Input: Task: corroborate the claim using the given text. Claim: Space technology will make interstellar travel accessible within our lifetimes. [SEP] Text: And some viewed tachyons as faster-than-light solutions of Einstein's (SR). For, SR's Lorentz contraction factor [(1-(V/c)2]1/2 has real values only for speed V Light (STL). But, if multiplied by i = [-1]1/2 (imaginary unit), this factor becomes [(V/c)2-1]1/2 which has real values only for FTL speed. Figure 1 shows the plane of existence of ordinary x-ct space-time. This was with a vertical coordinate ikτ, which is orthogonal to those which describe space travel (x) and time travel (ct) of slower-than-light tachyons on an x-ct space-time plane of existence. And this x-ct plane is seen to be embedded in the volume of the higher-dimensional x-ct-ikτ realm rising above it. In addition to this invaluable concept, Minami studied its own navigation theory independently and proposed the Hyper-Space navigation theory using a space-time featuring an imaginary time [1-6] (Figure 2). Hyper-Space navigation theory using a space-time featuring an imaginary time offers a great promise to develop practical interstellar exploration. Although it seems to be similar in using imaginary time, it is based on a totally different theory from Tachyon. This proposed navigation theory is based on (not on General Relativity), that allows interstellar travel to the farthest star systems to be realized; and removes the present theoretical limitations to interstellar travel that arises from the extremely long time needed (the time paradox) according to Special Relativity. By the way, imaginary time is a difficult concept to grasp, and it is probably much difficulty that has caused most problems. How can imaginary time have anything to do with the real universe? has been working at developing equations that would tell us just what did happen when time began. The concept of imaginary time is related to the origin and fate of the universe. His theories use such concepts as imaginary time and singularities to unite relativity and quantum physics [10,11]. As to Feynman's sum over histories, to avoid some technical difficulties, one must use imaginary time. In real time, the universe has a beginning and an end at singularities that form a boundary to space-time at which the laws of science break down. But in imaginary time, there are no singularities and boundaries. [SEP] Justify:

Output: The text corroborates the claim by discussing the Hyper-Space navigation theory, which proposes a new framework for interstellar travel that could remove current theoretical limitations. It suggests that this navigation theory based on imaginary time may develop practical means for interstellar exploration, thereby supporting the idea that advancements in space technology could make such travel accessible in the future.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: Group prioritarianism: why AI should not replace humanity : orcid. org/0000-0002-6556-83481 560 Accesses 2 all metrics AbstractIf a future AI system can enjoy far more well-being than a human per resource, what would be the best way to allocate resources between these future AI and our future descendants? It is obvious that on total utilitarianism, one should give everything to the AI. However, it turns out that every Welfarist axiology on the market also gives this same recommendation, at least if we assume consequentialism. Without resorting to non-consequentialist normative theories that suggest that we ought not always create the world with the most value, or non-welfarist theories that tell us that the best world may not be the world with the most welfare, I propose a new theory that justifies giving some resources to humanity in the face of overwhelming AI well-being. I call this new theory, “Group Prioritarianism". Similar content being viewed by others Does the repugnant conclusion have any probative force? 2. Then, I will take this challenge head-on in Sect. 3 where I motivate and develop our welfarist theory. Finally, in Sect. 4, I will discuss objections to the view. Ultimately, my goal is not to argue that the best way to justify human survival is on welfarist grounds, or even that our particular welfarist theory is the most plausible out of all possible welfarist theories. Rather, my goal is to explore what a welfarist justification for human survival would look like, and to explore its motivations and implications. 2 Resisting replacementFirst, we’ll assume that supers require less resources to be sustained compared to a human, and so the same amount of resources used to sustain a human life can be used to sustain even more super lives. Secondly, let’s assume that these supers can enjoy more total well-being than a human possibly can (either because they can experience more subjective years of bliss within one objective year of “wall-clock time", or because they can instantiate states of well-being that are physically impossibly for humans to instantiate). To make things more concrete, let us also assume that for every unit of resources that could be used to sustain a happy human life, we can use that same amount of resources to sustain 10 super lives, each with 100 times more total well-being than the happy human life. [SEP] Justify:

Output: The text contrasts the claim by discussing the philosophical implications of AI's role in society and suggests that there are justifications for the survival of humanity in the face of potentially superior AI. Specifically, it introduces the theory of 'Group Prioritarianism' which argues for resource allocation that supports human survival despite AI's capabilities. This indicates a resistance to the idea of AI fully replacing humans, particularly in critical sectors like healthcare.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: b Effects of cell inoculum density and miniscaffoldin II length on CMC-galactose co-fermentation. The EBY100 strains co-expressing cdt-1, gh1-1, miniscaffoldin I*, miniscaffoldin II (CohII = 1–4), engy, and cbhb were usedFull size image Effects of inoculum density and miniscaffoldin II length on cellulosic ethanol production were then investigated. CMC (10 g/L) and galactose (20 g/L) were mixed as carbon source, and the yeast transformants without pre-induction were employed in single-step co-fermentation. After 6 days, the produced cellulosic ethanol was calculated based on the remaining galactose and the total ethanol generated. As shown in Fig. 5b, generally more cellulosic ethanol was produced by cells with a longer miniscaffoldin II, except for the higher inoculum density (A600 nm = 0. 50, 1. 00, and 2. 00) for which increasing CohII from 3 to 4 caused an obvious decrease in cellulosic ethanol production. Also, cellulosic ethanol production decreased sharply with increasing the inoculum density (A600 nm), probably because most galactose would be consumed before the expression of minicellulosomes was induced when more cells were present initially. The highest cellulosic ethanol produced from CMC reached 3. 29 g/L (A600 nm = 0. 1, CohII = 4). For A600 nm = 0. 1 and CohII = 2, the cellulosic ethanol production was ~1. 72 g/L, which was about 1. 54-fold of that produced from CMC by the same strain pre-induced with galactose even at a much higher density of A600 nm = 20 (Fig. 4c). Co-fermentation of cellulose and galactose for bioethanol productionSingle-step co-fermentation of cellulose and galactose by the yeasts co-expressing the cellodextrin pathway (cdt-1, gh1-1) and bifunctional minicellulosome (CohII = 4) was studied (inoculated at A600 nm = 0. 10). [SEP] Justify:

Output: The text is irrelevant to the claim as it focuses on the effects of inoculum density and miniscaffoldin II length on cellulosic ethanol production from CMC and galactose, without specifically addressing the design of bioengineered yeast for high yields of biofuels from sugars.


Input: Task: corroborate the claim using the given text. Claim: Space technology will make interstellar travel accessible within our lifetimes. [SEP] Text: However, by plunging into Hyper-Space featuring an imaginary time, i. e. a Euclidean space property, just 1. 3 years, not 410 years, have passed on the earth. There is no time gap and no twin or time paradox such as in Special Relativity. Additionally, a starship can travel to the star Sirius 8. 7 light years distant us in 0. 039 years (14 days). During Hyper-Space navigation of 14 days, just 0. 028 years (9 days) have passed on the earth. Figure 8 shows such a realistic method for the interstellar travel using Hyper-Space navigation system (i. e. , Time Hole; Figure 4). In order to reach the target star, the starship which left the earth at a velocity of approximately 0. 1c to 0. 2c moves and escapes completely from the (with Figure 8). After that, the starship is accelerated to nearly the speed of light in Real-Space and plunges into Hyper-Space at point A. In Hyper-Space, the time direction is changed to the imaginary time direction and the imaginary time direction is at right angles to real time. The course of starship is in the same direction, i. e. x-axis. With the help of Eqs. (5), (7) and (9), the crew can calculate the range by the measurement of starship time. After the calculated time has just elapsed, the starship returns back to Real-Space from Hyper-Space at a point B nearby the stars. Afterward, the starship is decelerated in Real-Space and reaches the target stars. It is immediately seen that the causality principle holds. Indeed, the starship arrives at the destination ahead of ordinary navigation by passing through the tunnel of Hyper-Space (Time Hole). The ratio of tunnel passing time to earth time is 1. 4:1 and both times elapse. Hyper-Space navigation method can be used at all times and everywhere in Real-Space without any restrictions to the navigation course. This implies that Real-Space always coexists with Hyper-Space as a parallel space. The factor that isolates Real-Space from Hyper-Space consists in the usual-experience "real time" of the former as opposed to the "imaginary time" characterizing the latter. And each space is isolated by the potential barrier (Figure 5). [SEP] Justify:

Output: The text supports the claim by detailing a theoretical method of interstellar travel using Hyper-Space navigation. It describes a scenario where a starship could reach Sirius, 8.7 light years away, in just 14 days due to the properties of Hyper-Space. The mention of practical calculations for navigation and the assertion that such methods could be used at all times and everywhere in Real-Space suggests that the technology could potentially make interstellar travel feasible within human lifetimes.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: They can at most say that each beneficent replacement fails to make the world better in one dimension, but they fail to say that each beneficent replacement won’t make the world better overall. So if we want to resist by adopting a Person-Affecting view, we need to opt for a Strong Person-Affecting view. On a Strong Person-Affecting View, is false because there is no person who is made better off with each replacement. In fact, Strong Person-would say that each of the \(X_i\) are incomparable to each other. To see why each of the \(X_i\) must be incomparable to each other, as opposed to being equally as good, consider, for example, \(X_1\) and \(X_2\). Suppose that “Super Siri" is a super that exists in \(X_2\) but does not exist in \(X_1\). Now consider \(X_2+\), which is exactly like \(X_2\) except that “Super Siri" has 100 times more well-being. Any plausible Strong Person-Affecting view would at least say that \(X_2+\) is better than \(X_2\) since there is a person in \(X_2+\) that is better off than in \(X_1\), and no one else is made worse off. There is only a pareto improvement in well-being from \(X_2+\) and \(X_2\). But if \(X_2+\) is better than \(X_2\), and \(X_2\) is equally as good as \(X_1\), then \(X_2+\) must be better than \(X_1\), which contradicts Strong Person-Affecting views since no one is better off in \(X_2+\) than in \(X_1\). So if one wants to adopt a Strong Person-in this context, one must adopt a very strong one such that any two differing populations must be incomparable to each other. A view similar to this has been defended by Ralf and Bader (2022). Footnote 7Now, Strong Person-are very strong indeed, and one might balk at the idea that any two differing populations must be incomparable. [SEP] Justify:

Output: The text contrasts the claim by discussing the complexity and nuances of evaluating person-affecting views in relation to AI replacements. The argument suggests that simply replacing individuals with AI (e.g., 'Super Siri') does not guarantee an overall improvement in well-being or replace the human experience effectively. This implies that while AI can enhance certain tasks, it does not support the claim that AI will completely replace healthcare workers without resulting in some detriment.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: 09 g/L (~10. 9 %) was from PASC (Fig. 6b). PASC was mostly consumed during the period from 40 to 80 h, and ~25 % (2. 5 g/L) was degraded. Apparently, PASC (amorphous cellulose) was more difficult to be degraded and used by the engineered yeasts than CMC (soluble cellulose). Nevertheless, the specific ethanol productivity from PASC still reached ~56. 37 mg cellulosic ethanol/g cell·h, which was only ~10 % lower than that with CMC. However, co-fermentation of Avicel and galactose with the yeast EBY100 (cdt-1, gh1-1, celccd, cbhb) did not show any significant cellulosic ethanol production (data not shown). Fig. 6Kinetics of co-fermentation of galactose and CMC or PASC. a CMC-galactose mixture and cell-displayed minicellulosome (CohII = 4, engy, cbhb, cdt-1, gh1-1). b PASC-galactose mixture and cell-displayed minicellulosome (CohII = 4, celcca and CA_C0911, cdt-1, gh1-1). c CMC-galactose mixture and cell-free minicellulosome (docCipA was removed, CohII = 4, engy, cbhb, cdt-1, gh1-1). The cell inoculum density was A600 nm = 0. 10. Galactose (solid line with open square), total ethanol (solid line with filled square), cellulose (solid line), and cellulosic ethanol (dash line). d Growth kinetics of the fermentations shown in (a) (solid line with filled star), and (c) (dash line with open triangle)Full size image To check if surface attachment of minicellulosomes on yeast cells would enhance cellulose utilization because of the enzyme-cell proximity effect [31], we removed the C-terminal docCipA from miniscaffoldin I* so that the produced minicellulosomes could not bind to miniscaffoldin II. As shown in Fig. [SEP] Justify:

Output: The text does not provide information specifically related to the capability of bioengineered yeast to produce high yields of biofuels from sugars. Instead, it focuses on the degradation and utilization of specific substrates (PASC and CMC) by engineered yeasts and mentions specific ethanol productivity. Therefore, the content is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Space technology will make interstellar travel accessible within our lifetimes. [SEP] Text: The depth of the transits provides a measurement of the radius of the planets, which are similar to Earth (b, c, e, f, g) or Mars (d, h) so they range from 75% to 110% the size of Earth. This exoplanet system at 40 light-years from Earth seems to be relatively close to us, but we cannot go to there due to lack of advanced propulsion system and navigation system. We need the practical space travel means which combines both space propulsion theory with space navigation theory. As described above, a plunging into Hyper-Space characterized by imaginary time would make the interstellar travel possible in a short time. We may say that the present theoretical limitation of interstellar travel by is removed. The Hyper-Space navigation theory discussed above would allow a starship to start at any time and from any place for an interstellar travel to the farthest star systems, the whole mission time being within human lifetime (Figure 11). [SEP] Justify:

Output: The text corroborates the claim by discussing advancements in space propulsion and navigation systems that could potentially make interstellar travel possible within a human lifetime. It emphasizes the need for practical space travel means and suggests that theoretical limitations for such travel are being addressed, specifically mentioning the 'Hyper-Space navigation theory' which could allow for missions to distant star systems within a human lifespan.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: Value views have their own problems, and indeed, any view that rejects the has to pick from a wide array of unattractive features (Arrhenius, 2000). So another way to respond to our problem is to embrace the result that we should benefit over The Masses. After all, from the perspective of insects, they are the Masses and humanity is The Few. If we concoct a view that systematically benefits over The Few, then it may be the case that all human resources should go to benefiting insects instead (or perhaps to a swarming population of AI that have even less well-being than an insect. ). Then again, any view that always benefits over would be to our disadvantage once the first supers come into existence. For from their perspective, they are and we are The Masses. Thus, humanity is in an awkward position. Views that seek to increase the population of groups with the highest average well-being would result in humanity being crushed by the overwhelming demands from above (i. e. we should give everything to supers). And views that seek to do everything to increase the welfare of groups with the lowest average well being would result in humanity being crushed by the overwhelming demands from below (i. e. we should give everything to insects). I think the view sketched in this paper is a reasonable middle ground. The view may at times give us unintuitive consequences—but sacrifices must be made for the sake of human survival. 5 ConclusionIf super-beneficiaries ever come, the question about whether the human species should be replaced will be the most important question humanity will have to answer. It is no help that all welfarist axiologies until now advocate for human replacement. For this reason, defenders of humanity may think that there are more goods in this world than just welfare, and that diversity is one of them. In this paper, I accommodate this intuition that diversity is valuable without positing diversity as a value. In the axiology developed here, distributions of resources over diverse groups are valuable because well-being is more valuable when given to less well-off groups. In many ways, however, the view developed in this paper is under-specified. What is presented here is instead a general axiological framework that is capable of resisting Beneficent replacement. [SEP] Justify:

Output: The text contrasts the claim by discussing the philosophical implications and ethical considerations regarding the potential replacement of humanity by 'super-beneficiaries' or AI. It suggests that the idea of replacing humanity is a significant and complex issue, emphasizing that welfarist axiologies advocate for human replacement. Furthermore, it touches on the necessity of finding a balance that avoids both extremes of benefiting the highest and lowest welfare groups, particularly pointing out the existential risks facing humanity. This indicates that the outright replacement of healthcare workers and humanity by AI is a controversial and not straightforward conclusion.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: 6c, the cellulosic ethanol produced from CMC was 2. 33 and 3. 21 g/L CMC still remained unused after 128 h. The corresponding specific productivity was ~33. 34 mg cellulosic ethanol/g cell·h, a ~ 46. 7 % decrease compared to yeasts with surface-displayed minicellulosomes, although both yeast strains had comparable growth in the co-fermentation (Fig. 6d). DiscussionBecause S. cerevisiae does not have active cellodextrin transporters, the previously reported cellulose-utilization systems in cellulosome-engineered S. cerevisiae required extracellular β-glucosidase, and cellulose must be hydrolyzed into glucose before uptake. The major drawbacks of those systems for cellulosic ethanol production were: (i) Glucose inhibition on extracellular cellulases was unavoidable, resulting in inefficient cellulose hydrolysis. (ii) Carbon catabolite repression induced by glucose prohibited cells from co-utilizing other sugars. Here, we demonstrated the successful combination of a two-scaffoldin-based cellulosome with an intracellular cellodextrin pathway in S. cerevisiae to mimick the natural cellulose-utilization system in C. thermocellum and overcome the problems mentioned above. This cellulose-utilization system has never been reported for yeast. In S. cerevisiae, galactose metabolic genes (GAL genes) are induced by the activator Gal4p in response to galactose but repressed by Mig1p when glucose is present. Even after GAL pathway induction, competitive transport of galactose and glucose is inevitable, because the majority of galactose is imported through the Gal2p transporter, which transports both galactose and glucose with high affinity [25]. In our work, galactose was not only an extra carbon source that could ensure cell division and proliferation, but also the inducer of strong GAL promoters for minicellulosome assembly. Yeast display of minicellulosomes usually took >40 h [9–12], thus only galactose could be metabolized at the beginning of the co-fermentation. [SEP] Justify:

Output: The text is irrelevant to the claim as it primarily discusses the technical aspects of cellulosic ethanol production in Saccharomyces cerevisiae, focusing on specific metabolic pathways and challenges without directly addressing or supporting the notion that bioengineered yeast can produce high yields of biofuels from sugars.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: Search Publicationssearch Skip main navigation-racismClimate and HealthCommunity EngagementDiversity, Equity, and -CareOpioids, Addiction, and 4, 2021Triggered by Wildfire: A Case to 1,∗, 1, 2 Japhia Ramkumar, MD1,∗ Professor, Department of Medicine, University of of Medicine at Urbana E-mail Address: [email protected] 10. 15766/mep_2374-8265. 11063 1. Demonstrate the importance of being a climate-aware provider. 2. Demonstrate increased knowledge of climate change and its health risks and impacts. 3. Determine relevant information from a patients' history and physical exam to recognize health impacts of climate change. 4. Develop awareness of the importance of environmental risks and ways to address and mitigate health impacts of climate change. change presents unprecedented health threats that demand attention from the medical community. According to the Organization, “Climate change is the greatest threat to global health in the 21st century. ”1 Heat waves and extreme environmental conditions result in population displacement, expanded infectious and vector borne illnesses, lost property, and interrupted access to resources contributing to physical and mental illnesses. Climate change also affects social determinants of health such as air and water quality and food security, with disproportionate impacts on vulnerable populations, including children, elderly, and those who are economically disadvantaged, thus increasing health disparities. Finkel writes, There is a growing realization that as we prepare medical students to enter the profession, it is imperative that they graduate with an understanding of the implications of climate change/planetary health on the physical and mental health and well-being of their patients. 2 Changes in the climate system are happening now. Hence, there is an urgency to train climate-aware providers who will be at the forefront of patient care in managing the health impacts of climate change. While medical school curricula cover the diseases and symptoms that are linked to environmental threats, medical professionals generally are not trained to consider climate change impacts in patient encounters. This may be due to overloaded curricula or students already being taught about various disease states that are worsened by environmental factors. However, there is a need to focus on making the connection of human health to environmental challenges brought on by climate change. Several medical schools are incorporating climate change into their curricula. [SEP] Justify:

Output: The text corroborates the claim by stating that several medical schools are incorporating climate change into their curricula. This indicates that there is an ongoing integration of climate change topics within educational settings, specifically in medical education.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: 1 IntroductionIt is generally assumed in AI research that there are no “in principle” or a priori limitations about the applications and range of AI. In contrast, we argue that empathic AI is impossible, immoral, or both. Empathy is an in principle limit for AI. While the current argument is likely to generalize to other professions that rely on empathy, our attention here is confined to outcomes improved by empathy in clinical medicine and why AI cannot achieve these. Thus, our argument is not dependent on practical considerations and is limited in scope. Since it is an in principle problem, considerations about architecture, design, computer power or other pragmatic issues are not helpful in addressing it. But given that we consider primarily the area of patient care, rather than other aspects of medical applications of AI such as diagnostics, resource optimization or data gathering, in which AI has enormous potential for improving medical services, the difficulty we present does not amount to a categorically general objection to the use of AI in medicine. The problem we present centers on the notion of empathy. As has been clarified recently in the literature,Footnote 1 various definitions of empathy in the literature emphasize three key components of empathy: (i) emotional empathy; (ii) cognitive empathy; and (iii) motivational empathy. Emotional and motivational empathy can be viscerally or biologically associated by experiencing emotions that lead to empathic concern for others, motivating us to offer help. Cognitive empathy, by contrast, is very different, because it allows us to detect or recognize the emotional mental states of conspecifics by representing their situation, thereby allowing us to identify salient interpretations of their emotions based on features of their expressions. Doing so can also lead to motivational empathy (offering help), but for quite different reasons, including manipulative ones. In fact, psychopathic patients are very good at cognitive empathy while lacking completely the remorse associated with emotional empathy. If we create AI that is very good at cognitive empathy but which is incapable of emotional empathy, are we creating “psychopathic” and potentially inhuman machines? This paper argues that this is a risk that must be examined and considered very seriously. We provide a more rigorous definition of these kinds of empathy by distinguishing two possible types of simulated empathy in AI applications. [SEP] Justify:

Output: The text contrasts the claim by stating that while AI has potential in areas such as diagnostics and resource optimization, it cannot achieve empathic functions critical in healthcare. It emphasizes that empathic AI is impossible or immoral, arguing that empathy is a fundamental limit for AI in patient care. This suggests that AI cannot fully replace healthcare workers, particularly in roles requiring empathy, thus countering the assertion that AI will replace all healthcare workers.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: AbbreviationsCBP: consolidated bioprocessing CMC: carboxymethyl cellulose PASC: phosphoric acid-swollen cellulose EG: endoglucanase CBH: exoglucanase BGL: β-glucosidase GFP: green fluorescent protein DSMZ: von Mikroorganismen und Zellkulturen ATCC: : Luria–Bertani IPTG: isopropyl-β-d-thiogalactopyranoside YNB: yeast nitrogen base SC: synthetic complete PBS: phosphate-buffered saline BSA: bovine serum albumin α: enhancement coefficient F SU : the GFP displayed on the EBY100 surface F IN : the GFP localized in the cell cytoplasm F*: the total fluorescence intensity of the yeast cells suspended in PBS (A600 nm = 1) with enhancer treatment F: the total fluorescence intensity of the yeast cells suspended in PBS (A600 nm = 1) without enhancer treatment DNS: 3, 5-dinitrosalicylic acid α-factor: a yeast secretion signal CohII: type II cohesin domain ScaII: miniscaffoldin II His-ScaII: His-tag-fused ScaII His-EngY: His-tag-fused EngY His-cbhB: His-tag-fused cbhB LPMOs: lytic polysaccharide monooxygenases CDHs: cellobiose dehydrogenases 60. 33. 3. 3490. 83. 88. 8153. 12. 60. 5. 21. 84. 20. 89. 14. 81. 28. 61. CAS 54. 5. CAS 9. 6. 9. 5. 41. 9. 8. 1. J Bacteriol. 2007;189:7127–33. 77. 64. 9. 64. 9512. 45. 9. 14. 1. Supplementary figures, tables and sequences. A file containing all the supplementary figures, tables and sequences referred to in the text. Rights and permissions This 4. 0 ( which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the license, and indicate if changes were made. [SEP] Justify:

Output: The text is irrelevant to the claim as it contains a list of abbreviations and terms related to bioprocessing without providing any information on bioengineered yeast or its ability to produce biofuels from sugars.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: Examples include the University of Francisco (UCSF), which has an inquiry course exploring the link between climate change and health. 3 Iof Medicine at Mt. Sinai, has developed content on climate-related health problems which have been incorporated into several courses for first- and second-year medical students. 4 According to the editor of MyGreenDoctor. org, Dr. Todd Sack, other schools have a climate change education process underway, though many very preliminarily as he explains, “Very few medical students or practicing physicians are receiving the information that they will need during their careers. ”5 This gap is also demonstrated in the findings of the of Medical Students' Associations. They found that only roughly 16% of their faculties had climate health integrated in the curricula. 6 Additionally, a recent survey of institutional members of the on Climate and found that, Most respondents have encountered challenges in trying to institute climate-health curricula, and the two most cited issues are lack of available staff time (41%) and funding/time to support its development (34%), followed by competing institutional priorities/politics (31%). 7 Our national professional organizations also support endeavors to include climate-related health education in curricula. In 2016, a position paper from the of Physicians included language that supported physicians and the broader health care community throughout the world to educate the public, their colleagues, and communities about health risks posed by climate change. 8 (AMA) adopted climate change educational policy in 2019 that pledged to promote education for medical students and physicians on health threats from climate change as well as supported a resolution to expand this training. Specifically, the AMA supports, …[E]ducating the medical community on the potential adverse public health effects of global climate change and incorporating the health implications of climate change into the spectrum of medical education, including topics such as population displacement, heat waves and drought, flooding, infectious and vector-borne diseases, and potable water supplies. 9 These domains provide a platform for a spectrum of offerings including individual courses and a longitudinal thread to stand-alone experiences. Additionally, the instructional strategies can range from demonstrating specific core competencies to a more general introduction to the climate crisis and its multiple public health impacts. Despite these positive movements, there remains a lack of experiential opportunities for medical students to explore the link between health and climate change, in particular integration into simulation. [SEP] Justify:

Output: The text corroborates the claim by providing specific examples of institutions like the University of Francisco and Mt. Sinai, which have incorporated climate change into their curricula. It discusses the emphasis on climate-related health issues in medical education and mentions the support from professional organizations, such as the AMA, to educate students about the health risks associated with climate change. While it acknowledges challenges in broader implementation, the overall message supports the integration of climate change topics into scientific and medical education.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: Finally, while a comprehensive analysis of empathy and its relation to care may require a more thorough discussion of the nature of emotions and their relation to intentional action and rationality, the present discussion concerns the specific use of AI in medical care settings in which experienced empathy is essential. Therefore, a circumscribed and qualified approach suffices and in any case, delving into the philosophy of emotion and intentional action would lead us astray from our main goal. We focus on a classification of empathy in AI medical care situations to provide a clear basis for our argument, which is that in these settings, the lack of genuine or experienced empathy presents an in principle problem for the use of AI-simulated empathy, thereby creating risks in patient care that should be avoided for moral and legal reasons. 2 AI and experienced empathyHaving clarified the nature and scope of our argument, let us grant that AI will eventually simulate many forms of thought, skill, and cognition, including emotional reasoning. Like Moravec’s paradox, most problems about AI development are conceived as hurdles that scientists will eventually solve. Some authors consider some challenges about moral machines as already addressed in systems that represent the satisfaction of goals without much autonomy, and as part of a larger AI project of developing more morally sensitive and autonomous AI. Footnote 2 Although some authors are more optimistic than others, and the range of issues about AI risk and value alignment are multiple,Footnote 3 there is consensus that there is no fundamental and insurmountable limitation for the development and application of AI in multiple fields, including morality. Here, we argue that there is at least one a priori limit in the application of AI: empathy, specifically in the field of medical care. Machine interactions in hospitals and similar care-based situations can achieve some neighboring phenomenon, but cannot, in principle, achieve empathy. Clinical empathy, the use of empathy by nurses, doctors, therapists, etc. is emotion-guided imagining of what a particular moment, or slice of life (a time-slice or segment of one’s life), feels like or means to the patient. The moment might be receiving a difficult cancer diagnosis. The slice of life may be going through a difficult post-surgical recovery. [SEP] Justify:

Output: The text contrasts the claim by arguing that AI cannot achieve genuine empathy, which is crucial in medical care settings. It states that while AI might simulate certain cognitive functions, it fundamentally lacks the ability to provide the emotional understanding required in healthcare interactions, such as cancer diagnoses or post-surgical recoveries. This indicates that AI cannot fully replace healthcare workers, as the text emphasizes the indispensable role of human empathy in patient care.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: Moreover, various nitrogenous compounds may serve as nitrogen sources (e. g. , urea, formamide, ethanolamine, and most amino acids), both carbon and nitrogen sources (e. g. , adenine, acetamide, uric acid, putrescine, and some amino acids) [6, 7], or an energy source via nitrate reductase [8]. Second, B. adeninivorans exhibits extremophilic traits, such as halotolerance, osmotolerance, and thermotolerance. This last characteristic is particularly interesting, as only a few yeasts, especially few biotechnological yeasts, have been found to grow at temperatures over 40 °C [9, 10]. Indeed, B. adeninivorans is able to grow at up to 48 °C [11] and survive a few hours at 55 °C [12]. In addition, as shown in the case of the LS3 strain, temperature can induce a reversible developmental state, with the cells being mainly in the yeast form at lower temperatures and (pseudo)hyphae forms at higher temperatures (above 42 °C) [11]. Third, with an eye towards metabolic engineering, valuable information has been brought to light by sequencing of the complete genome of LS3 [13] and integrative plasmids and recipient strains for genetic engineering have been developed [14]. The small size of the haploid genome of this yeast (11. 8 Mb) is an additional advantage for gene function studies or chassis strain development for various applications. Blastobotrys adeninivorans has earned its stripes as a biotechnological yeast mainly after being engineered in the laboratory of Kunze. It has been engineered for diverse applications, such as for a biosensor, a platform for protein expression, and a solventogenic yeast for butanol production [14]. Efficient cultivation in bioreactors has also been achieved, with Stöckmann et al. reporting a biomass titer of 240 g/L under pressure [15]. The ability of B. adeninivorans to produce lipids has been rarely reported in the literature. Strain LS3 was included in an assay to monitor lipid bodies by impedance spectroscopy a decade ago [16]. More recently, Olstorpe et al. [SEP] Justify:

Output: The text passes in relevance to the claim because it does not directly address the ability of bioengineered yeast to produce high yields of biofuels from sugars. Instead, it discusses the nitrogen sources for yeast, the extremophilic traits of the yeast B. adeninivorans, and its applications in biotechnology, including butanol production. However, it does not provide specific information about the production of biofuels from sugars, making it irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: Learn to Lead: that Download book PDF Download book 13 & Margaret Wang13 Part of the book series: in Outdoor and ((IEOEE)) 5680 Accesses 2 2. 1 IntroductionImagine a group of ninth-grade students on a class trip, walking around the neighborhood of their school. The school is called Al Taqwa, and it is located in Rahat, a predominantly Bedouin city in the Negev desert of southern Israel. As the students explore the neighborhood, their assignment is to pay attention to any environmental problems they notice and take pictures of evidence related to those problems. Some students smell the toxic scent of burning plastic and they notice smoke rising from a pile of trash near the street. They snap several photographs before continuing on. After returning from the trip, the teacher facilitates a discussion that engages the students in analysing the causes of the problems they observed. In the example of the burning garbage, the students explore how they might personally contribute to the problem by purchasing food and other items with plastic packaging. Then, they expand their analysis to consider the functions of the local and national government in managing waste. Questions are also raised with regard to the role of culture, highlighting the fact that burning waste was a common practice in Bedouin society with a history that extends back to a time when all the waste was organic. As the web of cause and effect grows increasingly complex, the class begins to incorporate causal diagrams to organize the information, and they start to construct maps of the different stakeholders involved. In this course, the goal is to enable students to conceptualize and help address climate change problems in the region – problems associated with heat waves, droughts, dust storms, soil degradation, changing precipitation patterns and dryland water scarcity. The teachers, are incorporating our high school Leadership curriculum to equip and motivate students to affect change. curriculum is designed to integrate disciplinary concepts and process-based skills associated with defining problems, gathering evidence, generating solutions, synthesizing the possibilities for action, drawing conclusions with regard to the best way forward, communicating the results of the process and taking action. Throughout the curriculum, there are opportunities for students to practice empathy, systems-thinking, media literacy, and collaboration as they engage in projects connected to climate change. Clear standards, units, and lesson plans combined with an accompanying project-based assessment open possibilities for teachers to integrate the curriculum in a wide variety of ways. [SEP] Justify:

Output: The text corroborates the claim by providing a detailed example of a curriculum that integrates climate change topics into classroom activities. The teacher facilitates discussions about environmental problems, including those related to climate change, and encourages students to analyze their contributions and possible solutions. The curriculum aims to equip students with skills to engage with climate change issues through empathy, systems-thinking, and project-based assessments.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: The clinician’s ability to experience empathy in real time by resonating with a patient’s emotional shifts while imagining what the situation is like from inside the patient’s perspective (as-if in the subject position of the experience) enables not only more meaningful but more effective medical care for at least three reasons. Getting an accurate history is crucial for medical diagnosis. Did the patient first feel physically exhausted and then, when unable to work for a while, become depressed? Or did she feel exhausted every morning when thinking about depressing aspects of life and then lose her motivation to work? Replicated empirical studies show that patients disclose their histories selectively to physicians according to how emotionally attuned and empathic in real time they perceive their physician to be. Footnote 4 Studies show that they do not reveal information at first, but give emotional hints—saying that “my headache just kept coming back” with a lot of anxiety, till they sense that their physician is resonating with the importance of this moment in their story. When they sense this attunement, they reveal information, when they don’t, they don’t disclose. Footnote 5Second, effective medical care depends on patients adhering to treatment—the biggest cause of poor results in medicine (for people with access) is that approximately half of medical recommendations including prescriptions are not followed or taken as prescribed. The biggest predictor of adherence to treatment is trust in the physician, and it turns out that a major predictor (in some studies, the biggest predictor) of trust is the patient’s perception that the physician is genuinely worried when they talk about something worrisome, that the physician is empathically accompanying them in real time. Footnote 6Third, a big part of medical care is helping patient’s cope with bad news and regain agency to take necessary next steps to help themselves. Oncology patients who sense that their physician was empathizing with them when discussing their cancer diagnosis cope better, seeking treatment and support groups more actively than patients who did not feel so accompanied and had longer periods of confusion and anxiety after receiving difficult information. Footnote 7Note that all three of these benefits are based on the patient’s experiencing the clinician’s occurrent empathy in real time. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the unique skills of healthcare workers, specifically the ability to provide real-time empathy and emotional support to patients. It explains that effective medical care relies heavily on the clinician’s capacity to understand patient emotions and build trust, which are critical for successful treatment compliance and patient coping mechanisms. The narrative details how patients disclose their histories depending on their perception of their physician's empathy, suggesting that the human element in healthcare is irreplaceable by AI.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: Depending on the strain, biotechnological processes should be fine-tuned to prevent excessive excretion of citric acid, which competes with lipid production in the presence of excess carbon, and strong filamentation, which depends on multiple parameters (dissolved oxygen, medium composition, and initial carbon concentration, etc. ) and may alter the process of lipid production and its yield [30, 31]. None of these species has been reported to grow at temperatures above 37 °C, though some thermotolerant strains may have been isolated. An R. toruloides DMKU3-TK16 mutant obtained through an adaptive breeding strategy can store lipids at approximately 14% DCW at 37 °C [32]. However, working at upper temperatures could provide specific advantages for compound solubilization (e. g. , FA), help to minimize the costs of cooling of bioreactors and facilitate consolidated bioprocesses. These processes are considered to be relevant at a temperature around 50 °C as microbial enzymes involved in the degradation of hemicellulose/cellulose or starch have been generally described to have optimal temperatures above 40 °C, up to 60 °C [10, 33, 34]. The upper permissive temperature for growth of eucaryotes has been considered to be near 60 °C [35], far below that of eubacteria and archae. Relatively few thermophilic fungi were found to grow at elevated temperatures, optimally around 55 °C, and tolerated up to 61 °C [36, 37]. Some of these (not yeast-like) fungi might be useful bioconverters of lignocellulosic residues into sugars [37]. Yeast species comprising strains able to grow at temperatures up to 45 °C were listed in a specific survey by Robert et al. in 2015 [9]. Among the 28 most thermotolerant species, two are well-known for different applications not related to lipid production, Ogataea (Hansenula) polymorpha and Kluyveromyces marxianus [38]. Few others were reported with a lipid content over 20% DCW in screening studies, such as Kodamaea ohmeri [39] and Kurtzmaniella cleridarum [40]. We are not aware of studies concerning lipid accumulation at high temperatures, except for K. marxianus. The potential of K. [SEP] Justify:

Output: The text discusses the optimization of biotechnological processes for lipid production in yeast, focusing on various strains and their growth conditions. However, it does not provide any evidence or insights specifically related to bioengineered yeast producing high yields of biofuels from sugars. Instead, it mainly addresses temperature tolerances and lipid accumulation without connecting these factors to biofuel production. Therefore, the text is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: We recognize that, in order for a curriculum to be effective, it needs to be accompanied by a strong implementation plan, and we are currently working with educators like Fareed to develop these plans for a variety of contexts. Ultimately, this approach to innovation in education is operating from a professional perspective that focuses on supporting the development of the capacity of teachers and school leaders to affect change (Reimers 2020). If we can build a network of teachers and school leaders interested in implementing the Leadership curriculum and we can identify the customized support necessary for successful implementation, then the participating teachers will be able to enable climate change leaders in the new generation. We specifically focus on the development of a particular curriculum and its implementation because, in the context of Israel, there have been 17 reform initiatives in the past 30 years. If the curriculum were connected to a large scale reform, it could be more likely for it to be implemented in schools only so long as the initiative lasts, undermining the potential for longer-term integration of the curriculum. In the first part of this 2. 2 Analysis of Curricula2. 2. 1 with Curricula in Israel, Jordan, and PalestineIn Jordan, Palestine, and Israel, the governments have acknowledged the need for enhanced climate change education due to the region’s semi-arid climate. More specifically, climate projections for the region include a rise of 3 °C (4 °C in Jordan), 10–30% decrease in precipitation (60% for Jordan), seawater level rise of 10 mm leading to land loss, and an increase in extreme weather events including floods, droughts, and heat waves (EcoEast 2019). These environmental fluctuations threaten food, energy, and national security. The impacts of climate change are further amplified by the region’s influx of refugees and inter-state conflicts. In this particular region, we chose to focus on a formal education initiative due to the sheer number of students in secondary schools. This may not be the case in many other regions as explored in Chap. 4, Haiti, and Chap. 5, Pakistan. As such, curriculum can be a powerful tool in implementing change in the formal education space and thus, affecting a large student population. In Israel, the secondary school net enrollment rate is around 98% with around 820,000 students in the formal secondary system; in Jordan, the rate is 80. 86% with around 790,000 students; in Palestine, the rate is 50. [SEP] Justify:

Output: The text corroborates the claim by discussing the acknowledgement from governments in the region, including Israel, Jordan, and Palestine, about the need for enhanced climate change education in schools. It specifically points out the goal of developing curricula to enable 'climate change leaders in the new generation,' indicating an integration of climate change topics into formal education.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: They are not about whether the physician is highly knowledgeable about human behavior and good at predicting what certain people will do; while such knowledge and predictive abilities might have value in healthcare as well, and for that matter, might be exactly what AI systems can provide, this is not what was proven to improve outcomes in medical practice. These are virtues of attention that result in genuinely empathic interactions. Successful empathic communication manifests the skills and autonomy of agents—it is not accidentally the case that they empathize with each other; they empathize because they consciously practice empathic attention. Footnote 8 They know through their shared experiences what is salient in a situation and use their attention to virtuously select only what should be salient from an information set that contains a large amount of information that is not relevant to a specific situation. Moravec’s paradox (1988) states that abstract and complex thought is easier to program than the easiest of motor skills. This has proven to be a fundamental challenge in robotics and AI in real, dynamic environments. This is not very surprising. Dexterous behavior has, after all, evolved through millennia of evolution, while the so-called “abstract thought” may be the result of the very recent ability humans have to express themselves linguistically. Here, we argue that the prospects for empathic AI face even greater challenges than Moravec saw for dexterous behavior. While relatives of empathy (compassion, sympathy) might be reproducible in AI systems and have some benefit in clinical settings, when empathy is properly understood it is clear that the capacities that manifest empathy are not capacities that any AI system can manifest. However, our criticism is consistent with the distinctions mentioned above, and therefore, we are not arguing that AI cannot possibly achieve any cognitive capacities concerning empathy. In particular, AI may be quite good at cognitive empathy. It could accurately represent emotions (although this would be no trivial task) and properly relate situations with desired outcomes. However, because of the incapacity of AI to have emotional or experienced empathy, considerable risks regarding manipulation and unethical behavior need to be avoided, similar to the risks associated with psychopathological patients. Below, we introduce the notion of “empathy*” which could be considered a kind of cognitive empathy that is also insufficient for experienced empathy in medical care settings. TurkleFootnote 9 has presented this problem as a slogan: simulated intelligence may be intelligence, but simulated emotion cannot be emotion. [SEP] Justify:

Output: The text contrasts the claim by arguing that while AI may achieve some capabilities related to empathy, such as cognitive empathy, it lacks the capacity for emotional or experienced empathy, which are critical in healthcare settings. The text emphasizes that these dimensions of empathy are necessary for effective patient care and cannot be replicated by AI. It further suggests that the complexities involved in human interactions and the challenges inherent in programming empathy into AI systems indicate that AI will not be able to fully replace healthcare workers.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: However, as expected, it strongly relied on a low-nitrogen concentration when glucose was the sole substrate (Fig. 1a). When the exogenous FA C18:1 was provided, the FA profile of the strain was enriched in C18:1 (Fig. 1b), suggesting entry of the FA directly into the storage pathway. staining showed storage to occur in the form of neutral lipids in lipid droplets in both cases (Fig. 1c). Our results show that strain LS3 has a good natural capacity for both lipogenesis and lipid accumulation upon FA uptake; in reaching approximately 30% DCW as lipids from glucose, it may be qualified as oleaginous. Fig. 1Effect of limiting nitrogen on the synthesis and accumulation of lipids in strain LS3. LS3 was cultivated for 72 h in YNB-based medium with carbon source at 30 g/L. The concentrations of 5 g/L and 0. 75 g/L NH4Cl led to a C/N ratio of 90 and 60, respectively, for cultures in glucose (G) and to a C/N ratio of 16 and 106, respectively, for cultures in a mixture of oleic acid and glucose (AO + G). a Cell density is expressed as OD600 (white bars) and total lipid content as the percentage of dry-cell weight (black bars). Average values and standard deviations (n = 2) are shown in the histograms. b Relative proportion (%) of main FAs in each FA profile. c -stained lipid droplets in cells sampled from low-nitrogen cultures in glucose (left) or in the presence of oleic acid (right)Full size image The genome of strain LS3 encodes a putative ATP citrate lyaseThe complete genome sequence of LS3 (first identified as B. adeninivorans, then reassigned to B. raffinosifermentans; see below and Table 1), already recognized to be of biotechnological interest, was published a few years ago [13]. We searched the genome for potential “markers” of oleaginicity by mining the genome of LS3 for specific genes involved in lipid metabolism, using proteins of Y. lipolytica as a query (Table 2). [SEP] Justify:

Output: The text does not address the claim directly. It discusses the characteristics of strain LS3 regarding lipid metabolism and accumulation under specific growth conditions but does not provide evidence or insights related to the production of biofuels from sugars by bioengineered yeast.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: 86% with around 750,000 students (of Statistics 2020). Furthermore, there is already some sort of precedence of teaching about climate change within the formal education system. In the Jordanian high school curriculum, “and Environment” is a separate subject studied by most public high school students that combines knowledge, skills, and behavioral domains. The curriculum also teaches students how to collect environmental information in their community and integrate it into civic action campaigns for awareness and advocacy. However, while the textbooks give instructions regarding how to apply environmental literacy to informed action, teachers and students do not necessarily have the knowledge and skills to conduct these projects (Al-Newashi 2002, p. 48). The formal high school system in Palestine faces comparable issues. Palestine also has environmental education as a mandatory subject between seventh and tenth grade. Nevertheless, an in-depth analysis of their main environmental education topic “of Health and the Environment” reveals that while the curriculum addresses awareness and investigative skills, it is lacking in building major ecological concepts and applying their knowledge through positive environmental actions (Karama 2016, p. 14–17). In contrast to mandatory environmental education in Palestine, in the Israeli high school system, education related to the environment is not compulsory and is only offered to students who major in “Environmental Sciences” or “Earth and Environmental Sciences. ” The “Environmental Sciences” curriculum has not been significantly updated since 1983 and it is mostly focused on students studying ecology. While students do have the option of selecting environmental ethics or environmental planning and management as a study unit, this constitutes a small population (Sagy and Tal 2015, p. 69). On the other hand, the “Earth and Environmental Sciences” curriculum is more aligned with climate change education as it focuses on “developing environmental insight” through systems-thinking (Sagy and Tal 2015, p. 70). However, since it is a new course, few students are exposed to this style of environmental education. In total, less than 10% of Israeli high school pupils are exposed to environmental education (Sagy and Tal 2015, p. 71). Since 2004, there have been initiatives spearheaded by the Ministry of Education and the Ministry of to certify “Green Schools” based on a review of environmental practices of the school and environmental education curriculum. [SEP] Justify:

Output: The text corroborates the claim by outlining how different regions, such as Jordan and Palestine, have incorporated climate change topics into their educational curricula. Specifically, it discusses the formal education systems where environmental education is mandated, and how curricula address skills related to environmental literacy and climate change, thereby indicating that climate change topics are indeed integrated into science education in those contexts.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: This is especially true of empathy. Humans, like other animals,Footnote 10 empathize with each other through the visceral and biologically based emotions our social brains evolved. Human empathy needs these emotional guides but builds upon them a cognitive apparatus that enables imagining not merely how the world “looks” from another person’s perspective, but how the specific situation feels to another person inside it. Empathy is imagining feeling where the feeling is about something specific, that is the focus of another person’s emotion. Footnote 11 What enables empathy includes emotional resonance with another’s emotions, and the way that this resonance provides a kind of “mood” lighting/stage setting as well as a source of associative linkages that guide the activity of imagining another person’s lived experience. Footnote 123 Properly guided attention and empathyIt is because empathy has particularity—it is not a thought about how in general people feel, but an experience of imagining how this person feels in this particular situation, that the attention central to empathy is quite focused. Footnote 13 This emotion-guided cognition is a manifestation of our mental agency to direct our attention, which involves both conscious and unconscious components. We cannot just choose to resonate with another person, but we can choose to pay attention, try to imagine what they are going through, and in so doing will often find ourselves resonating, which improves our ability to imagine their situation, setting off a virtuous cycle. Importantly, we can have a second-order intention to be receptive that guides us to listen in this way to people over time, developing a habit of receptivity. Critically for this paper, the cognitive activities involved in not just paying attention but cultivating receptiveness to emotional resonance, which then enables imagining how their experience feels to them cannot be reduced to representations of rules and their application to cases. Consciously empathic attention makes salient the needs of others, and most importantly, allows us to imagine having an experience that is filled in by the details of another person’s life, not our own. That is, empathy is not imagining how we would feel if in their situation, but rather, how it feels to be in a situation delineated by their particular predicament. Footnote 14If genuine care needs to be provided to others in need, then consciously empathic attention must be involved. [SEP] Justify:

Output: The text contrasts the claim by detailing the significance of human empathy in healthcare, emphasizing that genuine care requires conscious empathic attention. It explains that empathy involves imagining how it feels to be in someone else’s specific situation, which cannot be replicated by AI. This suggests that while AI may assist in healthcare, it will not be able to completely replace the emotional and empathetic roles that healthcare workers play.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: First, cytoplasmic ATP citrate lyase (ACL), which can efficiently convert respiratory citrate to acetyl-CoA for FA biosynthesis, is considered to be a signature (first biochemical then genetic) of oleaginous yeasts [46,47,48]. ACL, of which the subunits are encoded by two distinct genes in LS3, could be confidently predicted by its high amino acid similarity with this enzyme in Y. lipolytica (Table 2). The presence of these genes suggests the native oleaginous character of the Blastobotrys strain. Second, we found that LS3 possesses a copy of an AAL-like gene encoding putative peroxisomal acyl-CoA synthetase (Table 2). Homologous gene products in Y. lipolytica, which has a family of ten genes of Acyl/Aryl-CoA-ligases (AAL), were shown to be responsible for the activation of FAs into acyl-CoA [48]. Although various types of acyl-CoA synthetases are found in yeast (e. g. , Faa2 in S. cerevisiae), the distribution of these particular AAL-like genes was hypothesized to be biased towards oleaginous species [48]. Third, we examined the formation of triacylglycerol (TG). In yeast, TG synthesis relies on esterification of diacylglycerol with a third FA [49]. This last step of TG formation has been considered to be a limiting step for oil storage. It involves acyl-CoA dependent diacylglycerol acetyltransferases (DGAT) and/or phospholipid:diacylglycerol acetyltransferases (PDAT), which use phospholipids as FA donors. S. cerevisiae, Y. lipolytica [50], and B. raffinosifermentans LS3 (Table 2) all possess one gene encoding a PDAT enzyme. S. cerevisiae possesses only one DGAT gene, whereas Y. lipolytica [51, 52] and LS3 (Table 2) have two DGATs, possibly emphasizing their capacity for TG storage, a preferred form of oil storage in oleaginous yeasts. [SEP] Justify:

Output: The text discusses various genetic and biochemical characteristics of oleaginous yeasts, focusing on enzymes and genes related to fatty acid biosynthesis and triacylglycerol formation. However, it does not explicitly mention bioengineering for high yields of biofuels from sugars. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [SEP] Text: However, these initiatives fall short because there is no ongoing evaluation after the certificate is awarded to ensure that the school continues to perform to the relevant standards (Tal 2020). Outside of the formal curriculum, there have been initiatives by various schools to transform the way climate change is being taught in the region. This is derived from a larger global movement through the Educational, Scientific, and (). This organization has provided climate change educational resources that clearly show education’s role in mitigating climate change: enabling the youth to take collective action. For example, in ’s course for secondary school teachers on climate change education called in the Classroom, there is an emphasis on “motivating action through local learning” and “motivating learners through real life experience” (Selby and Kagawa 2013, p. 8). has worked with the (UN CC: Learn 2013) to directly disseminate curricular resources embodying these ideals. On a global scale, climate change education is moving towards project-based learning, which is a pedagogical practice where students engage with an authentic problem or question. Through inquiry and reflection, they ultimately create a public product as a summation of their investigation. Similar approaches can be seen in regional initiatives such as Youth Xchange, ASPnet, and Project (SEMEP). is a collaborative initiative of and the that has designed materials to enable educators to teach sustainable lifestyles throughout the Middle East, including schools in Jordan (and 2011). Similarly, ASPnet is dedicated to enabling schools to engage in climate change education that includes multi-disciplinary, collaborative projects (n. d. ). Resources include guidelines to build climate change education networks within schools and materials designed to facilitate climate change education across subject areas. Lastly, the Project (SEMEP) programs focused on teaching students to apply scientific methodology to address specific issues in their local contexts (of Education and Culture 2012). For example, in Israel, Palestine, and Jordan, secondary school projects were developed related to water filtration and conservation. and Palestine, students were involved in other SEMEP initiatives, including expanding green spaces to combat desertification, and exploring questions of ethics and global warming (of Education and Culture 2012). Through a review of the formal high school curricula in Israel, Jordan, and Palestine, there is clearly a need for updated curricula related to climate change combined with sufficient educator capacity to deliver the curricula. [SEP] Justify:

Output: The text corroborates the claim by detailing various initiatives undertaken by schools to teach climate change. It mentions that schools are transforming how climate change is taught and that organizations have provided educational resources geared towards this. Specifically, it describes project-based learning approaches and collaborative programs aimed at teaching climate change, highlighting curricular changes and the involvement of multiple schools. This directly supports the assertion that climate change topics are being integrated into school curricula.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: AI cannot provide consciously empathic attention, because empathy is based on our biological conscious and unconscious mental experiences and our attention capacities to select the most salient and important information for a patient in a situation of care. And this selection is rooted in biologic experiences like resonating with another’s emotions. All AI will be able to do is represent the situation of a hypothetical patient and apply it to a concrete data set concerning a specific patient according to some reliable algorithm or rule of inference. Therefore, AI cannot provide empathic attention, genuine care for humans—at best, they can provide emotionally unengaged care through representations and rules about cases. The situation is much worse than the way Turkle put it. Simulated empathy is not only not really empathy; it is the opposite of empathy, because it is manipulative and misleading to the recipient. It generates responses in the receiver’s social brain (i. e. , the neural networks responsible for experienced and motivational empathy) that should not be triggered, because there is no biological agent in tune with their emotions at the other end. If so, we are doing a great disservice to those in need of genuine empathy and care by putting them in the “hands” of AI. The unique elements of empathy that prove elusive to AI are grounded in Ludwig Wittgenstein’s way of distinguishing the logical form of first person reports of occurrent psychological states from second or third person reports. For human beings, first person reports such as “My head aches” or “I expect him any moment now” are expressive and thus not in the business of depicting facts, or of being checked against the facts. We do not check our own winces or grimaces against the facts any more than we check “My head aches” against the facts. For the third person report that “Jones is sad” we cite behavioral evidence related to Jones to form the belief that Jones is sad. However, we do not do this for the first person case, we do not say “It seems to me that I am sad, for I am letting my head hang so. ” The upshot of this asymmetry is that we do not empathize with the psychological states of others through an analogical inference from our own case. Footnote 15According to Halpern, this is an important point in understanding the nature of empathy. [SEP] Justify:

Output: The text contrasts the claim by arguing that AI lacks the capacity for genuine empathy and care, which are essential components of healthcare work. It explains that while AI can handle data and represent patient situations, it cannot provide empathetic attention or emotional engagement that human healthcare workers offer. The text emphasizes that AI is incapable of true empathic interactions, which means it cannot replace the nuanced understanding and care that human workers provide to patients.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: While our study was being conducted, the genetic content of strain CBS 8244T (type strain of B. adeninivorans) was analyzed in a patent in view of lipid production [53]. The genome reportedly contained the two genes for ACL and two different genes for DGAT, as in LS3. The genome sequence is not available, however. Table 1 List of strains, received as Blastobotrys adeninivorans and reassigned to two different speciesFull size table Table 2 Selected genes of lipid metabolism in the genome of B. raffinosifermentans LS3Full size table Diversity among strains and species assignmentWe continued our investigation of the oleaginous character of the species by expanding our investigation to several strains. Strains LS3 and CBS 8244T were previously suggested to belong to different genetic subgroups, given the size of their four chromosomes and DNA-fingerprints [54]. We thus genotyped five strains of various origins obtained from the CBS collection (Table 1) along with LS3 and CBS 8244T. Using AluI fingerprinting of intergenic spacer rDNA (IGS), we found the seven strains to be clearly distributed into two distinct groups, a first group of three strains, including CBS 8244T, and a second group of four strains, including LS3 (Fig. 2a). The sequences of ITS and D1D2 showed the second group to be homogenous for this marker (no sequence polymorphism between strains), whereas it differs from the first group by three to five nucleotides (Fig. 2b, Additional file 1: Figure S1). The sequence of mtCOXII in CBS 7370 and LS3 confirmed the proximity of these strains, while showing divergence of CBS 8244T (Fig. 2b). The sequence of these markers for strains of the LS3 group better matched those of B. raffinosifermentans, according to the YeastIP database [55]. This species, closely related to B. adeninivorans, was described in 2007 and represented by a unique strain at that time [1]. Our results highlight the existence of two distinct groups among strains previously identified as B. adeninivorans, resulting in the reassignment of the LS3 group to the B. raffinosifermentans species. Fig. 2Two genotypic groups in strains previously identified as B. [SEP] Justify:

Output: The text is irrelevant to the claim because it discusses the genetic content and characterization of specific strains of yeast without mentioning anything about their ability to produce biofuels from sugars. The focus on genetic analysis and strain diversity does not relate to biofuel production.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [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 enhance the understanding of climate change within curricula. It mentions that these initiatives allow students to learn about climate change and apply their knowledge, implying that such topics are indeed being integrated into educational practices. Additionally, reference to courses at institutions like the Technion indicates that structured environmental policy education and collaborative projects are part of the teaching framework, which aligns with integrating climate change topics into school curricula.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: Empathizing with another person is not a case of understanding what you would be experiencing were you in their circumstances, it is not analogically inferred. Footnote 16 If AI systems can only form analogically inferred presumptions about the psychological states of others, it cannot empathize with others. We empathize because we are implicitly guided by our own emotional experiences, including experiences of occurrent resonance, rather than as a consequence of an inference. Consider what such inference would have to be like: you observe the other’s expressions from a third person perspective, match this to your internal state when expressing yourself in some similar way, then infer that this must be their internal state. Wittgenstein’s point is that we do not match our external expressions of emotions to our internal states in this way. Empathy is much more automatic than this, because imputing subjective experiences to another is guided by occurrent resonance or similar emotional experiences rather than a third person process of inferential reasoning. Note for example that when we empathize with another, we have a sense that something is happening to us—we are having an experience—we experience empathy. This corresponds to being moved to imagine something rather than trying hard to imagine something. This is a problem in principle for AI, because empathy does not arise from understanding or observing one’s own internal states to glean information that can then be matched to the other’s external expressions, and this is the only way AI systems are capable of doing so. 4 Response to objectionsSome may object, however, that this “in principle” problem is too unfairly anthropocentric. Why should AI be challenged with obscure notions concerning “what it is like” to experience empathy. TuringFootnote 17 called such objections “solipsistic”, because there could be no way of verifying or sharing information. Thus, considerations about the qualitative character of subjective experience should not prevent us from designing AI that could enormously help in the field of medicine and other sectors where personal care is needed. Consider how advantageous it would be to have “caring” robots that attend to patients in the context of the current COVID-19 emergency. We already have some evidence that robotic pets that keep elders with mild-to-moderate dementia company, decrease loneliness and improve well-beingFootnote 18 (real pets and even plants have provided the same benefits). [SEP] Justify:

Output: The text contrasts the claim by arguing that AI systems fundamentally lack the capacity to empathize with patients in the same way as human healthcare workers do. It explains that empathy arises from personal emotional experiences, which AI cannot replicate. Thus, while the text acknowledges that AI can potentially assist in medicine, it fundamentally challenges the idea that AI could entirely replace healthcare workers, as the human aspect of care is vital.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: adeninivorans and relation with B. raffinosifermentans. a IGS profiles. The right part of the agarose gel shows an example of the PCR product obtained for two strains. The left part shows AluI restriction profiles for the seven strains. Saccharomyces cerevisiae ATCC 42367 was used as a control. wells are occupied by the molecular weight standard, a mixture of NEB quick-load 1 kb ladder and pBR322 MspI-digest, for which the size of some bands is indicated in kb. b Single-nucleotide polymorphisms (SNPs) in the ITS-D1D2 (1086 nt) and mitochondrial COXII (598 nt) sequences. The number of SNPs (including one indel in ITS) is indicated for these markers for each comparison between the strain above and the type strains to the right. (–) indicates not determinedFull size image Capacity of sugar assimilation of B. raffinosifermentans and B. adeninivorans We examined the ability of the various strains to grow on three different simple carbohydrates, potentially useful as carbon and energy sources for microbial oil production. All strains exhibited relatively similar growth curves when cultivated in minimal medium supplemented with glucose or xylose, which reflects efficient assimilation of these substrates (maximum growth rate from 0. 13 to 0. 16 h−1 and stationary phase reached within 24 to 30 h in microplates). In contrast, glycerol promoted much slower and delayed growth, depending on the strain and substrate concentration (Additional file 1: Figure S2). For B. raffinosifermentans strains, the maximum growth rate ranged from 0. 078 to 0. 12 h−1 in 10 g/L glycerol and 0. 025 (CBS 8335) to 0. 1 h−1 in 2 g/L glycerol. This phase was generally preceded by a much slower growth phase or lag phase, especially in low concentrations of glycerol, extending up to 60 h. For strains of the B. adeninivorans species (CBS 8244T group), growth was very weak (10 g/L glycerol) or not visible (2 g/L glycerol) after 96 h cultivation in microplates (Additional file 1: Figure S2). [SEP] Justify:

Output: The text is largely focused on the growth characteristics of specific microbial strains on different substrates, particularly glucose, xylose, and glycerol. While it mentions the assimilation of carbohydrates which are relevant to biofuel production, it does not directly address or provide evidence regarding the bioengineering of yeast or its ability to produce high yields of biofuels. Therefore, it is deemed irrelevant to the specific claim.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [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 discussing the need for curricula that not only cover foundational scientific content related to climate change but also educate students about complex systems and foster skills necessary for engaging with climate change. The analysis indicates a pressing need for education that includes climate change topics, thus supporting the assertion that many schools are integrating such topics into their science curricula.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: Footnote 19 Could seemingly human companions or sites that convey empathy* do even more—help people feel understood as well as less lonely? This might bring the more powerful clinical effects that empathy, as opposed to company, can offer. Maybe, this is not genuinely felt empathy, but we can call it “empathy*. ” Empathy*, even if not biologically based, is empathic enough. Again, there are logical, as well as ethical problems with empathy*. Empathy* is not a source of ethical and attentive care, because there is no affective resonance. However, there is a more fundamental problem with the argument in favor of empathy*, which requires the following assumptions: the conscious attention routines involved in empathy can be replaced, through deep-learning and predictive coding, with some kind of attention routine that is equivalent in results. Thus, it will produce behaviors that resemble attention-based empathy by making salient the needs of patients through inferences or predictions about the patient’s behavior. The problem with this argument in favor of empathy* is that empathy* is not a form of attention either, and therefore, it cannot be based on an organizing helping attention that would enable such cognitive attunement through good inferences. This is also an a priori difficulty. If inference is guided towards helping others, the attention of an agent must be drawn from the premises of the inference to its conclusion. AI systems do not have the required autonomy, agency, and motivations to draw the conclusion from premises in a relevant and non-accidental way. Therefore, AI cannot be genuinely guided towards helping others through their agency, even if their results seem somehow equivalent to those of an empathic agent. AI lacks a helping intention towards another person as the basis of its attentional selection, because it does not have the appropriate motivational and inferential structure. Mental action, motivations, and attention are hallmarks of solving problems concerning salience in a non-haphazard or accidental way. Footnote 20 We are building in too much luck and risk if we depend on AI, because it lacks empathy and empathy*. Since these are the only options, AI systems cannot provide empathic care. Autonomy and agency are the hallmarks of attentive agents—this is how their mental actions are not simply accidentally correct—and only attentive agents can care for others. [SEP] Justify:

Output: The text contrasts the claim by arguing that AI systems lack the necessary autonomy, agency, and motivations to provide genuine empathic care. It states, 'AI cannot be genuinely guided towards helping others through their agency,' which directly challenges the assumption that AI could replace healthcare workers, as it emphasizes the intrinsic qualities like empathy and intention that AI lacks.


Input: Task: pass the claim using the given text. Claim: Bioengineered yeast can be designed to produce high yields of biofuels from sugars. [SEP] Text: In plate assays with 10 g/L glycerol, growth was also reproducibly observed to be delayed relative to growth on glucose, and all seven strains reached lower-density streaks on glycerol than glucose after 7 days at 28 °C. As a control, Y. lipolytica W29 grew similarly on both glycerol and glucose plates (data not shown). Glycerol assimilation is a typical variable trait among yeasts [56]. Glycerol is generally regarded to be an efficient carbon source for L. starkeyi [22] and even a preferred substrate for Y. lipolytica, especially as it is first consumed when both glycerol and glucose are present [26, 57]. In contrast, most strains of S. cerevisiae do not grow in synthetic glycerol media without successful adaptation or medium supplementation with complex compounds, amino acids, or nucleobases [56]. Our results underline a difference in glycerol catabolism between some oleaginous yeasts and the two Blastobotrys species under study, or at least in its regulation. More favorable environmental conditions or conditions of possible adaptation are yet to be determined for efficient glycerol assimilation. However, glycerol is not only a potential substrate for growth but also the precursor backbone esterified by FAs in triglycerides. Sugar/glycerol blends or glycerol co-feeding have been successfully used to improve lipogenesis [58, 59] and would be interesting to evaluate in this particular context of poor glycerol catabolism, providing that transport would not be a limiting step. Capacity for lipogenesis of B. raffinosifermentans and B. adeninivorans We evaluated the robustness of lipogenesis among strains and investigated possible phenotypic diversity concerning this trait by assaying lipid production over time of two strains of each species (LS3 and CBS 7377 for one and CBS 8244T and CBS 7766 for the other). They were cultivated in glucose or xylose, in which all strains grew easily. We periodically measured the OD600 and FA content of the cells, as well as sugars and organic acids in the medium, throughout the 96-h cultivation in flasks under nitrogen limitation (0. 75 g/L or 0. [SEP] Justify:

Output: The text does not directly address the claim regarding bioengineered yeast's ability to produce high yields of biofuels from sugars. Instead, it discusses the metabolic differences in glycerol catabolism among different yeast strains and mentions glycerol as a potential substrate for growth, but does not explicitly link this to biofuel production from sugars.


Input: Task: corroborate the claim using the given text. Claim: Many schools integrate climate change topics into science curricula. [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 how a curriculum integrates disciplinary tools and concepts directly related to understanding and addressing climate change. It emphasizes the necessity of teaching scientific knowledge in the context of climate change leadership, stating that 'science is necessary in climate change leadership.' The curriculum provides students with opportunities to apply scientific knowledge in meaningful ways, which aligns with the idea that schools are incorporating climate change topics into their science education.


Input: Task: contrast the claim using the given text. Claim: AI will replace all healthcare workers within a decade. [SEP] Text: The risk we create by ignoring this problem is quite serious: we put vulnerable people at the care of systems that, at best, can only accidentally “care” for them. It might be objected that the argument above simply applies an old and well-known problem for AI in general to the particular case of empathy. It has been argued that conscious experience essentially possesses a phenomenal quality or “qualia. ” There is something that it is like for a subject to be in a mental state, and this is distinct from the information processing capacities of such states. Since AI cannot undergo qualitative mental states, AI cannot be in states of empathy. One might find this argument too quick and easy to merit much attention. Footnote 21Let’s take a closer look at the role of qualia in empathy-based relations. While an empathizer might have various qualitative mental states, it is not essential that they have them, and attending to one’s own mental states can even be counterproductive. The focus of the empathizer is the person being empathized with, it is an essentially second person perspective. While, the person receiving empathy may well need to be in qualitative states of mind to feel that they are being empathized with, the provider of empathy needs no qualitative states. Qualitative mental states are essential to the recipient of empathy, but not the giver of empathy. In fact, all that is required is for the interaction to involve emotional beings, which is compatible with judgment-based views of emotions. Footnote 22 Thus, our argument does not rely on the premise that AI would have to exhibit qualitative mental states to provide empathy. Footnote 23Halpern’s account of ‘affective resonance’ may appear to require some qualitative states in both the giver and receiver of empathy. A subtle psychology of empathy will not preclude qualitative states in the empathizer, but will explain the nature of affective resonance without attributing any special qualitative states to the empathizer in the resonance achieved. And in fact, Halpern makes it clear that it is the empathizer’s attentively following the flow of the receiver’s emotional shifts that is crucial for the recipient of empathy to feel empathized with, and thus experience the benefits described above. Footnote 24 Such communicative attunement requires no special qualitative states in the empathizer. [SEP] Justify:

Output: The text contrasts the claim by arguing that AI cannot truly provide empathy, which is a critical aspect of healthcare work. It explains that without the capacity for qualitative mental states, AI lacks the essential qualities needed to genuinely empathize with patients, thereby suggesting that the notion of AI completely replacing healthcare workers is unfounded. The text discusses the limitations of AI in emotional contexts, as it cannot undergo qualitative mental states that are vital for empathy.