Input: Task: contrast the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: However, we note that results of studies of mindfulness programmes in schools have not been ubiquitously positive with the exception of the study, with some other null result studies citing lack of adherence to practice recommendations as a reason for the null result (Johnson et al. , 2016, 2017). Nonetheless, given the results of the study, research should explore the parameters involved in a successful mindfulness in schools programme, and embedding practice in the school day is a likely candidate. Additionally, research has noted that the practical implications of approaches that require students to practise at home are ethically dubious. These programmes have been suggested to convey an implicit message that mental health is the individual’s responsibility which is not externally supported or prioritised, and so any potential poor mental health that arises is the individual’s own fault (O'Donnell, 2015). Mindfulness programmes that are minimally intrusive to school function and require home practice are also likely to lead to inequality in both opportunities and outcomes — students in lower socio-economic circumstances are less likely to have the support around them that enables them to practise, and might be more busy with other responsibilities, compared to students in well-off families and well-resourced schools (Bailey et al. , 2018). Given these points, we think the study should signal the end of school-based mindfulness programmes that only make mindfulness practice times available in one lesson per week and recommend all other practice as homework (in order to be minimally intrusive to typical school function), rather than making a set practice time available in each school day. However, unfortunately, adolescent mental health is still a pressing issue, without effective solutions, so an alternative is necessary. Therefore, it is important to test an approach which embeds mindfulness practice in the school day, which might enable students to undertake a sufficient amount of mindfulness practice to result in improved student mental health. This may be a more difficult research path, but is a research path that is critically necessary to test in the absence of other universal solutions to student mental health issues. Advantages of Embedding the Opportunity for in the School DayTesting or implementing a school-based mindfulness programme that enables a sufficient amount of mindfulness practice would involve making dedicated time in the school curriculum which could be used for mindfulness practice. We suggest that daily sessions are likely to be optimal, but this will require testing. [SEP] Justify:

Output: The text contrasts the claim by highlighting that studies on mindfulness programmes in schools have not always yielded positive results. It states that there are null results due to factors like lack of adherence to practice recommendations. Furthermore, it raises concerns about the applicability of at-home practice, stating that it may convey the message that mental health is the individual's responsibility, which could undermine the intended benefits of mindfulness in promoting a calm learning environment.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Javascript is disabled in your browser. Please enable Javascript to view PeerJ. Related research -grazing reduces soil bacterial diversity by increasing soil pH in a semi-arid steppe View 10. 7717/peerj. 17031 Published 2024-03-07 Accepted 2024-02-07 Received 2023-09-13 steppe, Grazing intensity, Soil chemical property, Soil microbial diversity Copyright © 2024 Wang et al. is an open access 2024. Heavy grazing reduces soil bacterial diversity by increasing soil pH in a semi-arid steppe. PeerJ 12:e17031 The authors have chosen to make the review history of this 2. 5 °C, respectively. A dominant plant is Stipa krylovii, while S. breviflora, Cleistogenes songorica and Artemisia frigida are common species in this area. The soil type at this site is loamy sand texture. A randomized complete block design was utilized in this experiment. Three blocks were established and each of them contained three treatments, with the total of 9 plots in the experimental area. The three treatments were no grazing (with a fenced enclosure undisturbed by livestock; CK), light grazing (with a stocking rate of 0. 63 sheep/ha/year (3 horses); LG) and heavy grazing (with a stocking rate of 1. 05 sheep/ha/year (5 horses); HG). The grazing platform has been implemented in each growing season (i. e. , from June to September) since 2012. horses were selected to graze. The detailed information on study site and experimental design can be found in our previous study (Wang et al. , 2022c). Sampling and measurement 2021, we assessed species composition, and the height, density, individual biomass and relative density of S. krylovii population based on ten 1 m × 1 m quadrats per plot. Then, we randomly selected 30 clumps of S. krylovii (30 cm soil layer each plant individual) in each plot, removed the loose soil on the surface of roots, and obtained the rhizosphere soil (RS) by the shaking method. Every ten samples were mixed into one composite sample. At the same time, ten non-rhizosphere soils (NRS) of equal depth were excavated along the Z-shape and mixed into one composite sample in each plot. [SEP] Justify:

Output: The text does not provide relevant information regarding the claim about soil microbial diversity and its importance for ecosystem services. Instead, it focuses on the effects of grazing on soil bacterial diversity, specifically mentioning how heavy grazing reduces soil bacterial diversity by increasing soil pH, but it does not discuss the role of that diversity in ecosystem services.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: HookahsAccording to the CDC of USA, hookah has high levels of toxic agents known to cause oral, bladder, and lung cancers. Although, many users think that hookah is less harmful than regular cigarette smoking. However, hookah has many of the same harmful substances that do exist in regular cigarettes such as nicotine, tar, and heavy metals [19]. Hookah smoking, also known as waterpipe smoking, can have several adverse effects on the immune system. It exposes users to many of the same harmful compounds found in regular cigarette smoke, but often at higher levels, which can lead to more severe health effects. Some of the impacts on the immune system include increased infection risk, impaired respiratory immunity, and systemic effects [20]. 9. ConclusionsThe impact of smoking on the immune system is profound and lasting. Research reveals that smoking can influence immune responses to a similar extent as age or genetics. When our bodies encounter pathogens, immune cells release molecules called cytokines to coordinate defense mechanisms. Smoking disrupts both innate and adaptive immune mechanisms, heightening inflammatory responses and impairing immune memory cells. Even after quitting smoking, these effects persist. In which smoking leads to mixed inflammation and immunosuppression throughout the body, making it less effective at fighting infections and diseases. A lot of studies and trials have been done on nicotine usage via smoking whether cigarettes, hookahs, or E-Cigarettes in which all resulted on the same outcomes of the bad effects and negative impacts on overall health. Thus, smoking might lead the user to be in immunocompromised status. The impact of smoking on the immune system is a topic that requires further investigation and clinical trials. While we know that smokers tend to experience more severe infections, including respiratory diseases like COVID-19, the exact timeline for smokers to become immunocompromised remains an area of ongoing research. While we recognize the risks associated with smoking and its potential impact on immunity, precise timelines for immunocompromise in smokers require further scientific investigation. Conflicts of authors declare no conflicts of interest regarding the publication of this paper. 744. [3] Doll, R. , Peto, R. , Boreham, J. and Sutherland, I. (2004) Mortality in Relation to Smoking: 50 Years’ Observations on Doctors. BMJ, 328, 1519. [4] Jiang, C. , Chen, Q. and Xie, M. [SEP] Justify:

Output: The text corroborates the claim by detailing how smoking, which is associated with stress, can adversely affect the immune system. It mentions that smoking leads to mixed inflammation and immunosuppression, making it less effective at fighting infections and diseases. Consequently, the negative impact of smoking on the immune system reinforces the idea that stress, as a factor linked to smoking behaviors, could also lead to an overall weakening of immune function.


Input: Task: contrast the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: For adults, the gold standard mindfulness programmes to improve mental health (mindfulness-based cognitive therapy and mindfulness-based stress reduction) both recommend 45 min per day of practice, 6 days per week, for 8 weeks (Kabat-Zinn, 1982; Segal et al. , 2018). However, there is limited evidence to support the recommendation of such an intensive amount of practice. A large-scale meta-regression of different mindfulness-based programmes for adults (203 RCT studies, n = 15,971) found that while total actual use of a mindfulness programme (including in-session content and practices as well as home practices and exercises) was associated with an increase in mindfulness, no such dose-response relationships were found for psychological distress outcomes for both general population and clinical samples (Strohmaier, 2020). Similarly, one meta-regression examining mindfulness in young people (76 studies, n = 6121, median age in study <18) showed no association between overall recommended mindfulness dose (including all planned mindfulness lessons and recommended practices in minutes) and overall positive effects (Klingbeil et al. , 2017). In contrast, a meta-analysis focused only on healthy adults undertaking MBSR courses (29 studies, n = 2668) indicated that longer recommended practice times positively moderated better outcomes (Khoury et al. , 2015), and a meta-analysis focused on MBCT and MBSR programmes (28 studies, n = 898) showed a small positive association between self-reported home practice times and mindfulness programme outcomes (Parsons et al. , 2017). However, it is worth noting that with the exception of Strohmaier (2020), the above meta-analyses only included MBSR and MBCT programmes, and as such did not include lower-dose mindfulness-based programmes. With regard to mindfulness in young people, the largest meta-analysis of school-based mindfulness programmes (66 studies, n = 20,168) suggested that higher in-class mindfulness lesson times across all studies were associated with fewer negative behaviours post study (Dunning et al. , 2022). However, lower mindfulness lesson times were associated with higher well-being only within studies including passive control conditions, and no relationships were detected between mindfulness dose and trait mindfulness, depression, anxiety, or stress outcomes (Dunning et al. , 2022). [SEP] Justify:

Output: The text contrasts the claim by providing evidence that there is no consistent relationship between mindfulness practice and beneficial outcomes such as positive psychological effects or behavior changes in various populations, including young people and adults. Specifically, the claim suggests a positive impact on the learning environment, while the text indicates that studies showed no associations between recommended mindfulness doses and outcomes like depression, anxiety, or stress (Dunning et al., 2022). Thus, while some studies noted benefits in specific contexts, the broader evidence may not support the effectiveness implied by the claim.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: In addition, we collected other soil cores for soil bulk density. The composite samples were passed through a two mm sieve and divided into two parts. One part was naturally dried at room temperature for the determination of soil chemical properties except for soil inorganic nitrogen content with fresh soil, and the other part was placed at −80 °C for the determination of microbial diversity. Data on inorganic nitrogen ( NH 4 + -N and NO 3 − -N), soil pH, total carbon (TC), total nitrogen (TN), soil organic carbon (SOC), total phosphorus (TP), available phosphorus (AP) and soil bulk density were collected as previously described in Zhang et al. (2020a). Determination of soil microbial diversity After the soil sample was frozen for two days, the DNA of microbial was extracted from soil using the (MO BIO laboratories, ). The DNA extract was determined on 1% agarose gel, and the concentration and purity of DNA were examined using a NanoDrop 2000 UV-Vis spectrophotometer (). The V4 region of the 16S gene was sequenced by PCR: 515 F () and 806 R (), while PCR: ITS5-1737F () and ITS2-2043R () was sequenced for the ITS1 region gene. The PCR product was tested in a 2% agarose gel. The construction of library was established in a TruSeq® -Preparation Kit. The sequencing work was completed by. Ltd. The 16S rRNA and ITS rRNA sequences are available at (SRA) database (Accession Number: PRJNA1014180 and PRJNA1014553). Statistical analysis To test the interaction effects between grazing intensities (i. e. , CK, LG and HG) and soil positions (both in rhizosphere and non-rhizosphere soils) treatments on the microbial diversity and soil chemical properties, we used a two-way ANOVA with grazing treatments as the main-plot effect, and soil position treatments as the sub-plot effect. [SEP] Justify:

Output: The text provides a detailed description of the methodologies used for soil sample collection and analysis, focusing on soil chemical properties and microbial diversity. However, it does not directly address or support the claim regarding the importance of soil microbial diversity for ecosystem services, making it irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: : Changes in immunologic status were evaluated in 25 HIV-infected men randomly assigned to a 10-week stress management intervention or a wait-list control condition. : The authors monitored changes in number of transitional naive T cells (CD4+CD45RA+CD29+) over 6–12 months after the completion of the intervention. : Men receiving stress management had higher CD4+ CD45RA+CD29+ cell counts at follow-up than did the control subjects. This difference was independent of initial number of naive T cells and HIV virus load. : Stress management is associated with immunologic reconstitution in HIV-positive gay men. With progression of HIV infection, there is a preferential decline among subsets of CD4 T cells; the naive CD4 T helper-inducer cell subset (CD4+CD45RA+) declines more than the memory subset (CD4+CD29+), resulting in disruptions in the cellular immune repertoire for novel antigens that underlie susceptibility to opportunistic pathogens (1). Rising CD4+ T cell counts following antiretroviral therapy are due primarily to the redistribution of memory CD4+ T cells, with “reconstitution” of naive CD4+ T cells being delayed for several months (2). Any increases in CD4+CD45RA+ cells may represent cells newly generated by the thymus (i. e. , renewed thymopoiesis) or expansion of naive T cells from the periphery (2). One can distinguish naive CD4+ T cells that are newly differentiated from the thymus by enumerating “transitional” naive CD4 T cells—those that are actively converting from a CD45RA+CD29–, or “virgin,” condition to a CD45RA–CD29+ memory phenotype, since increases in CD45RA+CD29+ cells likely come from new naive cells (3). HIV-positive persons may experience abnormal physiologic responses to stressors, which may contribute to immunologic deficits (4). Stress management teaches people more efficient methods for coping with stressors and may affect components of the immune system (5). This study tested the effects of stress management on CD4+CD45RA+CD29+ cells over 6–12 months in HIV-positive gay men. [SEP] Justify:

Output: The text corroborates the claim by discussing how stress can lead to immunologic deficits in HIV-positive individuals. It states that 'HIV-positive persons may experience abnormal physiologic responses to stressors, which may contribute to immunologic deficits,' indicating that stress negatively impacts immune function. Additionally, it highlights that stress management could positively affect components of the immune system, suggesting that untreated stress may correlate with weakened immune responses over time.


Input: Task: contrast the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: At follow-up, higher mindfulness lesson times were also associated with larger reductions in negative behaviours, anxiety, and age-moderated reductions in depression and mindfulness (Dunning et al. , 2022). However, the meta-analysis by Dunning et al. (2022) focused on in-class mindfulness lessons, not mindfulness practice, so these results may not be informative about relationships between isolated mindfulness practice time and well-being. While these meta-analyses may provide suggestions of the relationship between mindfulness dose and potential benefits, the pooling of participants and mindfulness doses across studies may hide important signals within the variability in mindfulness practice times found within a study, since participant-level effects are not examined in meta-analytic reviews (Manigault et al. , 2021). Additionally, the accuracy of estimations of actual practice time from studies included in these meta-analyses is questionable, since home practice amount was either not collected at all, or if it was, was usually recorded by participants themselves, resulting in social desirability and memory bias (Strohmaier, 2020). Most meta-analyses therefore examined the relationship between well-being and mindfulness lesson time or recommended mindfulness practice time rather than actual practice time due to the limited data reported in studies. One large cross-sectional examination of experienced meditators from the general population (n = 1668, median lifetime practice time = 266 hr) has been conducted (Bowles et al. , 2022). This research suggested that more lifetime reported meditation practice time is associated with favourable psychological outcomes, and that the threshold for clinically meaningful benefits may be considerably higher than the practice times typically provided in mindfulness programmes (Bowles et al. , 2022). However, this cross-sectional work cannot infer causation, and some research has found that low dose programmes can have positive effects, in particular for novice meditators (Berghoff et al. , 2017; Ribeiro et al. , 2018; Strohmaier et al. , 2021). Experimental work comparing different doses of mindfulness practice is therefore critical to answering the question of how much mindfulness practice is required across different populations. Unfortunately, very little experimental research has examined the dose-response relationship. [SEP] Justify:

Output: The text contrasts the claim by discussing various studies that question the effectiveness of mindfulness in promoting psychological benefits. Specifically, it mentions concerns about the accuracy of practice time estimations, the variability in mindfulness practice across studies, and the finding that low-dose mindfulness programs can still yield positive effects, particularly for novice meditators. These points suggest that the relationship between mindfulness practices and a calm learning environment is not straightforward and may be influenced by factors such as the dosage and type of mindfulness practice.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Microbial diversity was calculated based on OTUs number, including Richness, Shannon-Wiener index and Chao1 index, calculated by the following formula: Richness = Sobs Shannon-Wiener index: H shannon = − ∑ i = 1 S obs n i N ln n i N Chao1 index: Schao1 = Sobs + n1(n1 − 1)/2(n2 + 1). Where: Sobs is the OTUs number actually observed; Schao1 is the estimated OTUs number; n1 represents the number of OTUs containing only one sequence; n2 represents the number of OTUs containing only two sequences; ni is the number of sequences contained in the i th OTUs; N represents all the sequence numbers. Besides, spearman correlation analysis was used to assess the relationships between the microbial diversity (i. e. , both bacterial and fungal) and soil chemical properties. Data analysis was conducted using SPSS 19. 0 (IBM Corp. , ), and all figures were prepared using Origin 2021 (). interaction effects between grazing intensities and soil positions on both bacterial and fungal community diversity Heavy grazing decreased diversity (i. e. , richness, Shannon and Chao1) of bacterial community in the non-rhizosphere soil (F = 26. 915, P = 0. 001, F = 10. 96, P = 0. 01, F = 8. 625, P = 0. 017, for richness, Shannon and Chao1, respectively; Figs. 1A, 1C and 1E), however, there had no significant differences in diversity (i. e. , richness, Shannon and Chao1) of bacterial community among grazing treatments in the rhizosphere soil (F = 0. 514, P = 0. 604, F = 1. 505, P = 0. 242, F = 0. 336, P = 0. 718, for richness, Shannon and Chao1, respectively; Figs. 1A, 1C and 1E). Overall, bacterial diversity (i. e. , richness and Chao1) in the rhizosphere soil was higher than that of non-rhizosphere soil only in the heavy grazing treatment (P < 0. 001 and 0. 042 for richness and Chao1, respectively; Figs. 1A and 1E). There was significant variation in bacterial diversity (i. e. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses methods for calculating microbial diversity and the impact of grazing on this diversity without making any statements about the importance of soil microbial diversity for ecosystem services.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: The participants randomly assigned to cognitive behavior stress management attended 10 weekly 135-minute sessions (45-minute relaxation component and 90-minute stress management component) and were instructed to practice relaxation exercises twice daily between sessions. The relaxation component included progressive muscle relaxation, autogenics, meditation, and breathing exercises (7). The stress management component included cognitive restructuring, coping skills training, assertiveness training, anger management, and strategies for using social supports. The participants in the control condition completed a 10-week waiting period and underwent assessments identical to those received by the participants assigned to cognitive behavior stress management (and at equivalent time points). After the week 10 assessment, the control subjects were offered a 1-day stress management workshop summarizing the concepts presented in the cognitive behavior stress management sessions. ResultsFollow-up data on naive T cells were available for 25 men, 16 who received cognitive behavior stress management and nine control subjects. The men were randomly assigned to groups in a 2:1 ratio (two to cognitive behavior stress management for every one assigned to the control condition) to facilitate formation of the stress management groups at regular intervals. These men had a mean age of 36. 64 years (SD=7. 51) and were largely Caucasian (60%, N=15) or Hispanic (36%, N=9). The men had a mean CD3+CD4+ cell count of 489. 36 cells/mm3 (SD=242. 43) and averaged 2. 08 (SD=1. 45) HIV-related symptoms at study entry. There were no significant differences between the stress management and control groups on any medical, demographic, or biobehavioral variable at baseline or after the intervention, nor were there significant differences at baseline or postintervention between those who did and did not provide follow-up data on naive T cells. An analysis of covariance () controlling for postintervention levels of naive T cells revealed a significantly greater number of naive T cells at follow-up among the subjects who participated in cognitive behavior stress management than in those assigned to the control condition (Figure 1). While the participants receiving stress management showed a small increase over this period, the control subjects showed more than a 25% decline (Figure 1). At study entry there was no difference in HIV viral load between the stress management group (log mean=2. 77, SD=0. 70) and the control group (log mean=2. 92, SD=0. [SEP] Justify:

Output: The text corroborates the claim by indicating that subjects who participated in cognitive behavior stress management showed a greater number of naive T cells at follow-up compared to those in the control group. This suggests that stress management may mitigate the negative effects of stress on the immune system, as the control subjects experienced a decline in naive T cells, which can be indicative of immune system weakening over time.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: To resolve these questions will require longitudinal treatment trials, recording data at multiple time-points from both treated and untreated age-groups over 3–5 years. Such trials are currently in progress in Kenya. Details of model structure and precise parameter values are only important if the behaviour modelled is sensitive to them. In the current paper, we have not included a formal sensitivity analysis, but numerical investigations indicate that the parameter groupings we have focused on (worm lifespan, R 0 and proportion and frequency of effective treatment) are those to which the model is most sensitive. The aggregation of the worms among hosts (k), timescale of infectious material in the environment (μ 2 ) and population demography do not have a strong effect on the results. We investigate assumptions around the deposition of eggs and acquisition of infection in different ages in a follow-up publication[44]. The current model also does not take into account systematic non-compliance with repeated treatments, which may create a reservoir of transmission that is difficult to reach. It is probable that certain groups are more likely to systematically reject treatment and extra effort is required to target these groups[45]. This phenomenon is the subject of ongoing work. Global STH control efforts are currently focused on scaling up treatment coverage in school-aged children to 75%, a goal which is justified on the health and education benefits of treating this age group and which is achievable given current drug donation programmes and increased funding. The achievement of this coverage goal should remain the priority of national governments and the international community. However, there is an additional potential to interrupt transmission by expanding treatment to additional age groups and increasing treatment frequency in some settings. Work is underway to validate our models with available data and to evaluate the impact of different treatment strategies in a graded series of randomised evaluations in contrasting transmission settings. ConclusionThis modelling analysis has shown how the possibility of breaking the parasite transmission cycle depends on the age groups treated, the coverage and efficacy of treatment and the species in question. Our results strongly indicate that when planning to reduce or eliminate transmission, rather than simply reduce morbidity, treatment of school-age children will be insufficient; some treatment of pre-school-age children or adults is necessary, depending on the transmission setting and worm species. 90. 35. 2010. Parasit Vectors. 2014, 7: 372010. Parasit Vectors. 2012, 5: 8185. 101. 91. CAS PubMed 8. 30. 12. 20. 7. [SEP] Justify:

Output: The text contrasts the claim by emphasizing that addressing behavioral issues, such as those related to health and education in school-aged children, requires comprehensive treatment strategies that go beyond any single approach, including mindfulness. It suggests that treating only school-age children is inadequate to break the cycle of transmission and implies that additional interventions are necessary for various age groups to effectively manage these issues.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: , richness, Shannon and Chao1) among grazing intensity treatments, as well as soil position treatments, and a significant interaction between grazing intensity and soil position treatments (Table 1). Figure 1: Interaction effect between grazing intensity and soil position treatments on diversity of both bacteria and fungi in a desert steppe ecosystem in China. (A) Richness of bacteria, (B) richness of fungi, (C) Shannon–Wiener index of bacteria, (D) Shannon–Wiener index of fungi, (E) Chao1 of bacteria, and (F) Chao1 of fungi. Error bars represent s. e. m. Significance levels: non-significance (NS) for P > 0. 05. Different uppercase letters indicate significant differences (P < 0. 05) among different grazing treatments in same soil position (i. e. , rhizosphere or non-rhizosphere soil), and different Greek letters indicate significant differences (P < 0. 05) between rhizosphere and non-rhizosphere soil in same grazing treatment (i. e. , CK, LG or HG treatment). CK, fenced with no grazing, LG, light grazing, HG: heavy grazing. Download full-size image DOI: 10. 7717/peerj. 17031/fig-1 Table 1: Effects of grazing treatment (G), soil position (SP) and their interaction on soil microbial diversity and chemical properties in a desert steppe ecosystem in China. (G) Soil position (SP) G * SP F P-value F P-value F P-value 26. 118 <0. 001 26. 974 <0. 001 21. 329 <0. 001 Shannon 17. 917 <0. 001 10. 964 0. 002 12. 468 <0. 001 Chao1 13. 907 <0. 001 12. 038 0. 002 10. 936 <0. 001 1. 268 0. 296 2. 884 0. 1 3. 656 0. 038 Shannon 0. 297 0. 745 1. 933 0. 175 1. 937 0. 162 Chao1 2. 124 0. 137 0. 573 0. 455 3. 084 0. 061 Chemical properties pH 20. 648 <0. 001 392. 225 <0. 001 17. 944 <0. 001 SOC (g kg−1) 0. 165 0. 85 5. [SEP] Justify:

Output: The text does not directly address the claim regarding the importance of soil microbial diversity for ecosystem services. Instead, it provides statistical data related to microbial diversity under different grazing treatments and soil positions without discussing the broader implications for ecosystem services.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: 89) (t=–1. 14, df=18, p>0. 25) and no difference in naive T cell count between the stress management group (mean=98. 06, SD=109. 00) and the control group (mean=88. 44, SD=68. 84) (t=0. 24, df=23, p>0. 80). DiscussionHIV-positive men participating in a 10-week cognitive behavior stress management intervention showed greater signs of immune system reconstitution over a 6–12-month follow-up than did control subjects. These groups did not differ in HIV viral load or antiviral medications either before or after the intervention, suggesting that changes in immune system reconstitution over the subsequent year began from an even playing field of viral burden. Since HIV-infected persons are at heightened risk for significant pathophysiologic consequences from chronic stress and depressed mood, cognitive behavior stress management might influence immune status by reducing tension and by altering maladaptive appraisals of stressful events. Stress reduction appears related to the ability of the immune system to reconstitute naive T cells over time, possibly affecting cell-mediated immune responses to novel antigens and protecting against opportunistic infections. It remains premature, however, to conclude that cognitive behavior stress management offers clinical health benefits for HIV-infected persons. These findings may not apply to other HIV-infected groups (e. g. , women), and since most of the men were not receiving combination therapy, it is unclear whether these results would generalize to HIV-positive persons currently on these regimens. Figure 1. T for HIV-and at 6–12-Month Follow-Up and for HIV-in a at PointsaSignificant difference between groups according to controlling for 10-week cell count (F=6. 01, df=1, 22, p<0. 03). FootnotePresented in part at the 58th annual meeting of the Society, Savannah, Ga. , March 1–4, 2000. 11, 2000; revisions received Sept. 6, 2000, and Feb. 26 and April 25, 2001; accepted May 10, 2001. From the Department of Psychology and the Department of Psychiatry and Behavioral Sciences, University of Miami. Address reprint requests to Dr. Antoni, Department of Psychology, P. O. [SEP] Justify:

Output: The text corroborates the claim by discussing how cognitive behavior stress management might influence immune status by reducing tension and altering maladaptive appraisals of stressful events. It indicates that stress reduction is related to the ability of the immune system to reconstitute naive T cells over time, suggesting that chronic stress could have negative effects on the immune system's ability to respond effectively to pathogens.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Abstract ObjectivesThis paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4–18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research. MethodsPublic data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented. ResultsResearch is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students’ self-regulation abilities, but SBMPs’ impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research. ConclusionsIn the next generation of science, we suggest (a) improving the experimental research; (b) expanding developmental research; and (c) re-envisioning assumptions, theories, and methods in research to go “beyond all splits” towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness and compassion for students in schools. Similar content being viewed by others in the Science on Mindfulness and Compassion in Schools: Current Research, Lingering Questions, and 2022. Data show that from 2000 to 2010, there was a rather slow increase in research volume, but after 2014, there was an uptick in the number of 38. 2%), clinical psychology and psychiatry (35. 6%), other disciplines of psychology (12. 5%), and developmental psychology (10. 1%). Fig. 1Research publications and 2022. Notes: N = 623 2. It depicts the elements of mindfulness as hypothetically developing through attuned interactions between a caring and mindful adult (e. g. , a more knowledgeable other), a secure and curious child (e. g. , the novice), and the cultural practice of joint attention in everyday life (e. g. , Shaver et al. , 2007). [SEP] Justify:

Output: The text contrasts the claim by highlighting that while school-based mindfulness programs (SBMPs) can enhance self-regulation abilities in students, the evidence regarding their impact on other student outcomes is described as 'equivocal.' This suggests that mindfulness alone does not guarantee the elimination of all behavioral issues, as the results are not definitive and the current research comes with significant limitations.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 029 0. 045 0. 055 0. 947 (g kg−1) 12. 194 0. 001 2. 522 0. 138 3. 149 0. 08 (mg kg−1) 13. 508 0. 001 41. 296 <0. 001 1. 886 0. 194 NH 4 + -N (mg kg−1) 66. 204 <0. 001 569. 775 <0. 001 42. 76 <0. 001 NO 3 − -N (mg kg−1) 62. 406 <0. 001 313. 895 <0. 001 41. 127 <0. 001 (mg kg−1) 64. 573 <0. 001 863. 851 <0. 001 66. 03 <0. 001 (g kg−1) 1. 803 0. 207 62. 105 <0. 001 0. 165 0. 85 (g kg−1) 2. 382 0. 135 33. 891 <0. 001 2. 016 0. 176 DOI: 10. 7717/peerj. 17031/table-1 For fungal community, however, there had no significant differences in fungal diversity (i. e. , richness, Shannon and Chao1) among grazing treatments both in the rhizosphere and non-rhizosphere soils (for the rhizosphere soil, F = 0. 814, P = 0. 455, F = 0. 769, P = 0. 474, F = 0. 774, P = 0. 472, for richness, Shannon and Chao1, respectively, for the non-rhizosphere soil, F = 3. 163, P = 0. 115, F = 1. 199, P = 0. 365, F = 3. 93, P = 0. 081, for richness, Shannon and Chao1, respectively; Figs. 1B, 1D and 1F). Likewise, there had no significant differences in fungal diversity (i. e. , richness, Shannon and Chao1) between rhizosphere and non-rhizosphere soil in all grazing intensity treatments (all P > 0. 05; Figs. 1B, 1D and 1F). There had no significant interaction in fungal diversity (i. e. , Shannon and Chao1) between grazing intensity and soil position treatments, except for richness of fungal community (Table 1). [SEP] Justify:

Output: The text does not provide any information or evidence regarding the importance of soil microbial diversity for ecosystem services. Instead, it discusses statistical differences in fungal diversity under various grazing treatments without linking these findings to ecosystem services, making the text irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: Strategy 2023-27 Excellence in physiology Excellence in Society’s blue plaques nomination form partners Our history Historical highlights Women in physiology The first Foundation of Society mascot Society timeline histories Board of Trustees, Committees & us this issue 2017 - 107 issue Previous issues 131-133 Issue 133 Issue 132 Issue 131 121-130 Issue 130 Issue 129 Issue 128 Issue 127 Issue 126 Issue 125 Issue 124 Issue 123 Issue 122 Issue 121 111-120 Issue 120 Issue 119 Issue 118 Issue 117 Issue 116 Issue 115 Issue 114 Issue 113 Issue 112 Issue 111 101-110 Issue 110 Issue 109 Issue 108 Issue 107 Issue 106 Issue 105 Issue 104 Issue 103 Issue 102 Issue 101 91-100 Issue 100 Issue 99 Issue 98 Issue 97 Issue 96 Issue 95 Issue 94 Issue 93 Issue 92 Issue 91 81-90 Issue 90 Issue 89 Issue 88 Issue 87 Issue 86 Issue 85 Issue 84 Issue 83 Issue 82 Issue 81 71-80 Issue 80 Issue 79 Issue 78 Issue 77 Issue 76 Issue 75 Issue 74 Issue 73 Issue 72 Issue 71 61-70 Issue 70 Issue 69 Issue 68 Issue 67 Issue 66 Issue 65 Issue 64 Issue 63 Issue 62 Issue 61 51-60 Issue 60 Issue 59 Issue 58 Issue 57 Issue 56 Issue 55 Issue 54 Issue 53 Issue 52 Issue 51 41-50 Issue 50 Issue 49 Issue 48 Issue 47 Issue 46 Issue 45 Issue 44 Issue 43 Issue 42 Issue 41 31-40 Issue 40 Issue 39 Issue 38 Issue 37 Issue 36 Issue 35 Issue 34 Issue 33 Issue 32 Issue 31 21-30 Issue 30 Issue 29 Issue 28 Issue 27 Issue 26 Issue 25 Issue 24 Issue 23 Issue 22 Issue 21 11-20 Issue 20 Issue 19 Issue 18 Issue 17 Issue 16 Issue 15 Issue 14 Issue 13 Issue 12 Issue 11 1-10 Issue 10 Issue 9 Issue 8 Issue 7 Issue 6 Issue 5 Issue 4 Issue 3 Issue 2 Issue 1 Summer 2017 - 107 Full issue Stressing out the immune system Many systems in the human body are impacted by stress, among these the immune system is particularly sensitive out the immune system Many systems in the human body are impacted by stress, among these the immune system is particularly sensitive of Biosciences and Medicine, University of Surrey, UK Stress can get under our skin. It can influence each and every physiological system, and all of the major contemporary diseases in the UK, including cardiovascular disease, inflammatory disorders, metabolic syndrome, infectious diseases and cancer, have been associated with stress. [SEP] Justify:

Output: The text corroborates the claim by stating that 'stress can get under our skin' and that 'the immune system is particularly sensitive' to stress. It also mentions that stress influences 'each and every physiological system' and is associated with major contemporary diseases, indicating a detrimental effect on health, which supports the claim that stress weakens the immune system.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Within a context of care, it is hypothesized that the practice of joint attention over time in everyday life is a key proximal process shaping the child’s curiosity, attention, noting and linguistic labeling, verbal understanding, reflection, and, eventually, meta-awareness. The hypothesis is that through social interaction with an adult, the child develops meta-cognition, the capacity to “examine one’s own thinking from the perspective of the other and thereby re-describe one’s own cognitive representations of the world” (Thompson, 2007; p. 405). This social process is theoretically related to reflection and the reiterative reprocessing of representations of self, others, and world (Zelazo, 2015), as well as the related capacity to observe one’s mind from the stance of a witness (Engler, 1984). The notion that mindfulness is learned socially through interaction with others has implications for conceptualizing an individual’s private meditation experience as well. From a relational point of view: “[m]editative introspection is not inner perception of an independent and preexistent, private mental realm; rather, it is meta-cognition (internalized social cognition) of socially constituted experience” (Thompson, 2017, p. 60). From a relational perspective, mindfulness practice, whether done in a group or alone, is a social practice. Both the observer-observed structure of consciousness, and the mental contents observed during practice, are socially-constituted. Dualistic and mechanistic assumptions, rather than relational and organismic ones, characterize to some extent the existing experimental research on mindfulness in schools. As described above, the first generation of experimental research focused largely, and understandably, on the general question “did the mindfulness program (in the form of a manualized curriculum) work? ” In the main, the research to date has not focused on integrating assessments of what happened inside the “black box” of the program and its implementation with the study of program impacts (see Baelen et al. , 2022). Thus, we do not yet have a complex and coherent relational, contextual, and developmental understanding of how and why SBMPs for students work or not. [SEP] Justify:

Output: The text contrasts the claim by discussing the complexity of mindfulness as it relates to children's cognitive development and social interaction. It emphasizes that mindfulness practice is a social process rather than an isolated tactic that can single-handedly resolve behavioral issues. The notion that mindfulness is learned socially and relates to a broader understanding of cognition suggests that mindfulness alone, without contextual and relational elements, is insufficient to address all behavioral issues. Furthermore, it notes a lack of comprehensive understanding of the effectiveness of mindfulness interventions in schools, indicating that mindfulness programs need thorough evaluation rather than being viewed as a standalone solution for behavioral issues.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: The interaction effects between grazing intensities and soil positions on soil chemical properties For the rhizosphere soil, light grazing increased soil pH value but decreased NH 4 + -N, NO 3 − -N and inorganic N content (F = 14. 849, P = 0. 005, F = 74. 575, P < 0. 001, F = 184. 481, P < 0. 001, F = 91. 036, P < 0. 001, for soil pH value, NH 4 + -N, NO 3 − -N and inorganic N content, respectively; Figs. 2A, 2E, 2F and 2G), while heavy grazing increased soil pH value, total P, NO 3 − -N, and inorganic N content (F = 14. 849, P = 0. 005, F = 11. 679, P = 0. 001, F = 184. 481, P < 0. 001, F = 91. 036, P < 0. 001, respectively; Figs. 2A, 2C, 2F and 2G), but decreased available P and NH 4 + -N (F = 5. 575, P = 0. 043, F = 74. 575, P < 0. 001, respectively; Figs. 2D and 2E). For the non-rhizosphere soil, however, light grazing decreased soil pH value and available P (F = 42. 304, P < 0. 001, F = 13. 561, P = 0. 006, respectively; Figs. 2A and 2D), while heavy grazing increased soil pH value but decreased available P and NH 4 + -N content (F = 42. 304, P < 0. 001, F = 13. 561, P = 0. 006, F = 5. 184, P = 0. 049, respectively; Figs. 2A, 2D and 2E). Figure 2: Interaction effect between grazing intensity and soil position treatments on soil chemical properties in a desert steppe ecosystem in China. (A) pH, (B) soil organic carbon, (C) total phosphorus, (D) available phosphorus, (E) ammonium nitrogen ( NH 4 + -N), (F) nitrate nitrogen ( NO 3 − -N), (G) inorganic nitrogen, (H) total carbon, (I) total nitrogen. Error bars represent s. e. m. [SEP] Justify:

Output: The text discusses the effects of grazing intensities on soil chemical properties but does not address soil microbial diversity or its importance for ecosystem services. Therefore, it is irrelevant to the claim that soil microbial diversity is vital for ecosystem services.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: Stress affects everyone, and levels of anxiety and mental health disorders are increasing with work-related stress now being the second most commonly reported illness in the UK workforce. Over the last four decades, research in the area of psychoneuroimmunology (PNI) has identified stress-induced immune alterations as a potential mediator between chronic stress and ill-health. In the 1970s, Holmes and Rahe developed a scale to subjectively grade stress. They ranked over 40 different types of life stressors, such as the death of someone close to you, changes in relationship status, work-related stress, even Christmas, and they assigned each stressor a score. The total tally of stress scores that a person had experienced in the last year could accurately predict the likeliness of future illness. This demonstrated that stress and illness were closely related. In the 1990s, Cohen et al. eloquently demonstrated that psychological stress increased the rates of respiratory infections and clinical symptoms in participants inoculated with the common cold (Cohen et al. , 1993). Subsequent studies revealed that every organ, tissue and cell of the immune system could be altered by psychological stress. The involvement of immune alterations in stress-induced diseases was recognised and the field of psychroneuroimmunology (PNI) was born. Defining stress Stress is highly subjective. Something that I may class as stressful (watching Arsenal this season), may not be stressful to other people (Tottenham supporters). So how can we define stress? In the 1960s, the psychologist introduced the concept that stress is a process consisting of three distinct steps. First, a stimulus (i. e. the stressor) has to be present and perceived. Second, the stimulus initiates a conscious or sub-conscious appraisal whereby the stressor is evaluated in relation to available coping options. If the demands of the situation outstrip the ability to cope then the situation is perceived as stressful. Third, this results in a stress response involving emotional (e. g. anxiety, embarrassment) and biological (e. g. autonomic-endocrine) adaptations. Put simply, stress is a situation or event that exceeds, or is perceived to exceed, the individual’s ability to cope, that then triggers an emotional and biological response. Cortisol and adrenaline are released continuously according to a circadian rhythm, thus altering immunity on a daily cycle. [SEP] Justify:

Output: The text corroborates the claim by detailing how chronic stress can lead to immune alterations, identifying stress as a potential mediator between chronic stress and ill-health. It references research in psychoneuroimmunology (PNI) that has shown psychological stress can increase susceptibility to illnesses such as respiratory infections, and that it can alter every organ, tissue, and cell in the immune system. This directly supports the assertion that stress weakens the immune system over time.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Rather, we have a kind of mechanical view of how a manualized curriculum on mindfulness impacts students or not, without much elaboration on how teachers and students, with their qualities, agency and intentions, interact and engage with the curriculum together to produce outcomes (or not). In this case, the critique is that mindfulness training is being conceptualized in a relatively flat way-almost as synonymous with a manual or an educational curriculum. Rather, we see it as fruitful to see a mindfulness curriculum as something a student learns largely through the efforts of a competent teacher who is able to bring that curriculum and set of practices into the child’s life in a way that is relevant, vitalizing and addresses the child’s developmental needs (e. g. , Dewey, 1902). Here, we conceptualize mindfulness not only as a social practice, but an intergenerational, pedagogical, and developmentally-attuned social practice. In sum, split meta-theories can lead to debatable conclusions like mindfulness is “in the head” or mindfulness is a treatment that is “in a manual or curriculum. ” As we have been suggesting, a relational meta-theory goes beyond dualistic efforts that serve to theoretically separate, and often flatten, features of individuals or social environments. A relational meta-theory is not an effort to shift from individual to contextual approaches (and back again) in efforts to understand the development of mindfulness (see Sameroff, 2010). Rather, it is an effort to go beyond all splits in assumptions to advance scientific understanding (Overton, 2007). Whether or not these kinds of critiques and alternative assumptions and hypotheses they lead to prove accurate, they illustrate how a shift from split to relational meta-theoretical assumptions shifts the theoretical and methodological focus towards thinking about whole persons—their agency, motivations, and stage-specific developmental needs (as well as how well their social environments address such needs). Such a perspective also serves to orient theory and method towards contexts, relationships, social interaction, shared activity, and cultural practices in the development of mindful and compassionate children and adolescents. These issues are precisely those that need attention in the research currently, and that are made peripheral by split views in which mindfulness is understood as something in the head or in a manual/curriculum. In the final section, we provide a summary and propose suggestions for future research based on our review. [SEP] Justify:

Output: The text contrasts the claim by suggesting that a mechanical, simplistic view of mindfulness as a manualized curriculum fails to consider the relational and contextual factors essential for its successful implementation. It emphasizes that mindfulness cannot be solely understood as something that exists independently in the mind or as a prescriptive program, but rather as a complex social practice that depends on the quality of interaction between teachers and students, as well as their developmental needs. The critique indicates that merely implementing mindfulness does not guarantee the elimination of behavioral issues, as outcomes are influenced by a variety of relational dynamics.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Significance levels: non-significance (NS) for P > 0. 05. Different uppercase letters indicate significant differences (P < 0. 05) among different grazing treatments in same soil position (i. e. , rhizosphere or non-rhizosphere soil), and different Greek letters indicate significant differences (P < 0. 05) between rhizosphere and non-rhizosphere soil in same grazing treatment (i. e. , CK, LG or HG treatment). CK, fenced with no grazing, LG, light grazing, HG, heavy grazing. Download full-size image DOI: 10. 7717/peerj. 17031/fig-2 Besides, soil pH value in the non-rhizosphere soil was higher than that of rhizosphere soil in all grazing treatments (P = 0. 007, P = 0. 003, P < 0. 001, for control, LG and HG treatment, respectively; Fig. 2A). Conversely, soil NH 4 + -N, NO 3 − -N, inorganic N content in the non-rhizosphere soil was lower than that of rhizosphere soil in all grazing treatments (all P < 0. 001 in the control, P = 0. 023, 0. 027 and 0. 011 in the light grazing treatment, all P < 0. 001 in the heavy grazing treatment for NH 4 + -N, NO 3 − -N, inorganic N content, respectively; Figs. 2E, 2F and 2G). Besides, soil organic carbon in the non-rhizosphere soil was lower than that of rhizosphere soil only in the control treatment (P = 0. 017; Fig. 2B), while both soil total P and total N content in the non-rhizosphere soil was lower than that of rhizosphere soil only in the heavy grazing treatment (P = 0. 049 and 0. 004, respectively; Figs. 2C and 2I). Further, soil available P content in the non-rhizosphere soil was lower than that of rhizosphere soil both in the light and heavy grazing treatment (P < 0. 001, P = 0. 003, respectively; Fig. 2D), while total C content in the non-rhizosphere soil was lower than that of rhizosphere soil both in the control and heavy grazing treatment (P = 0. 018 and 0. [SEP] Justify:

Output: The text is irrelevant to the claim as it focuses on statistical significance in soil properties under different grazing treatments without addressing microbial diversity or its role in ecosystem services.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: Image credit: stress adaptation response and immunity The biological adaptation to stress is activation of the sympathetic nervous system (SNS). The same biological response is induced whether the stressor is psychological, such as anxiety or embarrassment, or physical, for example, exercise, trauma or fever. In the case of psychological stress, the individual perceives an inability to cope and this results in the amygdala, a part of the brain that contributes to emotion processing, sending a distress signal to the hypothalamus. The hypothalamus can communicate with the periphery via the two arms of the autonomic nervous system: the parasympathetic ‘rest and digest’ arm and the sympathetic ‘fight or flight’ arm. During stress the SNS is triggered and various physiological changes occur, including an increase in heart rate, respiration and energy production. This promotes survival of the individual by maximising physical capacity to cope with the stressor. The SNS innervates many organs and tissues throughout the body including the adrenal gland. During stress, sympathetic signalling causes the adrenal gland to secrete the two main stress hormones: adrenaline and cortisol. These hormones can spread and act throughout the body via the circulation. The SNS innervates all of the organs of the immune system, and individual immune cells also express adrenergic and glucocorticoid receptors, so can directly respond to changes in circulating levels of adrenaline and cortisol. Stress is therefore able to alter every process of immunity, from the initial development of stem cells into early immune progenitor cells in the bone marrow, through to the instigation of programmed immune responses to specific antigens in the lymph nodes. Even when in the peripheral tissues, such as the skin or gut, where mature immune cells are most likely to encounter infections, the cells can be regulated by stress hormones. It is therefore unsurprising that the immune system is a modifiable target of stress. Acute stress and immunity Research often focuses on chronic psychological stress. However, one of the most comprehensive meta-analyses on stress and immunity in humans to date found that the most robust and replicable findings in PNI are associated with stress responses lasting just minutes or hours rather than months or years (Segerstrom and Miller, 2004). A key phenomenon during acute stress is the rapid and transient movement of immune cells into the peripheral blood. [SEP] Justify:

Output: The text supports the claim by detailing how stress activates the sympathetic nervous system (SNS), leading to physiological changes, including the alteration of immune processes. It specifically notes that 'the immune system is a modifiable target of stress,' and discusses how stress hormones like adrenaline and cortisol can affect immune cells, indicating a direct relationship between stress and immune function. This aligns with the claim that stress can indeed weaken or alter immune responses over time.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Summary and Suggestions for the of Science on Mindfulness and Compassion in SchoolsOur review reveals significant issues and questions at the interface of research and practice on mindfulness and compassion in schools that require attention. The spread of mindfulness and compassion programs in education is growing, as is the scientific study on school-based programs. We characterize the research as primarily psychological and educational, and less so relational and developmental, in nature at this time. The number of experimental studies is small. A review of a subset of these studies revealed that despite evidence of promise, especially for attention and self-regulation abilities, and little evidence of harm, definitive conclusions about the impacts of SBMPs on students in preschool, primary, and secondary school settings are limited by the small number of studies and their design features. As a consequence, there are many things, some fairly basic, that we still do not yet know (e. g. , how can mindfulness best be understood and measured at different ages in childhood and adolescence? ). At the same time, philosophy of education critiques focus on the widespread individualistic, psychological, and instrumental framing of mindfulness in education, and suggest a more relational, ecological, ethical approach to mindfulness in schools would be valuable (see Table 1). Philosophy of science critiques take aim at the scientific assumptions used to frame research on mindfulness by noting these are often “split” (e. g. , dualistic), mechanistic, and non-developmental. Such assumptions tend to obscure attention to the whole person and their agentic role in their own development, as well as the nature of contexts, social relationships, and shared activity and practice in the production of mindful and compassionate persons (see Table 2). In the aggregate, the current state of the field, as we understand it, leads to three main suggestions for future research on mindfulness and compassion in schools. Table 2 Different meta-theories and root images in the study of mindfulness and compassionFull size tableRe-and AssumptionsFirst, this review raises fundamental questions about the assumptions and frames underlying both practice and scientific approaches to the study of mindfulness and compassion in schools. The value of reflection and research on discourse practices and meta-theories in a scientific field is that it tends to make salient the evaluative frames, words, and images that shape the way we think about, implement, and scientifically evaluate mindfulness and compassion programs in schools. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of mindfulness and compassion programs in schools. It emphasizes that while mindfulness shows promise in areas such as attention and self-regulation, the research is still limited, and the conclusion that mindfulness can eliminate all behavioral issues is not supported. The review highlights the need for a more relational and ecological approach to understanding mindfulness and suggests that basic questions about its impact remain unanswered, indicating that mindfulness alone is not a comprehensive solution to behavioral issues.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 012, respectively; Fig. 2H). A significant interaction between grazing intensities and soil position treatments in soil pH value, NH 4 + -N, NO 3 − -N, inorganic N content; however, there had no significant interaction in soil organic carbon, available P, total C, N and P content (Table 1). Relationships between diversity of microbial community and soil chemical properties In the non-rhizosphere soil, the diversity of bacterial community (i. e. , richness, Shannon and Chao1) was significantly negatively correlated with the soil pH value (all P < 0. 05, r = − 0. 80, −0. 67 and −0. 78, respectively; Fig. 3). For fungal community, however, the Chao1 was only significantly positively correlated with available P content in the non-rhizosphere soil (r = 0. 76, P > 0. 05; Fig. 3). Also, soil available P content was significantly positively correlated with NH 4 + -N content but negatively correlated with NO 3 − -N content (all P > 0. 05; r = 0. 82 and −0. 76, respectively; Fig. 3), while soil NH 4 + -N content was significantly negatively correlated with NO 3 − -N content (r = − 0. 87, P > 0. 05; Fig. 3). In the rhizosphere soil, soil NH 4 + -N content was significantly negatively correlated with the richness of bacteria and fungi, soil pH value (all P < 0. 05, r = − 0. 80, −0. 70 and −0. 80, respectively; Fig. S1). Soil total P in the rhizosphere soil was significantly positively correlated with soil pH but negatively correlated with soil available P (all P < 0. 05, r = 0. 67 and −0. 73, respectively; Fig. S1). Soil total N in the rhizosphere soil was significantly negatively correlated with soil available P but positively correlated with total C (all P < 0. 05, r = − 0. 74 and 0. 70, respectively; Fig. S1). Figure 3: The relationship between microbial diversity (both bacteria and fungi) and soil chemical properties in the non-rhizosphere soil in a desert steppe ecosystem in China. Red and blue denote positive and negative correlations, respectively (* P < 0. 05; ** P < 0. 01). [SEP] Justify:

Output: The text discusses various relationships between soil microbial community diversity and soil chemical properties, including correlations with nutrients like NH4+-N and NO3−-N. However, it does not directly address the claim about the importance of microbial diversity for ecosystem services, making it irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: But not all immune cells are mobilised; only cells which display immediate effector functions are involved, such as cytotoxic cells and cells with the potential to migrate into inflamed tissues. Therefore, acute stress not only increases the number of immune cells in the blood, but it also changes the composition of the blood. The upshot is an increase in the circulating ‘soldiers’ of the immune system, which is proposed to increase immune surveillance and thus enhance immunity during times of stress when, historically at least, injury and infection were more likely (Dhabhar, 2009). It is indeed unlikely that the evolution of stress adaption would select for a cardiovascular and metabolic system that helps the organism to rapidly escape a predator, only for it to later succumb to an infection. Indicative of an evolved ability to rapidly adapt to danger, all vertebrates, including humans, have the remarkable capacity to swiftly alter the immune cell composition in peripheral blood and tissues in response to acute stress. Furthermore, experimental animal studies have confirmed that acute stress, and the accompanied cell redistribution, predicts stronger delayed-type hypersensitivity responses, enhanced vaccine responses, an increased migration of leukocytes into wounded tissue, and faster wound healing. In humans, brief psychological stressors and exercise prior to vaccination have also demonstrate the ability to increase vaccination-induced antibody responses (Dhabhar, 2009). But how do the physiological effects of acute stress manifest now in the modern era, when stress does not usually come with a physical or immunological challenge? Imagine increasing immune-surveillance in an individual who has an underlying inflammatory or autoimmune disorder, such as atherosclerosis. The promotion of immunity in these circumstances could be seen as a negative outcome that would aggravate the condition. Chronically stressing a caveman What if the stress lasts for weeks, months or years? The stress adaptation response did not evolve to last for extended periods and, consequently, it cannot. This was first recognised in the 1930s by who described the three stages of the or Stress Syndrome. First there is the acute stress response in which the body prepares for fight or flight. But this level of excitement cannot be maintained so a second stage of adaptation occurs where the body becomes resistant to the stress. Finally, in chronic stress, the system enters a state of exhaustion and this fatigue of the immune system results in illness. One theory in evolutionary psychology is that we have a brain. [SEP] Justify:

Output: The text corroborates the claim by explaining that while acute stress can increase immune function temporarily, chronic stress leads to a state of exhaustion in the immune system, resulting in illness. Key phrases such as 'the system enters a state of exhaustion and this fatigue of the immune system results in illness' directly support the idea that prolonged stress can weaken the immune system.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Thus, reflection on assumptions and frames is a key part of the evolution of a scientific field. The critiques summarized here, which propose that the current framing of mindfulness in education is too individualistic, instrumental, mechanical, and dualistic, and not focused enough on the relational ecology of children in schools, or ethics and social change, seem important to consider in the next generation of research (see Tables 1–2). Much of our review was focused on experimental studies of SBMPs for students implemented in individual classrooms over a relatively short time horizon. The data show the impacts of such programs were promising, through equivocal; and new data from a rigorously designed study has raised questions about the effectiveness of a universal, school-based approach, at least with early adolescents in the UK, works (Kuyken et al. , 2022). One wonders, based on such findings, if a self-selective rather than universal approach, where such courses are offered to adolescents, for instance, as electives, might be an alternative way to deliver such programs to those who are interested and see them as relevant (see for instance: In addition, the project raised important questions as to whether or not teachers in general are able to competently teach SBMPs (Crane et al. , 2020). Thus, as a field, we may need to re-envision our pedagogical and systems-change approach to bringing mindfulness and compassion into schools, and consider the ecology of the school as a whole as a primary unit of analysis in this work, not the single teacher in an isolated classroom. We know little about the implementation of mindfulness as a school-wide practice, where it is integrated into the culture and life of a whole school and involves both teachers and students (e. g. , Sheinman et al. , 2018). More qualitative, interpretative, and action research on implementation in whole schools are needed. In addition, there is strong evidence that mindfulness works for improving teachers’ occupational health and well-being, and accumulating research suggests that teacher programs also have impacts on how teachers interact with students in the classroom (see Klingbeil et al. , 2017). More research is needed on how training educators can have indirect downstream consequences on student outcomes. [SEP] Justify:

Output: The text contrasts the claim by highlighting that mindfulness programs (SBMPs) were promising but not universally effective in addressing behavioral issues. It specifically mentions that new data has raised questions about the effectiveness of a universal, school-based approach to mindfulness, suggesting that a more tailored approach may be required. It points out that the current approach to mindfulness is overly individualistic and lacks a focus on the relational ecology of children in schools, indicating that mindfulness alone is not sufficient to address all behavioral challenges.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: High soil pH value was considered as a special environment from heavy grazing-induced, which resulted in few adapted taxa (Fierer, Bradford & Jackson, 2007; Qu et al. , 2016). However, previous studies have found that soil nitrogen was the most pronounced factor shaping soil bacterial community (Wang et al. , 2021; Zhang et al. , 2020b), and may affect the growth and survival of the bacteria through offering the substrate (Wang et al. , 2019; Wang et al. , 2021). The differences between our study and other experiments also may be due to the differences in grazing intensity, grassland types or livestock (e. g. , sheep, cow or horse) (Hu et al. , 2019). Previous studies have revealed that microbial may be driven by soil physical and chemical properties (e. g. , soil pH value, organic carbon; Chen et al. , 2017; Ren et al. , 2018; Wang et al. , 2020; Wang et al. , 2021). The return of dung and urine from livestock may alter soil microbial community by changing soil nutrient availability or other properties (e. g. , soil pH value; Kohler et al. , 2005; Bai et al. , 2012; Jing et al. , 2023). Contrary to bacterial community showing that soil fungal diversity did not significantly change among grazing intensity treatments (control to heavy grazing), regardless of rhizosphere or non-rhizosphere soil, which is in line with a grazing and enclosure experiment on the that soil fungi diversity did not differ between grazed and ungrazed (Wu et al. , 2022). This may be due to the difference in sensitivity to external disturbances (e. g. , grazing), while bacterial community are more sensitive to grazing than fungal community (Cheng et al. , 2016; Zhang et al. , 2018b; Wu et al. , 2022). Another interesting thing is that soil bacterial diversity in the non-rhizosphere soil in the heavy grazing treatment was lower than that in the rhizosphere soil, which is in line with some previous studies (Edwards et al. , 2015; Dawson et al. , 2017; Novello et al. , 2017; Schöps et al. , 2018). Plant rhizosphere is the active region controlling nutrients transformation (Zhang et al. , 2010; Ahkami et al. [SEP] Justify:

Output: The text does not directly address the claim about the importance of soil microbial diversity for ecosystem services. Instead, it discusses factors affecting soil microbial communities, such as grazing intensity and soil properties, without linking these factors to the value of microbial diversity in ecosystem services. Therefore, the text is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: This does not mean the brain has not evolved since the Stone Age, but that the brain has not evolved quickly enough for the modern world. This may be true for the response to present-day stress. Many of today’s life stressors that cause an emotion response in the amygdala do not require a physiological response to ensure survival of the individual. Considering this, it is not surprising that the stress adaptation response to chronic stress may not serve us well. Chronic stress and immunity The immune system is delicately balanced between immune activation, which will clear infections and malignancies, and immune regulation which prevents self-harm that could otherwise result in autoimmunity and inflammatory disorders. Chronic stress appears to disrupt this balance. It causes the worst of both worlds: lower immune protection and greater inflammation. Cross-sectional studies of dementia caregivers versus age-matched non-caregiver controls demonstrate that chronic stress clinically reduces humoral (B-cell and IgG antibody) and cell-mediated (T-cell) immune responses to vaccination (Gouin et al. , 2008). Caregivers also report more days of illness and upper respiratory tract infections. Together, this suggests that stress causes a decrease in immunity to novel infections. Chronically stressed individuals also show slower wound healing, latent virus reactivation, shortened leukocyte telomere lengths, greater oxidative stress and increased low-grade systemic inflammation, including increased IL-6. These effects can be seen in both young and old caregivers, individuals effected by major life events, and from individuals self-reporting high levels of stress. Stress, immunosenescence and age-related diseases The similarities of immune dysfunction brought about by ageing and chronic psychological stress are striking and include increased inflammation, reduced vaccination responses, decreased cell telomere lengths and increased inflammation (Gouin et al. , 2008). Moreover, like stress, these features of immunosenescence have been associated with an increased risk of morbidity and mortality. It is possible that chronic stress may exert its negative impact on health through the induction of immunosenescence. High levels of work-related stress have been associated with rudimentary signs of immune ageing (Bosch, Fischer et al. , 2009). Further, the impact of stress on immune function is reported to be worse in older individuals suggesting that the elderly are susceptible to a cumulative immune deterioration brought about by age and stress. [SEP] Justify:

Output: The text corroborates the claim by discussing how chronic stress disrupts the balance of the immune system, leading to lower immune protection and greater inflammation. It highlights that chronic stress causes a clinical reduction in immune responses, as evidenced by studies showing diminished antibody and T-cell responses to vaccination. Furthermore, it mentions the negative effects of chronic stress on immune function, including slower wound healing and increased inflammation, thereby supporting the assertion that stress can weaken the immune system over time.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Finally, it may turn out that universal or school-wide programs are only viable strategies in certain contexts, and not at scale, and that alternative contexts like retreats or camps are useful to study in the future (e. g. , Galla, 2017). In sum, our review suggests it is a good time to reflect and re-envision assumptions about how mindfulness and compassion might enter education pedagogically and organizationally in the most fruitful way (e. g. , Ergas, 2019), and be studied in the most fruitful way. Our review also suggests that scientists need to adopt a set of scientific assumptions that match the kind of interpersonal and organizational complexity involved in teaching and learning such practices in school settings for children and youth. As over 100 years of debate and discussion revealed among developmental scientists, split assumptive meta-theories in the study of human development show scientific shortcomings with regard to understanding development by splitting apart processes that are actually interdependent and holistic in nature (e. g. , Lerner & Overton, 2008; Zelazo, 2013). The either/or, split assumptive frame reduces the multiple, multilevel, dynamic processes that causally relate to the development of mindful persons into incomplete understandings at best. Such assumptions do not focus specifically on the proximal processes that interface between such presumed splits (e. g. , persons vs. environments), processes that range across multiple levels from cells to society or neurons to neighborhoods in the development of qualities like mindfulness (e. g. , Roeser et al. , 2018; Zelazo, 2013). A relational meta-theory that goes beyond all splits has led to a “new synthesis” in developmental science whereby a consensus and coherence of assumptions theories and constructs, and methods has ensued (Zelazo, 2013). Such a meta-theory leads to theories of mindfulness that conceptualize it first and foremost as an intergenerational social practice—as something being worked out with other people, in specific settings, through language and gesture, intergenerational relationships and joint activity around cultural practices (e. g. , meditation, service), over a sustained period of time in the lifespan. Here, notions like the “fit” between the developmental and cultural needs of children and adolescents, and these kinds of programs and practices, become focal, as do related issues of motivation and engagement on the part of students to engage with such programs and practices (e. g. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of universal mindfulness programs in schools. It suggests that such programs might not be viable strategies at scale and that mindfulness should be viewed as a complex, interdependent process rather than a standalone solution. The emphasis on relational meta-theories and the need for these practices to fit within specific developmental and cultural contexts highlights that mindfulness alone is insufficient to address behavioral issues in schools.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Effects of grazing livestock on grassland functioning may depend more on grazing intensity than livestock diversity. Proceedings of the of Sciences of the of America 116(38):18762-18763. 2023. Grazing intensity alters soil microbial diversity and network complexity in alpine meadow on the Qinghai-Tibet Plateau. Agriculture, Ecosystems & Environment 353:108541. 2004. Livestock exclusion and belowground ecosystem responses in riparian meadows of eastern Oregon. 14(6):1671-1679. 2005. Soil microbial community changes in wooded mountain pastures due to simulated effects of cattle grazing. Plant and Soil 278:327-340. 2015. Changes in plant, soil, and microbes in a typical steppe from simulated grazing: explaining potential change in soil C. 85(2):269-286. 2023. Grazing promotes soil phosphorus cycling by enhancing soil microbial functional genes for phosphorus transformation in plant rhizosphere in a semi-arid natural grassland. Geoderma 430:116303. 2014. Taxonomical and functional microbial community selection in soybean rhizosphere. 8(8):1577-1587 Nan Z. 2005. The grassland farming system and sustainable agricultural development in China. 51(1):15-19. 1999. Grazing impacts on the spatial distribution of soil microbial biomass around tussock grasses in a tropical grassland. Ecology 13(3):259-270. 2017. The rhizosphere bacterial microbiota of Vitis vinifera cv. in an integrated pest management vineyard. Frontiers in Microbiology 8:1528 Olofsson J. 2006. Short-and long-term effects of changes in reindeer grazing pressure on tundra heath vegetation. Journal of Ecology 94:431-440. 2018. Understanding the relationships between grazing intensity and the distribution of nitrifying communities in grassland soils. Science of the 634:1157-1164. 2016. Impacts of grazing intensity and plant community composition on soil bacterial community diversity in a steppe grassland. 11(7):e0159680. 2018. Soil pH and plant diversity shape soil bacterial community structure in the active layer across the latitudinal gradients in continuous permafrost region of Northeastern China. 8(1):5619 Schöps öning. 2018. [SEP] Justify:

Output: The text discusses various studies related to grazing livestock and its impact on soil microbial diversity but does not make a direct connection to the claim about the importance of soil microbial diversity for ecosystem services. Therefore, it is considered irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Stress can weaken the immune system over time. [SEP] Text: Considering that 25% of the of the UK population is predicted to be over 65 years of age by 2030, a large number of people may be subjected to ill-health by means of stress- and age-induced immune decline. Stress and circadian rhythms Cortisol and adrenaline are not only released in response to stress – they are released continuously and have circadian rhythms, their diurnal fluctuations altering levels of immunity dependent on the time of day. For example, the number of effector T-cells with immediate protective capacity in the circulation peak during active hours whilst naïve cell numbers are greater nocturnally. This rhythmicity is thought to promote immediate immune protection during the day, and tissue repair and initiation of adaptive immune responses at night. Immune circadian rhythmicity has clinical implication as demonstrated by a greater risk of death from sepsis in the early hours of the day, and the recent finding that vaccinations given during morning clinics may produce better antibody responses (Long et al. , 2016). These observations signify the importance of the immune system’s circadian rhythm. One of the negative consequences of stress is that it may alter the typical daily perturbations of cortisol and adrenaline, and therefore alter normal immune homeostasis. This will particularly effect the health of individuals working night-shifts or travelling between different time zones on a regular basis. Managing stress Even if we could stop it, preventing the stress adaptation response from occurring during a true physical threat to a person could be dangerous and leave them vulnerable to infection. But as stress only occurs when a person believes they cannot cope, we can teach stress management and resilience. Social support is essential for good psychological health and resilience. Caregivers with greater support demonstrate better immune outcomes, and stress management interventions with caregivers can raises vaccination responses to the levels seen in aged-matched non-caregivers (Gouin et al. , 2008). Further, in older adults, relaxation techniques and stress management interventions can reduce the signs of herpes virus reactivation. These results demonstrate that social intervention and stress management techniques can buffer the negative impact of stress on immune outcomes. Preventing stress may therefore be an easy and affordable way, compared to most medical interventions, to improve immune function and thereby improve the general health of the population and avert disease. 534. (1993). Negative life events, perceived stress, negative affect, and susceptibility to the common cold. J Psychol 64(1), 131–140. [SEP] Justify:

Output: The text corroborates the claim by discussing how stress can alter the daily fluctuations of cortisol and adrenaline, which are vital for maintaining immune homeostasis. It mentions that stress may affect immune responses negatively, especially in individuals working night shifts or those frequently traveling across time zones, highlighting the detrimental impact of stress on the immune system. Additionally, it points out that managing stress can improve immune outcomes, thus supporting the idea that stress can weaken immunity over time.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: , Walton & Yeager, 2020; Yeager et al. , 2018). We hope we have spurred reflection on meta-theories in this paper which will help to lead towards a new synthesis in and the study of mindfulness and compassion in schools in the future around a meta-theory that is relationally, culturally, contextually, ethically, and developmentally grounded (see Thompson, 2020). Such a synthesis could heal the split that currently exists between the clinical and neuroscientific work with adults in Contemplative Science, and the research focused on children, adolescents, and parents and teachers in families and schools that Roeser and Zelazo (2012) called Science. It might lead to closer integration in the science of mindfulness and compassion. Finally, re-envisioning meta-theoretical assumptions to be more relational might also focus both experimental and developmental research in schools more fully on whole persons and their identities, social relationships and interaction, cultural practices, and holistic school settings in shaping mindful and compassionate persons in different countries and school systems (e. g. , Colaianne et al. , 2019). These are the very issues that demand greater attention in the science currently, and could lead to new insights as to how to create mindful and compassionate communities of learning in schools in the future. In addition to re-envisioning assumptions and frames, we see a need for improvements in experimental research and the need for more developmental research in this area in the future. Given the complementarity of experimental and developmental approaches (see Table 3), we also hope to see greater cross-fertilization between these forms of research going forward (e. g. , Bronfenbrenner & Morris, 2006). Table 3 Complementary research aims and methods in experimental and developmental approaches to research on mindfulness and compassion in children and adolescentsFull size tableResearchBased on our review, we also propose that improving experimental research on school-based mindfulness and compassion programs in the next generation of science is important. In part, the improvements that we recommend for experimental studies of programs in schools parallel suggestions made for the science of mindfulness in general (Davidson & Kaszniak, 2015; Dimidjian & Segal, 2015), and build upon work in the broader field of social and emotional learning (SEL) in schools around the study of program implementation (Durlak et al. , 2011; Greenberg et al. , 2017). [SEP] Justify:

Output: The text contrasts the claim by suggesting that mindfulness and compassion programs in schools must be part of a broader context that includes relational, cultural, and developmental considerations. It emphasizes the need for a synthesis of research that integrates various approaches to mindfulness, indicating that simply implementing mindfulness alone may not address the complexity of behavioral issues in educational settings.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Land-use intensity rather than plant functional identity shapes bacterial and fungal rhizosphere communities. Frontiers in Microbiology 9:2711. 2011. Effect of warming and drought on grassland microbial communities. 5(10):1692-1700. 2010. Microorganisms and climate change: terrestrial feedbacks and mitigation options. Microbiology 8(11):779-790 Steffens M, Kölbl A, Totsche KU, Kögel-Knabner I. 2008. Grazing effects on soil chemical and physical properties in a semiarid steppe of (PR China) Geoderma 143(1–2):63-72. 2021. Soil bacterial community responses to short-term grazing exclusion in a degraded alpine shrubland–grassland ecotone. 130:108043 ü. 2022a. Short-term grazing exclusion alters soil bacterial co-occurrence patterns rather than community diversity or composition in temperate grasslands. Frontiers in Microbiology 13:824192 Wang L, Delgado-. 2020. Livestock overgrazing disrupts the positive associations between soil biodiversity and nitrogen availability. 34(8):1713-1720. 2022b. Plant and soil responses to grazing intensity drive changes in the soil microbiome in a desert steppe. Plant and Soil 491(1):219-237. 2022c. Grazing horse effects on desert grassland soil gross nitrification and denitrification rates in northern China. Agriculture 12:1036 Wang Y, Wesche K. 2016. Vegetation and soil responses to livestock grazing in grasslands: a review of Chinese literature. Biodiversity and Conservation 25(12):2401-2420. 2019. Impact of long-term grazing exclusion on soil microbial community composition and nutrient availability. Biology and Fertility of Soils 55:121-134 Wu Y, Chen D, Delgado-. 2022. Long-term regional evidence of the effects of livestock grazing on soil microbial community structure and functions in surface and deep soil layers. and Biochemistry 168:108629. 2013. Responses of the functional structure of soil microbial community to livestock grazing in the Tibetan alpine grassland. Biology 19(2):637-648. 2011. Seasonal variations of soil microbial biomass and activity in warm-and cool-season turfgrass systems. [SEP] Justify:

Output: The text provides a wide range of studies and observations related to soil microbial communities, grazing effects, land-use intensity, and changes in microbial compositions. However, it does not explicitly establish or support the claim about the importance of soil microbial diversity for ecosystem services. Instead, it examines various factors affecting soil microbial communities without addressing the direct implications of microbial diversity on ecosystem functionality.


Input: Task: corroborate the claim using the given text. Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: Journal of and Physics > Vol. 10 No. 3, March 2022 Revelations from on of Light () of. DOI: 10. 4236/jamp. 2022. 103045 170 Downloads 739 Views 640. doi: 10. 4236/jamp. 2022. 103045. 1. are many historical experiments that relate to the postulate of the constant speed of light in a vacuum and the speculation of the existence of “aether” for light transmission. Among them, the 1851 Fizeau water tube experiment [1] (Fizeau, 1851) and the 1887 Michaelson-Morley experiment [2] (Michael and Morley, 1887) played an important role in the aether debate and in the formation of the relativity theory. Maxwell’s electromagnetic wave theory required the medium aether to propagate light, and the phenomenon of stellar aberration indicated a stationary aether; however, the Fizeau water tube experiment implied a partially dragged aether. Either way, if aether exists, it cannot be dragged fully by the earth’s movement and thus should result in an aether wind as the earth rotates around the sun; however, the Michelson-Morley (MM) experiment showed that the predicted aether wind that would be caused by the earth’s rotation around the sun cannot be detected. Many theories have been developed to explain these experiments. The totally dragged aether theories of Stokes [3] (1845) and Hertz [4] (1890) and the emission theory of Ritz [5] [6] (1908) can explain the MM experiments perfectly, but they are unable to explain the Fizeau water tube experiment. On the other hand, the partial dragging coefficient proposed by [7] Fresnel (1818) can explain the Fizeau experiment well but not the MM experiment. Based on the null results from the MM experiment, Einstein concluded that aether does not exist. He postulated that the speed of light in a vacuum is constant for all reference frames and is independent of the speed of the light source. Based on the Lorentz transformation, he developed the special relativity theory. [SEP] Justify:

Output: The text corroborates the claim by explaining that Einstein concluded from the Michelson-Morley experiment that aether does not exist and postulated that the speed of light in a vacuum is constant for all reference frames. This directly supports the assertion that the speed of light is a fundamental physical limit.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: In the first case, future studies of SBMPs might employ more power analyses, greater use of randomization to conditions, larger sample sizes, use of active controls, consideration of non-specific factors in intervention results (e. g. , instructor motivation and enthusiasm), and collection of longer-term follow-up data. In addition, consistent with work in SEL, experimental students of program impacts need to integrate implementation science into the study of impacts to understand how and why programs work or do not work (Bryk, 2016; Durlak & DuPre, 2008; Greenberg et al. , 2017), and to focus on the fit of programs within the wider ecology and cultures of schools (e. g. , Roeser et al. , 2022). These issues are explored in greater depth by Baelen et al. (2022). Furthermore, more research on moderated program impacts is needed in terms of both student characteristics (e. g. , student age, gender, ethnicity, race, disability status) and school characteristics (e. g. , leadership, culture, support for program implementation). Addressing questions of moderation would improve future research by providing answers to questions of practical relevance for educators regarding program impacts for whom, for what outcomes, when (in development), and where (in terms of contextual settings). Relatedly, attention to issues of diversity, equity, and inclusion in program design and evaluation is critically important (e. g. , Jagers et al. , 2019). More conceptual and measurement work is needed on assessing mindfulness, compassion, and their associations with other developmental outcomes (e. g. , social competence, well-being, school learning) across childhood, adolescence, and adulthood. Creating new, multimethod, valid, and reliable measures of these key proximal outcomes, in ways that are sensitive to change due to development and intervention, is a critical priority (Roeser et al. , 2018). Such measurement work would improve our understanding of the mediating roles that mindfulness and compassion play in program impacts, and would advance our understanding of how to measure these constructs as embodied by teachers or those who implement programs in schools (e. g. , Rickert et al. , 2019). ResearchOur final suggestion based on our review is expanding developmental research on mindfulness and compassion during childhood and adolescence across diverse cultural, linguistic, national, and geographic settings in the next generation. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations and complexities in the implementation and evaluation of mindfulness-based programs in schools. It emphasizes that effectiveness depends on various factors, such as program design, context, student characteristics, and methodological rigor in research studies. The mention of integrating implementation science and investigating diverse student needs indicates that mindfulness, by itself, is not sufficient to address all behavioral issues.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: and Biochemistry 43(7):1536-1543. 2023. Cessation of grazing stabilizes productivity through effects on species asynchrony and stability of shrub/semi-shrub plants in arid grasslands. Agriculture, Ecosystems & Environment 348:108411. 2022. Intensification of disturbance destabilizes productivity through effects on dominant species. 143:109383. 2016. Climate change and human activities altered the diversity and composition of soil microbial community in alpine grasslands of the Qinghai-Tibetan Plateau. Science of the 562:353-363. 2020b. Heavy grazing over 64 years reduced soil bacterial diversity in the foothills of the Rocky Mountains, Canada. Ecology 147:103361. 2020a. Enhancement of nutrient resorption efficiency increases plant production and helps maintain soil nutrients under summer grazing in a semi-arid steppe. Agriculture, Ecosystems & Environment 292:106840. 2018b. Interactions of soil bacteria and fungi with plants during long-term grazing exclusion in semiarid grasslands. and Biochemistry 124:47-58. 2010. Rhizosphere processes and management for improving nutrient use efficiency and crop productivity: implications for China. Advances in Agronomy 107:1-32. 2018a. Grazing induced changes in plant diversity is a critical factor controlling grassland productivity in the Desert Steppe, Northern China. Agriculture, Ecosystems & Environment 265:73-83. 2020. Mechanisms of plant responses and adaptation to soil salinity. 1(1):100017 a question Learn more about Q&A a link Alert Loading. . . Just enter your email Tools & info history See citing 2. 0MB) Save to in download will start in a moment. . . Cancel × Report a problem Common use cases Typos, corrections needed, missing information, abuse, etc Our promise PeerJ promises to address all issues as quickly and professionally as possible. We thank you in advance for your patience and understanding. Type of problem TypoMissing or incorrect metadataQuality: PDF, figure, table, or data qualityDownload issuesAbusive behaviorResearch misconductOther issue not listed above Details 500 characters remaining Cancel × Follow this publication for updates "Following" is like subscribing to any updates related to a publication. These updates will appear in your home dashboard each time you visit PeerJ. [SEP] Justify:

Output: The text is primarily a collection of references and possibly commentary on various studies related to soil conditions and disturbances. It does not directly provide information supporting or negating the claim that soil microbial diversity is vital for ecosystem services, making it largely irrelevant to the claim.