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: Half of Einstein’s postulate that light speed is independent of the speed of the light source has been proved by many experiments and observations, however, the other half of the postulate that the speed is the same for all reference frames has not yet been fully confirmed, and it is a perplexing postulate unless one accepts concepts such as length contraction and time dilation. This paper examines this part of the postulate by investigating historical experiments that have been carried out to examine the constant speed of light. The investigation confirms or proves Einstein’s postulate and reveals the mechanism that results in the constant speed of light for all inertial frames. A word of warning to the reader: The paper requires considerable patience and concentration to follow the detailed, careful, logical reasoning. Without attention to the detail, observations and experiments can be explained in different ways and therefore draw different conclusions. We might still happily accept Aristotle’s claim that a heavier object falls faster than a lighter one if we had not paid attention to the friction force of the air. We might also still believe the earth-central theory if we had not paid attention to the detailed observations and accurate measurement of stellar movements. Only careful reasoning on detailed facts can reveal the truth. Much patience is required when reading this paper also because some of the logical reasoning related to the experiments is very subtle. 2. A of the The 1851 Fizeau water tube experiment, which has been repeated by others, including Michaelson and Morley [8] (1886), was originally designed to test the convection of aether in water. Since aether is proven by the 1887 Michelson-Morley experiment to be purely imaginary, the water tube experiment revealed how the speed of the medium affects the speed of light. experiment apparatus is illustrated in Figure 1. The tube is filled with water, which flows at speed “w” in the direction shown by the broad arrows. The incoming light is split into two at the beam splitter and the two beams eventually come back to the splitter and are detected by a phase detector. 1. Setting of the 1851 Fizeau water tube experiment. the light beam with the dashed arrows travels against the water flow and reaches the interference detector, the light beam with the solid arrows travels in the direction of water flow and reaches the interference detector. The impact of water speed can be shown by the interference pattern. [SEP] Justify:

Output: The text corroborates the claim by discussing historical experiments, including Fizeau's water tube experiment and the Michelson-Morley experiment, which investigate the constant speed of light. It specifically mentions that the investigation confirms or proves Einstein’s postulate regarding the speed of light and outlines the importance of careful reasoning in interpreting experimental results. This aligns with the claim that supports the notion of light's speed being constant in a vacuum.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Developmental science has three main aims with regard to individual development: (a) a description of continuity and change over time in personal characteristics (mind, body, behavior), within and across persons (and corresponding contextual conditions); (b) an explanation of how biological, social and cultural factors interact in the production of intra- and inter-individual continuity and change in these characteristics over time; and (c) the use of scientific descriptions and explanations for the optimization of human development. Optimization occurs through various intervention and prevention efforts aimed at modifying or preventing risk, disease and distress-producing conditions and processes; as well as through promotion efforts aimed at cultivating resilience, health, and flourishing-producing conditions and processes (e. g. , Baltes et al. , 1977). Expanding basic developmental science to create a coherent description and explanation of the development of mindfulness and compassion in schools and other social contexts during childhood and adolescence would advance this area of science (see Roeser & Eccles, 2015; Spinrad & Eisenberg, 2017). A few examples of basic unanswered questions of this kind include the following: what are the elements that constitute mindfulness and compassion across development, and how and why do these elements differentiate and integrate across time? How might we best conceptualize and measure mindfulness and compassion across developmental time—as skills, dispositions, or identities? Are developmental changes in mindfulness best conceptualized as gradual and quantitative in nature (e. g. , more and more re-iterative reprocessing and reflection—Zelazo & Lyons, 2012); more abrupt and qualitative in nature (e. g. , a sudden shift to a “witness” perspective—see Engler, 1984), or both? Does mindfulness or compassion, like other lines of development, show a classic peak and decline shape—with the peak in early adulthood and decline thereafter (Hartshorne & Germine, 2015)? How are mindfulness and compassion related to other lines of development such as attachment relationships and social-emotional development (Bowlby, 1988; Shaver et al. , 2007), self and identity development (Roeser & Peck, 2009; Vago & Silbersweig, 2012), or social-cognitive (Warren et al. , 2021) and moral development (Roeser et al. , 2014)? [SEP] Justify:

Output: The text contrasts the claim by discussing how developmental science involves a multitude of factors—biological, social, and cultural—that contribute to individual behavior and development, rather than suggesting that mindfulness alone can address behavioral issues. It explicitly states that optimization of human development requires various intervention and prevention efforts to modify or prevent risk and distress-producing conditions. Therefore, it implies that mindfulness is part of a broader strategy rather than a standalone solution.


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 -and functional characteristics of soil microbial community in a Pinus massoniana forest at different elevations View 10. 7717/peerj. 13504 Published 2022-07-15 Accepted 2022-05-05 Received 2022-02-17 gradient, Metagenome, Pinus massoniana, Community structure and function, Subtropical mountain forest, Soil microbial communities Copyright © 2022 Zhang et al. is an open access 2022. Structural and functional characteristics of soil microbial community in a Pinus massoniana forest at different elevations. PeerJ 10:e13504 in forest soil microbial communities over altitudinal gradients have long been attracting scientific interest. The distribution patterns of different soil microbial communities along altitudinal gradients in subtropical mountain forest ecosystems remain unclear. To better understand the changes in soil microbial communities along an altitude gradient, we used Illumina MiSeq metagenome sequencing technology to survey the soil microbial communities in a Pinus massoniana forest at four elevations (Mp1000, Mp1200, Mp1400, Mp1600) and in a tea garden in Mountain in Southwestern China. We observed that the richness of bacteria, fungi, and viruses in the soil microbial community changed in a unimodal pattern with increasing elevation while that of Archaea first increased significantly, then decreased, and finally increased again. Euryarchaeota and Thaumarchaeota were the predominant Archaea, Proteobacteria and Acidobacteria were the predominant bacterial groups, Ascomycota and Basidiomycota were the predominant fungal groups, and Myoviridae, Podoviridae, and Siphoviridae were the predominant virus groups. Amino acid transport and metabolism, energy production and conversion, signal transduction mechanisms, and DNA replication, restructuring and repair were the predominant categories as per NOG function gene-annotation. Carbohydrate metabolism, global and overview map, amino acid metabolism, and energy metabolism were predominant categories in the KEGG pathways. Glycosyl transferase and glycoside hydrolase were predominant categories among carbohydrate enzyme-functional genes. Cluster, redundancy, and co-occurring network analyses showed obvious differences in the composition, structure, and function of different soil microbial communities along the altitudinal gradient studied. [SEP] Justify:

Output: The text does not directly address the claim regarding the importance of soil microbial diversity for ecosystem services. Instead, it focuses on the structural and functional characteristics of soil microbial communities across different altitudinal gradients in a specific forest ecosystem. While it mentions changes in microbial community structure, it does not provide sufficient information regarding how this diversity impacts or relates to ecosystem services.


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: The predicted results for the Michelson-Morley experiment with and without aether wind are illustrated in Figure 3. Figure 3. Aether wind interpretation of Michelson-Morley experiments. As shown in the left panel, without an aether wind, the two photons that start from the beam splitter will travel, horizontally or vertically, the same length l at the same speed c. After the same amount of time 2 * l/c, they both come back to the beam splitter simultaneously, thus causing no interference. However, if aether exists and causes an aether wind to blow to the left at a speed of v, as shown in the right panel, the time for the photon to move to the top mirror and to be reflected back to the splitter will be different from the time for the photon to move to the right mirror and back to the splitter. For the photon moving to the top mirror, while it travels up for distance l = ct, it will be blown to the left by a distance of d = vt. From this, it can be derived that l/d = c/v, or v = cd/l. In aggregate, the photon travels a distance of 2(d2 + l2)0. 5 at speed (c2 + v2)0. 5, and the total travel time is: t 1 = 2 ( d 2 + l 2 ) 0. 5 ( c 2 + v 2 ) 0. 5 = 2 ( d 2 + l 2 ) 0. 5 [ c 2 + ( d c l ) 2 ] 0. 5 = 2 l c This result is the same as that in a rest frame. The photon moving to the right will travel a distance of l at speed c − v towards the right mirror and then be reflected back to the splitter at a speed of c + v, so its total travel time is: t 2 = l c + v + l c − v = 2 c l c 2 − v 2 = 2 l c − v 2 c (10) Apparently, t1 ≠ t2 as long as v ≠ 0. This will cause a phase difference and thus produce an interference pattern. If the direction of the apparatus changes, t1 and t2 will change and thus result in a shift in fringes. [SEP] Justify:

Output: The text corroborates the claim by discussing the results of the Michelson-Morley experiment, which indicates that without an aether wind, photons travel the same distance at the same speed 'c' and arrive simultaneously at the beam splitter. It emphasizes that irrespective of potential influences like aether wind, in a vacuum, the light speed (c) is a consistent measure, confirming the notion that the speed of light is constant.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: What are the biological, social interactional, and sociocultural contextual factors and processes that explain the development and transformation of the elements of mindfulness and compassion over time during childhood and adolescence in families, schools, communities, and religious institutions (Eccles & Roeser, 2016; Semenov & Zelazo, 2019)? We propose that addressing these unanswered questions regarding a description and explanation of the development of mindfulness and compassion is an important priority in advancing the next generation of science. Specifically, empirical insights and answers to these questions can inform the optimization of programs through the identification of key proximal processes in families and schools that produce mindful and compassionate individuals (or not, e. g. , Semenov & Zelazo, 2019). These processes could then be studied within the implementation of SBMPs. Furthermore, such work would advance the conceptualization and measurement of mindfulness and compassion, as well as their antecedents and developmental consequences, across the lifespan. Finally, bringing developmental methods to bear on the study of SBMPs with time-intensive measures like ecological momentary assessments would help us to understand the time course and shape of change in these constructs and related outcomes. Greater cross-fertilization between developmental and experimental research is something that we believe could advance the next generation of science (see Table 3). ConclusionsIn conclusion, the field of science on school-based mindfulness and compassion programs is still relatively young and growing. The science has shown some promising results, but limitations in the current research, and critiques about the framing, aims, pedagogies, and scientific assumptions in research on mindfulness and compassion in schools require attention. In order to advance science on mindfulness and compassion in schools for students in the next generation, we suggest a need for re-envisioning the ways the practices are brought into education, as well as the meta-theoretical assumptions, theories, and methods in this area of research to go “beyond all splits” towards a relationally, culturally, contextually, ethically and developmentally grounded science. We look forward to the coming generation of work aimed at producing generations of students that are more mindful, compassionate, and engaged citizens of the world. 13. Publication. Baltes, P. B. , Reese, H. , & Nesselroade, J. (1977). Life-span developmental psychology: Introduction to research methods. Brooks. Bernstein, A. , Vago, D. [SEP] Justify:

Output: The text contrasts the claim by discussing the complexity of developing mindfulness and compassion within the context of schools and families. It emphasizes that while the science on school-based mindfulness programs is promising, there are limitations and critiques regarding their effectiveness. The authors highlight the need for a deeper understanding of the developmental processes involved and suggest that mindfulness programs alone may not suffice in addressing all behavioral issues, implying that additional contextual factors and research are necessary.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: In the present study, we aimed (i) to describe the taxonomic composition of different microbial communities (Archaea, Bacteria, Fungi, and Viruses) that those soils harbor (using Illumina MiSeq metagenome sequencing) along an altitudinal gradient; (ii) to analyze the diversity and functional structure of soil microbial communities at different altitudes; (iii) to assess the relationship between the diversity and function of soil microbial communities in a typical mid-subtropical mountain (Leigong Mountain) Masson pine forest ecosystem in southwestern China (Guizhou Province). This study will make us better understand the structural and functional characteristics of soil microbial community in subtropical mountain forests. Materials and description Reserve (26°15′–26°32′ N; 108°5′–108°24′ E) was first established as a Reserve in 1982 and then promoted to a Reserve in 2001. with 83% forest coverage belong to the typical mid-subtropical mountain forest ecosystem (Zhang et al. , 2020). belongs to the humid climatic region of the mid-subtropical monsoon mountainous region. The annual rainfall is 1,300∼1,600 mm; the annual average temperature is about 9. 2 °C and 16. 3 °C at the top and at the foot of the mountain, respectively, with an annual average temperature drop rate of 0. 5 °C per 100 m. The soils are mainly acidic mountain yellow soils and mountain yellow brown soils, with a deep soil profile. The zonal vegetation belongs to the humid evergreen broad-leaved forest in the eastern mid-subtropical zone, where it is distributed below 1,350 m a. s. l. , while the mountain evergreen deciduous broad-leaved mixed forest is distributed between 1,350 and 2,100 m a. s. l. , above which the alpine shrub is observed. Leishan county also is one of the main tea producing areas in Guizhou province (the organic tea area is 653. 2 hm2, and the annual tea products is 3,950 t), where tea garden are typical artificial shrub vegetation in mountain ecosystem. Study site and soil sampling 2019, four sites were selected along the altitudinal gradient established on the P. [SEP] Justify:

Output: The text does not directly address the claim regarding the importance of soil microbial diversity for ecosystem services. Instead, it focuses on describing the taxonomic composition, diversity, and functional structure of soil microbial communities in a specific location without linking this information to ecosystem services.


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: By using the same approach shown in this section, the results of these experiments can all be explained by the relative speed of photons with respect to the observer and the interaction between the photons and the frame. For example, to explain the Kennedy-Thorndike experiment, we just need to replace the arm length l with l1 for the top mirror and l2 for the right mirror to obtain the travel time for both rays: t 1 ″ = 2 l 1 c and t 2 ″ = 2 l 2 c Since t1'' ≠ t2'', there will be a time difference for the photons coming back to the splitter so there will be interference fringes. However, as the above equations show, the time for both photons to come back to the beam splitter is related only to the lengths of the arms and the light speed in a vacuum, so the speed of the frame affects neither t1'' nor t2''. Consequently, if the apparatus rotates, t1'' and t2'' will not change, thus resulting in no shifts in the fringes. 4. of the In the previous section, we explained the null results of the MM and KT experiments by utilizing the almost unitary refractive index for the medium in the experiments. What if the MM and KT experiments were done with the measurement chamber filled with a medium with a high refractive index such as water? The result of such an experiment should also be negative, as suggested by the Hoek (1868) [15] experiment. Hoek (1868) [15] used a simplified Fizeau (1851) [1] apparatus: the U-shaped tube of flowing water was replaced by a segment of glass tube filled with stationary water, so only one section of the light rays passed through the water. Ignoring the motion of the earth, the water is stationary and thus there is no dragging effect, so the interference pattern would not change if one changed the direction of the apparatus. In reality, the earth rotates on its axis and orbits the sun, so the moving earth frame will pass the speed to the water tube. If the apparatus is placed in different directions, the speed of the water tube along the direction of the light rays varies and this may affect the interference pattern. However, the Hoek experiment showed that the interference pattern did not depend on the speed of the water tube indicated by the direction of the apparatus. [SEP] Justify:

Output: The text corroborates the claim by discussing how the speed of photons in a vacuum (denoted as 'c') is unaffected by external factors such as the frame of reference and the conditions of the experiment. It explains that the travel time for both rays of light is solely related to the lengths of the arms and the light speed in a vacuum, reinforcing the idea that the speed of light remains constant regardless of the observation frame.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: R. , & Barnhofer, T. (2019). Understanding mindfulness, one moment at a time: An introduction to the special issue. in Psychology, 28, vi–x. 168. 17. Downloaded from: D. , Khoury, B. , & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9, 693–707. 50. 2249. 100. 15. Davidson, R. J. , & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581–592. 65. 620. 350. 432. 61. 358. 2017. Review of Education, 7(3), 757–797. 759. PubMed 45. 0650. Forbes, D. (2016). Critical integral contemplative education. In R. Purser, D. Forbes, & A. Burke (Eds. ), Handbook of mindfulness: Culture, context, and social engagement (107. 1420. 166. 32. Hartshorne, J. K. , & Germine, L. T. (2015). When does cognitive functioning peak? The asynchronous rise and fall of different cognitive abilities across the life span. Psychological Science, 26(4), 433–443. 184. 525. 1028. 66. 103. Kucinskas, J. (2018). The mindful elite: Mobilizing from the inside out. Press. Book 109. Lavelle, B. D. (2016). Against one method: Contemplation in context. In R. Purser, D. Forbes, & A. Burke (Eds. ), Handbook of mindfulness (255. 47. McCormick, M. P. , Cappella, E. , O’Connor, E. E. , & McClowry, S. G. (2015). Context matters for social-emotional learning: Examining variation in program impact by dimensions of school climate. of Community Psychology, 56(1), 101–119. 610. 307. Mind and (MLERN). (2012). Contemplative practices and mental training: Prospects for American education. Perspectives, 6, 146–153. 159. 13. 486. 208. [SEP] Justify:

Output: The text discusses various research studies and meta-analyses related to mindfulness interventions and their effectiveness in mental health and education contexts. While mindfulness practices are mentioned, there is no indication in the text that they can eliminate all behavioral issues. Instead, the mention of context and factors impacting the efficacy of mindfulness implies that mindfulness alone may not be sufficiently comprehensive for addressing all behavioral issues, thus contrasting the claim.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: massoniana forest in the at 1,000, 1,200, 1,400, and 1,600 m a. s. l. and named Mp1000, Mp1200, Mp1400, and Mp1600, respectively. An artificial tea garden (Tea-garden) was selected as the control plot at 1,000 m a. s. l. (Fig. 1). One vegetation survey plot with 20 m × 20 m in size was also set at each altitude. Information on site conditions (Table 1), plant communities, and litter was obtained for each plot. Soil samples were excavated from the 0–20 cm topsoil layer at six points located along an “S” path drawn within each plot, and thoroughly mixed into one composite sample. Five soil samples were collected (one from each survey plot plus one from the control plot). For each sample, 500 g of soil was sieved though a 2-mm mesh and air-dried for physicochemical analyses; additionally, 50 g of soil was encapsulated in a plastic tube and kept at −80 °C for microbial DNA extraction. Figure 1: Map of study area and sampling sites. Download full-size image DOI: 10. 7717/peerj. 13504/fig-1 Table 1: Location and dominant species of study sites. and longitude Altitude(m) Slope(°) Aspect(°) Dominant species Mp1000 108°06′42. 08″, 26°23′00. 72″ 1,008 12 121 Pinus massoniana + Mp1200 108°10′02. 83″, 26°21′29. 72″108°09′37. 60″, 26°21′36. 92″ 1,198 10 160 P. massoniana Mp1400 108°10′04. 86″, 26°21′40. 68″ 1,394 15 141 P. massoniana Mp1600 108°11′30. 85″, 26°22′27. 92″ 1,596 7 165 P. massoniana + C. Lanceolata Tea-garden 108°06′42. 21″, 26°23′01. 73″ 991 3 120 Camellia sinensis DOI: 10. 7717/peerj. [SEP] Justify:

Output: The text does not provide any information regarding soil microbial diversity or its significance for ecosystem services. It focuses on a specific study related to sampling and site conditions within a forest and tea garden, which is unrelated to the claim about microbial diversity.


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: The importance of the Hoek experiment has not been fully realized to date. It provides clear evidence that the speed of the inertial frame does not affect the experimental result, i. e. the equivalence of inertial reference frames. From another perspective, it shows that it is impossible to detect the motion of the inertial frame while being within the frame, so we are unable to detect absolute motion/rest. 5. Evidence from The 1899 Sagnac experiment (Sagnac, 1899) [16] is an interesting case because both its light source and detector move at the same speed in a closed circle. The light propagation in the Sagnac experiment is shown in Figure 6. A light source and a phase detector are mounted on A, which in turn is mounted on a turning disc placed on a fixed base. In a symbolic fashion, the light travels in the blue circle of circumference s (which is realized through a number of reflecting mirrors). We illustrate two sets of light sources and detectors on A so that the lights travelling in opposite directions can be shown separately in different circles. Both light 1 and light 2 start at the light source and end at the detector. They travel on the same track during the experiment (although it is shown as different circles in Figure 6), so the circumferences they travel are the same. If the disc is stationary on the base, both light beams travel the same circumference s at the same speed c, so they will arrive at the detector at the same time: t = s/c. As a result, there will be no phase difference and thus no interference pattern. If the disc starts to spin at speed v, the experimental results can test different theories and assumptions. Figure 6. A schema of the Sagnac experiment. According to the emission theory of Ritz (1908) [5] [6], light is emitted p2. Since both lights should arrive at the detector at the same time, no interference pattern would occur. The relativity theory assumes that light speed in a vacuum is independent of the light source, so the speed of both lights with respect to the stationary base should be the same speed c. However, the theory also assumes that the speed of light is the same for any reference frame, so the speed of light with respect to the detector should be the same as that with respect to the stationary base. [SEP] Justify:

Output: The text corroborates the claim by discussing the foundational principles of the theory of relativity, which states that the speed of light remains constant (denoted as c) regardless of the motion of the light source or the observer. It highlights that both light beams travel at the same speed in a vacuum during the Sagnac experiment, thus supporting the claim that the speed of light is constant and is a fundamental aspect of physics.


Input: Task: contrast the claim using the given text. Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: 19. 6. 136. 145. 251. 2022. pdfRoeser, R. W. , Skinner, E. , Beers, J. , & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Perspectives, 6, 167–173. Rogoff, B. , Dahl, A. , & Callanan, M. (2018). The importance of understanding children’s lived experience. Developmental Review, 50, 5–15. 22. 66. 168. 131. 52. 271. 3328. 10. : India. Downloaded from Dam, N. T. , Van. , Saron, C. D. , Olendzki, A. ,. . . & Meyer, D. E. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61. Vago, D. R. , & Silbersweig, S. A. (2012). Self-awareness, self-regulation, and self-transcendence (S-ART): A framework for understanding the neurobiological mechanisms of mindfulness. Frontiers in Human Neuroscience, 6, 296. 226. 0960. Weare, K. (2013). Developing mindfulness with children and young people: A review of the evidence and policy context. Journal of Children’s Services, 8, 141–153. 326. 122. 68. 160. 603. informationAuthors and AffiliationsDepartment of and 119 Health and 16802, USARobert W. Roeser & Mark T. GreenbergCenter for and Compassion-Based Ethics, Emory University, 1599 30322, of Health and Human Development, School of Education, University of Pittsburgh, 3420 Forbes Avenue, 5th Floor, Room 534, PA, 15260,. GallaInstitute of Child Development, Carmen D. & James R. Campbell Hall, University of Minnesota, 51 55455, USAAndrei D. of British Columbia, 2206 6T 1Z3, CanadaMichael T. WarrenAuthorsRobert W. RoeserView author publicationsYou can also search for this author in PubMed 0030. [SEP] Justify:

Output: The text contrasts the claim by discussing various research studies and perspectives on mindfulness in educational settings, particularly highlighting that mindfulness training is part of a broader context of teacher development and children's lived experiences. The citation of multiple authors and references suggests that mindfulness is a component of a larger framework for addressing behavioral issues, rather than a standalone solution that can eliminate them.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 13504/table-1 Soil analysis and microbial DNA extraction Soil pH was determined at a ratio of 1:2. 5 (soil to water, w/w). Soil organic carbon (SOC) was determined using the K2Cr2O7 titration method (Walkley–Black method). Total nitrogen (TN) was measured using the semi-micro Kjeldahl method. Total phosphorus (TP) was determined colorimetrically after wet digestion with H2SO4 + HClO4 (Xu et al. , 2014). Microbial DNA extraction and metagenome sequencing Total genomic DNA was isolated from 0. 50 g of soil using the () following the instructions of the manufacturer. Extracted DNA was stored at −80 °C until use. Tenfold diluted DNA samples were then used for metagenome analysis on the Illumina MiSeq platform (Illumina Inc. , ) according to the standard protocols of Majorbio Bio-Co. Ltd. (Shanghai, China). The MiSeq platform was used to perform parallel mixing and sequencing of DNA multiple samples. The sequence of each sample was introduced with an index tag sequence indicating sample source information. Software “Seqprep” was used to cut the 3′ end and 5′ adapter sequence at the end. Software “Sickle” was used to remove sequences less than 50 bp; the average quality value was below a certain threshold (default 20) and N-base reads; high-quality pair-end reads and single-end reads were retained (Pabinger et al. , 2014; Schirmer et al. , 2015). We then used “fastp” ( software to perform quality control processing on the original sequencing data to obtain high-quality control data (clean data). Software “Megahit” ( was used to assemble sequences with different sequencing depths (Li et al. , 2015) and to preserve sequences with assembly contigs >300 bp. MetaGene ( software was then used to predict open reading frames (ORF) of contigs ≥100 bp (gene sequences) in clean sequences (Noguchi, Park & Takagi, 2006). [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses methodological details of soil analysis and microbial DNA extraction but does not provide any information relating to the importance of soil microbial diversity for ecosystem services.


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: Optics and > Vol. 7 No. 4, April 2017 Why the Speed of Light (c) Keeps Constant? () Wei-Inc. , Oshawa, Canada. DOI: 10. 4236/opj. 2017. 74006 1,998 Downloads 18,611 Views 73. doi: 10. 4236/opj. 2017. 74006. 1. the process of understanding the universe, the speed of light is a puzzle for human being to explain, that is, it doesn’t matter whether the light source is moving toward or away from us, we got the same speed of light [1] [2]. setup the relativity theory, he supposed the speed of light is constant and furthermore, nobody in our universe can go faster than the light. Einstein didn’t give the reason why the speed of light is constant, therefore, till now we still can’t understand how and why it is. In the relativity theory, Einstein told us the curved space and inflation of time [3]. If the space is really curved and time is inflated, the ratio of space over time must keep constant. Only under this condition, there exists the possibility for the speed of light to keep as a constant. Based on the relativity theory, the earth doesn’t turn around the sun but just follows the curved spacetime which is formed by the earth and sun. If it is true, why the light passing the sun does not follow the curved spacetime formed by the earth and the sun? All these questions make scientists explore the deep meaning of our universe or spacetime. As a first step in this effort, we have to go back to the beginning of the question: why the speed of light keeps constant? 2. order to understand why the speed of light is constant, we have to make clear what is spacetime? The spacetime is the universe around us, which includes x, y, z, three space dimensions and t, one time dimension. Then, the following question arises: does the spacetime change? Based on the astronomy observation, the spacetime not only changes but also changes in accelerating [4] [5] [6]. Therefore, we can suppose (x, y, z, −it) to represent the spacetime (We can call “pure spacetime”. [SEP] Justify:

Output: The text corroborates the claim by stating that the speed of light is constant, regardless of the motion of the light source. It mentions Einstein's establishment of the relativity theory which supposes the speed of light is constant and asserts that nobody in the universe can exceed this speed. Furthermore, the text reflects ongoing efforts by scientists to explain why the speed of light remains constant, reinforcing its role as a fundamental physical limit.


Input: Task: contrast the claim using the given text. Claim: Every student benefits equally from mindfulness activities. [SEP] Text: Mindfulness is a state of awareness that emerges through active, open attention to the present. It is the ability to be fully present, aware of where we are and what we are doing, and not overly reactive, judgemental, or overwhelmed by what is going on around us (Kabat-Zinn, 2013; Shapiro & Carlson, 2009). Mindfulness is often described as “being in the moment”, and it is characterised by curiosity, openness, and a lack of judgement (Barcaccia et al. , 2019; Medvedev et al. , 2021); it has been found to be significantly and positively associated with measures of adjustment and negatively with measures of maladjustment (Barcaccia et al. , 2020, 2022; Pleman et al. , 2019; Schneider et al. , 2019; Wilson et al. , 2020). Mindfulness can be achieved through various practices such as meditation, yoga, and tai chi and is often referred to as “living in the present moment”. With mindfulness, individuals can learn to approach life with curiosity, openness, and a clearer mind, making it a valuable tool for promoting mental and physical wellness (Querstret et al. , 2020). Mindfulness-based interventions (MBIs) have been widely researched and documented to have numerous benefits for mental and physical well-being (Krägeloh et al. , 2019): mindfulness practices, such as meditation and yoga, have been shown to improve psychological well-being, reduce stress, improve mood, and heighten cognitive flexibility (Dalpati et al. , 2022; Howarth et al. , 2019; Kramer et al. , 2023). The studies evaluating the effectiveness of MBIs for university students using randomised controlled trials (RCTs) proved to be beneficial in decreasing stress (Galante et al. , 2018, 2021), anxiety, and depression (Dawson et al. , 2020; Vorontsova-Wenger et al. , 2022). The study of Vorontsova-Wenger et al. (2022) evaluated the effectiveness of a short mindfulness intervention on anxiety, stress, and depression symptoms among 50 university students with high levels of depression, anxiety, or stress randomly allocated to a mindfulness practice group or an active control group. Students who underwent the mindfulness practice showed decreased levels of anxiety, stress, and depression compared to the control group. [SEP] Justify:

Output: The text contrasts the claim by describing various studies that indicate mindfulness practices lead to improvements in mental health (e.g., reduction in stress, anxiety, and depression) among participants, but it specifically highlights a study where students with high levels of depression, anxiety, or stress benefitted more from mindfulness interventions than a control group. This suggests that the benefits of mindfulness activities may not be equal among all students, but rather depend on individual circumstances and conditions.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Using CD-HIT ( software, clustering (identity ≥90% and coverage ≥90%) was performed on the predicted gene sequences of all samples, taking the longest gene in each class as a representative sequence to construct a non-redundant gene set (Fu et al. , 2012). SOAPaligner software was used to compare the high-quality reads of each sample with the non-redundant gene set (identity ≥95%) and to obtain gene abundance information in the corresponding samples (Luo et al. , 2012). For species identification, BLASTp ( software was first used to blast the obtained gene sequences against the non-redundant (NR) protein sequence database (Altschul et al. , 1997) and the evolutionary genealogy of genes: Non-supervised (eggNOG) database ( with the expected e-value for the functional annotation set to 1e−5 (Jensen et al. , 2008). Encyclopedia of Genes and Genomes (KEGG) Database and an e-value of 1e−5 were used for functional annotation (Du et al. , 2014). The Carbohydrate-active enzymes (CAZy) database ( Version 5. 0) and an e-value of 1e−5 were used for active carbohydrate enzymes functional annotation (Lombard et al. , 2014). Fungal guilds were assigned using the FUNGuild platform ( (Nguyen et al. , 2016). The number of total and unique species and the functional genes of Archaea, Bacteria, Fungi, and Virus groups in the different soil samples were determined and, using the Vennpackage ( a Venn diagram was produced for the numbers of Archaea, Bacteria, Fungi, and Viruses in the soil microbial community. A horizontal community histogram, also produced in R using cluster analysis, was based on the similarity of soil microbial community between samples. Similarity results of the soil microbial community among different soil samples are presented as a heatmap. The correlation between the soil microbial community matrix and the function matrix among the different samples was also tested. The soil microbial community species-level matrix based on the Bray-Curtis distance algorithm was used for redundancy analysis (RDA). The “networks” software was used for co-occurrence network analysis (Barberan et al. , 2012). [SEP] Justify:

Output: The text discusses various methodologies and software used to analyze soil microbial communities and their functional genes but does not make any claim or provide evidence regarding the importance of soil microbial diversity for ecosystem services. Therefore, it is irrelevant to the claim.


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: The more familiar words to publics are “empty” and “vacu- um”, but we prefer to use “pure spacetime” here and following. ). (1) Then, (2) Supposing our universe is homogeneous in all direction [7] then, we have (3) And using L to represent all the space dimensions, Then, (4) This result tells us that any point in our spacetime can be described by Eq. (4). Making rearrangement of Eq. (4), we obtain (5) By defining, where c is the speed of spacetime variation, then, we have (6) In fact, Eq. (6) is the same as the wave equation, where the parameter c corresponds to the wave propagation speed [8]. This means that any point in the spacetime behaves as a wave, which we can call the spacetime wave. Now we consider the variation of electric and magnetic fields with time for light. Fortunately, Maxwell already did the work one hundred years ago. We can directly use his result here [9] [10]. (7) (8) Where c’ is the electromagnetic wave propagation speed. Comparing Eq. (6) with Eq. (7) and Eq. (8), we found they all keep the same formulation as standard wave equation. Making the rearrangements of Eq. (6), Eq. (7) and Eq. (8), we got (9) (10) (11) Then, we have (12) For Eq. (12), there are three cases. 1) c c'=0. That means the electromagnetic wave speed is the same as that of “pure” spacetime we lived in, then, we can’t independently determine the speed of light because we can’t find independent reference for this measurement. That is why we always get the same speed of light which is irrelative to whether the light source is moving or not. If we hope to measure the absolute speed of light, we have to stay outside the electromagnetic spacetime. [SEP] Justify:

Output: The text corroborates the claim by stating that the speed of light c is equivalent to the speed of 'pure' spacetime, and it emphasizes that the speed of light remains consistent regardless of the motion of the light source. Specifically, it mentions, 'we always get the same speed of light which is irrelative to whether the light source is moving or not.' This supports the idea that the speed of light in a vacuum is a constant and fundamental physical limit.


Input: Task: contrast the claim using the given text. Claim: Every student benefits equally from mindfulness activities. [SEP] Text: Dawson et al. (2020) conducted a meta-analysis on 51 RCTs assessing the effects of MBIs on university students’ mental and physical health: results showed that when compared with passive control groups, students in the experimental groups (MBIs) showed improvements in distress, anxiety, depression, rumination, and mindfulness, whereas when compared with active control groups, the experimental groups’ mindfulness, depression, and trait anxiety did not decrease, whereas distress and state anxiety significantly decreased. With the advancement of technology, online mindfulness interventions have become increasingly popular as a convenient and accessible option for individuals seeking to improve their mental health (Sommers-Spijkerman et al. , 2021). Online interventions have also been proven to be effective for a range of psychological problems, such as depression, stress, negative emotions, burnout, and sleep problems, leading to an overall increase in the well-being of adults (Xu et al. , 2022). Beneficial effects have been found on depression, anxiety, stress, and rumination with brief online MBIs during the COVID-19 pandemic. and İl (2022), with a four-session online MBI, found significant improvements on depression, anxiety, stress, rumination, and mindfulness; Mirabito and Verhaeghen (2022), with an online 4-week mindfulness intervention, found significant benefits in mindfulness, rumination, worry, mood, stress, anxiety, and psychological well-being. Similarly, Simonsson et al. (2021), with an 8-week online MBI, found greater reductions in anxiety, but not in depression symptoms, for participants in the mindfulness condition compared to controls. González-García et al. (2021) showed that a brief online mindfulness and compassion-based intervention was effective in reducing stress and anxiety and in increasing self-compassion. Previous studies also showed how mindfulness can increase resilience and reduce the urge to cope with psychological discomfort in detrimental ways (Galante et al. , 2018, 2021; Giacomantonio et al. , 2022). As universities grappled with the mental health fallout from the COVID-19 pandemic, the necessity for interventions that could be delivered remotely and integrated into students’ changed lifestyles became clear. [SEP] Justify:

Output: The text contrasts the claim by highlighting that while mindfulness activities have shown beneficial effects on mental health for students, these effects are not uniformly experienced by all students. The analysis illustrates variability in outcomes, such as greater reductions in anxiety but not depression symptoms for some participants, indicating that not every student benefits equally from these interventions.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Soil environmental factors were analysed using One-way analysis of variance (ANOVA) in SPSS 22. 5 ( Finally, 12. 5 and 2020 ( software were used for figure drawing. and structure of soil microbial communities A total of 452,526,750 original sequences were obtained from the metagenomic sequencing of soil microorganisms in the P. massoniana forest along the altitudinal gradient established. After quality control, 447,074,316 high-quality sequences were generated and then divided into different soil microbial groups, including Archaea, Bacteria, Fungi, and Viruses. There were 62,208,980 high-quality sequences and each sample produced 9,960,236~16,161,802 high-quality sequences. After metagenomic sequencing, BALSTp on the NR database allowed identifying 13,307 species of soil microorganisms. These included 912 Archaea, 11,576 Bacteria, 417 Fungi, and 402 Viruses (Table 2). Table 2: The number of metagenomic sequencing by NR species annotation. 12 24 38 60 144 912 Bacteria 82 135 251 466 1,864 11,576 Fungi 10 33 74 154 254 417 Viruses 1 1 4 17 60 402 Total 105 193 367 697 2,322 13,307 DOI: 10. 7717/peerj. 13504/table-2 The changes in richness and in Shannon’s index of soil microbial groups at the different altitudes selected at the study site showed different trends (Table 3). In terms of species richness, the abundances of soil Bacteria, Fungi, and Viruses exhibited a “unimodal” pattern with altitude, while Archaea showed a major peak at Mp1200 (752) and a secondary peak at Mp1600 (716). With increasing altitude, Shannon’s index values increased for Archaea and Fungi but decreased for Bacteria; for Viruses, no obvious pattern was found. Table 3: Alpha diversity of soil microbial community. Shannon index 1000 689 9,993 292 125 7. 29 9. 08 7. 3 4. 72 Mp1200 752 10,172 297 166 7. 64 8. 62 7. 16 4. 45 Mp1400 698 10,247 318 138 7. 85 8. 97 7. 29 4. [SEP] Justify:

Output: The text does not directly address the claim about the importance of soil microbial diversity for ecosystem services. Instead, it provides detailed data regarding the analysis and sequencing of soil microbial communities and their diversity across different altitudes, without making a connection to ecosystem services.


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: The illustration for how to determine the mass of matter by light measuring experiment. where m1 is known mass of the matter, M2 is unknown mass of the matter and S = ns. Then, we get. In general, we also can use the Eq. (14) to diagnose the crystal perfectness of matter or homogeneity of matter. 3) c − c' < 0. This situation corresponds to the fact that the electromagnetic spacetime change faster than the “pure” spacetime. Then, F in Eq. (13) will become repelling force instead of the attractive force among photons discussed in case 2 above. Maybe this is the reason causing the continuous expansion of our universe. Alternatively, m may take negative sign which also cause the c − c' < 0. In this case, is still attractive in character. Till now, the physical meaning of negative mass is still not clear, for instance, is it an unknown form of matter or antimatter? If the negative mass means the antimatter, then, the attractive force (F) means that the gravity also exists among the antimatter. As to whether the gravity constant (G) is the same as normal matter or not, it is not clear and need more experiment to verify. Based on the Eq. (12), we discussed three situations, that is, the case 1, 2, 3 above. For case 2 and 3, the photon must have static mass. Before we got solid evidence for the existence of the static mass of photon, we have to accept the case 1 as the real and unique situation around us. However, some discussions for case 2 and 3 definitively can be applied to the matter with static mass. Till now, all the physical laws or theories are made in the electromagnetic spacetime, we have to follow those laws without choice. 3. Conclusion. From the discussion above, we know that our electromagnetic spacetime keeps the same speed of variation with the “pure” spacetime. All matters in electromagnetic spacetime can’t move faster than the electromagnetic wave because nothing can be faster than the “pure” spacetime. The absolute speed of light is determined by the nature, not by the human being. We can’t determine the absolute speed of light because we can’t find the independent reference to conduct the measurement. [SEP] Justify:

Output: The text supports the claim by asserting that 'the absolute speed of light is determined by the nature' and emphasizing that 'nothing can be faster than the “pure” spacetime.' This indicates that the speed of light is a fundamental limit and not subject to variation, aligning well with the claim.


Input: Task: contrast the claim using the given text. Claim: Every student benefits equally from mindfulness activities. [SEP] Text: In anticipation of long-term shifts towards digitalised living and learning, our study was conceived to explore the potential of a brief, online mindfulness intervention to support university students’ mental well-being. Prior to the commencement of the trial, it was posited that such an intervention, if found effective, would have substantial implications for post-pandemic mental health strategies, offering a scalable and accessible solution well-suited to the evolving educational and social dynamics. This objective is aligned with the importance of integrating mindfulness in the public health system comprehensively outlined by Oman (2023) and represent a novel aspect not covered by this work. The intention was to contribute to the limited yet growing evidence on the efficacy of digital MBIs and to propose a proactive approach to integrating mental health support in post-pandemic university settings. This rationale set the stage for a study that, through its innovative design and contemporary relevance, aimed to inform future public health policies and educational practices in a world adapting to the lasting changes brought about by the pandemic. Based on previous literature, we predicted that our brief online MBI would be associated in the experimental group (with the mindfulness intervention), but not in the control group (without the mindfulness intervention) with a decrease of students’ (1) depressive symptoms, (2) anxiety, and (3) rumination. Moreover, we predicted that the initial trait mindfulness would be related to the decrease of students’ (1) depressive symptoms, (2) anxiety, and (3) rumination. MethodParticipantsParticipants were students attending (GP) class. The assignment to either the control or the experimental program was done using a cluster randomisation procedure. The sample consisted of 486 students (97% female), 205 (42%) in the experimental group (class 1) who participated in the online MBI and 281 (58%) to the control group (class 2). Participants’ mean age was 22. 88 (range 19–60; SD = 6. 39). ProcedureThe lectures of GP occurred in the two classes twice a week for 12 consecutive weeks in analogous virtual classrooms and shared the same course plan. In both the experimental and the control groups, students were requested at the beginning of class to switch off their mobile devices. Only the experimental group (class 1) took part in the mindfulness intervention, which was delivered by the first author of this paper. [SEP] Justify:

Output: The text contrasts the claim by discussing a study in which only students in the experimental group benefited from the mindfulness intervention, indicating that not all students may benefit equally. Specifically, the text mentions that the experimental group (who participated in the mindfulness activities) was predicted to experience a decrease in depressive symptoms, anxiety, and rumination, while the control group (who did not participate) was not expected to see these benefits. This suggests that the benefits of mindfulness activities are likely not equally distributed among all students.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 91 Mp1600 716 10,114 297 118 7. 86 8. 9 7. 12 4. 06 Tea-garden 697 10,348 354 225 7. 03 8. 45 7. 51 5. 7 DOI: 10. 7717/peerj. 13504/table-3 The distributions of exclusive and common species of the different soil microbial groups showed obviously different profiles (Fig. 2). Common species of Archaea, Bacteria, Fungi, and Viruses accounted for 58. 6%, 75. 1%, 50. 4%, and 7. 5% of the soil microbial groups, respectively, whereas exclusive species of Archaea, Bacteria, Fungi, and Viruses accounted for 12. 3%, 6. 6%, 15. 6%, and 54. 5%, respectively. The spatial distribution patterns of the different soil microbial groups also differed across the altitudinal gradient. The ratio of exclusive and common species for Archaea and Fungi were similar, but with obvious differences of the ratio for Bacteria or Viruses. Figure 2: Venn diagram of exclusive, shared species, and total species associated with (A) archaea, (B) bacteria, (C) fungi and (D) viruses in soil microbial communities at different elevations in a Pinus massoniana forest. Download full-size image DOI: 10. 7717/peerj. 13504/fig-2 Euryarchaeota and Thaumarchaeota were the predominant groups of soil Archaea in the P. massoniana forest surveyed across the selected altitudinal gradient. The order of relative abundance of these two groups at the five sites was: Tea-garden (84. 1%) > Mp1000 (80. 3%) > Mp1200 (75. 8%) > Mp1400 (75. 6%) > Mp1600 (75. 5%), thus showing a decreasing trend from 1,000 to 1,200 m altitude. Euryarchaeota and Thaumarchaeota were followed in relative abundance by and Nanoarchaeota (Fig. 3A). Figure 3: The relative abundance of (A) Archaea, (B) Bacteria, (C) Fungi, (D) Viruses in soil microbial communities across an altitudinal gradient in a Pinus massoniana forest. Download full-size image DOI: 10. 7717/peerj. [SEP] Justify:

Output: The text does not directly address the claim regarding the importance of soil microbial diversity for ecosystem services. Instead, it provides data on the distribution and relative abundance of different soil microbial groups, which might relate to microbial diversity but does not explicitly discuss its ecological significance or value in providing ecosystem services.


Input: Task: corroborate the claim using the given text. Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: Szabo | Marshak – : Monitoring Earth’s Climate and the Threat of the Sun’s WeatherFeb 8, 2023 | Astronomy and Planetary Science, Earth & – – is a satellite orbiting between the Sun and Earth at the first Sun-point. The primary mission of is to measure the incoming solar wind conditions and provide these measurements in near-real-time, to enable space weather forecasting. also has instruments that can monitor Earth’s climate, by measuring energy reflected and radiated from Earth, and can track levels of ozone, aerosols, clouds, vegetation and ocean properties, and more. Led by scientists Szabo and Marshak, the project is a joint mission between (NOAA), the US Air Force, and NASA. – – was launched atop a SpaceX Falcon 9 rocket in early 2015. Its primary mission is to monitor the Sun’s weather near Earth. Its secondary objective is to provide novel Earth observations from a unique vantage point. To achieve these goals, the project is a collaboration between three major agencies. Force provided the launch vehicle, NOAA operates the spacecraft and its solar weather forecasting instrumentation, and NASA built the spacecraft itself, as well as operating the two Earth-facing science instruments. Monitoring Earth’s climate requires a good view of Earth, of course. On the other hand, tracking solar weather is most useful when the satellite is closer to the Sun than the Earth is, so that it can act as an early warning system. However, if the satellite is closer to the Sun than Earth is, its orbit will be faster and it will not remain in the vicinity of Earth. To resolve this conflict, travelled 1. 5 million kilometres to a special point between the Earth and the Sun, called the first Sun-point, or L1. Here, the gravity from Earth and the Sun balance each other, and so the satellite can remain near the Sun-Earth line with few course corrections. The L1 Lagrange point is perfect for space weather monitoring, as a satellite near this location can sample the incoming solar wind around 40 minutes before it reaches Earth. Thus, space weather forecasting on a 30-minute timescale is possible. The L1 point also provides a unique vantage point for Earth science. From there, almost all of the sunlit face of Earth is visible, unlike from typical low-Earth orbits. [SEP] Justify:

Output: The text corroborates the claim by detailing how the satellite mentioned is equipped with instruments that can monitor Earth’s climate by measuring energy reflected and radiated from Earth, as well as tracking levels of ozone, aerosols, clouds, vegetation, and ocean properties. It emphasizes that one of its primary missions is to enable space weather forecasting while also providing novel Earth observations, which directly supports the idea that satellites play a crucial role in monitoring both Earth's weather and climate changes.


Input: Task: contrast the claim using the given text. Claim: Every student benefits equally from mindfulness activities. [SEP] Text: The mindfulness instructor, a licensed clinical psychologist with formal MBSR training and a 10-year experience in teaching mindfulness meditation, was not involved in the teaching of the GP course. A recent meta-analysis showed that in school-settings only, MBIs delivered by outside instructors (not involved in the teaching) with previous training and experience of mindfulness have beneficial effects (Mettler et al. , 2023). This study was part of a larger project about the effects of a MBI for university students (Fagioli et al. , 2023). All participants, before taking part in the study, gave informed consent and completed a series of questionnaires online twice: 1 week before the start of the MBI and 1 week after its completion. InterventionThe intervention was based on the pillars of Mindfulness-based (MBSR; Kabat-Zinn, 2013). Participants in the experimental group engaged in guided mindfulness meditation during class once a week and also practised a daily breathing exercise over a period of 28 days. The in-class intervention consisted in a guided sitting meditation preceded by a brief introduction. Participants were asked to sit on a chair and instructions were provided on the physical posture (Kabat Zinn, 2013): (1) be seated on a chair, upright, with one’s eyes closed (or open, with a low gaze, if keeping them open was uncomfortable); (2) bring full attention to the present moment, notice what thoughts, emotions, urges, and feelings arise, allow every one of them to come and go; (3) go back to the physical sensations related to the breathing as an anchor for attention. Students were asked to put themselves in contact with their inner experiences with curiosity, openness, and acceptance. The mindfulness trainer, for 4 consecutive weeks, led a 10-min breathing meditation at the beginning of each class. Students were invited to share their experiences and received feedback from the instructor, who, on the basis of the students’ sharing, took the opportunity to illustrate the basics of mindfulness (Kabat-Zinn, 2013). The whole intervention, including meditation, sharing, and mini-lecture, lasted about 30 min. For the daily practice, participants were provided with an audio file of the breathing meditation and were asked to complete each day a brief survey to evaluate their compliance to the mindfulness practice. [SEP] Justify:

Output: The text contrasts the claim by detailing a study on mindfulness-based interventions (MBIs) that indicates variability in effects, as it mentions that benefits may not extend equally to all students. The specifics about the instructor's involvement and the methodology used suggest that individual differences in engagement and experience could lead to different outcomes, implying that not all students may benefit equally.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 13504/fig-3 Proteobacteria and Acidobacteria were the predominant groups of Bacteria. The order of relative abundance of these two bacterial groups at the five sites was: Mp1000 (73. 1%) < Tea-garden (74. 0%) < Mp1200 (74. 3%) < Mp1600 (76. 0%) < Mp1400 (76. 2%), thus showing an increasing trend with increasing altitude. The bacterial groups following in relative abundance were and other bacteria (Fig. 3B). Ascomycota and Basidiomycota were the predominant groups of Fungi. The order of relative abundance of these two fungal groups at the five sites was: Tea-garden (89. 4%) < Mp1000 (92. 2%) < Mp1200 (93. 3%) < Mp1400 (94. 2%) < Mp1600 (94. 4%), thus showing an increasing trend with increasing altitude. Moreover, ascomycetes increased with elevation and their relative abundance decreased significantly whereas basidiomycetes showed an obvious increase with elevation. The relative abundances of the two groups showed increasing trends with increasing altitude. The fungal groups following in relative abundance were Chytridiomycota, Glomeromycota, other Fungi, and unclassified Fungi (Fig. 3C). Myoviridae, Podoviridae, and Siphoviridae were the predominant virus groups. The order of relative abundance of these groups at the five sites was: Mp1600 (42. 1%) < Tea-garden (48. 7%) < Mp1000 (49. 6%) < Mp1200 (50. 8%) < Mp1400 (54. 5%). The groups following in relative abundance were Phycodnaviridae, Tectiviridae, Mimiviridae, unclassified virus, Caudovirales, and other viruses (Fig. 3D). Clustering of the different soil microbial groups (Archaea, Bacteria, Fungi, and Viruses) at the genus level showed significant differences with altitude. [SEP] Justify:

Output: The text provides detailed information on the relative abundance of various microbial groups in soil and their trends with altitude. However, it does not directly address the claim regarding the importance of soil microbial diversity for ecosystem services. Instead, it focuses on specific microbial populations without discussing their roles or impacts on ecosystem functioning, thus making the text irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: This enables, for example, studies of how characteristics of the Earth system changes from morning through noon to evening. All of the images of Earth are uploaded online daily. : NASA/ Monitoring the Health of Earth’s has two Earth-facing instruments – one that looks at broad-spectrum radiation, and one that is tuned to particular frequencies of radiation from ultraviolet to near-infrared spectral ranges. The former is which measures how much energy is radiated and reflected from Earth towards the critical near-sunward direction. If more energy leaves the Earth system than the amount the Sun provides, the Earth will cool over time. However, if more energy is absorbed, the Earth will warm. This is called the planet’s radiation budget, and is key to tracking the progression of climate change, in both the short and long-term. The deeper understanding of Earth’s radiation budget provided by will help scientists and decision makers to devise the most effective strategies to mitigate global climate change. The second instrument is EPIC: the Imaging Camera. This is a Cassegrain telescope with a 30-centimetre aperture. An aperture is the circular hole that lets light in: the larger the aperture, the more light that can enter, allowing more detail to be achieved. Cassegrain is a telescope design where light is first reflected by a concave mirror, which aims the light at a smaller convex mirror, which focuses the final image to a point. So, how does EPIC help us monitor the climate? The air on Earth is transparent to many wavelengths – or ‘colours’ – of light. However, clouds, smoke, aerosols and certain molecules such as ozone can reflect certain wavelengths of light back into space, allowing them to be detected by EPIC. EPIC is built to detect ten specific wavelength ranges of light. To do so, the telescope houses a wheel of filters. By rotating the wheel, the filter covering the sensing equipment can be switched – with each filter blocking all but a narrow range of wavelengths. Each wavelength range is chosen to detect certain molecules in the atmosphere. 4th, 2021, EPIC imaged a rare total solar eclipse in Antarctica from 1 million miles away For example, one filter only lets through light with a wavelength of 317. 5 nanometres. [SEP] Justify:

Output: The text corroborates the claim by describing how NASA's Earth-facing instruments are used to study and monitor changes in Earth's climate and weather. It explains that these instruments measure radiation, the planet’s radiation budget, and can detect various atmospheric molecules, thus contributing to the understanding of climate change and allowing for effective strategies to mitigate it.


Input: Task: contrast the claim using the given text. Claim: Every student benefits equally from mindfulness activities. [SEP] Text: 25 with 95% confidence under p = 0. 05 requires a minimum sample size of 210 participants. Our sample size exceeds this estimation. ResultsThe data were complete and distributed nearly normally (skewness and kurtosis values within ± 2), with equal variances across groups and time points as evidenced by non-significant Levene’s test and there were no significant outliers. Figure 1 illustrates marginal means of depression for intervention and control groups measured pre- and post-intervention while controlling for baseline levels of mindfulness. A stronger decrease in depression levels was observed in the intervention group after the intervention, compared to the control group while pre-intervention levels of depression were comparable between groups. This observation is statistically supported by indicating a significant moderate interaction effect between group and time (F(1, 483) = 17. 55, p < 0. 001, η2 = 0. 04). Mindfulness at baseline significantly predicted depression scores with a large effect size (F(1, 483) = 177. 50, p < 0. 001, η2 = 0. 27). There was also a statistically significant modest effect of time (F(1, 483) = 12. 28, p < 0. 001, η2 = 0. 03). There was no significant interaction between mindfulness covariate and group for depression suggesting that the covariate’s effect is independent of the treatment effect (F(1,483) = 2. 36, p = 0. 88). Fig. 1Estimated marginal means of depression for intervention and control groups pre- and post-intervention after controlling for pre-intervention mindfulness levels. Depression scores on the Inventory (BDI)Full size imageAs shown in Fig. 2, rumination also decreased after intervention but only in the intervention group and this decrease was statistically significant as evidenced by and post hoc tests (F(1, 483) = 12. 05, p < 0. 001, η2 = 0. 02). There was also a significant effect of pre-intervention mindfulness levels on rumination scores (F(1, 483) = 152. 85, p < 0. 001, η2 = 0. 24). No significant interaction was observed for rumination outcome between mindfulness covariate and group suggesting that covariate is independent from the treatment effect (F(1,483) = 0. 02, p = 0. 90). Fig. [SEP] Justify:

Output: The text contrasts the claim by providing evidence that suggests a moderate interaction effect between group and time for depression scores, indicating that not all students benefit equally from mindfulness activities. While the intervention group showed a stronger decrease in depression levels, the lack of significant interaction between mindfulness covariate and group implies that the effects of mindfulness are not uniform across all participants. Specifically, the statement 'There was no significant interaction between mindfulness covariate and group for depression' indicates that individual differences in mindfulness levels prior to the intervention affect the outcomes, thus undermining the claim that every student benefits equally.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Overall, Candidatus_Nitrosotalea, unclassified_p_Candidatus_Bathyarchaeota (from phylum to genus), Methanosarcina, Nitrososphaera, and unclassified_d_Archaea (from domain to genus) were the predominant archaeal genera (Fig. 4A), while unclassified_f_Acidobacteriaceae (from family to genus), Candidatus_Solibacter, Candidatus_Koribacter, and Bradyrhizobium were the predominant bacterial genera (Fig. 4B). Moniliophthora, Penicillium, Oidiodendron, Colletotrichum, Aspergillus, and Cladophialophora were the predominant fungal genera (Fig. 4C). Unclassified_d_Viruses (from domain to genus), unclassified_f_Myoviridae (from family to genus), unclassified_f_Siphoviridae (from family to genus), and unclassified_f_Podoviridae (from family to genus) were the predominant virus genera (Fig. 4D). Figure 4: Relationship between (A) Archaea, (B) Bacteria, (C) Fungi, (D) Viruses genera present across an altitudinal gradient in a Pinus massoniana forest. Download full-size image DOI: 10. 7717/peerj. 13504/fig-4 Functional gene composition and structure of soil microbial communities Based on the eggNOG database, the soil microbial community functional annotation was determined for the P. massoniana forest at different altitudes (Fig. 5). The main groups of functional genes were related to amino acid transport and metabolism (7. 51–7. 98%), energy production and transformation (6. 62–7. 46%), signal transduction mechanisms (6. 76–7. 24%), and DNA replication, recombination, and repair (6. 46–7. 16%). These dominant functional gene categories are important for energy production and cell metabolism. Genes with unknown functions accounted for 30% (28. 58–31. 16%) with the most abundant of all functional genes classified. Figure 5: NOG functional gene composition of soil microbial communities at different elevations in a Pinus massoniana forest. Download full-size image DOI: 10. [SEP] Justify:

Output: The text provides detailed information about the predominant genera of various microorganisms (archaea, bacteria, fungi, and viruses) and their functional gene composition in a specific forest ecosystem. However, it does not explicitly support or refute the claim about the importance of soil microbial diversity for ecosystem services; instead, it primarily describes the composition of microbial communities without directly addressing their role in ecosystem services.


Input: Task: corroborate the claim using the given text. Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: This lets EPIC detect ozone, an unstable molecule containing three oxygen atoms that forms when ordinary oxygen molecules are hit by ultraviolet light or, more excitingly, by lightning. Ozone rises to the upper atmosphere and protects life on the surface by absorbing 98% of the Sun’s harmful ultraviolet light. The ozone layer can become depleted by the release of chemicals such as CFCs, used in refrigerators and propellants. As such, to monitor the ‘health’ of the atmosphere, EPIC keeps track of ozone levels and distributions in the atmosphere. The good news is that worldwide control and bans on the use of CFCs has slowed ozone depletion, allowing it to slowly recover. Wavelengths of light detected through the other filters onboard EPIC allow scientists to examine aerosols in the atmosphere, study clouds, and even measure the density of vegetation. The near-infrared radiation scattered by vegetation is very strong, allowing EPIC to see green leaves even through optically thin clouds. Since EPIC sees the radiation reflected by the brightest portion of the canopy, it allows scientists to directly measure the sunlit leaf area, while also estimating how individual leaves reflect solar radiation, which offers unique diagnostic information about the biochemistry of leaves. Glints are caused by the reflection of sunlight from highly reflective objects. Such objects include the ocean or other water surfaces, and cloud ice crystals that reflect sunlight like a mirror consisting of numerous tiny pieces. EPIC offers excellent opportunities to learn about ice clouds that cause glints. EPIC’s camera generates images of 2,048 x 2,048 pixels. To reduce the transmission time to Earth, these images (except those recording blue light) are compressed to 1,024 x 1,024 pixels – roughly the size of a standard Instagram photo. The resolution is around 10 x 10 kilometres at the centre of Earth’s image, meaning that each pixel of the final image covers around 100 square kilometres of Earth’s surface, which the team verified by looking at the width of the Nile and Amazon rivers. : for also watches the Sun, using the Plasma-Magnetometer – or PlasMag. This suite is composed of an instrument measuring the solar wind p1859. This was before the widespread use of electricity, though telegram operators were electrocuted as their cables became energised, and some even caught fire. Intense auroral displays were seen not just near the poles, but all around the world. [SEP] Justify:

Output: The text corroborates the claim by describing how EPIC, a satellite, monitors ozone levels, aerosols, clouds, and vegetation. These functions are crucial for understanding the health of the atmosphere and observing climate changes, thus directly supporting the claim that satellites play a role in monitoring Earth's weather and climate.


Input: Task: contrast the claim using the given text. Claim: Every student benefits equally from mindfulness activities. [SEP] Text: 2Estimated marginal means of rumination for intervention and control groups pre- and post-intervention after controlling for pre-intervention mindfulness levels. Scale (RRS)Full size imageSimilarly, there was a stronger reduction of trait anxiety in the intervention group compared to the control group at post-intervention that can be observed in Fig. 3, and statistically supported by significant group-time interaction (F(1, 483) = 12. 43, p < 0. 001, η2 = 0. 03). Baseline mindfulness levels also significantly predicted lower anxiety with a large effect size (F(1, 483) = 249. 47, p < 0. 001, η2 = 0. 34). The interaction between mindfulness covariate and group was not significant for trait anxiety suggesting that the covariate is independent from treatment effect (F(1,483) = 0. 47, p = 0. 49). Fig. 3Estimated marginal means of anxiety for intervention and control groups pre- and post-intervention after controlling for pre-intervention mindfulness levels. of the State and Inventory (STAI)Full size imageDescriptive statistics including means and SD for all study variables at pre (T1) and post (T2) intervention are included in Table 1. Note that these descriptive values were not adjusted for baseline mindfulness levels, and hence different from values displayed on Figs. 1, 2, and 3. This adjustment is crucial because individuals’ initial mindfulness can significantly influence their response to the intervention, potentially affecting outcomes such as depression, rumination, and trait anxiety. Therefore, to accurately assess the intervention’s effectiveness, Figs. 1, 2, and 3 present data that have been adjusted for these baseline levels. This adjustment ensures a more precise evaluation of the intervention’s impact by accounting for individual differences in mindfulness at the start of the study. Consequently, while Table 1 offers a straightforward comparison of pre- and post-intervention scores, Figs. 1, 2, and 3 provide a deeper insight into the intervention’s effects, controlling for initial mindfulness variations among participants. Understanding this distinction is vital for interpreting the results accurately, as it highlights the intervention’s true effectiveness by considering the starting point of each participant’s mindfulness level. [SEP] Justify:

Output: The text contrasts the claim by indicating that individual differences in baseline mindfulness levels significantly influence the outcomes of the intervention. It states, 'the interaction between mindfulness covariate and group was not significant for trait anxiety suggesting that the covariate is independent from treatment effect,' which implies that not every student benefits equally from mindfulness activities, as their pre-existing mindfulness levels affect how they respond to the intervention.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 7717/peerj. 13504/fig-5 A high representation of carbohydrate metabolism (12. 22–13. 00%), global and overview map (11. 51–11. 62%), amino acid metabolism (10. 23–10. 67%), and energy metabolism (7. 51–7. 80%) was observed when the KEGG database was applied to the functional annotation into putative pathways (Fig. 6A). Glycosyl transferase (GT, 34. 59–38. 58%) and glycoside hydrolase (GH, 28. 98–33. 59%) were most represented carbohydrate active enzymes (CAZy), followed by carbohydrate esterase (CE, 15. 91–16. 28%), coenzyme activity (AA, 10. 43–10. 92%), and polysaccharide lyase (PL, 3. 00–3. 64%), combined with the carbohydrate Module (CBM, 1. 98–2. 14%) (Fig. 6B). Figure 6: KEGG pathway (A) and CAZy (B) functional gene classification for soil microbial communities at different elevations in a Pinus massoniana forest. Download full-size image DOI: 10. 7717/peerj. 13504/fig-6 Saprophytic and parasitic trophic mode made up the two largest proportions in soil fungal communities in the P. massoniana forest; while Ectomycorrhizal fungi and Ericoid mycorrhizal fungi were dominant groups in the symbiotic trophic mode. The relative abundances of different functional groups in soil fungal communities in the P. massoniana forest showed varying trends with increasing altitudes (Fig. 7), such as undefined saprotroph, plant pathogen, animal pathogen-undefined saprotroph, and ericoid mycorrhizal fungi showed a decreasing trend with increasing altitudes, while wood saprotroph, plant pathogen-undefined saprotroph, and Ectomycorrhizal fungi showed an increasing trend with increasing altitudes (Fig. 7). These results suggest that specific functional group in soil fungal communities may be better indicators of forests in terms of elevation changes. Figure 7: FUNGuild function prediction for soil fungal communities at different elevations in a Pinus massoniana forest. Download full-size image DOI: 10. [SEP] Justify:

Output: The text provides data on various aspects of soil microbial communities and their functional classifications but does not directly address or evaluate the claim regarding 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: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: Nevertheless, overall had temperature records, but China in June presented severe flooding. Nevertheless, overall had temperature records, and China in June had severe flooding. July—worldwide showed the sixth warmer July since global records started. The global behavior of warmer temperatures and dry weather remained in August, with a strong monsoon fall in Pakistan. September had warmer global temperatures and two locations with strong rainfalls. Italy, Portugal (Europe), and Nigeria reported a rain belt. October pointed out anomalies in temperature in America and Oceania. Stormy rainfalls in Australia, warmer in North America, Europe, and Asia, with record low water levels in parts of the Mississippi river. November—Most of NH’s warmest temperatures on records and and Oceania. December—the conditions of climate anomalies returned to normal levels. However, the eruptions on November 27 caused other disruptions in the system. Although the volcanoes most disturb the weather in the same hemisphere after their occurrence in a short period. Submarine volcanoes must be studied carefully, as in Tonga. Tonga emissions were different since they reached the mesosphere. Once the eruption reaches such altitude, the weather system will be disrupted worldwide. Tonga event and their consequences on the weather were abrangent in several regions and different locations from the Northern Hemisphere, affecting any season the planet is going through. In the Southern Hemisphere, it happened several times after the eruption, with intense rainfalls in southern locations, floods, and other natural disasters. Months later and a year later, weather disturbances still happen in the Southern. The water released to the Mesosphere will come lower only when the weather is warming from the season. Hemisphere during the Summer will be warmer, and the Sun will melt the ice drops to the lower layers even some eruptions discharges in the stratosphere will melt once the Earth is warmer in such regions. The phenomena will turn into heavy rainfalls following the jet streams, mainly during warmer seasons. At the end of 2022 and the beginning of 2023, it affected Brazil and Argentina with heavy rains and floods during December and March. 8. Manoa Loa, Kilauea on the eruption of the volcano injects large amounts of water vapor into the stratosphere and mesosphere. Horizontal winds dragged water vapor over in April 2022 [19]. With the low temperature in the stratosphere, the water was frozen and relatively held in the mesosphere. [SEP] Justify:

Output: The text corroborates the claim by discussing various weather phenomena and climate anomalies across different months and regions, which implies that there is a need for monitoring these changes. The mention of severe flooding, global temperature records, and weather disturbances due to volcanic eruptions suggests that satellites are likely instrumental in keeping track of these weather and climate events.


Input: Task: contrast the claim using the given text. Claim: Every student benefits equally from mindfulness activities. [SEP] Text: Table 1 Descriptive statistics including means and SDs for all study variables at two time pointsFull size tableDiscussionThe aim of this study was to evaluate the effectiveness of a brief online mindfulness intervention on depression, rumination, and trait anxiety in university students while controlling for their baseline mindfulness levels. The results of the study demonstrated its effectiveness, as evidenced by the significant reduction in levels of depression, rumination, and trait anxiety in university students after the intervention compared to the control group. These findings have wide-ranging implications for public health, as they suggest that online mindfulness interventions may be an effective means of addressing common mental health challenges in this population. Moreover, the study highlights the role of baseline mindfulness levels in determining the effectiveness of mindfulness interventions (Roemer et al. , 2021). The finding that initial trait mindfulness is inversely linked to depression, anxiety, and stress further supports the importance of considering baseline mindfulness levels when evaluating the impact of mindfulness interventions. Overall, these findings contribute to the growing body of evidence on the benefits of MBIs for mental health and can inform the development of more effective and personalised approaches to mental health treatment. Additionally, the results of this study may also encourage more widespread adoption of online mindfulness interventions as a convenient and accessible means of improving mental health, particularly among university students. Our study’s findings reveal that a brief online mindfulness intervention effectively reduces depression, rumination, and trait anxiety among university students, which is consistent with previous research (Dawson et al. , 2020; Galante et al. , 2018, 2021; Vorontsova-Wenger et al. , 2022). By utilising a randomised controlled trial, our study contributes to the existing literature and underscores the positive impact of such interventions for university students. Our findings are also in line with studies conducted during the COVID-19 pandemic that reported positive effects of brief online MBIs on depression, anxiety, stress, and rumination (González-García et al. , 2021; & İl, 2022; Mirabito & Verhaeghen, 2022; Simonsson et al. , 2021). These studies support the idea that online mindfulness interventions can be an effective and easily accessible means of enhancing mental health, especially during challenging times when traditional face-to-face interventions may not be feasible. Our findings offer valuable insights into how mindfulness interventions can be integrated into academic environments to enhance student outcomes and well-being. [SEP] Justify:

Output: The text contrasts the claim by indicating that the effectiveness of mindfulness interventions is influenced by baseline mindfulness levels. It specifically states that 'the study highlights the role of baseline mindfulness levels in determining the effectiveness of mindfulness interventions.' This suggests that not all students may benefit equally, as their initial levels of mindfulness can affect their outcomes from these interventions.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 7717/peerj. 13504/fig-7 Similarity of species and functions among soil microbial communities The similarity and dissimilarity of species as per and CAZy functional genes among all sample sites were compared to results obtained from similarity clustering analysis and RDA (Fig. 8). The similarity of species and functions of soil microbial communities along the altitudinal gradient in the P. massoniana forest was as described above, i. e. , the RDA ordination of soil microbial communities at different altitudes based on functional gene composition showed a good level of consistency with the ordination based on species identification. The distribution of identified species, NOG, KO, and CAZy functional genes of soil microbial community at MP1000, MP1400, and MP1600 were clearly separated from those observed at MP1200 (Fig. 8B). Furthermore, a significant difference was observed between the P. massoniana forest and the tea garden surveyed. Figure 8: NR species, NOG, KO, and CAZy classification of functional genes of soil microbial communities by clustering tree (A, C, E, G) and RDA analyses (B, D, F, H) at different elevations in a Pinus massoniana forest. Download full-size image DOI: 10. 7717/peerj. 13504/fig-8 Co-occurrence patterns of the different soil microbial groups In order to understand the correlation between species of the different soil microbial communities, we detected significant differences among different soil microbial groups (Archaea, Bacteria, Fungi, and Viruses) and their corresponding random networks (Fig. 9) in terms of average degree, modularity, number of communities, and degree centrality were found (Table 4). Modularity ranked as follows: Archaea (0. 866) > Bacteria (0. 794) > Fungi (0. 698) > Viruses (0. 539), while degree centrality showed the following ranking: Bacteria (0. 181) > Viruses (0. 155) > Fungi (0. 087) > Archaea (0. 048) (Table 4). Overall, the co-occurrence networks of archaeal and fungal species showed a relatively high similarity, while the co-occurrence network of bacterial and viral species showed a relatively high similarity. [SEP] Justify:

Output: The text does not directly address the claim that soil microbial diversity is vital for ecosystem services. Instead, it discusses the similarity and dissimilarity of soil microbial communities and their functional genes, which are details about microbial community structures instead of their contribution to ecosystem services.


Input: Task: corroborate the claim using the given text. Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: The eruption of allowed warmer emissions into the atmosphere. It made water liquid, helping to form atmospheric rivers over the Ocean during the winter. These elements slowly moved to California’s coast, eventually encountering the pushed down to the USA; the shock between the two fronts caused the blizzard name Elliot storm in December (Figure 4). The combination of those two events disrupts the entire weather system and changes the winter system. After this event, another one happened, the Kilauea eruption. The same Figure 4. Islands are at the southeast end of a chain of volcanoes that began to form more than 70 million years ago. Each island is made of one or more volcanoes, which first erupted on the sea floor and emerged above the ocean’s surface. weather pattern happened now with lower intensity since it is the middle of the winter and the polar vortex is weaker. However, it precipitates the late snowstorm in the country’s Northeast. The weather environment from these two volcanic events moved from west to east and eventually will affect and Asia [20]. 9. Volcano’s Interactions with Earth’s atmospheric layers are five: troposphere, stratosphere, mesosphere, thermosphere, and exosphere. The troposphere is the lowest, extending about 12 km in height. The height is lower at the poles and highest at the Equator. Most of the Earth’s weather happens here, and almost all clouds are found in this layer except for cumulus nimbus thunderclouds, whose tops can rise into the lowest part of the stratosphere. The troposphere is the lowest layer in the atmosphere; all the weather changes are here. The troposphere depth varies from 8 km to nearly 20 km. It is the deepest above the equator and gets thicker above both poles. Above this layer is the stratosphere, 11 - 20 km thick and very dry. vortex is responsible for all the dynamics in the stratosphere. vortex is a tri-dimensional ring with stout winds. Earth has two, one surrounds the North, and another is above the South pole; during the winter, they become stronger (Figure 5). It gets more robust with the proximity of the winter season. When poles are getting cooler, the atmosphere further south remains quite warm. The southern layers receive more sunlight and energy from the Sun than the polar regions. The temperature difference North pole and to equatorial region increases. [SEP] Justify:

Output: The text corroborates the claim by providing information about how volcanic eruptions impact atmospheric conditions and weather patterns, particularly in the troposphere, which is the layer where most of Earth's weather changes occur. It explains the dynamics of weather systems, including the interactions of atmospheric layers and weather phenomena influenced by natural events, which aligns with the role of satellites in monitoring these changes.


Input: Task: contrast the claim using the given text. Claim: Every student benefits equally from mindfulness activities. [SEP] Text: For instance, the notable decrease in rumination aligns with the potential for improved academic performance. Rumination, often linked to depression, can significantly impact cognitive processes such as attention, memory, and problem-solving (Kievit & Peng, 2020). Therefore, addressing rumination can contribute to more effective learning and higher academic achievements. Educational institutions can incorporate mindfulness training into their academic curricula or offer it as an extracurricular activity to help students manage their ruminative thoughts and enhancing their capacity to focus on their studies. It is essential to highlight how our findings could revolutionise the way mindfulness is integrated into the public health system, especially in the context of university settings grappling with the mental health challenges exacerbated by the COVID-19 pandemic. -19 pandemic has necessitated a shift towards more digitalised living and learning, and our study shows that mindfulness interventions can be adapted to these changes effectively. The significance of our findings resonates with the comprehensive outline for integrating mindfulness in the public health system as discussed by Oman (2023). Our work builds upon and extends the ideas presented by Oman, offering fresh insights into the practical application and scalability of digital mindfulness-based interventions (MBIs). By providing evidence of the efficacy of a brief, online mindfulness program, our study not only supports the notion that mental health interventions can be both effective and accessible but also underscores the importance of considering individual differences in trait mindfulness. This points towards a more tailored approach in mental health strategies, where interventions can be adapted based on initial mindfulness levels to enhance their effectiveness. Additionally, the reported decrease in depression and trait anxiety suggests a pathway to improved mental health among students. As mental health directly influences students’ motivation, performance, and overall success in their academic journey, providing mindfulness intervention resources can be a proactive and low-cost approach to support students’ mental well-being. For instance, student support services can use our study’s model to design online mindfulness programs that are accessible to all students, aiding in alleviating the symptoms of depression and anxiety. Limitations and Directions of Future StudiesDespite the promising findings of this study, there are several limitations that should be considered. First, our study employed cluster randomisation rather than individual randomisation. Hence, the possibility of some confounding variables such as cluster-specific dynamics cannot be excluded. [SEP] Justify:

Output: The text contrasts the claim by discussing how mindfulness interventions can be tailored based on individual differences in trait mindfulness. It states that 'this points towards a more tailored approach in mental health strategies, where interventions can be adapted based on initial mindfulness levels to enhance their effectiveness.' This suggests that not all students may benefit equally, as adaptations are necessary to address varying levels of individual mindfulness.


Input: Task: pass the claim using the given text. Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. 1997. and PSI-BLAST: a new generation of protein database search programs. Research 25(17):3389-3402. 2011. Is the genetic landscape of the deep subsurface biosphere affected by viruses? Frontiers in Microbiology 2:219. 2020. Metagenomics for taxonomy profiling: tools and approaches. Bioengineered 11(1):356-374 --. 2018. Structure and function of the global topsoil microbiome. Nature 560(7717):233. 2012. Using network analysis to explore co-occurrence patterns in soil microbial communities. 6(2):343-351 Bardgett RD, van der Putten WH. 2014. Belowground biodiversity and ecosystem functioning. Nature 515(7528):505-511. 2007. Acidobacteria phylum sequences in uranium-contaminated subsurface sediments greatly expand the known diversity within the phylum. Applied and 73(9):3113-3116. 2014. Effect of different long-term fertilization regimes on the viral community in an agricultural soil of Southern China. of 62:121-126. 2012. Life history and spatial distribution of a Taiwania flousiana population in Leigong Mountain, Guizhou Province, China. Sinica 32(7):2158-2165 Delgado--González. 2018. A global atlas of the dominant bacteria found in soil. Science 359(6373):320-325. 2014. KEGG-PATH: kyoto encyclopedia of genes and genomes-based pathway analysis using a path analysis model. 10(9):2441-2447. 2013. Reconstructing the microbial diversity and function of pre-agricultural tallgrass prairie soils in the United States. Science 342(6158):621-624. 2012. CD-HIT: accelerated for clustering the next-generation sequencing data. Bioinformatics 28(23):3150-3152 -Nelsen TA, Schilthuizen M. 2017. Changes in richness and community composition of ectomycorrhizal fungi among altitudinal vegetation types on in Borneo. 215(1):454-468. 2020. [SEP] Justify:

Output: The text is irrelevant to the claim. It contains references to various scientific studies and topics related to soil microbiology and biodiversity, but it does not provide any information or insights that directly support or contest the claim regarding the importance of soil microbial diversity for ecosystem services.