Input: Task: contrast the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Adverse effects (pneumothorax, musculoskeletal pains or injuries, others) One study, using 40% of maximal effort, reported that one participant experienced earache whilst performing IMT (de Jong 2001). 7. outcome was not reported by any study. the quality of the included studies was inconsistent and none addressed all aspects completely. The execution of the included studies (randomisation and blinding) ranged from being fully acknowledged, considered and reported to either being merely stated as "randomised to the two groups" or not being mentioned. The external validity (with particular regard to the participant demographics) was explicit in only three of the studies (de Jong 2001; Enright 2004; Sawyer 1993). This aspect is of particular significance given that people who have CF are the target population. The nature of the disease means that two people of similar age, height and weight may have been affected by the condition in drastically different ways and therefore may not "match" as far as clinical status goes. Adverse events were poorly covered by the studies, with only one making specific reference to this (de Jong 2001). Two studies report withdrawals but offer no explanation for these (Amelina 2006; Chatham 1997). We acknowledge that the nature of the intervention (IMT) makes it very difficult to blind the participants to which arm they are in, although five studies made use of "sham" interventions for controls (Amelina 2006; Chatham 1997; de Jong 2001; Enright 2004; Sawyer 1993). There is currently insufficient evidence to either support or refute the use of IMT for people with CF (Altman 1995). There are several factors that may have contributed to this conclusion. Firstly, four out of the eight studies have only been published as abstracts within conference proceedings. This format limits the amount of detailed data that are presented and, therefore, that can be extracted from the studies. This is particularly true in this case. Without that detail a full meta‐analysis cannot be performed and this subsequently detracts from the rigour of the process. Another, more generic, factor relates to the execution of studies examining the effects of a rehabilitation technique for people with CF. A systematic review requires homogeneity between the included studies to allow firm conclusions to be drawn. Despite only finding eight studies which met the inclusion criteria of this review, the variation in their methodologies and outcomes (type and units) was such that no combined analyses could be made. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the insufficiency of evidence regarding the use of interventions for people with cystic fibrosis (CF). It states that there is currently 'insufficient evidence to either support or refute the use of IMT for people with CF,' which implies a lack of definitive outcomes in treating genetic disorders like CF through current methods, including those potentially related to gene editing.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: Activity patterns of young male F344/NHsd rats (breeders from Harlan, Indianapolis, Indiana) and HSD rats (Hsd:Sprague Dawley; breeders from Harlan, Indianapolis, Indiana) were compared in long days (LD), 16 L: 8 D with lights on at 0500 EST (N = 15 F344 rats and 18 HSD rats). Rats were only tested during the four weeks after weaning in order to match the period when F344 rats and other strains are known to show variation in photoperiodic responses [27,28,30,34]. In order to control for potential changes related to age, each individual rat was tested in only one photoperiod treatment. All rats were gestated and raised in LD (16 L: 8 D with lights on at 0500 EST) prior to weaning at 23 ± 2 days of age. They were then transferred to individual cages with activity wheels (and Cage, Catalog No. 60-1943) and placed in environmental and photoperiod chambers (Revco, Asheville, North Carolina) in groups of up to 12 rats/chamber. Magnetic switches on the running wheels signaled revolutions to an event recorder sending output in 6-minute data collection periods, or 'bins', to a personal computer. Rats were fed a laboratory diet (LM – 485 Sterilizable Mouse/7012, Madison, WI) and tap water ad libitum. Temperature was maintained at 22. 5 ± 1°C. Data collection ended after four weeks ± 4 days. The study followed international standards for animal care and welfare, and was approved by the institutional animal care and use committee at the College of William and Mary (IACUC 0018). Experiment 2: Comparison of HSD to F344 male rats in SD This experiment was designed to compare circadian traits and nocturnality in a photoperiod with light cues that would normally trigger reproductive suppression, reduced food intake, and slowed somatic growth in a photoresponsive rat. Activity patterns of young male F344 and HSD rats (N = 16 per group) were compared for short days (SD), 8 L: 16 D with lights on at 0900 EST. Except for the photoperiod treatment, procedures and data collection were as in Experiment 1. [SEP] Justify:

Output: The text primarily describes the experimental setup and methodology for comparing activity patterns of different rat strains under varying photoperiods, without explicitly discussing any health issues related to circadian rhythm disruption. Therefore, it does not provide evidence that corroborates or contrasts with the claim, making it irrelevant.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: As a library, NLM provides access to scientific literature. Inclusion in an NLM database does not imply endorsement of, or agreement with, the contents by NLM or the of Health. Learn more: PMC Disclaimer |. 2019 Dec 20;6(4):229–231. doi: 10. 1136/bmjstel-2019-000446 Search in PMC Search in Pubin NLM to search Initial evaluation of a virtual reality bomb-defusing simulator for development of undergraduate healthcare student communication and teamwork skills 1 School of Health Sciences, University of Liverpool, Liverpool, UK Find 2020. © Author(s) (or their employer(s)) 2020. No commercial re-use. See rights and permissions. Published by BMJ. PMC Copyright notice PMCID: PMC8936699 PMID: 35519998 and teamworking skills are essential healthcare professional skills, yet undergraduates exhibit reluctance to engage with group work, especially in interprofessional groups. The aim of the study was to investigate whether a virtual reality bomb-defusing simulator would enable students to gain these skills through an enjoyable and challenging scenario without profession-specific knowledge. Students took it in turns to play the role of the ‘Defuser’ immersed in a headset, while the rest of the group were ‘Experts’ with a printed manual, but no sight of the bomb. The task challenged students to relay obscure symbols and instructions to each other rapidly and effectively. A subsequent focus group explored the impact of the simulation on students’ perceived learning, engagement and communication skills. The focus group of five multiprofessional healthcare students reported high levels of engagement and satisfaction while highlighting value in developing communication and teamwork. The simulator nurtured initial group dynamics and team bonding. Evaluation data indicated that the intervention facilitated cooperation, team bonding and the development of good communication skills. This method of encouraging communication would fit well into an interprofessional learning session as a useful tool ahead of more technical and clinically based group work. The focus group of five multiprofessional healthcare students reported high levels of engagement and satisfaction while highlighting value in developing communication and teamwork. The simulator nurtured initial group dynamics and team bonding. Keywords: virtual reality, teamwork, communication skills, interprofessional learning, undergraduate educationand teamwork are essential health professional skills and are typically gained during training through ‘inter-professional learning’ (IPL). [SEP] Justify:

Output: The text corroborates the claim by detailing a study where a virtual reality bomb-defusing simulator was used to develop communication and teamwork skills among healthcare students. It states that the task required students to relay information effectively, and the focus group reported high levels of engagement and satisfaction, with emphasis on the value of developing these critical skills. Furthermore, the evaluation data indicated that the intervention facilitated cooperation and team bonding, which directly supports the notion that collaborative learning can enhance these skills.


Input: Task: pass the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Haworth suggests that bone pain may be avoided by prescribing a short course of oral corticosteroids before and at the time of pamidronate infusion (Haworth 2001). Zoledronate, a more potent bisphosphonate than pamidronate was associated with severe musculoskeletal pain resulting in discontinuation of one trial early in enrolment (Boyle 2005). In a subsequent study of intravenous zoledronate, participants were prescribed daily prednisolone for three days commencing on the day of the first infusion (and repeated if thought necessary with subsequent infusions). Musculoskeletal pain was not significantly increased in the treatment group. However, fever and other flu‐like effects were more commonly reported, severe in some participants, although the majority continued treatment. The authors proposed that a longer period of treatment with corticosteroids, including pre‐treatment dosing may diminish such adverse effects (Chapman 2009). A consensus statement has recommended pre‐treatment with oral corticosteroids for three to five days prior to bisphosphonate infusion, but this has not been studied in an RCT (Aris 2005). None of the participants in the lung‐transplanted group, all of whom were receiving corticosteroids, experienced any bone pain. For treatment duration of 12 to 24 months, there were significantly more withdrawals due to adverse events than in those not receiving bisphopsphonates. There was no significant effect on survival. The lack of significant differences in the rate of fractures, gastrointestinal adverse effects, withdrawals or survival may relate to the small numbers of participants involved and the short duration of the trials The risk of bias in the trials due to blinding was judged as present (Aris 2000; Haworth 2001), unclear (Aris 2004; Boyle 2005; Chapman 2009) or low (Haworth 2011; Papaioannou 2008). When participants are aware of the treatment they are receiving, they may be more or less likely to report adverse events. The judgment of individuals who collect and interpret patient data may be affected when the assessor is aware of the treatment a participant is receiving. Lack of blinding may result in biased results. Figures and Tables - Analysis 1. 1 Comparison 1 Bisphosphonates versus control (without lung transplantation), Outcome 1 Vertebral fractures. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses the use of bisphosphonates and their associated adverse effects in the context of bone pain and treatment protocols in participants, without mentioning gene editing or genetic disorders. Therefore, it does not support or contrast with the claim about gene editing in cystic fibrosis.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: Experiment 3: Comparison of HSD to F344 male rats in DD This experiment was designed to compare circadian traits and nocturnality of F344 and HSD rats. Activity patterns of young male F344 rats were compared with those of young male HSD rats (N = 10 per group) in constant darkness (DD). Except for the photoperiod treatment, procedures and data collection were as in Experiment 1. Data collection and analysis of nocturnality and diurnality was carried out using a software package, Tau, generously provided by. Wheel revolutions were recorded in 6-minute bins and plotted as activity records. Preliminary analyses were conducted to test the effect of removing bins with small numbers of wheel rotations. Because variation in nocturnality was most apparent without removing bins, analyses were conducted using all activity. For all statistical analyses, data were taken only from the last 15 days of activity in order to allow rats to adjust to the treatment photoperiod in SD and DD. For rats in LD, data collection was also restricted to the final 15 days of activity in order to match ages across all three experiments. The nocturnality index is defined here as the ratio of time active in the night (or subjective night) to the total time active over 24 hours. Thus, individuals that were more active during the night had a higher nocturnality index. program also calculated the tau (free-running period) by the chi-square periodogram method for each rat in DD. Phase angle of entrainment, activity onset, activity offset, and alpha (duration of activity) were calculated following methods slightly modified from Majoy and Heideman [17] and Sullivan and Lynch [35] as described below. Activity onset was defined as the first bout of running activity lasting at least two 6-min recording bins that was preceded by at least 2 hours with no sustained activity (e. g. , activity in no more than one consecutive bin) and followed by additional activity within the next hour. Eye-fitted lines were drawn through these daily activity onsets on an actogram to obtain a mean daily activity onset for each rat. The activity offset was defined as the end of the last bout of activity followed by at least 2 hours of no sustained activity. Again, eye-fitted lines were drawn through the daily offset times on an actogram to obtain a mean offset for each rat. [SEP] Justify:

Output: The text provides a detailed description of an experiment comparing circadian traits in rats but does not address health issues related to the disruption of circadian rhythms. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: For new undergraduate students, group work with unfamiliar peers can be challenging,1 especially within the first few weeks of studies. It is essential that students gain communication and teamwork skills rapidly, so that subsequent learning can be provided. Interactive escape rooms require players to solve puzzles, complete tasks and work together efficiently, drawing on ‘soft skills’ such as leadership, teamwork and communication. 2 There is growing evidence supporting the use of ‘serious games’ for student learning3 and their role as useful constructivist learning opportunities. 4 5 Used in the correct context, with sound pedagogical underpinning, these games have proven to be valuable for increasing soft skills. 6 Clinical curricula, however, often provide group work training using resource-intensive technical simulation equipment or events7 or clinical department practice to provide this training. There is little evidence addressing the role of virtual reality training for clinical ‘soft’ skills, yet problem-based learning in a safe virtual environment (VE) not only encourages interaction, role play,8 creativity and independent thinking abilities, but can nurture communication and teamwork skills. 9 The aim of this study was to explore initial student perceptions of a bomb-defusing simulation in the development of soft skills. sampling was used to recruit a range of undergraduate health professional students who were unfamiliar with each other. Students were invited to participate verbally at a lecture session or via email. The intervention was the game ‘’10 using the HTC Vive headset and controllers. The student wearing the Vive headset is the ‘Defuser’ and is trapped in a virtual room with a ticking, timed bomb they must defuse. The other students outside the room are the ‘Experts’ who must provide clear instructions by deciphering the printed bomb defusal manual without seeing the bomb. The game uses visual symbols that are unfamiliar and hard to describe, forcing students to be creative with their communication skills. This simulation shares many characteristics with escape room games, but is designed to take place over 5 min. Uniquely, the game enables small group working despite using only one headset. After completion, a focus group, facilitated by an experienced independent moderator, harvested student feelings and attitudes concerning collaboration and learning. The resulting audio transcription was coded independently by two researchers to identify emerging patterns and themes. These themes were agreed and used to formulate a final analytic narrative. [SEP] Justify:

Output: The text corroborates the claim by discussing how interactive escape rooms and virtual reality training foster 'soft skills' such as communication and teamwork. It states that ‘problem-based learning in a safe virtual environment not only encourages interaction, role play, creativity and independent thinking abilities, but can nurture communication and teamwork skills.’ This directly supports the idea that collaborative learning can enhance these important skills.


Input: Task: pass the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 2. 4 Comparison 2 Bisphosphonates versus control (with lung transplantation), Outcome 4 Per cent change in BMD, lumbar spine, DXA. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 2. 5 Comparison 2 Bisphosphonates versus control (with lung transplantation), Outcome 5 Per cent change in BMD, femur, DXA. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 2. 6 Comparison 2 Bisphosphonates versus control (with lung transplantation), Outcome 6 Bone pain. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 2. 7 Comparison 2 Bisphosphonates versus control (with lung transplantation), Outcome 7 Withdrawals, due to adverse events. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 2. 8 Comparison 2 Bisphosphonates versus control (with lung transplantation), Outcome 8 Withdrawals, total. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 2. 9 Comparison 2 Bisphosphonates versus control (with lung transplantation), Outcome 9 Survival. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Comparison 1. Bisphosphonates versus control (without lung transplantation) Outcome or subgroup title No. of studies No. of participants Statistical method Effect size 1 Vertebral fractures Show forest plot 4 (M‐H, Fixed, 95% CI) Subtotals only 1. 1 12 months 3 107 (M‐H, Fixed, 95% CI) 0. 19 [0. 01, 4. 21] 1. 2 24 months 2 44 (M‐H, Fixed, 95% CI) 0. 0 [0. 0, 0. 0] 2 Non‐vertebral fractures Show forest plot 3 (M‐H, Fixed, 95% CI) Subtotals only 2. 1 12 months 2 60 (M‐H, Fixed, 95% CI) 2. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses systematic reviews and comparisons of bisphosphonates versus control without mentioning gene editing or genetic disorders like cystic fibrosis. Therefore, it does not provide any supporting or contrasting information related to the claim.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: Alpha was defined as the difference between activity offset and activity onset. Phase angle of entrainment was defined as the difference between activity onset and lights off (calculated only in SD and LD photoperiods). Unpaired t-tests were performed to test for statistical significance between the two strains of rats in each photoperiod treatment for each circadian parameter. Mean nocturnality index, tau, phase angle of entrainment, activity onset, activity offset, and alpha were compared between strains in each photoperiod by unpaired t-tests, with the criteria for statistical significance set at P < 0. 05. Because data were taken in multiple runs, run was included as a factor in the analyses. Run did not affect significance tests, and was not considered further. Results and discussion In all three photoperiods, there were strain specific differences in activity patterns. Representative rhythms from individual rats with circadian parameters near the means for their treatment group are shown in Figure 1a–f. Summary data showing the proportion of rats active in each hour are presented in Figure 2. Figure 1 Representative actograms of F344 and HSD rats. (a) F344 rat in LD, (b) HSD rat in LD, (c) F344 rat in SD, (d) HSD rat in SD, (e) F344 rat in DD, (f), HSD rat in DD, (g) arrhythmic HSD rat in DD. Figure 2 Proportion of rats active in relation to time of day (Mean +/- SEM). (a) F344 in LD, (b) HSD in LD, (c) F344 in SD, (d) HSD in SD, (e) F344 in constant dark, and (f) HSD in constant dark. The profiles show the proportion of individual rats active on the running wheel during each hour, averaged over the final four days of activity monitoring. For rats in constant dark, activity was fit to the 24 hour profile by placing the zero time point at the midpoint of activity. In LD, SD, and DD, F344 rats had higher nocturnality indices than HSD rats (LD: t = 6. 85, p < 0. 0001; SD: t = 4. 83, p < 0. 0001; DD: t = 5. 05, p < 0. [SEP] Justify:

Output: The text does not directly address the claim that disruption of circadian rhythms can lead to health issues. Instead, it focuses on a study of specific circadian parameters and differences in activity patterns among strains of rats under various photoperiod treatments. The analysis of activity onset, offset, and other related measurements provides information about circadian rhythms but does not specifically link these findings to health issues resulting from their disruption.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: orthoptics students, one occupational therapy student and one physiotherapy student provided feedback relating to the subthemes seen in table 1. Table 1. Thematic analysis results reality experience Fun 28 Lack of control 3 Difficulty 3 16 Teamwork 6 Trust 5 Leadership 1 with interprofessional learning 12 Active learning 5 Suggestions 5 Open in a new tabreality experience The student perception of the experience was predominately favourable: It was really fun…exciting. (P1) enjoyable having the headset on. (P4) want to have another go. (P2) enjoyed the pressure. (P3) pressure added to the fun of it. (P2) The use of a countdown timer and tense music appeared to generate a stressful and challenging scenario, yet this engendered engagement and realism. Communication skills development Several comments related to adaption, experiential learning, familiarity and reflection on communication. Despite the non-clinical setting, comments demonstrated that learners recognised the value of adapting communication to ensure understanding. Most students did not know each other before engaging with the simulation, yet all reported that they trusted each other to help irrespective of the role they were undertaking within the simulation. Additional pressures arising from the countdown timer and the fictional threat helped users to develop effective long-term communication strategies: really need to communicate well now because I am describing to other people. (P1) This participant continued by reflecting on how the activity may be relevant: I think that that is something that is going to carry over to clinical settings because…you have to alter your communication when you are talking to family members. (P1) The communication and teamwork skills required by the simulation were constructed by the students themselves as an activating event11 that forces the students to identify and solve problems together. This type of event has been previously recognised as an excellent example of problem-based learning. 12 13 Rather than talking about communication and talking about how we all communicate with each other. (P1) Like actually doing it. (P3) The students developed their own skills to deal with the situation, corroborating findings in a video game study2 which identified increases in communication, adaptability and resourcefulness. Teamworking skills development The topic of trust carries over to the teamwork theme. All students appeared to trust the ‘Expert’ members of the team even though their virtual lives were at risk in the increasingly tense situation. It was the people that you kind of had to rely on. [SEP] Justify:

Output: The text corroborates the claim by describing how students engaged in a simulation setup that fostered both communication and teamwork skills. It mentions that despite not knowing each other prior, the students developed trust and effectively communicated in a challenging scenario, highlighting experiential learning. The feedback indicates that the activity helped students adapt their communication for understanding, which is critical in clinical settings. Moreover, the simulation required students to work together to solve problems, further supporting the enhancement of teamwork skills.


Input: Task: contrast the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: 5 micrograms) with placebo in pancreatic insufficient children and young adults; an interim report of a double‐blind randomised control study comparing 5000 IU vitamin D daily for 12 weeks during winter in 67 adult cystic fibrosis patients; and a comparison of the effect of three months of vitamin D supplementation (dose not specified) with placebo on bone mineral density in 42 children with cystic fibrosis and low bone mineral density. Risk of bias was highly variable between all studies. Only one study had a low risk of bias for the five main criteria (random sequence generation, allocation, blinding, attrition and reporting). The rest of the studies had unclear or high risks of bias. Two studies had a low risk of bias for blinding and another two studies for attrition bias. In the studies published as abstracts, assessment of the risks of bias was uncertain in many aspects. Authors' conclusions In patients receiving vitamin D supplementation, 25‐hydroxyvitamin D levels are significantly higher. However, there is no evidence of clinical benefit or harm in the limited number of small‐sized published studies. Adherence to relevant cystic fibrosis guidelines on vitamin D supplementation should be considered until further evidence is available. model is widely used and taught in evidence-based health care as a strategy for formulating questions and search strategies and for characterizing clinical studies or meta-analyses. PICO stands for four different potential components of a clinical question: Patient, Population or Problem; Intervention; Comparison; Outcome. See more on using PICO in the Cochrane Handbook. Plain language summary available in Español فارسی Français Hrvatski 日本語 한국어 The use of regular vitamin D preparations for children and adults with cystic fibrosis Cystic fibrosis with pancreatic insufficiency can mean that fat‐soluble vitamins, such as vitamin D, are poorly absorbed. This can lead to vitamin deficiencies. Lack of vitamin D (vitamin D deficiency) can cause specific problems such as bone deformity and bone fractures. It may also be associated with poorer general and respiratory health. Therefore, people with cystic fibrosis are usually given regular vitamin D preparations from a very young age. However, excess vitamin D can also cause respiratory problems and problems with high calcium levels. The review contains six studies, however we could only analyse data from three of these studies. [SEP] Justify:

Output: The text contrasts the claim by focusing on the effects of vitamin D supplementation in cystic fibrosis patients rather than addressing gene editing. It discusses the risks of bias in studies and emphasizes a lack of evidence for clinical benefit from vitamin D treatment, thereby not supporting the claim regarding gene editing's effectiveness in treating cystic fibrosis.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: 0001; Figure 3a), with a higher proportion of their activity during the night period than HSD rats (Figure 2). In all three photoperiod treatments, alpha was significantly longer in HSD than in F344 rats (LD: t = 5. 60, p < 0. 0001; SD: t = 4. 92, p < 0. 0001; DD: t = 3. 86, p = 0. 0005; Figure 3b). There were differences in activity onset in LD (t = 5. 01, p < 0. 0001; Figure 3c) but not in SD (t = 1. 12, p = 0. 27; Figure 3c), and differences in activity offset in both LD (t = 4. 28, p = 0. 0002; Figure 3d) and SD (t = 8. 37, p < 0. 0001; Figure 3d). There was a significant difference in phase angle of entrainment in LD (t = 4. 95; p < 0. 0001; Figure 3e), but not in SD (t = 1. 26; p = 0. 22; Figure 3e). HSD rats also displayed tau longer than 24 h, significantly longer than tau of F344 rats (t = 3. 01; p = 0. 0048; Figure 3f). Figure 3 Circadian parameters for F344 (F) and HSD (H) rats in LD, SD, and DD (Mean +/- SEM). (a) nocturnality index, (b) alpha, the duration of activity, (c) activity onset, with dashed lines indicating the time of lights off, (d) activity offset, with dashed lines indicating the time of lights on, (e) phase angle of entrainment, and (f) tau, the free-running rhythm in DD. Asterisks indicate significant differences between F344 and HSD rats. Overall, HSD rats tended to extend activity into the light period and also had a higher amount of activity during the light period than F344 rats (Figures 1, 2, &3). Some HSD rats had activity spread so evenly through the constant dark period as to appear nearly arrhythmic (Figure 1g). Young male HSD and F344 rats differed in multiple circadian parameters of running wheel activity (Figure 3). [SEP] Justify:

Output: The text discusses various circadian parameters in F344 and HSD rats, such as activity onset, offset, and the duration of activity. However, it does not provide any information or evidence regarding health issues associated with the disruption of circadian rhythms. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: You just had to listen to what they were saying and try to describe what you were seeing and then act. (P4) I trusted these guys though. (P2) The use of humour evident in the data demonstrated that there was little defensiveness in the group, which is a potential barrier to group working. 14 Instead there was clear inclusivity, and the dynamics and level of engagement and response demonstrated good interaction among the group of initial strangers. If this group were now set a technical task, it would be hoped that their engagement and learning would be superior to a group who had not the opportunity to develop soft skills together. We plan to explore this in future research. Pedagogical implications The students made several comparisons between the activity and their learning in IPL sessions: IPL session is just like you put three of four professions in one room and you just talk about each other right? It’s basically to encourage you and to teach you how to work in a multidisciplinary team. But this thing is like quite good as well to teach you how to work in a team. would rather do this than to sit in an IPL session. (P3) The reported feedback here concerning IPL may arise from enforced grouping which can cause resentment and loss of control. 14 A serious discussion of experiential learning in direct comparison with IPL activities was driven by the students in this focus group. It is of particular interest to note that the students agreed that the bomb-defusing simulation could fit into clinical practice, despite the non-clinical scenario. restrictions limited focus group engagement and thus sample size. This initial pilot study did, however, provide an opportunity to explore student perceptions which will underpin a future longitudinal study using the Duran’s Scale. 15 time-pressured, fun and not overtly clinical simulation was well received by the students. Qualitative exploration indicated that a non-technical intervention facilitated cooperation, team bonding and the development of good communication skills. This method of encouraging communication would fit well into an IPL session as a useful tool ahead of more technical group and clinically relevant group work. Footnotes Contributors: All authors contributed to the design and execution of the study, data analysis, and writing of the submitted paper. Funding: The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors. Competing interests: None declared. [SEP] Justify:

Output: The text corroborates the claim by stating that the bomb-defusing simulation facilitated cooperation, team bonding, and the development of good communication skills. It highlights how experiential learning methods can encourage favorable interaction and engagement among participants in a team setting, which aligns with the assertion that collaborative learning enhances communication and teamwork skills.


Input: Task: pass the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Fifteen trials compared dornase alfa to placebo (a dummy treatment with no active medication) or no dornase alfa treatment (2447 people); two compared daily dornase to hypertonic saline (32 people); one compared daily dornase alfa with hypertonic saline and alternate day dornase alfa (48 people); and one compared dornase alfa to mannitol and the combination of both drugs (38 people). People from all age groups (infants through to adults) took part in the trials which lasted from six days to three years. Key results The review found evidence that dornase alfa improves lung function within one month when compared to a placebo or no treatment and this improvement was also seen in longer trials lasting from six months to two years; there were also fewer flare ups of the condition in these longer trials. One trial found that the cost savings from dornase alfa offset 18% to 38% of the medication costs. The results from trials comparing dornase alfa to hypertonic saline or mannitol were mixed. One trial showed a greater improvement in lung function with dornase alfa compared to hypertonic saline, and three trials found no difference between medications. In the only trial to assess the combination of dornase alfa with another medication compared to dornase alfa alone, there was no benefit seen with the combination of dornase alfa and mannitol. Overall, no serious side effects were reported, with only rash and a change in voice seen more frequently in those people taking dornase alfa. However, it is not definitively clear from the current evidence if dornase alfa is better than other medications such as hypertonic saline or mannitol. Quality of the evidence The quality of evidence from the trials comparing dornase alfa to placebo or no treatment was moderate to high for lung function results, but only one trial reported any changes in quality of life so the evidence for this outcome is limited. Also, there were few trials comparing different treatment schedules of dornase alfa (e. g. once a day versus twice a day) or comparing dornase alfa to other medications which help with clearing secretions, so current evidence from these trials is limited and of low quality. [SEP] Justify:

Output: The text discusses clinical trials related to dornase alfa, a treatment for cystic fibrosis, but it does not provide any information about gene editing. Therefore, it does not corroborate or contrast the claim regarding gene editing, making it irrelevant to the claim.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: HSD rats were more likely to begin and end activity during the light period or subjective day in SD, LD, and DD. In addition, HSD rats had more activity during day or subjective day than F344 rats in all three treatments (Figs. 2 &3a). Consistent with Aschoff's prediction for more diurnal animals [36], HSD rats also had tau > 24 hours, significantly longer than the < 24 hour tau of F344 rats (Figure 3f). However, HSD rats had significantly longer alpha than F344 rats (Figure 3b), and both strains entrained well to SD (Figure 2c,d), which is consistent with the hypothesis that differences in melatonin secretion or responses to melatonin cause variation in photoresponsiveness, and inconsistent with the hypothesis that circadian deficits in HSD rats cause nonphotoresponsiveness. It has been proposed that nonphotoperiodism may occur in Siberian hamsters because they fail to produce an SD pattern of melatonin secretion due to a failure to integrate photoperiodic information by the circadian system [10]. The cause of this failure was associated with a long-duration tau (24. 04 +/- 0. 05), inability to undergo phase delay in response to a light pulse, and a failure to increase alpha or entrain properly in SD. While HSD rats have some similarities to nonphotoperiodic Siberian hamsters, the results are not identical. HSD rats have relatively low amplitude 6-sulfatoxymelatonin excretion patterns when adjusted for body mass [32] and a long duration tau (24. 05 +/- 0. 02; Figure 3f), similar to nonphotoperiodic Siberian hamsters [10,11]. However, HSD rats produce 6-sulfatoxymelatonin excretion rhythms that adjust to night length and are similar to those of F344 rats in SD [32], and HSD rats successfully decompress activity to a long-duration pattern when transferred from LD to SD (Figure 3b). We have not tested directly the ability of HSD rats to phase delay, but successful entrainment to SD suggests that HSD rats have the ability to phase delay to achieve entrainment to SD. Thus, while HSD rats show some similarities to nonphotoperiodic Siberian hamsters, the evidence from this study, together with results of Price et al. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses the activity patterns of HSD rats and their circadian rhythms without making any direct connections to health issues caused by disruptions in circadian rhythms. Although it describes different responses to light and melatonin among HSD and F344 rats, it does not examine the implications of these findings on health outcomes.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: AbstractRecently, leaders of business and industry world generally require workers who are capable of working collaboratively to make their business a success. Unfortunately, various studies show that most high school students do not have the capacity to work collaboratively in solid teamwork. For this reason, high schools must develop the teamwork capacity of their students during the learning process. The present study was designed to examine the effectiveness of a collaborative teamwork learning model to improve the teamwork capacity of high school students. It was an experimental study with one group pretest-posttest design. The experiment was carried out in three high schools. They were SMA Negeri 1 Pontianak, SMA Negeri 1 Mempawah, and SMA Negeri 5 Singkawang. There were four aspects of the students’ teamwork capacity to develop. These aspects were sharing, collaboration, paying attention to the rights and welfare of others, and caring for others. The results of the study showed that the collaborative teamwork learning model was effective to improve the teamwork capacity of the students in three high schools. All of the investigated aspects got improved. They were categorized “high”, except the aspect of ‘paying attention to the rights and welfare of others’. It was classified “medium”. Keywords: collaboration team teamwork 1. IntroductionThe rate of technological development, the escalation of global competition, and the various forms of change that do so fast have resulted in dramatic changes in the economic and industrial fields in various developed and developing countries. Today, business and industry leaders mainly require workers who can work collaboratively to achieve success in their business fields 1. Unfortunately, various studies show that in general high school students do not have the capacity to work collaboratively in solid teamwork 2. Furthermore, claims that the entry-level capacity of workers today generally is of low critical thinking competency and poor collaborative working ability in teamwork 3. About this reason, collaborative work capacity must be developed during the learning process in high schools. It is difficult to answer such questions as ‘What learning strategy is conducive to facilitate high school students to develop their capacity to work collaboratively in teamwork? ’ and ‘What steps of the learning process should be taken to have high school students accustomed to developing their capacity to work collaboratively in teamwork? ’ This difficulty may be due to the learning process in high schools. The students are still introduced to the concept of the success referring to more to competition than cooperation. [SEP] Justify:

Output: The text corroborates the claim by stating that a collaborative teamwork learning model was effective in improving the teamwork capacity of high school students. It emphasizes the necessity of developing teamwork skills in students, highlighting the aspects of sharing, collaboration, and caring for others, which are essential components of communication and teamwork.


Input: Task: contrast the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Ramsey reported that the frequency and magnitude of improvement across all quality of life questions was greater among participants receiving dornase alfa (Ramsey 1993). Ranasinha reported significant improvements in overall well‐being and significant improvements in general well‐being, cough frequency and chest congestion (Ranasinha 1993) and Fuchs reported significant improvements in well‐being score and dyspnoea score on dornase alfa compared to placebo (Fuchs 1994). 6. Downgraded once for lack of applicability: Amin included children only so results are not applicable to adults (Amin 2011). 7. Downgraded once for imprecision: wide confidence intervals around the effect size due to limited sample size of the trial. 8. Additionally, one study reported an age‐adjusted RR of having more than one respiratory exacerbation, but these data were not included in the pooled analysis (McCoy 1996). No significant difference was found between dornase alfa and control. 9. Downgraded once as data from one cross‐over trial was analysed as parallel data (Amin 2011), which is a conservative approach. Open in table viewerSummary of findings 2. Dornase alfa daily versus alternate days Dornase alfa daily compared with dornase alfa on alternate days for cystic fibrosis Patient or population: Children with cystic fibrosis Settings: Outpatients Intervention: Dornase alfa daily Comparison: Dornase alfa alternate days comparative risks* (95% CI) Relative effect (95% CI) No of Participants (studies) Quality of the evidence (GRADE) risk Corresponding risk Dornase alfa alternate days Dornase alfa daily Mean relative percentage change in FEV1 (L) at 3 months See comment See comment MD 2. 00 (‐5. 00 to 9. 00) 43 (1 cross‐over study) ⊕⊕⊝⊝ low1,2 Positive MD indicates an advantage for dornase alfa daily. Participants received both interventions in cross‐over design. Mean relative percentage in FVC (L) at 3 months See comment See comment MD 0. 03 (‐0. 06 to 0. 12) 43 (1 cross‐over study) ⊕⊕⊝⊝ low1,2 Positive MD indicates an advantage for dornase alfa daily. [SEP] Justify:

Output: The text contrasts the claim by discussing the use of dornase alfa for cystic fibrosis, detailing the outcomes observed in trials. The mention of improvements in quality of life and overall well-being does not imply that gene editing is the treatment being referenced, thereby contradicting the idea that gene editing is primarily responsible for treating cystic fibrosis. Furthermore, it highlights issues with the applicability and precision of the data related to dornase alfa, which suggests limitations in current treatment efficacy rather than a focus on gene editing as a therapeutic approach.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: In these natural populations, mutations that act specifically on outputs, such as melatonin sensitivity of the reproductive axis, pelage, body mass or feeding, are more likely to be adaptive or neutral. In contrast, laboratory populations are not under selection to eliminate mutations that alter circadian clock function in ways that affect multiple output systems, including seasonal photoperiodic responses [e. g. , [15]], which may explain differences reported previously between wild-source and laboratory populations. The pattern of differences in photoresponsiveness between HSD and F344 rats, which appear to have little relationship to differences in circadian organization, may indicate greater similarity to wild populations containing natural genetic variation in photoresponsiveness. However, we cannot entirely rule out the possibility that HSD rats are nonphotoresponsive due to differences from F344 rats in circadian organization. Knock-out studies of single circadian clock genes in mice have been reported to cause changes in rhythm parameters, reduced nocturnality or loss of rhythmicity, and also changes in reproductive traits [4]. Nevertheless, it appears more likely that differences between HSD and F344 rats in running wheel activity rhythms, nocturnality, and reproductive photoresponsiveness are merely incidentally correlated. Differences in activity and nocturnality may be caused by subtle differences in circadian organization, while differences in photoresponsiveness are likely due to an independent trait, insensitivity of the reproductive axis, body mass, and food intake to a short-day melatonin pattern [32]. Competing interests The authors declare that they have no competing interests. Authors' contributions CDS participated in design of the study, carried out the data collection and preliminary data analyses, and wrote initial drafts of the manuscript. CEJ helped complete data analysis and helped to draft the manuscript. PDH conceived the study, participated in design of the study and data analysis, and developed the final draft of the manuscript. All authors read and approved the final manuscript. 10. 1177/074873001129001980 and Holley, DC (1997). Circadian performance of suprachiasmatic nuclei (SCN)-lesioned antelope ground squirrels in a desert enclosure 62: 1099–1108, [PubMed] DOI: and Smith, SA (2000). A circadian pacemaker in free-living chipmunks: essential for survival? [SEP] Justify:

Output: The text does not provide any direct evidence or discussion regarding the consequences of disrupted circadian rhythms, nor does it support the claim that such disruption can lead to health issues. Instead, the focus is on genetic variations and responses in specific rat populations regarding circadian clock functions. Thus, it is irrelevant to the claim about health issues arising from circadian rhythm disruption.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: Success is still defined more as a result of independence rather than of interdependence. This concept has been abandoned in developed countries. In his book which won the bestseller entitled "The 7 Habits of People" has earlier introduced that it is interdependence that is considered the highest in the paradigm of modern management and modern life 4. If they are put in order, dependence is the lowest, independence is in the middle, and interdependence is the highest. Such concept shifting is very understandable because fields of science increasingly shift to be so specialized that to produce a product, production management must be able to collaborate harmoniously among the existing specialized fields of science. Thus, it is a need that people work collaboratively. The learning process that puts more emphasis on the importance of cooperation than on competition or more on interdependence than on independence is also shown by Flynn 5 and Graham and Graham 6. If competition is developed during the learning process, there will be a tendency that high school students are directed to the thoughts and the feelings to get used to not being reluctant to attack others. In fact, on the other hand, the development of cooperation and interdependence can develop the ability to come at challenges, leadership, and management that are highly required when entering the world of work 5, 6. The efficacy of this collaborative teamwork model has been proven by when restructuring their company organizations - which had never been touched in the company's restructuring 3, 7. After applying the collaborative concept, could increase 40% of its company's productivity. Likewise, when the production of 777 jet aircraft decreased, applying this collaborative model, Boeing could boost the production up to 50% 1. Through the collaborative teamwork learning model, teachers can at least help high school students (a) learn to work successfully in team, and (b) develop the skills and improve the teamwork quality required for collaborative skills when they later enter the world of work 8, 9. Therefore, the present study was conducted to examine more deeply the teamwork capacity profile of high school students and the effectiveness of collaborative teamwork learning to improve the teamwork capacity of high school students. The result could be used by the teachers in running the learning process that becomes their responsibility. So, the students would have good teamwork capacity that is very much needed when they enter the world of work and university. 2. [SEP] Justify:

Output: The text corroborates the claim by emphasizing the importance of collaboration in learning. It states that the learning process should focus more on cooperation than competition and highlights how interdependence can lead to improved teamwork abilities. Furthermore, it discusses how collaborative models in education can help students develop skills that are crucial for teamwork in the workplace, thus supporting the assertion that collaborative learning enhances communication and teamwork skills.


Input: Task: contrast the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: In concurrence with this finding, the Pryor study (n = 75) compared five different therapy techniques over a 12‐month period and found no statistically significant differences among any of the treatment modalities in the primary outcome of the change from baseline in FEV1 % predicted (P = 0. 35); the authors also noted that there was significant decline across the entire study population over the 12‐month period (P = 0. 02) (Pryor 2010). Three studies comparing HFCWO to 'usual ACT' reported on FEV1 % predicted (Davies 2012; Khan 2014; Osman 2010). Two studies reported that there was no significant change in FEV1 between groups using HFCWO or their normal ACT (Davies 2012; Osman 2010); the third study (paper written in Russian with data translated) suggested that there was a change in FEV1 using HFCWO as compared to control, but this was not identified as significant (Khan 2014). b. FEF25-75 Nine studies (355 participants) reported on this outcome (very low‐quality evidence) (Braggion 1995; Darbee 2005; Grzincich 2008; McIlwaine 2001; McIlwaine 2013; Newbold 2005; Padman 1999a; Pryor 2010; van Winden 1998); we were able to enter data from eight of these into the analyses, but one study did not report data we could enter into our analysis (Pryor 2010). Two studies evaluated the time points of up to one week in their analysis and considered FEF25-75 % predicted for HFCWO compared with PEP, but there were no statistically significant results (Braggion 1995; Grzincich 2008). One further study also measured FEF25-75 % predicted, with no statistical differences between flutter and PEP after one week and up to two weeks of treatment (Darbee 2005); the same was true of a fourth study which reported at two weeks of treatment (van Winden 1998) (Analysis 1. 3). Five studies reported on the change from baseline in FEF25-75 % predicted none of these results were statistically significant (Analysis 1. 4). One study reported no statistically significant differences between PEP and acapella after 10 days of treatment when evaluating FEF25-75 % predicted (West 2010), When analysed in this review at the 'up to two weeks' time point. [SEP] Justify:

Output: The text contrasts the claim by presenting data from a study that evaluates different therapy techniques for cystic fibrosis, specifically focusing on treatment outcomes measured by FEV1 % predicted. It finds no statistically significant differences in outcomes across various treatments, which suggests a lack of efficacy for the therapies discussed. This undermines the implication that gene editing alone or within these methodologies is showing promise in treatment.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: J A 186: 169–180, [PubMed] DOI: Boden, MJ and Kennaway, DJ (2006). Circadian rhythms and reproduction Reproduction 132: 379–392, [PubMed] DOI: and Nelson, RJ (2001). Photoperiodic polyphenisms in rodents: Neuroendocrine mechanisms, costs and functions Biol 76: 293–325, [PubMed] DOI: Smale, L, Lee, T and Nunez, AA (2003). Mammalian diurnality: Some facts and gaps J 18: 356–366, [PubMed] DOI: Arendt, J (2003). Importance and relevance of melatonin to human biological rhythms J Neuroendocrinol 15: 427–431, [PubMed] DOI: Wehr, TA (1997). Melatonin and J 12: 518–527, [PubMed] DOI: Bronson, FH (2004). Are humans seasonally photoperiodic? J 19: 180–192, [PubMed] DOI: Puchalski, W and Lynch, GR (1986). Evidence for differences in circadian organization of hamsters hamsters exposed to short day photoperiod J A 159: 7–11, [PubMed] DOI: Puchalski, W and Lynch, GR (1988). Characterization of circadian function in Djungarian hamsters insensitive to short day photoperiod J A 162: 309–316, [PubMed] DOI: and Menaker, M (1997). Photoperiodic time measurement in tau mutant hamsters J 12: 423–430. [PubMed] and Menaker, M (1998). Effects of a circadian mutation on seasonality in Syrian hamsters (Mesocricetus auratus) [Biol] 265: 517–521, DOI: and Loudon, ASI (1996). A mutation of the circadian timing system (tau gene) in the seasonally breeding Syrian hamster alters the reproductive response to photoperiod change [Biol] 263: 345–350, DOI: and Maywood, ES (1996). [SEP] Justify:

Output: The text is irrelevant to the claim as it mainly lists various research articles and their authors related to circadian rhythms and reproduction without discussing any implications regarding health issues linked to the disruption of circadian rhythms.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: MethodThe variables of the present research were (1) collaborative teamwork learning as an independent variable, and (2) teamwork capacity of the students as the dependent variable, which consisted of four aspects, namely sharing, collaborating, paying attention to the rights and welfare of others, and caring for others. The study was a quasi-experimental design with one group pretest-posttest design. The experimental procedures covered (1) developing the students' understanding about the importance of teamwork; (2) forming a team; (3) helping the team focus on its main task; (4) distributing the assignments to the students wisely; (5) developing the students’ responsibility; (6) improving the students’ writing skills; and (7) providing the students with an initial assistance and giving a feedback; (8) using a recording form to organize and to plan by using the communication roster, task sheets, meeting schedule form, meeting agenda sheets, meeting evaluation sheets, and final evaluation sheets for all activities. Each experimental group in each school comprised 35 students. Because the experiment was carried out in three schools, the total research subjects were 105 students. The data were collected using Inventory developed by Asrori 10. This inventory was tried out and tested for its validity and reliability using Technique and it obtained 0. 853, meaning that it was eligible for use in research. The students’ teamwork capacity profile data were analyzed using a comparison analysis between the actual score and the ideal maximum score based on the normal curve 11. To determine the effectiveness of collaborative teamwork learning for increasing students’ teamwork capacity, the data were analyzed using t-tests for paired samples 11; while to determine the effectiveness difference of collaborative teamwork learning to increase inter-school student teamwork capacity, the data were analyzed using analysis of variance 11. 3. Result and Discussion3. 1. of School StudentsBased on the percentage analysis, namely, by dividing the actual score obtained by all students with the ideal maximum score, the results are shown in Table 1. Table 1. of School StudentsDownload as PowerTables indexView option Next TableAs can be seen in the Table 1, overall, the initial teamwork capacity of high school students is still classified ‘low’. If examined in more detailed, it can be seen that most aspects, that is, the aspects of sharing, paying attention to the rights and welfare of others, and caring for others are classified ‘low’. [SEP] Justify:

Output: The text corroborates the claim by detailing a research study focused on collaborative teamwork learning and its impact on students' teamwork capacity. It discusses various aspects of teamwork, such as sharing, collaboration, and caring for others, which are enhanced through the collaborative learning process outlined in the study. The methods described, such as forming teams and focusing on tasks, imply a direct linkage to improving communication and teamwork skills among students.


Input: Task: pass the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Incomplete outcome data We considered 15 studies to have a low risk of bias as they either provided full reasons for incomplete data or confirmed that the data were complete (Byrne 2003; Clavel 2007; Devadason 1997; Eisenberg 1997; Fiel 1995; Geller 1998; Geller 2003; Hubert 2009; Kastelik 2002; Köhler 2003; Lenney 2011; Marshall 1994; Newman 1988; Thomas 1991; Westerman 2008). Seven studies did not report on missing data, four of these were in abstract form only (Devadason 2001; Dodd 2002; Elkins 2006; Griese 2009) and we considered them to have an unclear or high risk of bias. Although presented as a full paper, Shah did not report on some data and again we considered this study to have a high risk of bias (Shah 1997). Selective reporting We compared the 'Methods' section with the 'Results' section in every study to ensure that each outcome was reported on. Sixteen studies reported on every outcome identified in the methods section and were so assigned a low risk of selective reporting bias (Clavel 2007; Devadason 1997; Devadason 2001; Eisenberg 1997; Elkins 2006; Fiel 1995; Geller 1998; Geller 2003; Hubert 2009; Köhler 2003; Lenney 2011; Marshall 1994; Newman 1988; Shah 1997; Thomas 1991; Westerman 2008). One study reported on all outcomes stated in the methods section; but for FEV1 stated that there were no significant changes in post‐dose with either nebuliser system and did not give actual data, so the risk of bias due to selective reporting was judged to be unclear (Byrne 2003). LIkewise, a further study reported on all stated outcomes, but for respiratory function tests simply stated there were no significant changes and did not provide any data (Kastelik 2002). One study presented data in the results section for outcomes not identified in the methods and also presented limited details of methods and was so assigned a high risk of bias (Griese 2009). One further study was assigned a high risk of bias as it did not fully report on all outcomes listed in the methods (Dodd 2002). Instead a statement was given that there was no statistically significant difference for any secondary outcome variable. We intend to contact the authors of these studies for further information regarding their methods and results and will include these in any future review update. [SEP] Justify:

Output: The text is irrelevant to the claim regarding gene editing and its potential in treating genetic disorders. It discusses the quality and risks of bias in various studies without addressing the effectiveness or promise of gene editing specifically for conditions like cystic fibrosis. Therefore, it does not provide any supporting or contrasting information related to the claim.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: mutation in the Syrian hamster alters the photoperiodic responsiveness of the gonadal axis to melatonin signal frequency Endocrinology 137: 2183–2186, [PubMed] DOI: Carlson, LL, Zimmermann, A and Lynch, GR (1989). Geographic differences for delay of sexual maturation in Peromyscus leucopus: Effects of photoperiod, pinealectomy, and melatonin 41: 1004–1013, [PubMed] DOI: Majoy, SB and Heideman, PD (2000). Tau differences between short-day responsive and short-day nonresponsive white-footed mice (Peromyscus leucopus) do not affect reproductive photoresponsiveness J 15: 500–512, DOI: and Reiter, RJ (1988). Pineal melatonin content in photoperiodically responsive and non-responsive phenotypes of deer mice Physiol 91A: 535–537, DOI: Blank, JL and Desjardins, C (1986). Photic cues induce multiple neuroendocrine adjustments in testicular function Physiol 250: R199–206. [PubMed] and Blank, JL (1997). Phenotypic variation in seasonal adjustments of testis size, body weight, and food intake in deer mice: Role of pineal function and ambient temperature J B 167: 185–192, [PubMed] DOI: Bauer, MS (1990). Intensity and precision of circadian wheel running in three outbred rat strains 47: 397–401, [PubMed] DOI: Wollnik, F (1991). Strain differences in the pattern and intensity of wheel running activity in laboratory rats Experientia 47: 593–598, [PubMed] DOI: Siebert, U and Wollnik, F (1991). Wheel-running activity rhythms in two inbred strains of laboratory rats under different photoperiods 50: 1137–1143, [PubMed] DOI: Klante, G, Secci, K, Masson-Pevet, M, Pevet, P, Vivien-Roels, B, Steinlechner, S and Wollnik, F (1999). Interstrain differences in activity pattern, pineal function, and SCN melatonin receptor density of rats Physiol 276: 1078–1086. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various studies related to photoperiodic responsiveness and neuroendocrine adjustments in specific animal models without addressing the broader implications of circadian rhythm disruptions on health issues.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: The only aspect that is categorized as 'moderate' is collaboration. The results of this study indicate that high school students require serious intervention to enable them to develop their teamwork capacity. It is very important because the teamwork capacity is highly demanded by the world of work and industry when the students are already working. If not handled seriously, one of which is through the intervention of collaborative learning model learning, it will incline to produce graduates who will face various difficulties in the future. 3. 2. of Students’ Capacity among mean difference of students’ initial teamwork capacity among senior high school was analyzed using analysis of variance as shown in Table 2. Table 2. of Students’ Capacity among SchoolsDownload as PowerTables indexView option shown in the Table 2, the result of the variance analysis, if viewed from the difference of schools, shows that the initial teamwork capacity of senior high school students does not differ significantly. It means that the students’ initial teamwork capacity of all schools is categorized "low". In more detail, analysis of variance was also carried out on each aspect that was covered in the initial teamwork capacity of senior high school students. The result of the analysis is shown in Table 3. Table 3. Difference in of Students’ Capacity from SchoolsDownload as PowerTables indexView option 3 shows that if viewed in more detail into its aspects, the initial teamwork capacity of the students from different schools does not differ significantly, either. Of the four aspects, there is only one aspect (namely, paying attention to the rights and welfare of others) that shows a significant difference. If seen from the aspects of sharing, cooperating, and caring for others, these three aspects do not show any significant difference. 3. 3. of to Capacity of Students from SMA Negeri 1 PontianakThe effectiveness of the collaborative teamwork learning model to develop teamwork capacity of students from SMA Negeri 1 Pontianak was analyzed by comparing the actual pretest and posttest scores with the ideal maximum score. The result is shown in Table 4. Table 4. of Students from SMA Negeri 1 Participated in the with Learning ModelDownload as PowerTables indexView option 4 shows that before the students were given a treatment (the result of the pretest) the teamwork capacity of students from SMA Negeri 1 Pontianak was categorized ‘low’. It can be seen in all aspects. [SEP] Justify:

Output: The text corroborates the claim by indicating that the collaborative learning model is essential for developing students' teamwork capacity, which is crucial for their future success in the workforce. It highlights that without serious intervention through methods like collaborative learning, graduates may struggle in their future employment due to low teamwork skills, thus supporting the idea that collaboration enhances these important competencies.


Input: Task: pass the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: No drug was lost to the environment with the Halolite® while 600 mcg were lost to the environment with the Pari LC plus® (Devadason 2001) Nebuliser systems for delivering other aerosolised medications Six studies are included in this intervention (Devadason 1997; Kastelik 2002; Köhler 2003; Marshall 1994; Newman 1988; Thomas 1991). Conventional versus conventional system Three studies are compared different conventional systems (Devadason 1997; Marshall 1994; Newman 1988). Devadason compared four different conventional nebuliser systems in a cross‐over study and we are unable to present these data in the meta‐analysis; instead they are presented in the additional tables (Table 1). Open in table viewerTable 1. Comparison of four conventional nebulisers for administering salbutamol (Devadson 1997) Outcome MA MA&time (min) 10. 8 (3. 2) 10. 2 (2. 3) 11. 8 (3. 0) 10. 0 (2. 2) Deposition (%) 9. 35 (2. 74) 13. 85 (5. 45) 17. 2 (6. 83) 19. 2 (5. 78) P5. 56 (0. 21) 6. 19 (0. 13) 3. 57 (0. 07) 5. 5 (0. 17) Medication remaining (%) 54. 5 (18. 2) 55. 7 (7. 0) 56. 3 (13. 5) 57. 9 (7. 4) All data are presented as means (standard deviations) MA: II® MA&M: II® with miser PLC: Pari LC Plus® VS: Ventstream® Primary outcomes 1. Treatment time Only the single‐dose four‐arm study by Devadason assessed this outcome (Devadason 1997). When administering salbutamol, Devadason found for the Pari LC Plus® to be quickest mean (SD) treatment time of 10. 0 (2. 2) minutes and the Ventstream® to be slowest at 11. 8 (3. 0) minutes (Table 1). 3. three studies reported on this outcome (Devadason 1997; Marshall 1994; Newman 1988). Devadason used filter deposition to assess drug delivery to participants (Devadason 1997). [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various nebulizer systems for delivering medication and compares treatment outcomes related to salbutamol, but it does not address gene editing or its effectiveness in treating genetic disorders such as cystic fibrosis. Therefore, it neither corroborates nor contrasts the claim.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: [PubMed] Ferguson, SA and Kennaway, DJ (1999). Emergence of altered circadian timing in a cholinergically supersensitive rat line Physiol 277: R1171–8. [PubMed] -Olson, S and Turek, FW (1987). Photoperiodic response in the male laboratory rat 37: 22–27, [PubMed] DOI: Heideman, PD and Sylvester, CJ (1997). Reproductive photoresponsiveness in unmanipulated Fischer 344 laboratory rats 57: 134–138, [PubMed] DOI: and Heideman, PD (2001). Genetic variation in photoperiodism among naturally photoperiodic rat strains 281: R1817–R1824. [PubMed] Shoemaker, MB and Heideman, PD (2002). Reduced body mass, food intake, and testis size in response to short photoperiod in adult F344 rats BMC Physiology 2: 11. [PubMed] DOI: and Heideman, PD (2004). Short photoperiod inhibition of growth in body mass and reproduction in and PVG inbred rats Reproduction 128: 857–862, [PubMed] DOI: and Yoshimura, T (2007). Differential response of type 2 deiodinase gene expression to photoperiod between photoperiodic Fischer 344 and nonphotoperiodic Wistar rats 292: R1315–R1319. [PubMed] and Heideman, PD (2005). Failure to Respond to Endogenous or Nonphotoresponsiveness in 3: 12. (8 pages). . [PubMed] DOI: Daan, S (2000). Colin Pittendrigh, Jurgen Aschoff, and the natural entrainment of circadian systems J 15: 195–207, [PubMed] DOI: and York, LM (1998). Food and neonatal androgen interact with photoperiod to inhibit reproductive maturation in Fischer 344 rats 59: 358–363, [PubMed] DOI: Sullivan, JK and Lynch, GR (1986). Photoperiod time measurement for activity, torpor, molt and reproduction in mice 36: 167–174, [PubMed] DOI: Aschoff, J (1979). [SEP] Justify:

Output: The text provided does not address the claim directly and offers a list of references related to circadian rhythms and various studies, but does not provide specific evidence or arguments that support or contradict the claim regarding health issues related to disrupted circadian rhythms.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: After they were given the treatment and the posttest was administered, all of the aspects developed up to the category of ‘high’. To examine the effectiveness significance of learning using ‘collaborative teamwork learning’ model, t-test was used for paired samples (t-test for paired samples), namely pretest and posttest data. The result of the t-test analysis shows that the value of t = -28. 77 and p = 0. 001. Thus, the statistical hypothesis is rejected and the working hypothesis is accepted. It means that learning using ‘collaborative teamwork learning’ model is very effective to develop the teamwork capacity of the students from SMA Negeri 1 Pontianak. 3. 4. of to Capacity of Students from SMA Negeri 1 MempawahThe effectiveness of the collaborative teamwork learning model to improve the teamwork capacity of the students from SMA Negeri 1 Mempawah was analyzed by comparing the actual pretest and posttest scores with the ideal maximum score. The result is shown in Table 5. Table 5. of Students from SMA Negeri 1 Participated in the with Download as PowerTables indexView option 5 shows that before the students from SMA Negeri 1 Mempawah were given the treatment (the results of the pretest) their teamwork capacity was classified ‘low’. It was shown in all aspects. After the students were given the treatment and the posttest was administered, all aspects developed up to the "high" category. There was only one aspect whose development reached the "medium" category. This aspect dealt with the rights and welfare of others. To test this hypothesis, the pre-test and post-test data were analyzed using the t-test for paired samples. The result of the t-test analysis shows that the value of t = -22. 75 and p = 0. 001. Thus, the statistical hypothesis is rejected and the working hypothesis is accepted. It means that learning using ‘collaborative teamwork learning’ model is also effective to develop the teamwork capacity of the students from SMA Negeri 1 Mempawah. Unfortunately, it was not as effective as that was carried out in SMA Negeri 1 Pontianak because there was still one aspect of development which only reached the "medium" category. It dealt with the rights and welfare of others. 3. [SEP] Justify:

Output: The text corroborates the claim by demonstrating that the 'collaborative teamwork learning' model significantly improved the teamwork capacity of students. The results from pretest and posttest analyses indicate a shift from a 'low' classification to a 'high' classification in teamwork capacity after the treatment, which supports the assertion that collaborative learning enhances teamwork skills.


Input: Task: contrast the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Downgraded once due to applicability; three of the studies reported anecdotal findings in terms of participant satisfaction or preference for a treatment arm without numerical results to support these findings. Open in table viewerSummary of findings 2. Oscillating devices compared with breathing techniques for cystic fibrosis Oscillating devices compared with breathing techniques for cystic fibrosis Patient or population: adults and children with cystic fibrosis Settings: outpatients and hospitalised patients Intervention: oscillating devices Comparison: breathing techniques comparative risks* (95% CI) Relative effect (95% CI) No of participants (studies) Quality of the evidence (GRADE) risk Corresponding risk Breathing techniques Oscillating devices1 FEV₁: % predicted or L Follow‐up: less than 1 week to 1 year 6 out of 7 studies reported no statistically significant differences between oscillating devices and breathing techniques in terms of FEV₁ (% predicted or L). 1 study reported a significant advantage for active cycle of breathing techniques compared to HFWCO in terms of FEV₁ (L). NA 184 (7 studies) ⊕⊕⊝⊝ low3,4 FEF25‐75 Follow‐up: 5 days There were no statistically significant differences between oscillating devices and breathing techniques in terms of FEF25‐75. NA 7 (1 study) ⊕⊝⊝⊝ very low5,6 FVC Follow‐up: less than 1 week to 1 year 4 out of 5 studies reported no statistically significant differences between oscillating devices and breathing techniques in terms of FVC. 1 study reported a significant advantage for active cycle of breathing techniques compared to HFWCO in terms of FVC % predicted. NA 154 (6 studies) ⊕⊕⊝⊝ low3,4 Sputum: volume (g) Follow‐up: up to 1 month The mean sputum volume in the breathing technique group was 3. 6 g. The mean sputum volume in the oscillating device group was 0. 9 g higher (1. 72 g lower to 3. 52 g higher). [SEP] Justify:

Output: The text contrasts the claim by discussing studies on oscillating devices versus breathing techniques for cystic fibrosis without mentioning any evidence of promise in gene editing for treating the genetic disorder. It focuses on a comparative analysis of treatment methods and highlights a lack of statistically significant differences between them, indicating that no advancements related to gene editing are referenced.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: Technically, the adjective circadian must be used to modify the noun light because light is defined specifically in terms of optical radiation capable of producing a visual sensation in humans [10,11]. Strictly speaking then, light cannot be used synonymously with optical radiation capable of producing a non-visual, circadian response in humans or with optical radiation producing a visual response in another species. Nevertheless, in the vernacular, light is used as a term to describe optical radiation with a spectral power distribution anywhere within the "visible region" of the electromagnetic spectrum (approximately 380 nm to 730 nm), irrespective of its biological consequences. Moreover, the term light is always used, with or without strict regard for its ability to stimulate human vision, as a noun to describe the stimulus to rather than the response from a biological system. This is an important point because light is circularly defined; light as a stimulus to the human visual system was derived from responses by the human visual system. Thus, any formal definition of circadian light as a stimulus to the circadian system must also be dependent on the measured response from the circadian system. Fundamentally then, it is necessary to be able to measure a reliable response of the human circadian system to optical radiation incident on the retina to define the stimulus to the human circadian system. This inherent, and potentially confusing, circularity always must be considered as a formal definition of circadian light develops. Notwithstanding this potentially confusing circularity, it will be difficult to develop a definition of light for the circadian system that is strictly homologous with the formal definition of light for the visual system because, for reasons discussed in this paper, the responses by these two systems to optical radiation on the retina are fundamentally different. The biophysical mechanisms underlying phototransduction for the two systems are similar but different enough to require thoughtful deliberation as a definition of circadian light evolves. Without a clear understanding of these differences, experimental results from studies of the impact of optical radiation on circadian physiology can be easily misinterpreted. Since, however, so much history and thought underlie our concept of light based upon the human visual system, these insights make the discussion of circadian light more readily explained and more easily understood. For this reason brief reviews of photometry, colorimetry and brightness perception are presented as a foundation for the discussion of circadian light. The photopic luminous efficiency function Psychophysical experiments were conducted by several laboratories nearly a century ago to develop "the spectral sensitivity of human vision. [SEP] Justify:

Output: The text does not address the claim regarding the health consequences of the disruption of circadian rhythms. Instead, it delves into the technical definitions and distinctions of light as it relates to the circadian system and the visual system. While it discusses the importance of understanding circadian light, it does not provide any evidence or discussion on how disruption of these rhythms affects health.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: 5. of to Capacity of Students from SMA Negeri 5 SingkawangTo find out the effectiveness of the collaborative teamwork learning model to improve the teamwork capacity of the students from SMA Negeri 5 Singkawang, the analysis was performed by comparing the actual pretest and posttest scores with the ideal maximum score. The result is shown in Table 6. Table 6. of Students from SMA Negeri 5 Participated in the with Learning ModelDownload as PowerTables indexView option can be seen in the above table, before the students of SMAN 5 Singkawang were given the treatment (the results of the pretest), their teamwork capacity was classified ‘low’. It is shown in all aspects. After the treatment and the administration of the post-test, all aspects developed up to the "high" category. There was one aspect whose development reached the "medium" category. It is the sharing aspect. To test this hypothesis, the pre-test and post-test data were computed using the t-test for paired samples (t-test for paired samples). The t-test result shows that the value of t = -17. 28 and p = 0. 001. Therefore, the statistic hypothesis is rejected and the working hypothesis is accepted. It means that learning using ‘collaborative teamwork learning’ model is also effective to develop the teamwork capacity of students in SMA Negeri 5 Singkawang. However, it is not as effective as that done in SMA Negeri 1 Pontianak because there is still one aspect whose development only reached the "medium" category. This aspect is ‘sharing’. 3. 6. Differences in the Effectiveness of to Capacity of Students from SMA Negeri 1 Pontianak, SMA Negeri 1 Mempawah, and SMA Negeri 5 SingkawangTest of mean difference in students’ teamwork capacity from SMA Negeri 1 Pontianak, SMA Negeri 1 Mempawah, and SMA Negeri 5 Singkawang was computed using analysis of variance. The result is shown in Table 7. Table 7. [SEP] Justify:

Output: The text corroborates the claim by demonstrating that a collaborative teamwork learning model effectively improved the teamwork capacity of students from SMA Negeri 5 Singkawang. The results from the pretest and posttest indicate significant improvements in teamwork capacity after the treatment was applied. The mention of students' teamwork capacity shifting from 'low' to 'high' categories further supports the assertion that collaborative learning enhances teamwork skills.


Input: Task: pass the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Oscillating devices compared with different oscillating devices for cystic fibrosis Oscillating devices compared with different oscillating devices for cystic fibrosis Patient or population: adults and children with cystic fibrosis Settings: outpatients and hospitalised patients Intervention: oscillating devices Comparison: a different oscillating device comparative risks* (95% CI) Relative effect (95% CI) No of participants (studies) Quality of the evidence (GRADE) risk Corresponding risk Oscillating Devices1 Oscillating devices1 FEV₁ Follow‐up: less than 1e week up to 3 years There were no statistically significant differences between oscillating devices in terms of FEV₁ at any time point. NA 316 (5 studies) ⊕⊝⊝⊝ very low3,4 FEF25‐75 Follow‐up: less than 1 week up to 3 years There were no statistically significant differences between oscillating devices in terms of FEF25‐75 at any time point. NA 211 (3 studies) ⊕⊝⊝⊝ very low3,4 FVC Follow‐up: less than 1 week up to 3 years There were no statistically significant differences between oscillating devices in terms of FVC at any time point. NA 286 (4 studies) ⊕⊝⊝⊝ very low3,4 Sputum: volume Follow‐up: NA Outcome not reported. : weight (dry or wet) Folllow‐up: 6 days The results of the study showed that wet and dry sputum weight in the IPV group was significantly greater than in the HFCWO group. NA 24 (1 study) ⊕⊕⊝⊝ low4,5 Frequency of exacerbations2 Follow‐up: 24 weeks There were no statistically significant differences between oscillating devices in terms of frequency of hospitalisations or need for home intravenous therapies. NA 16 (1 study) ⊕⊝⊝⊝ very low6,7 Participant‐reported satisfaction with treatment intervention Follow‐up: less than 1 week up to 3 years Some differences were reported between treatment groups in single domains of satisfaction questionnaires or measurement scales (in favour of or against oscillating devices). Overall across the 5 studies, no consistent differences were reported in terms of satisfaction of any treatment intervention. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses the efficacy of oscillating devices in treating cystic fibrosis without mention of gene editing or its potential role in treating genetic disorders. Therefore, it does not provide any information that supports or contrasts the claim.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: " Following a consensus process, the data from these experiments were combined to form Vλ, the photopic luminous efficiency function formally defining light [12], shown in Figure 1. Vλ then is the bridge between radiometry, the measurement of radiant energy, and photometry, the measurement of light. Depending upon the geometric properties of interest, radiant flux (radiant energy per unit time) is weighted by Vλ in the fundamental definitions of luminous intensity (Vλ-weighted radiant intensity, or radiant flux within a solid angle), illuminance (Vλ-weighted irradiance, or radiant flux incident on a surface area), and luminance (Vλ-weighted radiance, or luminous intensity per unit area of a surface) [11]. Circadian light could then similarly bridge radiometry to circadian photometry and would have parallel definitions with those used for light based upon geometrical considerations. Figure 1 Photopic and scotopic luminous efficiency functions [10] and other spectral sensitivity functions measured with humans (mesopic: Rea et al. [13], glare: Bullough [14], brightness, central: CIE [10], brightness, peripheral: Weale [15]). Peak wavelengths for each function are noted in the legend. The photopic luminous efficiency function is actually only one of a wide variety of functions that can be used to characterize the spectral sensitivity of the human visual system. Figure 1 also shows a small sample of human spectral sensitivity functions published in the literature [12 - 15]. In fact, depending upon the experimental conditions, many spectral response functions can be obtained from the human visual system. Vλ is quite special, however, because, in addition to its metrological seniority, it has the important practical feature of exhibiting additivity. Additivity means that when two lights (A and B) of different spectral power distributions but of equal luminance (A = B) are combined by unit fractional amounts, they will continue to have the same luminance [13]. That is, (1) where p and q are unit fractional amounts, such that p + q = 1 Additivity as defined by Equation 1 significantly restricts the relevance of Vλ for representing the spectral sensitivity of the human visual system to a small handful of visual task conditions [16]. Because of additivity, however, Vλ has become the universal "visual response function" for commerce and for government regulations [11]. [SEP] Justify:

Output: The text does not address the claim regarding the disruption of circadian rhythms and their potential link to health issues. Instead, it focuses on the photopic luminous efficiency function and its applications in measuring light and the spectral sensitivity of the human visual system, which is not directly relevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: Differences in the Effectiveness of to Capacity for Students from SMA Negeri 1 Pontianak, SMA Negeri 1 Mempawah, and SMA Negeri 5 SingkawangDownload as PowerTables indexView option result of the variance analysis as shown in Table 7 shows that there is not any significant difference in the effectiveness of collaborative teamwork learning model applied to improve the teamwork capacity of high school students if viewed from the difference of schools. It means that the collaborative teamwork learning model applied in the senior high schools selected as the location of the study is equally effective at developing the teamwork capacity of high school students. To look at in detail, an analysis of variance was carried out to each aspect included in the high school students' teamwork capacity. The result of the analysis is shown in Table 8. As can be seen in Table 8, if viewed in detail, the teamwork capacity of the students from the researched schools does not differ significantly. About the four aspects studied, there is only one aspect (that is, the aspect of paying attention to the rights and welfare of others) that shows a significant difference. There is not any other significant difference among the other aspects (namely, sharing, cooperating, and caring for others). Table 8. Differences in the Effectiveness of to Capacity of Students from SMA Negeri 1 Pontianak, SMA Negeri 1 Pontianak and SMA Negeri 5 from Each AspectDownload as PowerTables indexView option Previous Table4. ConclusionBased on the research results and discussion, it can be concluded that (1) as a whole the collaborative teamwork learning model is effective to improve the teamwork capacity of the students from three senior high schools. There is only one aspect improving up to the category of ‘moderate’, namely, the aspect of paying attention to the rights and welfare of others, the other aspects improved up to the category of "high". (2) Seen from the difference of schools, there is not any significant difference in the effectiveness of collaborative teamwork learning model to improve the teamwork capacity of senior high school students. It means that in the schools selected as the location of this study, the collaborative teamwork learning model is equally effective to improve the teamwork capacity of high school students. (3) If viewed in detail, the teamwork capacity of the students from the schools selected as the location of the present research does not differ significantly. [SEP] Justify:

Output: The text corroborates the claim by indicating that the collaborative teamwork learning model has been shown to be effective for improving the teamwork capacity of high school students across different schools investigated. It specifies that overall, the students’ teamwork capacity improved significantly with collaborative learning, thus supporting the assertion that such methods can enhance skills related to teamwork.


Input: Task: contrast the claim using the given text. Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: In concurrence with this finding, the Pryor study (n = 75) compared five different therapy techniques over a 12‐month period and found no statistically significant differences among any of the treatment modalities in the primary outcome of the change from baseline in FEV₁ % predicted (P = 0. 35); the authors also noted that there was significant decline across the entire study population over the 12‐month period (P = 0. 02) (Pryor 2010). Three studies comparing HFCWO to 'usual ACT' reported on FEV₁ % predicted (Davies 2012; Khan 2014; Osman 2010). Davies and Osman both reported that there was no significant change in FEV₁ between groups using HFCWO or their normal ACT (Davies 2012; Osman 2010). Khan (paper written in Russian with data translated) suggested that there was a change in FEV₁ using HFCWO as compared to control but this was not identified as significant (Khan 2014). b. FEF25‐75 Nine studies reported on this outcome (Braggion 1995; Darbee 2005; Grzincich 2008; McIlwaine 2001; McIlwaine 2013; Newbold 2005; Padman 1999a; Pryor 2010; van Winden 1998); we were able to enter data from eight of these into the tables, but one study did not report data we could enter into our analysis (Pryor 2010). Two studies evaluated the time points of up to one week in their analysis and considered FEF25‐75 % predicted for HFCWO compared with PEP, but there were no statistically significant results (Braggion 1995; Grzincich 2008). One further study also measured FEF25‐75 % predicted, with no statistical differences between flutter and PEP after one week and up to two weeks of treatment (Darbee 2005); the same was true of a fourth study which reported at two weeks of treatment (van Winden 1998) (Analysis 1. 3). Five studies reported on the change from baseline in FEF25‐75 % predicted none of these results were statistically significant (Analysis 1. 4). One study reported no statistically significant differences between PEP and acapella after 10 days of treatment when evaluating FEF25‐75 % predicted (West 2010), When analysed in this review at the 'up to two weeks' time point. [SEP] Justify:

Output: The text contrasts the claim by presenting findings from a study that evaluated various therapy techniques and reported no statistically significant differences in treatment outcomes for lung function, specifically FEV₁, across the therapies assessed. Since gene editing is a potential therapy for genetic disorders like cystic fibrosis, the lack of statistically significant results from these other therapies implies that gene editing's efficacy is not supported by the evidence provided in the text, indicating that alternatives may not show significant improvement either.


Input: Task: pass the claim using the given text. Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: Despite its assumed universality, the psychophysical techniques used to develop Vλ only functionally characterize the spectral sensitivity of the achromatic (luminance) channel for the human fovea which is dominated by input from only two of the three cone types. The fovea constitutes only about 2% of the retina and provides humans with high spatial resolution. Only densely packed long-wavelength (L) and middle-wavelength (M) sensitive cones are found in the center of the fovea; although all three cone types are found throughout the remainder of the retina, the short-wavelength (S) sensitive cones are much rarer and, like the rods, absent from the center of the fovea. cone is also slower to respond to rapid modulations of light level than the L and M cones [17]. Vλ is largely (but not exclusively) based upon a psychophysical technique known as flicker photometry. A small disc presented to an observer at the center of the fovea oscillates in time (flickers) between two lights of different spectral power distributions (perceived colors). By gradually adjusting the radiance of one light and the flicker rate, the two lights eventually appear as a steady light of a single hue. At this point where the two oscillating lights just fuse into what appears to be a fixed luminous disc, the two lights are defined as having the same luminance. Vλ is determined by taking the reciprocal of the radiance at each wavelength needed to reach this constant-luminance flicker criterion and normalizing these values to the reciprocal of the radiance associated with the wavelength requiring the least amount of optical radiation needed to elicit the criterion response (λmax = 555 nm). By utilizing rapidly oscillating lights in the fovea, the S cone is functionally excluded from the definition of light even though this photoreceptor plays an extremely important role in our perception of brightness [15]. Nevertheless, Vλ has gained ubiquity in metrology because additivity is essential for any system of photometry supporting commerce and government. To be useful, a system of photometry first must, more or less, describe the relative brightness of a light source. The current system of photometry based on Vλ does so, more or less. As a "white" light source (e. g. [SEP] Justify:

Output: The text is irrelevant to the claim regarding circadian rhythms and health issues. It discusses technical aspects of visual photometry and the functioning of the human fovea, with no mention of circadian rhythms or their impact on health.


Input: Task: corroborate the claim using the given text. Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: 초등수석교사가 학습컨설턴트로서 활동하기 위해 필요한 역량을 찾아보고 학교현장에서 효과적으로 협력적 학습컨설팅을 활용하기 위한 방안을 논의하였다. The purpose of this study was to develop a collaborative learning consultation model which could be accepted willingly by the elementary master teachers to enhance students’ self-regulated learning skills. To achieve this purpose, we had 3 FGI sessions to explore master teachers’ conceptions of learning consultation and to develop a nation-wide questionnaire master teachers’ beliefs and needs of learning consultation at schools. The data were collected from 202 elementary master teachers. To analyze the data, we conducted frequency analysis. Results of this study were as follows. First, elementary master teachers tried to enhance their students’ self-regulated learning skills with the belief that their students have to equip with higher level of self-regulated learning skills. Second, they wanted to provide students with direct learning consultations at the classroom by personally as well as to conduct indirect learning consultations through helping the other teacher or parents. Based on these findings, we developed a collaborative learning consultation model which can be useful to enhance elementary students’ self-regulated learning skills. 키워드 초등수석교사, 협력적 학습컨설팅, 자기조절학습 역량 elementary master teacher, collaborative learning consultation, self-regulated learning skills 참고문헌(47) 1. [SEP] Justify:

Output: The text corroborates the claim by discussing the development of a collaborative learning consultation model aimed at enhancing elementary students' self-regulated learning skills. This indicates that collaborative learning initiatives can lead to improvements in learning outcomes, which often requires effective communication and teamwork among students and teachers. The study's focus on high-level self-regulated skills indicates an underlying enhancement of communication and teamwork competencies, thereby supporting the claim.