technology that directly tackles the complexities of systems thinking by providing video lesson resources and simulations to teach people system dynamics modeling in climate change issues. For example, through games like World Climate, students learn the complexity of climate change negotiations. is a simulation game, in which participants role-play as delegates to work together and create an international global agreement to combat climate change. Iterative drafts of the agreement are coupled with a real-time display of its effects, which are backed by robust scientific data. In an evaluation involving participant surveys and focus groups, 85% of participants increased their motivation to take action and begin the inquiry phase. Furthermore, the program taught major systems thinking insights (2019). has also released an online course called the which trains students in systems thinking to motivate global response to climate change. Topics such as areas of high leverage and feedback loops give students specific heuristic models to understand the effects of human activity on the environment and vice versa. 2. 2. 3. 3 Sharp: Media LiteracyThere is no agreed upon resource with the full body of knowledge related to the issue of climate change. While the vast majority of scientists (more than 97%) agree that human action impacts the climate and anthropogenic CO2 is causing global warming, a skeptic could still point to the small number of scientists who deny that such a causal link exists (Zabel et al. 2017). Furthermore, the issue of climate change has social and political dimensions that add layers of complexity to the analysis of sources and credibility. Some individuals or groups may present information to serve an agenda that has nothing to do with the pursuit of knowledge or the wellbeing of society at large. The obstacle to understanding presented by the intentional manipulation of information is compounded by the fact that anyone can fall prey to misinformation or unconscious biases (or both). To mitigate these risks, it is essential for the consumer of information to have the skills to decode bias, analyze credibility, and identify important missing perspectives. [SEP] Justify:

Output: The text corroborates the claim by illustrating that educational programs, particularly those involving experiential learning and systems thinking, can significantly enhance participants' motivation to take action on climate change. It discusses a simulation game, World Climate, where 85% of participants reported increased motivation towards engagement with climate issues, supporting the notion that education on these topics can indeed lead to greater public concern.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Nature may follow an anthropogenic emissions reduction with a time lag of three centuries regarding the atmospheric CO2 concentration. Society is advised to seriously strive for the mentioned reductions and closely track its realization, and to control the atmospheric CO2 trend with appropriate time averaging – i. e. on decade rather than year level. of Interest: No conflict of interest is to be declared. 10. 21203/rs. 3. rs-547822/v1. Anderl T. (2022). The role of land use in climate change. OSF Preprints, 6 Jan. 2022. doi: Anderl T. (2021). The climate role of CO2 – nature’s telling from 400 Mio. years. Research Square, preprint. doi: 10. 21203/rs. 3. rs-524780/v1. of PAGES. (2016). Interglacials of the last 800,000 years. Rev. Geophys. , 54, 162–219. doi:10. 1002/2015RG000482. Laskar J. , Fienga A. , Gastineau M. , Manche H. (2011). La2010: a new orbital solution for the long-term motion of the Earth. Astron. Astrophys. , A89. doi: 10. 1051/0004-6361/201116836. Data retrieved from Last accessed 03-Mar-2022. Shakun J. D. , Lea D. W. , Lisiecki L. E. , Raymo M. E. (2015). An 800-kyr record of global surface ocean δ18O and implications for ice volume-temperature coupling. Earth and Letters, Pages 58-68. doi: 10. 1016/j. epsl. 2015. 05. 042. Data retrieved from. Last accessed 03-Mar-2022. Anderl T. (2021). Earth's balanced climates in view of their energy budgets. Research Square, preprint. doi: 10. 21203/rs. 3. rs-568771/v1. Anderl T. (2022). The climate roles of H2O and CO2 from longwave absorption. Research Square, preprint. doi: 10. 21203/rs. 3. rs-830246/v1. [SEP] Justify:

Output: The text contrasts the claim by discussing the potential delayed response of nature to reductions in anthropogenic emissions, indicating that human intervention may not fully reverse the effects of climate change. Specifically, it mentions a time lag of three centuries related to atmospheric CO2 concentration, suggesting that any positive impact from human actions would not be immediate or complete.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: AI채팅 사용 권한이 필요해요 저는 소속기관 학교가 있어요 저는 개인 이용자예요 개인구독권을 구매할래요 내서재에 추가 되었습니다. 로그인 하지 않으면 내서재 담기가 취소됩니다. 내서재에서 확인하시겠습니까? 다시 보지 않기 취소 확인 내서재에 추가 되었습니다. 로그인 하지 않으면 내서재 담기가 취소됩니다. 내서재에서 확인하시겠습니까? [SEP] Justify:

Output: The text does not provide any relevant information regarding the claim about language being a marker of identity and cultural heritage. It appears to be a technical message related to user account permissions and actions, thus is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: 1 Rationale of the CurriculumIn our analysis of existing climate change curricula in Israel, Jordan, and Palestine, we identified a pressing need for a curriculum that not only provides the necessary foundation in the sciences, but also helps students understand how to interpret scientific information to draw their own informed conclusions; a curriculum that not only provides students with an experience of agency through a hands-on project, but that also ensures that they understand how to design a project with attention to complex power structures, interconnected systems, and the needs and interests of diverse stakeholders; a need for a curriculum that not only instills a sense of civic responsibility, but that also provides a deep understanding of how to fulfill that responsibility by setting clear goals and collaborating with others to affect change. In other words, there needs to be curricula that help the student internalize the process of creative problem-solving and informed action. Students should graduate from high school with the skills and inclinations to mitigate the risks of climate change. This cannot happen solely through the practice of science in the classroom, nor can it happen solely through service connected to a project in the school or community. While these experiences and the associated learning outcomes may be necessary, they do not add up to the capacity for thoughtful policy analysis, innovative design thinking, or practical understandings of how to engage across divides to transform the future by mitigating the risks of climate change. As a result, we have created an example of what a climate change education could look like called Curriculum (see 2. 3. 1. 1 Anchor SkillsThe anchor skills delineate what students need to be able to do in order to exercise leadership specifically in the context of climate change. We identified four overarching themes: empathy, systems thinking, media literacy, and collaboration. These anchor skills are embedded throughout the curriculum, and metacognitive reflection on their application helps to ensure that students gain the ability to transfer the skills to new contexts. Based on the review of effective high school climate change curriculum, these anchor skills are standards that must be taught in alignment with the process-based skills that guide the student leaders, which will be discussed in the next section. For example, in order to define problems, students need empathy to be able to approach questions with humility and seek to understand diverse perspectives. [SEP] Justify:

Output: The text corroborates the claim by emphasizing the need for a curriculum that not only provides scientific knowledge but also engenders a sense of civic responsibility and empowers students to mitigate climate change risks. It discusses how a well-structured climate change curriculum can instill important skills like empathy, systems thinking, and collaboration, which are crucial for understanding and addressing climate issues. This implies that such education can indeed lead to greater public concern as students develop the capacities to engage with and respond to climate change effectively.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Larger releases of greenhouse gases result in higher concentrations in the atmosphere. However, as a part of the biological carbon cycle via a certain chemical reactions, carbon dioxide, as a main greenhouse gas, is removed from the atmosphere when it is absorbed by plants. The removal and emissions of greenhouse gases by natural processes tend to balance. Human activities, since the industrial revolution, by adding heat-trapping gases to the atmosphere, have contributed substantively to climate change. It seems that there are enough scientific evidences to prove that the greenhouse gases caused the climate alteration and global warming [11]. In addition, we realized that global temperature was increased over the last decades. However as stated by [6], the climate change holds significant risks to the natural resources, environments, and societies on which they depend. Climate change and global warming affect human life, meanwhile human activities are also influencing climate. Advertisement 2. The climate effects on human lifeHumans for food, livelihood, commerce, natural resources, and security rely on earth which is a complex and dynamic system. Climate always influences the humans. In recent decades, regardless of the wealth and technology of modern industrial societies, in many ways, climate still affects human life. The impacts of climate change and consequently the rising greenhouse gas levels including warming temperatures lead to extreme weather events, altered weather patterns, crop failure, rising sea levels, ocean acidification, marine ecosystem shift, and homelessness. These impacts directly or indirectly threaten our health by affecting the weather we experience, the water we drink, the food we eat, the energy we use, the air we breathe, and other aspects of human health and well-being. Advertisement 3. The human contribution to climate change and global warmingAlthough there are scientists who suspect that the human activities could have emotional impact on recent changes in climate and global temperature, the on approved that the warming detected over last 50 years is attributable to man-made activities [7]. It seems that there is no doubt that human activity has changed the composition of world’s atmosphere and environment. The noticeable problem is that human activities’ influences will continue to alter atmospheric composition through the current century and hydrologic cycle and temperature are expected to be change inconsistently. Climate change and global warming, in complex ways, interact with other ongoing changes in human and environmental systems. For example, humanity’s choices about land use, energy, and food makings affect and are affected by climate change and global warming. [SEP] Justify:

Output: The text contrasts the claim by highlighting that human activities have contributed to significant climate changes that continue to affect natural systems. It emphasizes that while there are natural processes for removing greenhouse gases from the atmosphere, human influences are expected to continue altering atmospheric conditions throughout the century. Furthermore, it indicates that these changes pose risks to natural resources and ecosystems, implying that complete reversal of climate change effects through human intervention is highly improbable given the ongoing alterations caused by human activities.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 다시 보지 않기 확인 다시 보지 않기 닫기 로그인 외부링크는 다양한 논문 검색 결과를 제공해 드리기 위하여 다른 외부 사이트와 연결해 주는 부가 서비스이며, 이용을 위해서는 개인 로그인이 필요합니다. 아이디 비밀번호 Caps Lock이 켜져 있습니다 로그인 상태 유지 아이디 저장 로그인 상태가 2주간 유지됩니다. 개인정보 보호를 위해 개인 기기에서만 이용해주세요. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses login procedures and personal information security without addressing the concept of language as a marker of identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Communicating and acting: Communicating the results and trade-offs and taking direct actions towards implementing the results of the analysis. This draws upon evidence of the efficacy of an inquiry learning cycle that fosters the students’ sense of responsibility and autonomy in the process of knowledge generation and cultivates the ability to apply knowledge to new context (Cairns 2010). In many ways, our project builds upon work being done in environmental education grounded in experiential learning theory. For example, the in incorporates a learning cycle that involves identifying a current situation, exploring alternatives, taking action, and reflecting on change (Eames and Mardon 2020). 2. 3. 1. 3 and ConceptsAll of the above skills are directly relevant to mitigating the risks of climate change, and they must be taught and assessed in order for students to emerge with the capacities for climate change leadership. But they will only lead to an impact on climate change if they are also utilized to help students understand what climate change actually is. We integrated disciplinary tools and concepts into our curriculum because leadership cannot be taught in the absence of hard knowledge. In other words, science is necessary in climate change leadership. Instead of replacing the science behind climate change that is usually taught in isolation, our curriculum provides an example of what it would look like for students to have the space to apply scientific knowledge. Thus, teachers must facilitate students’ acquisition of the foundational disciplinary tools and concepts to navigate questions related to climate science. TFG (Zabel et al. 2017) distills these tools and concepts in a clear conceptual framework, identifying the bigger ideas in earth system sciences necessary in understanding climate change. This includes the parts in the Earth System, energy processes, human environmental interactions, physical and chemical principles, and maps and models. In collaboration with PRI, we have adapted disciplinary tools and concepts for the context of our to the following: 1. Climate: Explaining how life is influenced by the environment and describing physical and chemical principles that affect the Earth’s systems. 2. Energy: Describing how the flow of energy drives the cycling of matter. 3. Model and Maps: Interpreting and creating models and maps to understand (deep) time and scale of space 4. Earth Systems: Explaining the multitude of systems Earth is composed of as well as the system Earth belongs to. 2. 3. 1. 4 the EducatorIn this section, we outline the resources available to educators in our curriculum. [SEP] Justify:

Output: The text corroborates the claim by discussing the importance of integrating climate science into education to equip students with the necessary knowledge and skills for climate change leadership. It emphasizes the need for students to understand climate change deeply to cultivate their responsibility and autonomy regarding climate issues, which is aligned with fostering greater public concern. The mention of a curriculum that includes tools and concepts relevant to climate science supports the idea that educational efforts can lead to increased awareness and concern about climate change.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Although the details of how the upcoming influences of climate alteration will unfold are not as well understood as the basic reasons and mechanisms of climate alteration, we can rationally assume that the consequences of climate alteration will be more severe if actions are not taken to limit its magnitude and adapt to its impacts. Advertisement 4. Climate change in Euphrates-Tigris BasinThe increase of the frequency and intensity of droughts in Asia and Africa is reported as an evidence of climate change in recent years [8]. Most regions in the including Iran are in the midst of a water crisis and their worst drought in decades. As a result, the water resources declined considerably. At the current rate of decline, the basin’s water supply will not be enough to avert a widespread humanitarian crisis [2]. [10] used (GRACE) satellite mission and concluded an alarming rate of decrease in total water storage equal to 143. 6 km3 from January 2003 to December 2009. Amini analyzed the climate data from Iran and its riparian countries [1]. The results revealed the considerable spatial and temporal changes in the precipitation total series of regions during the last 10 years. The human activities such as dam construction and interbasin water transfer intensify such changes [1]. The most well-known evidence to demonstrate the effects of climate change and human activities is shrinking and drying up of in Iran. Advertisement 5. UrmiaSo far managing renewable resources and infrastructure in much of the nation’s experience is based on the historic record of stable climate. Urmia basin in northwest Iran is a closed drainage basin with an area of 51,876 km2 and maximum depth of 16 m, making it one of the largest lakes in the world. In addition, is the second largest saltwater lake in the world. As a result of arid to semiarid climate of the basins, the agriculture is mainly dependent on irrigation. The sprinkler irrigation was developed, and large numbers of wells were excavated to supply the required water in the agricultural sector. The reduction in rainfall along with decreasing groundwater tables and a rising population in the basin will likely exert growing pressure to continue diverting stream flow before it reaches Lake Urmia. Over the last two decades, it was sharply dried and its surface reduced about 80% from 2003 [5]. The water table of was decreased severely in recent years which caused serious socio-environmental consequences [4]. [SEP] Justify:

Output: The text contrasts the claim by discussing the severe and ongoing effects of climate change, such as declining water resources and droughts in the Euphrates-Tigris Basin. It indicates that human actions, such as dam construction and interbasin water transfer, intensify these changes rather than reversing them. The evidence suggests that managing resources is based on historical climate stability, which is no longer applicable, hinting at the limits of human intervention in effectively reversing climate change consequences.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 로그인 📌 최근에 로그인 했어요 카카오 아이디로 로그인 📌 최근에 로그인했어요 네이버 아이디로 로그인 📌 최근에 로그인 했어요 구글 아이디로 로그인 📌 최근에 로그인 했어요 애플 아이디로 로그인 항목에 로그인 이력이 존재합니다 아이디·비밀번호 찾기 | 회원가입 도서관을 통해 DBpia에 방문하면SNS 로그인이 제한됩니다. DBpia 일반 로그인 하기 왜 제한되나요? [SEP] Justify:

Output: The text does not address the claim about language serving as a marker of identity and cultural heritage. Instead, it discusses login information and procedures related to various online accounts, which is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [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 supports the claim by outlining the importance of education on climate change in fostering understanding and engagement with the issue. It emphasizes that students need not only to acquire knowledge but also to engage thoughtfully with the complexities of climate change and civic engagement in order to effectively lead and mitigate climate change impacts. The mention of high school students being equipped and motivated to observe and act on climate change issues in their community reinforces the idea that education can indeed enhance public concern.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: The dried lake bed is with a cover of salt, mainly sodium chloride, making a vast salty desert. The examinations for estimating the relative contributions of human activities as water resources development including agricultural development and dam constructions and climate change have been conducted by [9]. The results showed that the variability in inflow as a result of human activities is more prominent than the variability in precipitation. In addition, the flow origin from the was decrease up to 40% due to the development of irrigated area which increased pressure on the water availability in the watershed. Shadkam showed that over 30 years annual inflow to has thrown down by 48% which 3/5 and 2/5 of this change was caused by climate change and water resource development, respectively, as misconduct in human activities [9]. Figure 1 shows the changes in water level and water surface in within the last two decades. Figure 1. The changes in surface and water level of [4]. Amini and Hesami got the same results for two main subwatersheds of Urmia basin. They reported that the total irrigated area increased by ~20% between 1989 and 2000 and the net irrigation water requirement, NIWR, for a crop grown in the region in 2000 was slightly higher than that in 1989 as a result of global warming [4]. Hosseini-Moghari using spatial and hydrology and in situ data assessed the contribution of human acts to the decline of inflow water for the lake, the groundwater table reduction, and water storage in the lake reservoir [5]. They found that 50% of the total basin water loss is due to sectorial management of water resources in the region. The human interaction with the lake environment in basin caused about 8 BCM of groundwater losses within 11 years. However, the climate change and drought are the causes for 40% of lake shrinking in the last two decades. Such findings may be used to support decision-maker in water sector to restore the Lake Urmia. It seems that there is no debate that the diminishing was caused by a combination of water withdrawals for irrigation and climate change and global warming [3]. The lake restoration was taken placed by local, national, and international organizations. However, the decision-makers inappropriately put the man-made infrastructures such as dams and interbasin water transfer, which are unsustainable projects in water sector, to increase the flow toward the lake. [SEP] Justify:

Output: The text contrasts the claim by discussing how human activities, such as agricultural development and dam constructions, have contributed significantly to environmental changes, including a 40% decrease in lake inflow due to these interventions. It emphasizes that 50% of water loss in the region is attributable to the mismanagement of water resources, indicating that human intervention may not fully resolve the issues caused by climate change and may in fact exacerbate them. Additionally, the claims about 'unsustainable projects in water sector' further illustrate that not all human actions lead to positive or complete reversal of climate effects.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 도서관을 통해 방문하는 경우 URL이 달라져 kakao/google/naver 정책상 SNS로그인을 할 수 없습니다. SNS 계정을 사용하고 싶으시다면 DBpia로 직접 방문하여 로그인하세요. 닫기 리뷰 신고하기 이 리뷰를 신고하시는 이유를 알려주세요. 취소 확인 논문의 판례정보 판례번호 서울중앙지방법원 2006. 8. 11. 선고 2006고합177 판결 [통신비밀보호법위반] [각공2006. 9. 10. [SEP] Justify:

Output: The text does not address the claim regarding language serving as a marker of identity and cultural heritage. Instead, it concerns logistical aspects of accessing a library service and does not provide relevant information about language or cultural identity.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [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 the educational methodology around climate change. It mentions the importance of 'compelling questions' that spark students' interest and drive inquiry, which can enhance their understanding and concern about climate change. By engaging students in discussions and prompting them to ask important questions such as 'How can we take action to mitigate climate change?', the text illustrates how education can lead to greater public awareness and concern regarding climate issues.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: In fact, construction of numerous dams in the watershed has choked off water source from the mountains towering on either side of the Lake Urmia. Figure 2 shows the existing, under construction, and under study dams in the basin of Lake Urmia. Figure 2 shows intensification in diversion of surface water and water utilization further than current levels which at present appear to be unsustainable. Figure 2. The spreading of dams in Urmia watersheds. Reducing the basin’s water consumption and demand-side plans must be considered immediately by the official organization. Moreover, the current projects for water transfer need drastic revision. Such projects have had harmful socioeconomic and environmental side effects in other parts of the basin. To maximize the welfares of the water resources, an integrated management of the water resources and agricultural development based on ecological potential of the basin including changing the rules of water pricing and recognition of cost allocation outlines as a prospect is required. Advertisement 6. Need for adaptive managementThe IPCC clearly confirmed in its Report that the climate change is existent and its primary cause is human-made especially through burning fossil fuels and other activities that release heat-trapping greenhouse gases into the atmosphere. There is no debate that the human needs to take actions to adapt and lessen the impact of climate change. In fact, there is a hierarchy of governor plans that can assist to protect population healthiness and welfare. The predictions of future climate change and global warming and defined scenarios by IPCC indicate that unless substantial and continued activities are taken to decline emissions of GHGs, world will continue to warm. Thus, we can reasonably expect that such changes are driving several related and interacting deviations in the environmental system and consequently the human life. In the case of Lake Urmia, a national committee in order to lake restoration was formed in 2013 called Committee (ULRNC). presented a road map and action plan based on integrated water resources/watershed management in cooperation with the universities in Iran and international organizations. reviewed 19 proposed programs and approved a 10-year program in three phases such as stabilizing the present status, restoration, and sustainable restoration. Although the provincial office claims that the restoration continues as scheduled, due to drying up the found and misconducting of management in water and agricultural sectors in the region, it seems that will most likely fail to attain an ecological balance within a 10-year program by 2023. [SEP] Justify:

Output: The text contrasts the claim by illustrating that despite attempts at environmental restoration, such as the establishment of a national committee for Lake Urmia's restoration, significant challenges remain. It mentions that 'due to drying up the found and misconducting of management in water and agricultural sectors in the region, it seems that will most likely fail to attain an ecological balance within a 10-year program by 2023.' This indicates that human intervention is insufficient to completely reverse climate change effects, as ongoing mismanagement and the crisis of water resources hinder successful restoration efforts.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: (37),2016] 판결요지 피고인이 트럭을 도로의 중앙선 위에 왼쪽 바깥 바퀴가 걸친 상태로 운행하던 중 피해자가 승용차를 운전하여 피고인이 진행하던 차선으로 달려오다가 급히 자기 차선으로 들어가면서 피고인이 운전하던 트럭과 교행할 무렵 다시 피고인의 차선으로 들어와 그 차량의 왼쪽 앞 부분으로 트럭의 왼쪽 뒷바퀴 부분을 스치듯이 충돌하고 이어서 트럭을 바짝 다시 피고인의 차선으로 들어와 그 차량의 왼쪽 앞 부분으� [SEP] Justify:

Output: The text does not address the claim regarding language as a marker of identity and cultural heritage. Instead, it seems to describe a legal case involving a traffic incident, making it irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [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 the importance of developing systems thinking skills among students, which enhances their ability to understand and tackle climate change. It emphasizes that through education, students can identify problems related to climate change and develop actionable solutions. This indicates that education fosters concern and engagement regarding climate issues.


Input: Task: contrast the claim using the given text. Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Although the specifics of how the upcoming impacts of decline will unfold are not as well recognized as the main causes and mechanisms of lake shrinking, it is rationally expected that the avoidable consequences of lake drying will be more severe if activities are not taken to limit its level and adapt to its influences. 1. . In: Bucur D, editor. in Euphrates—Tigris Basin, Management. Romania: InTech Publication; 20162. Impact of climate change on the water resources of the region: Modeled 21st century changes and implications. Research. 2011;47:W065063. . Determining the main factors in declining the level by using system dynamics modeling. Management. 2011;26(1):129-145. DOI: 10. 1007/s11269-011-9909-84. Hesami A, Amini A. Changes in irrigated land and agricultural water use in the basin. Lake and Reservoir Management. 2016;32(3):288-2965. Hosseini-öll P. Quantifying the impacts of human water use and climate variations on recent drying of basin: The value of different sets of spaceborne and in-situ data for calibrating a hydrological model. Hydrology and Sciences. 2018. DOI: 10. 5194/hess-2018-3186. IPCC. Climate Change—Science Basis—8. WGI Contribution to the Report of the on Climate Change. 2007. Available from: IPCC. Climate Change: Impacts, Adaptation and Vulnerability. Contribution of II to the Report of the on Climate Change. NY, US: Cambridge Press; 20018. McMichael AJ, Campbell-Lendrum DH, Corvalán : Risks and Responses. Geneva: Organization; 2003. p. 3229. Ç, Kabat P. Impacts of climate change and water resources development on the declining inflow into Iran's Lake Urmia. Journal of Research. 2016;42(5):942-95210. d, Rodell M, Swenson SC. Groundwater depletion in the from GRACE with implications for transboundary water management in the Tigris-Euphrates-region. Research. 2013;49:904-91411. [SEP] Justify:

Output: The text contrasts the claim by discussing the expected severe consequences of lake drying if human activities are not undertaken to limit and adapt to climate change influences. It suggests that human intervention is necessary to mitigate these effects but implies that the process may not fully reverse the damage. The expectation of increased severity without intervention indicates that complete reversal is unlikely, thus contradicting the claim.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: �� 트럭의 왼쪽 뒷바퀴 부분을 전문보기 소속 기관 학교 인증 혹시 재학/재직 중이신가요? [SEP] Justify:

Output: The text is irrelevant to the claim as it contains no information or arguments related to language's role as a marker of identity and cultural heritage. The content appears to be a question about institutional affiliation and does not address the claim in any way.


Input: Task: pass the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: How do we empathize to create actionable and meaningful problem statements? a meaningful problem is the first step in policy analysis, design thinking, and conflict transformation. When understanding a problem, there’s always a risk of jumping to a solution too quickly. Personal biases and blind spots about the causes of the problems can lead to false conclusions. That is precisely why it was so important to cultivate curiosity and build the skills of inquiry first. There are also other challenges associated when creating problem statements specifically in the context of climate change due to psychological biases or political rhetoric. Ultimately, by applying the process of inquiry to assess real world problems associated with climate change in their region, students can begin to develop a collaborative project of their choice. Standards Anchor. A. 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. Anchar. C. 2 Media Literacy: Metacognitively reflect on personal biases and blind spots. 0. A. 1 1. Explain how life, including human life, influences and is influenced by the environment 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. Carousel – In small groups, students find local problems related to climate change. Students map out the root causes using the iceberg diagram. Students rotate and debrief on what are common effects of climate change on everyday life. 2. – Using a common effect from the carousel activity, students identify an affected stakeholder. Teacher models how to conduct an empathy interview while students practice interviewing each other: (a) Jobs and Tasks: What is this stakeholder trying to get done in their work or in their life? (b) Pains: What annoys this stakeholder or prevents them from getting their jobs done? (c) Gains: What are the outcomes or benefits that your stakeholder wants? (d) For example: Jordanian residents are trying to use water for basic drinking needs, but water is too expensive. They want cheap and easy ways to access water. 3. – Students begin “Step 1: Defining Problem” of their own project. While students identify stakeholders to interview, teacher should guide students: (a) “Who would you specifically be interested to speak with regarding your topic? [SEP] Justify:

Output: The text does not directly address the claim regarding education on climate change leading to greater public concern. Instead, it focuses on the process of problem analysis and creating effective problem statements within the context of climate change. While it discusses students' activities related to climate change, it does not provide evidence or specific information to corroborate or contrast the claim about education's impact on public concern.


Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: Figures AbstractChanges in climate factors affect the distribution of various tuna species differently due to their unique physiological adaptations and preferred habitats. As the resulting spatial distributions of tunas alter in response to climate change and climate variability, the distribution of fishing effort will, in turn, be affected. This study uses a quantitative model to estimate the impacts of SST and ENSO events on trip distance of the Hawaii deep-set longline fleet between 1991 and 2020. The results show that the higher the SST of the fishing grounds of the Hawaii longline fleet, the longer trip distance; whereas ENSO events could result in shorter trip distance, possibly due to changes in catch rates of different tuna species through spatial redistribution during El Niño and La Niña events. Citation: Chan HL (2023) How climate change and climate variability affected trip distance of a commercial fishery. PLOS Clim 2(2): e0000143. : August 18, 2022; Accepted: December 16, 2022; Published: February 21, 2023This is an open access 3. 1) is available for download from data server: Oceanic Niño Index (ONI) for Niño 3. 4 region, which is calculated by the is available for download from: For the Hawaii longline logbook dataset, data are available from the US government upon request. The author is prevented by US government rules from making the data publicly available since they contain confidential fishery operations information. Data from the Hawaii longline logbook dataset (metadata: are available from the to researchers who meet the criteria for access to confidential data and agree to abide by non-disclosure standards of 216-100 on Protection of Statistics. Requests for the data can be sent to Keith Bigelow, of Hawaii longline logbook dataset, at keith. bigelow@noaa. gov. Funding: The authors received no specific funding for this work. Competing interests: The authors have declared that no competing interests exist. IntroductionImpacts of climate change and climate variability on commercial fisheries are widely studied, and focus primarily on changes to fish biomass [1–10] and spatial distribution of marine species [1, 6, 7, 11–21]. Although humans are an important component of marine ecosystems, few studies have examined how climate change and variability impact fisher behavior [22–27]. [SEP] Justify:

Output: The text contrasts the claim by highlighting that climate factors affect different tuna species in varying ways due to their 'unique physiological adaptations and preferred habitats.' This indicates that not all animals are equally affected by climate change, as the impact can vary significantly among species.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 소속기관의 DBpia 구독 여부를 확인해 보세요. [SEP] Justify:

Output: The text is a request in Korean that suggests checking the subscription status of a database but does not provide any information related to the claim about language as a marker of identity and cultural heritage. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [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 describing educational activities aimed at helping students understand climate change and evaluate credible sources. It highlights the importance of conducting research on climate change effects and solutions, which can lead to increased awareness and concern. The focus on skills such as media literacy and the analysis of reliable evidence directly supports the idea that education can foster greater public concern about climate change.


Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: Haynie & Pfeiffer [23, 24] stressed the importance of including fisher behavior in predicting the impacts of climate change on fisheries due to the complex interactions between fisher behavior and marine ecosystems. In particular, spatial distribution of fishing is influenced by the interactions of “physical, biological, and economic mechanisms” [24]. Rising ocean temperatures and El Niño-(ENSO) events could influence the spatial distribution [1, 6, 7, 11, 17–20, 28, 29], abundance [1, 7, 9, 17, 20], and catchability [1, 6, 11, 19–21, 30–33] of highly migratory species like tuna as different species have different spatial responses to climate change and variability due to their unique physiological adaptations and preferred habitats [6, 19, 34–36]. As a result, fisheries that target different tuna species could be affected correspondingly by climate change and variability [6, 19]. Studies have shown that locations of commercial tuna fisheries are influenced by climate change and climate variability [6, 19, 20, 30, 37], and despite humans being an important part of marine ecosystems [23, 24], no study has quantified the spatial reaction of fishers who target tuna in relation to climate change and climate variability. longline fishery provides a good case study to examine the impacts of climate factors on fisher behavior. Hawaii’s centralized location in the Ocean allows longline vessels the flexibility to go in any direction as their catches respond to changes in climate. For example, vessels could travel further north or east to cooler parts of the ocean when fishing grounds become warmer and unfavorable for tuna habitat. Vessels could also travel to fishing grounds with higher catch per unit effort (CPUE) driven by ENSO events [30]. In addition, a long time series (30-year period) of fishery-dependent data, environmental variables, and climate indices are available for empirical modeling. The main purpose of this study is to examine how climate factors have affected the Hawaii longline vessels’ trip distance; specifically, the interactions of climate with tuna species’ spatial distributions and catch rates and the subsequent impacts on vessels’ trip distance are evaluated. As trip distance has a direct relationship to fuel cost, the most important variable cost item in the Hawaii longline fishery [38], any changes in trip distance would directly impact the economic performance of the fishery. [SEP] Justify:

Output: The text contrasts the claim by indicating that different species, such as tuna, have unique physiological adaptations and preferred habitats, which result in varying spatial responses to climate change. It suggests that fisheries targeting different tuna species will be affected differently based on these factors, demonstrating that not all animals are equally affected by climate change.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: DBpia와 구독 계약을 맺고 있는 학교, 공공기관, 기업 소속이시면 기관인증을 통해 논문을 이용하실 수 있습니다. 기관인증 후 DBpia 로그인하시면 90일간 인증 상태가 유지됩니다. 정확한 소속 기관명을 클릭해 주세요 ex) 한국대학교, 한국고등학교, 시립도서관, (주)누리자동차 등 소속기관이 없습니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses institutional access to academic papers via DBpia and does not address the relationship between language and identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [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 discusses a structured educational approach aimed at addressing climate change, where students are encouraged to engage with stakeholders and synthesize evidence to develop insights into the issue. This educational process can lead to increased awareness and concern about climate change, thus supporting the notion that education on the topic can foster greater public concern.


Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: The scale of the fishery, in terms of number of fishing sets, and the fishing grounds have expanded tremendously over a 30-year period (Fig 1). The temporal and seasonal changes in fishing locations were related to oceanographic and environmental conditions that affected catch rates [39, 40]. The operational aspect of the fleet includes deploying deep-set hooks early in the morning and hauling in the afternoon or evening [43, 44]. Hook depth was set between 100 m and 400 m [43], overlapping the vertical habitat of bigeye tuna during daytime (200 m to 400 m below the surface) [44, 45], with most bigeye tuna caught at depths greater than 200 m [44]. The vertical overlap of bigeye tuna swimming depth and deep-set longline gear has a direct impact on bigeye catch rates in the Hawaii longline fishery [28, 40, 44, 45]. With increasing ocean temperatures and ENSO events changing the thermal structure and oxygen concentration in different parts of the [7, 29, 33, 46, 47] and altering the spatial distributions of tuna species [6, 7, 11, 17–20, 28, 29], it is reasonable to expect that changes in climate factors would also impact tuna catch rates and spatial operations of the Hawaii longline fleet. Download: PPTPowerPoint slidePNGlarger imageTIFForiginal imageFig 1. Spatial extent and density of fishing sets of Hawaii deep-set longline fishery, 1991–2020. Note: Only included trips that departed from and returned to the Honolulu port. Data records with effort by less than three individual vessels in 5° x 5° in a day were removed to meet confidentiality requirements. Effects of climate change and climate variability on tuna distributions There is evidence that ocean warming has shifted the tuna distribution poleward by 6. 5 km per decade in the northern hemisphere [17]. In the past four decades (1960–2011), the percentages of skipjack tuna (Katsuwonus pelamis) and yellowfin tuna (Thunnus albacares) caught by longliners have shifted from tropical to subtropical areas in the during periods of increased SST [11]. Climate change and variability are expected to continue to affect tuna biomass, distribution, and subsequently fishing patterns. Senina et al. [SEP] Justify:

Output: The text contrasts the claim by providing specific evidence that the distribution and catch rates of tuna species, such as bigeye tuna, are significantly affected by climate change, as demonstrated by their poleward shift in distribution and changes in fishing patterns. This indicates that not all animals, including different species of tuna, are equally affected by climate change, thus refuting the universality of the claim.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 소속기관이 없으시면 DBpia를 구독 중인 주변 공공도서관을 찾아보세요 DBpia 이용하기 로그인 바로가기 소속 기관 학교 인증 혹시 재학/재직 중이신가요? 소속기관의 DBpia 구독 여부를 확인해 보세요. 정확한 소속 기관명을 클릭해 주세요 논문- DBpia를 구독하지 않는 기관입니다. 저희 기관에서 DBpia를 구독하고 싶습니다. 개인적으로 DBpia를 이용하고 싶습니다. 소속 기관 학교 인증 혹시 재학/재직 중이신가요? [SEP] Justify:

Output: The text does not address the claim regarding language as a marker of identity or cultural heritage. Instead, it discusses access to a database (DBpia) and related membership identification, which is irrelevant to the concept of language as a cultural identifier.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [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 describing educational activities focused on climate change adaptation and stakeholder engagement. It emphasizes the importance of student involvement in developing solutions and receiving feedback from local stakeholders, which illustrates how educational initiatives can lead to greater awareness and concern about climate issues.


Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: [9] projected that, in the areas where the Hawaii longline fishery currently operates, climate change impacts alone (without fishing) would decrease bigeye tuna biomass up to 18% in the western and central (WCPO), and increase bigeye tuna biomass by 8% in the eastern (EPO) during the 21st century. Focusing on the effect of climate change on the Hawaii longline fishery, Woodworth-Jefcoats et al. [10] projected that ocean warming alone would lower the bigeye tuna biomass by 20% by 2100 because rising ocean temperatures reduce plankton biomass, and thus food available to predators. Tuna and billfish species richness was projected to shift northward and eastward in the Ocean, potentially shifting the Hawaii longline fishery’s fishing activities further from the port in Hawaii or changing the homeport to the mainland west coast. Many studies confirmed that ENSO events affected the preferred habitat and distribution of different tuna species in the vertically [6, 19, 21, 28, 29, 46], horizontally [6, 7, 18–20, 30, 48], and northward [21, 47]. Historical data also showed changes in tuna catches associated with ENSO events [6, 19–21, 28, 30, 33]. ENSO events have led to uneven changes in the vertical thermal structure and vertical extension of tuna habitats across the and have induced changes in the spatial distributions of different tuna species due to their unique physiological adaptations and preferred habitats. The preferred depth of adult bigeye is mainly below the thermocline [44, 49], while the preferred depth of yellowfin, skipjack, and albacore (in temperate latitude) is above the top of thermocline [50–54]. Niño events, the thermocline flattens across the equatorial Pacific, rises in the western Pacific, and deepens in the eastern Pacific. The opposite happens during La Niña events. Tagging studies in the found that bigeye tuna’s swimming depth had a strong relationship with thermocline depth, and the deepening of the thermocline in the eastern Pacific during El Niño events was associated with deeper distribution of bigeye [28]. The shoaling of the thermocline (rising of depth of mixed layer) in the western Pacific during El Niño events reduces the depth yellowfin can utilize to search for food as their preferred depth is above the thermocline. [SEP] Justify:

Output: The text contrasts the claim by providing evidence that climate change impacts are not uniform across species. It discusses how bigeye tuna biomass is projected to decrease while other species like yellowfin and skipjack are affected differently due to their unique physiological adaptations and preferred habitats. This indicates that different animal species respond variably to climate change, refuting the notion that all animals are equally affected.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 소속기관의 DBpia 구독 여부를 확인해 보세요. 정확한 소속 기관명을 클릭해 주세요 서울대학교- DBpia 구독 중 입니다 소속 회원 학생 교직원 인증 기관(도서관) 홈페이지를 이용하는 경우 인증 가능합니다 대표 계정 인증 초·중·고, 기업 등의 기관 담당자에게 부여됩니다. 해당 계정은 행정실, 수서실 등에 문의하세요 서울대학교 내부 방문시 자동 기관인증 가능합니다 기관 내부 PC, 와이파이로 접속해보세요! [SEP] Justify:

Output: The text does not address the claim regarding language as a marker of identity and cultural heritage. Instead, it focuses on subscription information for a database service, making it irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Few studies have examined audience segmentation incorporating intentions to get a COVID-19 vaccine and have used a theoretical, behavioral framework to understand distinct audience segments in response to COVID-19. Studies conducted in Taiwan74 and New Zealand75 are two that did both. These studies adopted different theoretical bases and found different numbers of segments in each nation. Three segments were identified in Taiwan based on Theory, addressing a range of COVID-19 protective behaviors including vaccination: high motivation for vaccination and preventive behaviors; low motivation for vaccination and preventive tasks; and high motivation for vaccination but low motivation for preventive behaviors74. Zealand, four segments were found based on the Theory of Planned Behavior, addressing COVID-19 vaccination intentions: Enthusiasts (36%), Supporters (28%), Hesitants (24%), and Skeptics (12%)75. This study examined relationships between segment memberships with regard to engagement-skepticism associated with climate change and COVID-19 vaccines using an Australian sample to better understand how consistent are the patterns of skepticism/acceptance of science across these two disparate domains. Our study aimed to answer two key research questions: How similar are individuals’ segment memberships with regard to acceptance/skepticism of science across audience segmentations based on attitudes to COVID-19 vaccines and climate change? How do individuals’ age, gender, and political identities relate to their segments across these two issues? ResultsClimate change segmentsTwenty-six percent of the sample were in the Alarmed climate change segment, 31% were Concerned, 28% were Cautious, 2% were Disengaged, 4% were Doubtful, and 8% were Dismissive. Table 1 shows each segment’s mean response to the four relevant survey questions used for climate change segmentation. This segmentation suggests an upward shift towards higher public concern about climate change when compared with the analyses by Morrison, Parton and Hine70 analyzing 2011 and 2016 data based on the Global Warming’s 36-item survey. For example, both earlier surveys showed lower membership of the Alarmed segment (18% in 2011 and 15% in 2016) and higher membership of the Dismissive segment (6% in 2011 and 11% in 2016). Table 1 Descriptive statistics of climate change beliefs and concern across the segments. Full size tableThe six climate change segments differed across a range of demographic characteristics (see S1 for detailed distributions). [SEP] Justify:

Output: The text corroborates the claim by indicating that there has been an upward shift in public concern about climate change, as highlighted by the analysis of climate change segments that suggested a higher percentage of individuals in the Alarmed segment compared to earlier data from 2011 and 2016. This indicates that factors such as education, awareness, or changes in public discourse may have contributed to increased concern about climate change.


Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: When the preferred habitat shrinks due to El Niño events, there is greater vertical overlap between the yellowfin preferred habitat and the depth of surface fishing gear in the western Pacific. Niña events, deepening of the thermocline in the western Pacific extends the vertical habitat of bigeye and yellowfin, which decreases their vulnerability to surface gears [6]. Conversely, skipjack tuna are not affected by the changes in thermocline due to ENSO events, as they inhabit the surface layer of the ocean [6]. Several studies found the variations of tuna catch rates were associated with ENSO-induced vertical change in thermal structure. Abascal et al. [28] suggested that the strong El Niño in 2015 that deepened the thermocline in the eastern Pacific could have contributed to the increased bigeye catch rates by the Hawaii longline fleet in that area. In a similar longitudinal region, increased bigeye hook rates were observed by tuna longliners at the western edge of the eastern tropical (between 130°W and 160°W) during El Niño years, possibly due to the expansion of bigeye’s preferred depth habitat in that area [21]. Changes in thermocline also alter the temperature habitats for tuna (temperature at which tuna occur) in different parts of the Pacific Ocean. Temperature habitats for tuna vary by species, with bigeye occurring at the lowest temperature ranges, followed by albacore, yellowfin, and skipjack. Temperature habitat for bigeye is also wider than the other three tuna species [19]. Niño events, the shallowing thermocline rises and extends the temperature habitat vertically for tunas in the western Pacific. Niña events, the deepening of thermocline deepens and contracts the temperature habitat in the western Pacific [19]. Japanese longline fishery observed higher (lower) bigeye CPUE and lower (higher) albacore CPUE in the western Pacific during El Niño (La Niña) events. This pattern corresponded with the vertical extension (contraction) of temperature habitat for bigeye during El Niño (La Niña) events and the shoaling (deepening) of the temperature habitat for albacore in the western Pacific during El Niño (La Niña) events [19]. Japanese and U. S. [SEP] Justify:

Output: The text contrasts the claim by providing specific examples of how different species of tuna respond differently to climate change variables such as El Niño and La Niña events. For instance, it states that while bigeye tuna's habitat changes lead to increased catch rates during certain conditions, skipjack tuna remain unaffected by the thermocline changes. This indicates that not all animals are equally affected by climate change, supporting the idea that species have varying vulnerabilities.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 단, 장소에 따라 이용이 제한될 수 있습니다 소속 기관 학교 인증 도서관 홈페이지를 통해서만 이용 가능합니다 도서관 홈페이지 로그인 도서관 바로가기 전자저널, 학술 DB 등의 카테고리로 이동 DBpia(누리미디어) 클릭하여 DBpia 홈페이지 이동 자주묻는 질문 - 소속 회원 학생 교직원 인증 매번 도서관 홈페이지를 통해 들어오기 번거로워요 기관인증된 상태에서 화면 상단의 [로그인]을 클릭하여 DBpia에 로그인 하실 경우해당 계정에  [SEP] Justify:

Output: The text provided is in Korean and discusses library access information without any reference to language as a marker of identity or cultural heritage. Thus, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Segmentation based on participants’ climate change beliefs identified six segments from the most worried (Alarmed) segment to the most skeptical (Dismissive) segment. The majority of people were on the concerned end of the spectrum that included the Alarmed, Concerned, and Cautious segments (85%), while only 8% were actively Dismissive of climate change. As found in a range of other studies, young people and women tended to be more concerned about climate change. This is common in English-speaking, Western democracies, but is not the case in all countries77. While the climate change segmentation questions used in this study have been used effectively for Australian and other audiences in the past68,70, it may be time to develop new approaches. The low proportion of Disengaged, Doubtful, and Dismissive climate change segments supports the findings of other studies that show the Australian public now generally accepts that climate change is real and that it is a cause for worry78,79,80. This suggests a need to shift climate change messaging away from convincing the public that climate change is real and of concern, towards helping communities make informed personal and policy decisions for addressing climate change. The four questions used to segment the public in this and other studies80,81 were drawn from larger survey instruments containing 15 and 36 items82. While some of the additional questions in these broader surveys may offer important segmentation insights in current societal contexts (e. g. , questions on desired level of government priority given to climate change), others may be less relevant (e. g. , acceptance that climate change is happening). Further research should examine which questions may better identify interpretive communities (segments) suitable for developing behavior- and policy-relevant messaging strategies to reflect this shift in communication priorities. -19 vaccine analysis identified five segments on a continuum from those most supportive of these vaccines (Enthusiasts) to those most resistant (Skeptics). The sample was relatively evenly distributed across the segments, however the three more accepting segments (Enthusiasts, Supporters, and Socials) made up the majority of the sample (74%), with only 10% in the more actively Skeptic segment. Since the survey was conducted, 90% of Australians over the age of 5 have received at least one dose of a COVID-19 vaccine83. [SEP] Justify:

Output: The text corroborates the claim by indicating a general trend among the public, particularly in English-speaking, Western democracies, where the majority of people demonstrate concern regarding climate change. It discusses the segmentation of the public's climate change beliefs and suggests a shift towards helping communities make informed decisions about climate action, implying that education and messaging strategies are crucial for enhancing public concern about climate change.


Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: purse seine and Japanese pole and line fisheries all observed higher yellowfin catch rates in the western and central Pacific during El Niño events, which was associated with the vertical extension of temperature habitat for yellowfin [19]. Changes in oxygen concentration during ENSO events affect the vertical distribution of tuna, as oxygen is an important factor that alters the vertical habitat space during different ENSO phases [46, 55]. Niño events, the low oxygen waters under the thermocline are pulled upward as it gets shallower in the western Pacific and reduces the vertical habitat space, whereas the deepening of thermocline in the eastern Pacific pushes down the low oxygen waters under the thermocline and extends the vertical habitat space [46]. As different tuna species have different limits of oxygen tolerance [35, 36], their vertical habitat spaces vary. Bigeye have a higher tolerance of low dissolved oxygen concentration when compared to other tuna species, allowing them to have a wider vertical habitat [6, 34–36]. Yellowfin and albacore have lower tolerance of low oxygen levels, so lower oxygen in the thermocline would restrict them to surface waters [6, 46]. Skipjack are less vulnerable to changes in oxygen due to ENSO events since they mainly stay above the thermocline due to their high oxygen demand [56], and the ENSO-induced changes in oxygen mainly occur in or below the thermocline [7]. Despite the shoaling of the thermocline compressing the vertical habitat space with lower oxygen in the western Pacific during El Niño events, it expands bigeye’s preferred depth habitat, as their high tolerance to low oxygen enables them to access a colder habitat at shallower depths. Howell and Kobayashi [30] suggested the higher bigeye catch rates by the Hawaii longline fishery around the during the winter months of El Niño events could be due to the El Niño-induced changes in oxygen that expand the vertical habitat for bigeye. On the other hand, yellowfin and skipjack have lower tolerance to low oxygen, and as their vertical habitat compresses in the western Pacific, it expands in the eastern Pacific during the El Niño events. One consequence of changing oxygenated vertical habitat is the driving of yellowfin and skipjack eastward toward more favorable oxygen conditions [46]. The decreased oxygen concentration may also decrease the foraging frequency of yellowfin and skipjack at deeper depths during daytime [29]. [SEP] Justify:

Output: The text contrasts the claim by illustrating that different tuna species are affected differently by changes in oxygen concentrations during El Niño events, which results from climate change. For instance, it notes that bigeye tuna have a higher tolerance for low oxygen levels compared to yellowfin and skipjack, leading to varying vertical habitat availability for these species. This evidence highlights that not all animals are equally subjected to the impacts of climate change, as their physiological characteristics and habitat preferences lead to differing levels of vulnerability.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 기관인증 상태가 90일간 유지되게 됩니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses a procedural status unrelated to language functioning as a marker of identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: 1 IntroductionTechnology is increasingly being used in education and training for a variety of fields and presents a wide range of options for educators (Suh and Prophet 2018). The late twentieth century saw technology rise in popularity for the educational domain which continued into the twenty-first century, including mobile learning (m-learning) on smartphones, augmented reality by way of a tablet, and fully immersive experiences in simulated environments such as virtual reality (VR) (Sitzmann 2011). VR technologies are being incorporated into educational programs, especially in dynamic learning environments, to train students and novices on complex scenarios in a safe and controlled environment, and practice iterative procedures without impacting the wear and tear of expensive simulators. Using VR technology for training purposes can reduce error rate and enhance the learning experience while increasing time savings and decreasing costs (Smith and Salmon 2017). There is anecdotal and empirical evidence that simulation technology can enhance knowledge, psychomotor skills, and motivation (Sitzmann 2011). VR can also enhance engagement, explore material in a new way, and facilitate interactive learning (Lindgren et al. 2016; Makransky et al. 2017). VR offers educators and trainers a robust modality that can diversify training from on-site, physical simulators and machinery to fully virtual environments, enabling training from home or off-site locations with smaller physical footprints and maintenance considerations. VR also allows students to practice skills on their own time and at their own pace. Such off-site training can easily comply with COVID-19 precautions of the educational institutions and reduce the use of physical equipment among many students, adding an additional layer of social distancing while still maintaining a curriculum or training schedule. However, the benefits associated with using VR in educational environments will not be realized if students do not use them or utilize other training devices or simulators. The specific factors that drive students to use VR in a dynamic learning environment have not been widely studied (Chang et al. 2018; Lee et al. 2018b; Lin and Peh 2019; Sagnier et al. 2020). The technology acceptance model (TAM; Davis et al. 1989) may be used to understand how users come to accept and use a given technology, including in educational environments (King and He 2006). The TAM and its various extensions have been utilized to understand user perception of VR in different contexts, yet VR use in dynamic learning environments has received little attention (Huang 2020; Mahalil et al. [SEP] Justify:

Output: The text corroborates the claim by indicating that VR technologies are incorporated into educational programs to enhance the learning experience. It details how VR can improve engagement, facilitate interactive learning, and allow students to practice skills in a controlled environment. The mention of VR reducing error rates and enhancing knowledge further supports the claim that it is being used to enhance learning experiences in classrooms.


Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: Trip-level CPUE for bigeye, skipjack, and non-tuna species was positively correlated with El Niño conditions (significant for overall and two sub-periods) and negatively correlated with La Niña conditions (significant for skipjack and non-tuna). The negative correlation between trip-level CPUE for bigeye and La Niña was significant for 1991–2001 only. Relative to bigeye, opposite and significant correlations were observed for yellowfin and albacore for the whole study period and during some sub-periods. Correlation between CPUE for all species and ENSO periods followed the same patterns as the bigeye which represents the highest proportion of catches in a trip. Download: PPTPowerPoint slidePNGlarger imageTIFForiginal imageTable 1. Pearson correlation between trip-level CPUE by species and ENSO periods, 1991–2020, 1991–2001, and 2002–2020. Model. This study uses a regression model to examine the effects of climate change and variability on fishing trip distance, following a similar approach to Haynie & Pfeiffer [23]. They used cold pool size as the climate factor, whereas this study includes two climate variables that might affect trip distance in the model specification. The first one, monthly SST for the entire fishing ground of the Hawaii deep-set longline fishery, can estimate how changes in SST over time in the whole fishing ground could affect trip distance. The sector factor, ONI index, is included to examine how ENSO events could affect trip distance, as different tuna species respond differently to ENSO events. The advantage of using ONI as a continuous variable is its ability to capture the effect of variation in ONI on trip distance; a more severe ENSO event might have a greater effect on trip distance. Because CPUE for different tuna species had opposite effects during El Niño and La Niña conditions, ONI is modeled as a quadratic relationship with trip distance. & Pfeiffer [23], biological, regulatory, trip specific, and vessel specific factors that potentially could affect trip distance are also considered in the model specification. The final model specification (i. e. , what specific variables to include in the model) is determined based on the lowest Criterion (AIC), root mean squared error (RMSE), and mean absolute error (MAE). [SEP] Justify:

Output: The text contrasts the claim by illustrating that different tuna species respond differently to ENSO events, indicating that the impact of climate change is not uniform across all species. It mentions significant correlations between trip-level CPUE for various species and ENSO conditions, which demonstrate that the effects of climate change vary by species rather than being equal.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 따라서 기관 외부 어디서든 DBpia 개인계정 로그인 하시면일정 기간 동안 해당 기관의 구독 자료를 바로 이용 가능합니다. 단, 기관에 따라 내부에서만 이용가능할 수 있습니다. SNS 로그인을 사용할 수 있는 방법은 없나요? 도서관 사이트에서 기관인증하여 DBpia 사이트로 이동하신 경우에는NAVER(네이버) · Google(구글) · Kakao(카카오)의 정책으로 인하여 SNS로그인이 불가합니다. 이에 DBpia 회원가입 후 이용하셔야합니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses technical details about accessing a database and does not mention anything related to language, identity, or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: Before VR is incorporated into an educational program, educators and developers must understand the factors that motivate a student to use VR for learning purposes to encourage user acceptance and intention. The study is discerned from others by nature of the research context and technology being studied (i. e. , VR for dynamic learning) as well as the relationship among the factors. Those endeavoring to efficiently and effectively incorporate VR into a dynamic learning environment will find the results to be of interest. The study is especially relevant as institutions consider virtual learning options that meet training requirements while also enforcing safety precautions due to the ongoing COVID-19 pandemic. This study investigated the following research questions: (1) What factors influence students’ intentions to use VR technology for training? (2) How do these factors impact students’ intentions to use VR technology for training? (3) To what extent do these factors influence students’ intentions to use VR technology for training? This paper is organized as follows. First, background information, the research model, and the factors of the extended TAM are presented. The methodology of the study is then described, followed by the results of the study. Finally, the results are discussed, the research questions are addressed, conclusions are drawn, and implications and directions for future research are presented. 2 Background and research model2. 1 Virtual reality in dynamic learning environmentsVR is a 3-dimensional (3D) digital environment generated to create a fully immersive, realistic environment (Jerald 2016; Society 2017). This technology is being adopted in a variety of educational environments as a training device. VR in education and training provides the ability to train and practice while encouraging active learning, intuitive decision making, and engagement with a task (Jerald 2016). Numerous research studies demonstrate the benefits of using VR in dynamic learning environments. A study by Lin and Yeh (2019) found that spatial training and learning in VR can positively impact PEU, PU, intention, and perceived playfulness; their findings indicate that the interactive quality associated with learning in VR can positively impact the student’s desire to use the technology. Lindgren et al. (2016) found that students who learned using whole-body activity in the immersive environment had significantly higher learning gains, higher engagement with the subject, and a more positive attitude toward science when compared to students using a computer simulation. Makransky et al. [SEP] Justify:

Output: The text corroborates the claim by discussing how virtual reality (VR) is being adopted in educational environments as a training device. It highlights the benefits of using VR for promoting active learning and engagement, which aligns with the claim that VR technology enhances learning experiences in classrooms. Additionally, the mention of studies demonstrating positive impacts on learning gains and student engagement further supports the claim.