Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: As the target population of the survey was the IT department, the CIO [3] as well as the cybersecurity leader announced the upcoming survey in an all-hands call and motivated the workforce to participate. After that, an official email was sent out to all 3,241 IT employees, asking them to voluntarily participate in the cybersecurity culture survey. After one week, a reminder letter was sent. Seven days later, the survey was closed, and the results were evaluated. As outlined in Figure 1, the major findings were related to two areas: First, the results of the initial survey showed that two out of the six dimensions had already exceeded the target maturity level of 4. 5. The dimensions of information usage perception and cybersecurity necessity and importance seem to be well established in the IT department (the dimension of management buy-in is already at a good score with a maturity level above 4. 0). Conversely, the dimensions of cybersecurity accountability, cybersecurity commitment and cybersecurity policy effectiveness scored a maturity level smaller than 4. 0, indicating that these dimensions require a special focus. Table 2 summarizes the detailed numeric maturity levels for each dimension. Overall, an initial cybersecurity culture maturity level of 4. 17 was determined. Section 4 presents and discusses more detailed results of the initial survey, such as the number of participants, age, and region distribution. The results of this initial survey are also compared with the results of the second survey, which took place after implementing the improvement measures. The procedure presented in Sections 3. 1 and 3. 3 already answered the first part of the research question, namely, “How can the maturity level of a cybersecurity culture be measured practically? . ” 3. 3 Definition of verifiable actions Once the weak dimensions are identified, it is necessary to define measures to improve them. Here, there is no universal optimization process or method; thus, all weak dimensions must be considered in a focused manner. Table 3 presents an overview of improvement measures, which are described in detail in the following. The cybersecurity accountability dimension covers individual accountability for compliance and cybersecurity training requirements. It measures whether the participants identify a need for additional cybersecurity training and if this topic should be part of the company’s skill development plan. In addition, the cybersecurity commitment dimension analyzes whether employees support consequence management if cybersecurity policies or controls are violated. A poor result in this dimension means that people do not identify a need to improve their cybersecurity skills, which could also mean that the company does not appreciate that. [SEP] Justify:

Output: The text contrasts the claim by highlighting the necessity of addressing various dimensions of cybersecurity effectiveness, which implies that cybersecurity alone cannot fully replace the need for other security measures. Specifically, it mentions dimensions like cybersecurity accountability and commitment that suggest a need for thorough employee training and compliance measures, reinforcing that physical security may still be necessary alongside cybersecurity efforts.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: Therefore, it is unlikely that the Zn was limiting the spinach growth under increased nutrient concentrations (LP/HE). However further optimization of nutrient formula with independently increased nutrients will help better understand the nutrient limiting spinach growth and means to recover the uptake and thereby overall growth of spinach plants. As nutrient uptake, especially Ca and Mg, in leaf tissue is also enhanced by mass flow driven by transpiration, further investigation should consider environmental conditions such as high light, temperature, and VPD. Foliar nutrient applications are another approach shown as alternative means to increase Mg concentrations in spinach leaves when enhancing uptake by roots is a challenge (Borowski and Michalek, 2010). Increasing EC under standard pH 5. 5 (SP/HE) increased N, Ca, Cu, and Mn concentrations but did not affect the other nutrient concentrations (Table 4). As described earlier, these increases in N, Ca, Cu, and Mn did not reflect plant growth as nutrient concentrations were generally sufficient in the standard pH conditions regardless of EC. plant growth was significantly decreased by lowering nutrient solution pH. Elemental concentrations of and Zn in plant leaves were lowest when grown in pH 4. 0. Stunted growth was only observed in spinach grown in pH 4. 0, likely because of the direct effect of hydronium ion damage. Spinach grown in pH 4. 5, 5. 0, and 5. 5 all displayed normal shoot and root growth, suggesting that reductions in shoot growth at pH 4. 5 and 5. 0 were attributed to decreased nutrient uptake as opposed to the direct effect of pH. Increased nutrient concentrations (EC 3. 4 dS·m−1) effectively increased the plant growth under low pH 4. 5 but did not fully recover the shoot fresh and dry weight compared with those of control plants (standard EC 1. 4 dS·m−1 and standard pH 5. 5). Further optimization of individual nutrient concentrations need to be conducted to better understand the dynamics of nutrient uptake under low pH, which may allow spinach to be grown without significant reductions in shoot growth in low pH as potential means of low-cost disease control. Adams, P. 2002 Nutritional control in hydroponics 211 261 Savvas, D. & Passam, H. of Vegetables and. 2002Nutritional control in hydroponics211261 Savvas,D. Passam,H. [SEP] Justify:

Output: The text is largely focused on specific nutrient dynamics and conditions affecting spinach growth without addressing the concept of symbiotic relationships between microbes and plants. It discusses nutrient concentrations, pH levels, and specific nutrient deficiencies but does not provide any information or evidence regarding how microbes influence nutrient uptake in plants, making it irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Research suggests mindfulness can enhance emotional regulation in students. [SEP] Text: Incorporation of mental health resources in the classroom environment was a key part of the Plan’s Elementary and program, where funds could be utilized to contribute to social, emotional, and behavioral health interventions in schools (Office of Elementary and & U. S. Department of Education, 2021). A classroom environment negatively impacted by student behavior is a factor of education that significantly contributes to teacher stress and anxiety (Bottiani et al. , 2019). A promising solution for reducing teacher stress and improving the climate of classroom is through mindfulness-based intervention (MBI). Mindfulness ResearchResearch on the practical applications of MBIs has taken different forms, but studies on the benefits of its incorporation in the classroom have begun to emerge (Schonert-Reichl & Roeser, 2016). However, there is a need for additional studies to identify the full benefits of the practice in educational settings (Greenberg & Harris, 2012; et al. , 2018). Since 2009, there has been a gradual increase in the number of peer-reviewed research 5. Breathe out through your mouth to blow out the candles! Blow and count 1, 2, 3, 4, 5. Have students repeat the breathing until they have calmed themselves down. For the balloon strategy, begin by explaining to the child that breathing can help us feel calm and happy. A script such as the following then can be used. Even when we feel upset, worried, or afraid, we can calm ourselves down by taking deep breaths. Pretend you are holding a beautiful balloon. It can be any color you like! Breathe in through your nose to take a deep breath. Breathe in and count 1, 2, 3, 4, 5. Breathe out through your mouth to blow up the balloon! Blow and count 1, 2, 3, 4, 5. Tie a knot on the end of the balloon and attach it to a string. Hold the string and watch the balloon fly around above you. Take a moment to just watch the balloon. While you watch, think of something that makes you happy. Blow up more balloons and think of more happy things as long as you need! You can blow up balloons any time you feel upset, worried, or afraid. Another example of easily adaptable engagement is the use of a “mindful jar. ” Students can participate in an activity in which they create sensory jars (i. e. [SEP] Justify:

Output: The text corroborates the claim by discussing mindfulness-based interventions (MBI) as promising solutions for improving classroom climate and reducing teacher stress, which implies potential benefits for students' emotional regulation. The text states, 'Research on the practical applications of MBIs has taken different forms, but studies on the benefits of its incorporation in the classroom have begun to emerge,' indicating that there is ongoing research supporting mindfulness's effectiveness in educational settings.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: In addition, it is likely that employees view cybersecurity violations as a trivial matter rather than a major problem, which may not impact individuals. A management information campaign was planned as an initial improvement measure. The goal of this campaign was to convince managers that cybersecurity is an important asset for the company. It was assumed that the communication and support from a direct line manager would have a more meaningful impact on behavior of individuals than a centrally managed cybersecurity campaign. If managers communicate to their employees that cybersecurity is a skill set that is appreciated by the entire company, the gap between a central security team and individual development and operations teams can be closed. The line managers are also responsible for motivating their team members to participate in specific cybersecurity training sessions. The management information campaign was executed through various emails (e. g. monthly human resource updates and cybersecurity newsletters) and dedicated consulting sessions with line managers. In addition, the line managers were pre-informed that a consequence management system will be defined and applied in the future if people violate the established cybersecurity rules and that it is important to convey this information to all employees. The establishment of consequence management is the second activity to improve the score for the cybersecurity accountability domain. This study was conducted within the framework of a multinational company; thus, several local laws and human resource guidelines must be considered. In addition, multiple worker council committees and the data privacy department must be involved to implement and establish stable and sustainable consequence management. It should be noted that the implementation of this improvement measure was not successful because too many alignments were required among the identified stakeholders. Nonetheless, the goal of this activity was to form an agreement regarding a consequence catalog that defines violations of cybersecurity rules in various stages. A minor violation (e. g. becoming a victim of a simulated phishing attack for the first time) would result in the assignment of a voluntary phishing awareness training. A medium violation (e. g. attempting to install prohibited software) would lead to a meeting with the vice president of the corresponding area, at which the person concerned has to explain why he/she acted against the policy. A serious violation (e. g. operating a BitTorrent server in the company’s datacenter) would result in an official warning and a corresponding note in the employee’s record. Although this measure has not yet been fully implemented, work is continuing to introduce it in an adapted form. [SEP] Justify:

Output: The text contrasts the claim by detailing the complexities of establishing cybersecurity measures and the continued need for physical security, as reflected in the discussion of consequences for cybersecurity violations. The mention of management information campaigns and the necessity of alignment among various stakeholders indicates that cybersecurity is a multifaceted issue that cannot solely rely on technology, suggesting that physical security measures remain pertinent.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: of Vegetables and OrnamentalsEmbryoAthens, Greece)| falseSearch 10. 1104/4. 525 Crossref Arnon,D. I. Johnson,C. M. 1942Influence of hydrogen ion concentration on the growth of higher plants under controlled conditionsPlant Physiol. 17525539doi: 10. 1104/4. 52510. 1104/4. 525)| falseSearch 10. 1094/pd-67-259 Crossref Blaker,N. S. MacDonald,J. D. 1983Influence of container medium pH on sporangium formation, zoospore release, and infection of rhododendron by Phytophthora cinnamomiPlant Dis. 67259263doi: 10. 1094/pd-67-25910. 1094/PD-67-259)| falseSearch 10. 5586/aa. 2010. 009 Borowski,E. Michalek,S. 2010The effect of foliar nutrition of spinach (Spinacia oleracea L. ) with magnesium salts and urea on gas exchange, leaf yield and qualityActa Agrobot. 637783doi: 10. 5586/aa. 2010. 009)| falseSearch 10. 17660/actahortic. 2004. 648. 12 Bugbee,B. 2004Nutrient management in recirculating hydroponic cultureActa Hort. 64899112doi: 10. 17660/actahortic. 2004. 648. 12)| falseSearch 10. 1007/s10658-010-9713-y Crossref. Lamour,K. Toit,L. J. Koike,S. T. 2011Spinach: Better management of downy mildew and white rust through genomicsEur. J. Plant Pathol. 129193205doi: 10. 1007/s10658-010-9713-y10. 1007/s10658-010-9713-y)| falseSearch 0010. 21273/13959-19)| falseSearch 10. 3390/plants9040507 Crossref Ferreira,J. F. da Silva Filho,J. B. Liu,X. Sandhu,D. [SEP] Justify:

Output: The text is irrelevant to the claim as it does not address symbiotic relationships between microbes and plants, nor does it discuss nutrient uptake. Instead, it appears to provide references and titles related to various studies in plant physiology and disease management without any connection to the claim about symbiotic relationships.


Input: Task: corroborate the claim using the given text. Claim: Research suggests mindfulness can enhance emotional regulation in students. [SEP] Text: , glass jar filled with water, food coloring, and glitter glue). The teacher can use this jar as a lesson on emotion regulation. When swirling the jar, the glitter can be seen spinning all over. When the jar is set down, the glitter begins to settle. The teacher can use this as a metaphor for our feelings. When the body is calm and relaxed, thoughts begin to settle, just as the glitter does in the jar. There are countless ways to provide engaging connections for children to work on SEL through mindful activities. Table 1 includes examples of activities that correspond with each of the CASEL competencies. Table 2 provides a listing of resources that educators can access to find additional low-intensity mindfulness strategies for use in their classrooms. Table 1. Social and (SEL) and Mindfulness for Emotional and (EBD): Selected PracticesSEL competencyMindful awarenessSelected mindfulness practices for students with EBDSelf-awarenessEmotional awareness; understanding strengths and weaknessesMindful breathing (e. g. , birthday candle or balloon breathing); journaling; self-expressive artSelf-managementStress managementMindful breathing (e. g. , four square breathing), “Mindful jar”Impulse controlMovement activities (e. g. , yoga; red light, green light game; body scan)Social awarenessCapacity to empathizePositive affirmationsRelationship skillsActive listeningRead-alouds (e. g. , at School by Elizabeth Sautter)Meaningful and reciprocal dialogueVideo modeling; structured role playingConflict resolutionStructured role playingResponsible decision makingNon-judgmental awareness of self and others5 senses scavenger hunt (i. e. , name something you see, hear, smell, taste, feel)Making ethical and culturally-sensitive decisionsService-learning projectsSource. Adapted from Lawlor (2016, p. 69). Table 2. for Teachers of Emotional and Behavioral DisordersResourceAuthorWebsite/more informationMindful SchoolsMindful SchoolsMindfulschools. orgMindful. orgMindfulMindful. orgHeadspaceHeadspaceHeadspace. com or Headspace appCalmCalmCalm. com or Calm appMind YetiMind YetiMindyeti. com or app: appBlissful KidsChris BergstromBlissfulkids. comI am Peace: A Book of : 9781419727016Meditation StationSusan B. [SEP] Justify:

Output: The text corroborates the claim by discussing various mindfulness practices that can enhance emotional regulation, particularly in students. It describes using a 'mindful jar' as a metaphor for emotion regulation and lists activities such as 'mindful breathing' and 'journaling' that promote self-awareness and emotional awareness, which are crucial aspects of emotional regulation. Additionally, it highlights various resources for educators to implement mindfulness strategies, further supporting the idea that mindfulness can be integrated into social-emotional learning (SEL) to enhance students' emotional regulation.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: The cybersecurity commitment dimension covers the perceptions of commitment from an organizational, divisional and employee perspective regarding the protection of information and implementation of cybersecurity controls. If this dimension has a low maturity level, it can be equated with ineffective cybersecurity awareness initiatives, unclear communication of expectations regarding the cybersecurity behaviors of individuals and a low priority for cybersecurity topics in terms of budget and staff allocation. To improve the cybersecurity commitment dimension, it is necessary to increase awareness and provide sufficient resources in terms of staff and budget for the respective teams so that they can satisfy the cybersecurity requirements. Here, there was already more than sufficient formal cybersecurity training in the organization, including yearly mandatory training sessions, simulated phishing campaigns and cybersecurity newsletters. Thus, it was determined that the perspectives needed to change. As a result, several technical workshops were offered to demonstrate to employees how easy it is (even for non-cybersecurity experts) to launch a phishing attack against the company. Here, it was demonstrated how quickly can be downloaded and installed and how easy it is to run a phishing toolkit. This included cloning the company website, registering a fake domain and launching an email attack on multiple employees. These workshops were mostly for employees, but managers and executives were also made aware of these types of cyberattacks. A second improvement activity would be to increase the allocation of cybersecurity resources to the teams; however, this must be balanced with the available budgets. The security champions concept was promoted in the company to not overstretch the budgets. A security champion is a member of a development or operations team but is also connected to the cybersecurity team. This benefits both sides because development teams receive cybersecurity information very quickly and always have a point of contact to address cybersecurity challenges. In turn, the cybersecurity team can build a network of cybersecurity experts, share information with them and provide specialized training, which facilitates improving the company’s cybersecurity coverage. Regular biweekly meetings with a fixed agenda were scheduled to establish the operational model of the security champions. The cybersecurity policy effectiveness dimension describes how established, known and understood the existing policies are and if changes are communicated effectively. A weakness in this dimension is seen as a gap in the communication of policies because, ideally, all employees should be aware of the existence, content and meaning of the corresponding policies. However, this does not appear to be the case. Thus, two measures were identified to improve communication regarding the policies. [SEP] Justify:

Output: The text contrasts the claim by emphasizing the importance of cybersecurity awareness and resource allocation, indicating that while cybersecurity is crucial for protecting information, it does not suggest that physical security measures can be eliminated. The discussions about improving cybersecurity measures, resources, and training imply a holistic approach to security that likely maintains the necessity for physical security measures alongside digital defenses.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: 2020Spinach plants favor the absorption of K+ over Na+ regardless of salinity, and may benefit from Na+ when K+ is deficient in the soilPlants9507doi: 10. 3390/plants904050710. 3390/plants9040507)| falseSearch 10. 21273/14986-20 Crossref Gillespie,D. P. Kubota,C. Miller,S. A. 2020Effects of low pH of hydroponic nutrient solution on plant growth, nutrient uptake, and root rot disease incidence of basil (Ocimum basilicum L. )HortScience5512511258doi: 10. 21273/14986-2010. 21273/14986-20)| falseSearch 10. 1016/j. cj. 2015. 11. 003 Crossref Guo,W. Nazim,H. Liang,Z. Yang,D. 2016Magnesium deficiency in plants: An urgent problemCrop J. 48391doi: 10. 1016/j. cj. 2015. 11. 00310. 1016/j. cj. 2015. 11. 003)| falseSearch 10. 3389/fpls. 2019. 00766 Crossref Hauer-Jákli,M. Tränkner,M. 2019Critical leaf magnesium thresholds and the impact of magnesium on plant growth and photo-oxidative defense: A systematic review and meta-analysis from 70 years of researchFrontiers in Plant Sci. 10766doi: 10. 3389/fpls. 2019. 0076610. 3389/fpls. 2019. 00766)| falseSearch 10. 1007/s00425-004-1340-4 Crossref Hermans,C. . 2004Physiological characterisation of magnesium deficiency in sugar beet: Acclimation to low magnesium defferentially affects photosystems I and IIPlanta220344355doi: 10. 1007/s00425-004-1340-410. 1007/s00425-004-1340-4)| falseSearch 10. 1139/b67-215 Crossref Ho,H. H. Hickman,C. J. 1967Asexual reproduction and behavior of zoospores of Phytophthora megasperma var. sojaeCan. J. Bot. 4519631981doi: 10. 1139/b67-21510. [SEP] Justify:

Output: The text does not provide any information regarding symbiotic relationships between microbes and plants or their impact on nutrient uptake. Instead, it discusses various studies related to nutrient uptake by specific plants under different conditions, but does not address the claim directly.


Input: Task: corroborate the claim using the given text. Claim: Research suggests mindfulness can enhance emotional regulation in students. [SEP] Text: KatzISBN: 9781611807912Mindful Kids: 50 for Calm, Focus, and Peace& : 9781782853275Alphabreaths: The ABCs of Mindful Breathing& : 9781683641971Here and : 9780385736800Planting Seeds: with : 9781935209805Breath& : 9780062687760QuietTomie dePaolaISBN: 9781481477543: 9781927018682: 9780578468686: 9781534461895: 9781626721371Note. ISBN = Book Number. In addition to these informal, easily implemented mindful awareness strategies that can be used in a variety of educational settings, educators can also take advantage of commercial MBI programs for a more in-depth approach. Although research is still in the evolutionary stages, there are several research-based MBI programs that have demonstrated positive findings for students in school-based settings, including students with or at risk for disabilities. We highlight several programs in the next section. Table 3 provides a more comprehensive listing of MBI programs for use in educational settings with students with EBD. Table 3. Research on Mindfulness-for Children With/at Risk for Disabilities in Elementary SettingsCitationAge or grade level of participantsWith/at risk for disabilitiesInterventionImplementerSettingLength of interventionNoted positive academic outcomesThierry et al. (2016)4–5 yearsYes, at riskMindUPClassroom teacherWhole-group instruction3 yearsImproved EF, vocabulary, reading scoresFlook et al. (2010)PreschoolYes, at riskKindness curriculumExperienced mindfulness instructorsWhole-group instruction12 weeksImproved social competenceFelver et al. (2014)3rd gradeNo (disruptive behavior displayed)Soles of the feetDoctoral student interventionists with yoga experienceIndividual5 intervention sessionsImproved engagementSantonastaso et al. (2020)7–11 yearsoriented meditationMindfulness meditation instructorsSmall-group instruction in a clinical setting8 weeksImproved EFSemple et al. (2010)9–13 yearsYes, at-riskMindfulness-Therapy for ChildrenCognitive behavior therapistsSmall-group therapy12 weeksReduced inattention, symptoms of anxiety, and behavior problemsMendelson et al. [SEP] Justify:

Output: The text corroborates the claim by highlighting various mindfulness-based interventions (MBIs) that have demonstrated positive outcomes in school-based settings, particularly for students at risk or with emotional and behavioral difficulties. For instance, it notes that programs such as the Kindness curriculum improved social competence and that mindfulness interventions led to improved engagement and reduced anxiety symptoms. These findings contribute to the assertion that mindfulness can enhance emotional regulation in students.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: The first measure required the content of the cybersecurity policies to be actively communicated to the central development and operations teams. In fact, the review and publication of cybersecurity policies was not a very mature process at the time because it was not known who would receive the information about new or updated policies by default. This information was distributed via email and wiki pages; however, there was no guarantee that all stakeholders would in fact receive this information. In addition, missing information inevitably leads to worse policies (because relevant feedback is not incorporated) and misunderstandings regarding the application and responsibilities. To operationalize this measure, multiple information sessions were scheduled with different teams to provide in-depth information regarding relevant cybersecurity policies for their area. Each information session comprised two parts. The first part provided a general overview of all policies and high-level processes, and the second part provided specific hardening guidelines and best practices for applied technologies (e. g. web development, database administration, operating system administration and mobile device management). In addition to these one-time efforts, regular quarterly touchpoints and Q&A sessions were scheduled with the respective teams. Redesigning the cybersecurity policy publishing process was not an option because the governance of this process belongs to a department outside of IT. The second measure was the initiation of cybersecurity consulting hours. It is possible to request consulting services for cybersecurity-related questions (e. g. concrete implementation of cybersecurity policy requirements) using a simple booking system. The cybersecurity team was able to manage the workload by providing dedicated consulting hours in a fixed time slot. In addition, the development and operations teams were able to turn to a single point of contact for all cybersecurity issues and receive guidance on how to handle specific hardening guidelines or policy requirements. Depending on the availability of cybersecurity resources, the number of consulting hours offered per week may vary. However, during the ramp-up phase, three cybersecurity experts provided a total of 50–60 one-hour time slots per week, which could be booked using the company’s intranet. In total, five of six activities were initiated, tracked and ultimately implemented within approximately eight months to improve the company’s cybersecurity culture maturity level. 3. 4 Second survey to verify taken actions Eight months after the initial survey, a second survey was conducted to determine whether the implemented measures had resulted in an improvement in the respective dimensions. Here, the process was the same as that in the first survey. [SEP] Justify:

Output: The text contrasts the claim by highlighting the importance of cybersecurity measures and the need for ongoing communication and training around those policies. While it discusses the implementation of various cybersecurity initiatives, it does not imply or support the notion that physical security is rendered unnecessary; rather, it emphasizes the necessity of enhancing cybersecurity culture without dismissing other security measures.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: 1139/b67-215)| falseSearch 10. 1007/bf02181830 Crossref 1980pH optima for crop growthPlant Soil54339357doi: 10. 1007/bf0218183010. 1007/BF02181830)| falseSearch 10. 1128/aem. 00119-09 Crossref Kong,P. Moorman,G. W. Lea-. 2009Zoosporic tolerance to pH stress and its implications for Phytophthora species in aquatic ecosystemsAppl. Environ. Microbiol. 754307314doi: 10. 1128/aem. 00119-0910. 1128/AEM. 00119-09)| falseSearch 10. 15666/aeer/1603_33333350 Crossref Öztekin,G. B. Uludag,T. Tüzel,Y. 2018Growing spinach (Spinacia oleracea L. ) in a floating system with different concentrations of nutrient solutionAppl. Ecol. Environ. Res. 1633333350doi: 10. 15666/aeer/1603_3333335010. 15666/aeer/1603_33333350)| falseSearch 10. 17660/ejhs. 2018/83. 5. 2 Crossref Savvas,D. Gruda,N. 2018Application of soilless culture technologies in the modern greenhouse industry – A reviewEur. J. Hort. Sci. 83280293doi: 10. 17660/ejhs. 2018/83. 5. 210. 17660/eJHS. 2018/83. 5. 2)| falseSearch 2210. 1094/PD-80-0422)| falseSearch 10. 1081/PLN-120028875 Crossref 2004Water-soluble fertilizer concentration and pH of a peat-based substrate affect growth, nutrient uptake, and chlorosis of container-grown seed geraniumsJ. Plant Nutr. 27497524doi: 10. 1081/PLN-12002887510. 1081/PLN-120028875)| falseSearch 9410. 1097/00010694-195305000-00006)| falseSearch 10. 21273/2976-18 Crossref Walters,K. J. Currey,C. J. [SEP] Justify:

Output: The text does not address the claim regarding symbiotic relationships between microbes and plants improving nutrient uptake. Instead, it contains a list of references and citations related to various studies and topics without directly relating to the effects of symbiotic relationships on nutrient uptake.


Input: Task: corroborate the claim using the given text. Claim: Research suggests mindfulness can enhance emotional regulation in students. [SEP] Text: (2010)4th–5th gradeYes, at riskFoun-dation (HLF) instructorsWhole-group instruction12 weeksImproved capacity for self-regulationMalboeuf-Hurtubise et al. (2019)9–12 yearsYes, severe LDsMission MeditationSchool counselorWhole-group instruction8 weeksDecreased anxiety symptomsVan der Oord et al. (2012)8–12 yearsYes, ADHD and ODD TrainingCognitive behavior therapistsSmall-group instruction in a clinical setting8 weeksDecreased symptoms of ADHDCoholic et al. (2012)8–14 yearsYes, with and at risk of behavior disordersHolistic Arts-based Group ProgramSocial workers and childcare providersAfter-school small-group sessions12 weeksIncreased resilienceBlack & Fernando (2014)K–6th gradeYes, at riskMindful SchoolsMindfulness meditation teachersWhole-group instruction5 weeksTeacher-reported improvements in behaviorNote. EF = executive functioning; ADHD = attention-deficit/hyperactivity disorder; LD = learning disability; MBI = mindfulness-based intervention; ODD = oppositional defiant disorder. MindUp program lessons include (a) three daily breathing exercises, (b) focusing on the present moment, (c) perspective taking, (d) practicing kindness, and (e) an opportunity to reflect and share experiences (Maloney et al. , 2016). The program’s activities target the SEL competencies of self-awareness, social awareness, relationship skills, and responsible decision making. (2016) noted that students exposed to MindUp increased their ability to regulate emotions, experienced more positive affect, and were more self-compassionate. provides training for educators to improve their own foundations of SEL in order to provide quality SEL instruction to students. Online courses are used to provide teachers with a solid understanding of the importance of mindfulness and how this is connected to the nervous system. After covering foundational knowledge, the training covers how to provide a trauma-sensitive approach to incorporating mindfulness in the classroom. Black and Fernando (2014) reported a reduction in problem behavior in elementary school students following implementation of the program. With any MBI program, it will be important to track the effectiveness of implementation in order to make informed instructional decisions (Gage & McDaniel, 2012). With MBI programs or strategies, this can be done using a variety of methods. [SEP] Justify:

Output: The text corroborates the claim by mentioning that students exposed to the MindUp program increased their ability to regulate emotions and experienced more positive affect, thus supporting the idea that mindfulness can enhance emotional regulation in students. Additionally, it refers to various studies and programs that focus on mindfulness and emotional self-regulation, further backing the claim.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: After implementing the improvement measures and conducting the second survey, the overall maturity level was found to be 4. 25, representing an increase of 1. 9%. As shown in Figure 4, the degree of maturity improved in the identified dimensions. Table 5 summarizes the detailed maturity level for each domain and the impact of the improvement measures. It is also clear that the level of maturity is stagnating or even declining in areas where no targeted measures have been implemented. A margin of error of 3. 0% for the February survey and 2. 2% for the October survey was calculated. While the overall result shows an improvement of 1. 9% (which would be in the error margin), the results for the dimensions that were addressed by improvement measures how a higher positive change: The average improvement in the dimensions of cybersecurity accountability, cybersecurity commitment and cybersecurity policy effectiveness is 4. 1%, which can therefore be considered significant. 4. 3 Detailed evaluation of data This section focuses on the dimensions targeted in the improvement measures. The stagnation or decline of the maturity level of other dimensions is discussed in the conclusion. Based on the participants’ feedback regarding specific improvement measures, it is clear which measures were perceived by the employees as having a positive impact and which measures may not have had much impact (Figure 5). Starting with the cybersecurity accountability dimension, the results show that this dimension was improved by 2. 9% from a maturity score of 3. 84 to 3. 95. Nevertheless, compared to the other two dimensions (cybersecurity commitment and cybersecurity policy effectiveness), the feedback of the participants regarding the implemented measures is rather poor. The perceived positive impact of the information sessions for managers was confirmed only by 14% of the participants. More than three-quarters (77%) were not sure about the impact of the measure, which probably means that they have not noticed any effect. The fact that fewer managers than employees responded to the survey could potentially be the cause. As the measure of consequence management could not be finally implemented, it is also no surprise that the perceived positive impact was not confirmed by the participants. Most of them (65%) have either not noticed or cannot recall the measure. It is assumed that 34% of the participants who stated that consequence management had no positive impact are unaware of the implementation gap of this measure. The cybersecurity commitment dimension improved by 4. 3%, from a maturity score of 3. 93 in the first survey to a maturity score of 4. 10 in the second survey. [SEP] Justify:

Output: The text contrasts the claim by discussing various dimensions of cybersecurity improvement and accountability. It focuses on the measurement of maturity levels in cybersecurity dimensions, highlighting that while some improvements were noted, there were significant gaps and a stagnation in areas lacking targeted measures. This suggests that cybersecurity measures alone do not fully address security needs, thus indicating that physical security may still be necessary alongside cybersecurity efforts.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: 2019Growth and development of basil species in response to temperatureHortScience5419151920doi: 10. 21273/2976-1810. 21273/12976-18)| falseSearch 10. 21273/JASHS. 141. 1. 12 Crossref Xu,C. Mou,B. 2016Responses of spinach to salinity and nutrient deficiency in growth, physiology, and nutritional valueJ. Amer. Soc. Hort. Sci. 1411221doi: 10. 21273/JASHS. 141. 1. 1210. 21273/JASHS. 141. 1. 12)| falseSearch 1. Spinach plant growth responses to nutrient solution pH 4. 0, 4. 5, 5. 0, or 5. 5. Individual charts are (a) fresh shoot mass, (b) fresh root mass, (c) dry shoot mass, (d) dry root mass, and (e) leaf count per plant after 3 weeks. Means of 10 sample plants of two trials are shown. All responses were significant by analysis of variance (P < 0. 15) and expressed with linear or quadratic regressions: (a) y = –1. 82 x2 + 21. 6 × –56. 6; (b) y = –1. 15 x2 + 12. 4 x – 30. 7; (c) y = –0. 0919 x2 + 1. 18 x – 3. 15; (d) y = –0. 0553 x2 + 0. 587 x – 1. 41; (e) y = –1. 10 x2 + 11. 7 x – 23. 2. values are shown in each chart. View in gallery Fig. 2. Responses of leaf nutrient concentrations of spinach plants to nutrient solution pH 4. 0, 4. 5, 5. 0, or 5. 5 (Expt. 1). Responses significant by analysis of variance (P < 0. 15) were expressed with linear or quadratic regressions: (a) y = –19. 3 x2 + 193 x – 424; (b) y = –5. 35 x2 + 56. 1 x – 132; (c) y = –19. 2 x2 + 198 x – 431; (d) NS; (e) y = 3. 28 x – 9. [SEP] Justify:

Output: The text does not directly address the claim regarding symbiotic relationships between microbes and plants improving nutrient uptake. Instead, it discusses various studies and data concerning the growth responses of basil and spinach plants to different conditions like temperature and nutrient solution pH without mentioning any microbial interactions.


Input: Task: pass the claim using the given text. Claim: Research suggests mindfulness can enhance emotional regulation in students. [SEP] Text: 닫기 논문명 참고문헌 신청 검색조건추가 참고문헌 신청이 불가능한 논문이 있습니다. 입력된 URL을 확인해 주세요. 취소 다음 확인 이용수. . . 닫기 최근3년 최근1년 최근6개월 연도 월 이용수 정기구독 정책 구독 상품을 부정한 방법으로 이용시 구독 서비스 제공을 중단할 수 있습니다. 하나의 계정으로 중복로그인 한 경우 먼저 로그인 되어있던 계정은 자동 로그아웃 됩니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it does not discuss mindfulness, emotional regulation, or any related research. Instead, it appears to be a set of instructions or notifications regarding accessing a paper and does not provide any information that corroborates or contrasts with the claim.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: In this dimension, the participants confirmed the positive impact of the initiated improvement measures, with 63% of the employees stating that gaining some attacker insights positively influenced their cybersecurity behavior. However, the number of participants who did not notice the measure remained high, at 35%. This result shows that it will probably pay off to promote this measure more to reach even more employees. The promotion of security champions has not been deemed successful, but the results may also indicate that this measure requires more marketing and time to be implemented throughout the organization. After approximately eight months, the majority of the staff (80%) had not even recognized this measure, and 8% were not convinced by it. As the last dimension, the cybersecurity policy effectiveness was subject to several improvement measures. The maturity score increased from 3. 87 to 4. 07, representing a 5. 2% increase. This dimension included the most successful improvement measure, with 71% of the participants agreeing that providing technology-specific information sessions (including a clear mapping of security requirements to their technologies) positively shapes the cybersecurity culture. In addition, providing security consulting hours by the central security team was also perceived positively by nearly half of the participants (43%). Even with these two measures, however, some participants were unaware of their implementation. Thus, 26% of the respondents stated they had not heard about the information sessions. The result for the consulting hours was even worse, with 57% of the participants unaware of this measure. While two dimensions (cybersecurity necessity and importance and information usage perception) of the three dimensions – for which no dedicated improvement measures were implemented – did not show any significant changes, the dimension of management buy-in showed a considerable decrease of −1. 2% from the maturity score of 4. 28 to 4. 23. It might therefore be possible that participants of the second survey rated the questions related to the management buy-in dimension (which are asking if managers lead by example, perceive cybersecurity as important and demonstrate commitment to cybersecurity) with a lower score because for them it seems that only technical/operational but no managerial improvements were implemented. That all these improvement measures required management buy-in in terms of resource approval, budget allocation, and prioritizing cybersecurity measures does not seem to have been transparent or perceived. Thus, this finding supports earlier research that a cybersecurity culture not only needs to be built and maintained but, very importantly, changes and activities communicated openly and clearly (Uchendu et al. [SEP] Justify:

Output: The text contrasts the claim by discussing various cybersecurity measures and their impacts, but it does not indicate that these measures negate the need for physical security. In fact, it highlights the importance of management buy-in and the necessity to promote cybersecurity initiatives, suggesting that cybersecurity requires ongoing improvement and cannot wholly eliminate the need for physical security.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: 11; (f) y = –0. 272 x2 + 3. 02 x – 6. 67; (g) NS; (h) y = 0. 926 x – 2. 109; (i) y = 18. 5 x – 9. 34; (j) y = 22. 1 x – 48. 1; (k) NS; (l) y = –94. 3 x2 + 1013 x – 2481; (m) y = –277 x + 1692. values (ns = nonsignificant at P < 0. 05) are shown in each chart. View in gallery Fig. 3. Spinach plant growth as affected by high electrical conductivity (EC) when grown at low or standard pH of nutrient solution (Expt. 2). Means and ses (n = 8). Pairwise comparisons by t test with the control treatment (standard pH and standard EC) are shown (ns = nonsignificantly different at P = 0. 05; *, ** = significantly different at P < 0. 01 or 0. 05, respectively). P values of additional pairwise comparisons between standard and high EC at low pH (LP/SE vs. LP/HE) are shown. raw image Fig. 1. Spinach plant growth responses to nutrient solution pH 4. 0, 4. 5, 5. 0, or 5. 5. Individual charts are (a) fresh shoot mass, (b) fresh root mass, (c) dry shoot mass, (d) dry root mass, and (e) leaf count per plant after 3 weeks. Means of 10 sample plants of two trials are shown. All responses were significant by analysis of variance (P < 0. 15) and expressed with linear or quadratic regressions: (a) y = –1. 82 x2 + 21. 6 × –56. 6; (b) y = –1. 15 x2 + 12. 4 x – 30. 7; (c) y = –0. 0919 x2 + 1. 18 x – 3. 15; (d) y = –0. 0553 x2 + 0. 587 x – 1. 41; (e) y = –1. 10 x2 + 11. 7 x – 23. 2. values are shown in each chart. View raw image Fig. 2. [SEP] Justify:

Output: The text does not address the claim regarding symbiotic relationships between microbes and plants. Instead, it contains technical data and results related to spinach plant growth and nutrient solution parameters without mentioning microbes or any symbiotic interactions.


Input: Task: corroborate the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: This enabling approach would provide students with the opportunity to practise without competing demands, which could enable the potential to practise a sufficient amount of mindfulness to engage the mechanisms of action of the mindfulness programme, making an effective school-based mindfulness programme more likely. This approach would also remove the potentially ethically dubious aspects of the practice at home approach, as the practice in the school day approach conveys the implicit message that space will be made for their mental health. Making mindfulness practice times available in the school day would also address equity issues, as all students will be provided the opportunity to practice. The extra space in the school day may also ensure students can be supported if issues arise from the mindfulness practice and are able to ask questions where they are uncertain about aspects of practice, whereas this would not be possible in the same way when mindfulness practices only take place at home. This opportunity for support during the practice is an important factor considering the increased awareness of potential adverse reactions to mindfulness programmes (Aizik-Reebs et al. , 2021; Britton et al. , 2021). Further, dedicated practice within the school day is likely to increase the potential effects of mindfulness programmes on school culture, cited to be one mechanism by which school-based mindfulness programmes have their positive effects and another factor that relates to student well-being (Kuyken et al. , 2022b; Tudor et al. , 2022). These non-specific factors would also likely be enhanced by the mindfulness lessons, along with other non-specific benefits of mindfulness programmes (Canby et al. , 2021). As such, we note here that we are not arguing that mindfulness practice in the school day should replace mindfulness lessons, but rather that making mindfulness practice times available in the school day will significantly augment them. Finally, the opportunity to practise mindfulness in the school day and the implicit message that space will be made for students’ mental health might also contribute to a pushback against an implicit but unfortunately pervasive neoliberally derived educational philosophy, which places a burden on children to prepare for being productive members of our global economy. This burden has been argued to have adverse effects for both students and teachers (Acton & Glasgow, 2015; Macdonald et al. , 2020), and its reduction alone might help improve mental health outcomes. is Needed to Practice is BeneficialSurprisingly, it is not yet clear how much mindfulness is required to obtain positive effects. [SEP] Justify:

Output: The text corroborates the claim by discussing how providing dedicated mindfulness practice times in schools can enhance the potential effects of mindfulness programmes on school culture and student well-being. It explains that this approach would allow students to practice mindfulness without competing demands, which contributes to a calm learning environment. Furthermore, it mentions the supportive setting in schools for addressing potential issues arising from mindfulness practice, reinforcing the positive impact on students' mental health and the school culture.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: , 2021; Alshaikh, 2020; Reegård et al. , 2019). With the improvement measures outlined in Section 3 and the analysis of their impact described in Section 4, the second part of the research question can be answered, which is “how should the results [of a cybersecurity culture maturity survey] be handled? . ” 5. paper demonstrated how a cybersecurity culture framework can be applied practically in a company and how the findings of a cybersecurity culture maturity survey should be handled. The results showed that such frameworks must be tailored to the given company and that different stakeholders must be considered when determining how corresponding surveys are conducted. In addition, this paper identified how to reflect the current cybersecurity culture, going far beyond the implementation of standard measures, e. g. simulated phishing campaigns or cybersecurity awareness sessions. In this study, two surveys were executed, and the participants were able to provide feedback regarding the implemented measures. As a result, it was also possible to validate which specific measures yielded improvements to the cybersecurity culture maturity of the company. There were three measures that had a significant positive impact on the maturity level. First, providing insights into the daily work of hackers was very well perceived, and participants confirmed that this measure improved the cybersecurity culture. An equally positive effect was confirmed for the measure of technology-specific information sessions. Finally, providing security consulting hours was identified as a positive factor influencing the cybersecurity culture. To give more clarity on the meaning when an employee rates the impact of a measure as “Don’t know,” this option should be changed or at least rephrased in future surveys. It must be possible to distinguish whether employees have not perceived a specific measure at all or whether it remains without effect despite perception or participation. In such a case, the impact of the measure could also be considered negative. It is acknowledged that the maturity level improvement rates appear to be low, e. g. the percentage improvement value of all measures was only 1. 9% with an absolute improvement of 0. 08. However, a closer look at this result indicates that even an improvement rate of 4. 1% was achieved if only the dimensions focused on by the targeted improvement measures were considered. If an average improvement of 4. 1% per survey is assumed, the maximum maturity level of 5 is reached after five more surveys (which would take about 2–3 years). [SEP] Justify:

Output: The text contrasts the claim by discussing the implementation of cybersecurity measures and their impact on the cybersecurity culture within a company, emphasizing that cybersecurity measures alone, such as simulated phishing campaigns and information sessions, are insufficient by themselves. It indicates the necessity for tailored approaches towards cybersecurity culture, implying that while cybersecurity is important, it does not fully address the need for physical security measures where conventional security systems are still relevant.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: Responses of leaf nutrient concentrations of spinach plants to nutrient solution pH 4. 0, 4. 5, 5. 0, or 5. 5 (Expt. 1). Responses significant by analysis of variance (P < 0. 15) were expressed with linear or quadratic regressions: (a) y = –19. 3 x2 + 193 x – 424; (b) y = –5. 35 x2 + 56. 1 x – 132; (c) y = –19. 2 x2 + 198 x – 431; (d) NS; (e) y = 3. 28 x – 9. 11; (f) y = –0. 272 x2 + 3. 02 x – 6. 67; (g) NS; (h) y = 0. 926 x – 2. 109; (i) y = 18. 5 x – 9. 34; (j) y = 22. 1 x – 48. 1; (k) NS; (l) y = –94. 3 x2 + 1013 x – 2481; (m) y = –277 x + 1692. values (ns = nonsignificant at P < 0. 05) are shown in each chart. View raw image Fig. 2. Responses of leaf nutrient concentrations of spinach plants to nutrient solution pH 4. 0, 4. 5, 5. 0, or 5. 5 (Expt. 1). Responses significant by analysis of variance (P < 0. 15) were expressed with linear or quadratic regressions: (a) y = –19. 3 x2 + 193 x – 424; (b) y = –5. 35 x2 + 56. 1 x – 132; (c) y = –19. 2 x2 + 198 x – 431; (d) NS; (e) y = 3. 28 x – 9. 11; (f) y = –0. 272 x2 + 3. 02 x – 6. 67; (g) NS; (h) y = 0. 926 x – 2. 109; (i) y = 18. 5 x – 9. 34; (j) y = 22. 1 x – 48. 1; (k) NS; (l) y = –94. [SEP] Justify:

Output: The text does not address the claim about symbiotic relationships between microbes and plants. Instead, it focuses on the leaf nutrient concentrations of spinach plants in relation to nutrient solution pH levels, detailing various responses and statistical analyses without mentioning microbes or symbiotic relationships.


Input: Task: corroborate the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: In one randomised control trial of a brief (four-session) mindfulness programme, 5-min mindfulness practices have been associated with larger improvements in mindfulness and stress than 20-min practices (although both conditions resulted in significantly improved outcomes compared to controls) (Strohmaier et al. , 2021). As such, it may be a case of less is more for novices with limited prior experience of mindfulness practice (with practice times increasing as participants become more experienced). However, the relative brevity of this four-session mindfulness programme and the focus on novices restricts potential conclusions about dose-responses to longer mindfulness programmes. More research is required to assess effects of different doses of mindfulness in longer mindfulness programmes where participants become more familiar with the practice (Bowles et al. , 2022), or progressively increasing lengths of mindfulness practices over the course of a mindfulness programme (as suggested by Strohmaier et al. , 2021). We also note that the mechanisms of action of mindfulness programmes are suggested to be underpinned by neuroplastic change (Hölzel et al. , 2011). Studies outside of the mindfulness field that examine neuroplastic change as a result of practising a skill often include months of daily training, with typical overall cumulative practice times in excess of 50 hr (Schlaug et al. , 2009; Valkanova et al. , 2014). Shorter cumulative practice times within neuroplasticity research are also cited as a potential explanation for studies showing null results, and larger and more durable effects provided by longer cumulative practice times (Schlaug et al. , 2009; Valkanova et al. , 2014). This perspective aligns with the common sense understanding of the effects of practising a skill — higher amounts of cumulative practice makes us better at that skill. It is not yet clear whether the effective cumulative amount of mindfulness practice required to obtain improved well-being could be reached via the little and often approach to practice (for example with 10-min daily practices), or whether longer single sessions are required. Given this uncertainty with regard to the mindfulness practice dose question, dedicated research is important to determine how much cumulative mindfulness practice time is sufficient to obtain positive effects, so this amount could be implemented in school-based mindfulness programmes. This would include the need for dose-response research for adolescent populations in school settings to ensure contextual effects on any dose-response relationship are relevant to programmes that implement mindfulness in schools. [SEP] Justify:

Output: The text corroborates the claim by discussing the positive outcomes of mindfulness practices, particularly in educational settings. It implies that shorter mindfulness practices can lead to improved outcomes compared to longer durations, suggesting that implementing mindfulness in schools could effectively promote a calm learning environment. Furthermore, it highlights the importance of research in determining effective mindfulness practices for adolescents, which aligns with the idea of fostering a calm environment through mindfulness.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: Moreover, considering the declining dimensions, it is obvious that creating and maintaining a cybersecurity culture are ongoing tasks. The dimensions that are not addressed will decrease or stagnate over time. Thus, an effective cybersecurity culture program must be established, covering all related areas and stakeholders. In particular, this program should include communicating activities that are not directly visible to the entire workforce, such as the leadership approval of cybersecurity-related activities, as this demonstrates their active engagement and commitment. As cyberthreats become increasingly sophisticated, it is strongly recommended that all companies consider the cybersecurity culture in their organizational setup and assign clear accountability to a cybersecurity executive to ensure a high level of maturity. 6. Limitations and future research The methodology employed in this study cannot be applied to any company because different stakeholders and organizational characteristics must be considered to a greater or lesser extent depending on the given company. By tailoring validated cybersecurity culture frameworks, it must be accepted that the results cannot be compared in a one-to-one manner across organizational boundaries. In addition, it is acknowledged that if a voluntary survey on cybersecurity culture is conducted, employees with an interest in this area are likely to outnumber those with no interest in the subject. Moreover, there is evidence that there could be a response bias in cybersecurity policy surveys (Kurowski, 2019). Thus, the results may be biased toward the positive. This study identifies some areas for future research. One is the development and implementation of a cybersecurity consequence management catalog in organizations, and another is the format and content of cybersecurity management briefings. It must be studied how non-security managers can be convinced that cybersecurity plays a significant role and that they must empower their development and operations teams to work more closely with central security teams. Also, the mapping between the consent rate of the Likert scale and a maturity assessment in terms of CMMI must be analyzed, and an improved proposal must be developed. This is considered one of the most important topics because it is also expected to improve the perception of (a small) improvement rate. In addition, respondents who have already participated in a previous survey should be asked voluntarily for a reason if they change the rating of a question compared to the former survey. This allows a clear understanding of which measures the workforce actively perceived (and which may need better communication). Finally, to eliminate the potential bias, qualitative research like expert interviews or group discussions can be conducted to verify the survey results. 1. Graphical results of initial survey and target maturity level Figure 2. [SEP] Justify:

Output: The text contrasts the claim as it emphasizes the ongoing necessity of creating a cybersecurity culture and managing various cybersecurity strategies. It argues that as threats evolve, organizations must remain vigilant in both cybersecurity and their overall security frameworks, suggesting that cybersecurity measures alone do not negate the importance of physical security. The need for collaboration between security teams and organizational leadership highlights that comprehensive security includes, but is not limited to, cybersecurity.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: 3 x2 + 1013 x – 2481; (m) y = –277 x + 1692. values (ns = nonsignificant at P < 0. 05) are shown in each chart. View raw image Fig. 3. Spinach plant growth as affected by high electrical conductivity (EC) when grown at low or standard pH of nutrient solution (Expt. 2). Means and ses (n = 8). Pairwise comparisons by t test with the control treatment (standard pH and standard EC) are shown (ns = nonsignificantly different at P = 0. 05; *, ** = significantly different at P < 0. 01 or 0. 05, respectively). P values of additional pairwise comparisons between standard and high EC at low pH (LP/SE vs. LP/HE) are shown. Export 10. 1104/4. 525 Crossref Arnon,D. I. Johnson,C. M. 1942Influence of hydrogen ion concentration on the growth of higher plants under controlled conditionsPlant Physiol. 17525539doi: 10. 1104/4. 52510. 1104/4. 525)| falseSearch 10. 1094/pd-67-259 Crossref Blaker,N. S. MacDonald,J. D. 1983Influence of container medium pH on sporangium formation, zoospore release, and infection of rhododendron by Phytophthora cinnamomiPlant Dis. 67259263doi: 10. 1094/pd-67-25910. 1094/PD-67-259)| falseSearch 10. 5586/aa. 2010. 009 Borowski,E. Michalek,S. 2010The effect of foliar nutrition of spinach (Spinacia oleracea L. ) with magnesium salts and urea on gas exchange, leaf yield and qualityActa Agrobot. 637783doi: 10. 5586/aa. 2010. 009)| falseSearch 10. 17660/actahortic. 2004. 648. 12 Bugbee,B. 2004Nutrient management in recirculating hydroponic cultureActa Hort. 64899112doi: 10. 17660/actahortic. 2004. 648. 12)| falseSearch 10. 1007/s10658-010-9713-y Crossref. Lamour,K. Toit,L. J. [SEP] Justify:

Output: The text is irrelevant to the claim, as it primarily discusses statistical analysis related to plant growth, electrical conductivity, and pH levels without mentioning symbiotic relationships between microbes and plants. There are no references or evidence provided that support or contest the claim in question.


Input: Task: corroborate the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: We discuss these points in more detail later in this 1. 9 to 2. 6% of students practising one of the recommended mindfulness practices every day (depending on the practice) (Montero-Marin et al. , 2023). Furthermore, it is not certain whether the relationship between worse outcomes and more home practice in the study would apply if space for mindfulness practice was made in the school day. Firstly, it may be that those who choose to practise more mindfulness at home did so in an attempt to alleviate their increased stress or mental health issues. Additionally, if students did not engage in a sufficient amount of overall mindfulness practice to obtain positive effects to offset the costs of home practice, the time spent practising mindfulness may have been an added stressor instead of a helpful activity. Indeed, the team state that “low-intensity programmes may bring awareness to upsetting thoughts, feelings and mental health difficulties, but not provide sufficient support to enhance resilience, especially if such difficulties are social/societal” (Montero-Marin et al. , 2022, p. 123). Finally, it may be that more anxious students are generally more eager to fulfil their suggested homework, and so completed their mindfulness practices at home even though making the time to do so may have added to their stress load. In contrast, some evidence suggests students who do practise mindfulness regularly do show improved well-being. This evidence comes from the second largest study of a school-based mindfulness programme, a cluster-randomised controlled trial including 56 Finnish schools and 2754 students, with a mindfulness condition following the. b programme (N = 1220) and both an active control group (relaxation, N = 1181) and inactive control group (N = 353) (Lassander et al. , 2021). The results of this study showed that while the mindfulness programme only had an overall protective effect on resilience and health-related quality of life compared to the active control group (who showed decreases in these measures), the 4% of students who practised mindfulness nearly every day showed improved health-related quality of life and social-emotional functioning compared to the active control group, both after the 9-week programme and in the 26-week follow-up (Lassander et al. , 2021; Volanen et al. , 2020). [SEP] Justify:

Output: The text corroborates the claim by discussing evidence that suggests mindfulness practices can lead to improved well-being among students, even noting that students who practiced mindfulness nearly every day showed enhanced health-related quality of life and social-emotional functioning. This indicates that mindfulness activities, when incorporated regularly, have potential positive effects on students' mental health, which could contribute to a calm learning environment.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: Policy: ASTM International prohibits the entry of ASTM standards and related ASTM intellectual property (“”) into any form of (AI) tools, such as ChatGPT. Additionally, creating ----derivatives of using AI is also prohibited without express written permission from ASTM’s President. In the case of such use, ASTM will suspend a licensee’s access to and further legal action will be considered. Meetings & | Meetings & & & Standards and Papers & STPs Manuals, Monographs, & of ® (SOP) (TMA) and & & & & and ASTM What is and to to News and & -15. 08 Committee F12 $ 0. 00 Out of stock Scope1. 1 This guide is intended to aid in the selection of effective physical security measures to deter or detect an attack on a protected facility. Consideration is made for the skill of the attacker and the type of facility that is being protected. A threat/physical security matrix given in Table 1 identifies typical protective measures and instrumentation applicable for protecting several types of facilities from several identified levels of threat. unavailable unavailable What is a Redline? Why Redline? × A PDF redline is a quick and easy way to compare all of the changes between the current, active standard and the previous version. With a redline you'll immediately see: additions deletions and other changes between the two standards. and Trouble! With a Redline you no longer have to spend time trying to determine what has changed in the new standard! Redlines save you time and ensure you see what the changes are to the standard. you select the "Standard + Redline" option you get both documents! Best of all, the cost of a Standard + Redline is only slightly more than buying the by itself. Soon! and Handling × Domestic orders are delivered via Service (UPS) or (USPS). Transit times average 3 to 5 business days. Please be aware that UPS will not deliver packages to Boxes. . orders are delivered via courier post services which can be either a postal service, courier service, or a combination of both. is untraceable. Please allow 4-7 weeks for delivery. . Please be aware that carriers will not deliver packages to Boxes. Because of the variability of customs processes and procedures in different countries, ASTM International cannot guarantee transit times to international destinations. [SEP] Justify:

Output: The text contrasts the claim by discussing a guide intended to aid in the selection of effective physical security measures to deter or detect attacks on protected facilities, which indicates that physical security remains necessary despite the existence of cybersecurity measures. It mentions a threat/physical security matrix and emphasizes the importance of physical security in protecting facilities, suggesting that cybersecurity alone cannot eliminate the need for physical security in banks.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: Koike,S. T. 2011Spinach: Better management of downy mildew and white rust through genomicsEur. J. Plant Pathol. 129193205doi: 10. 1007/s10658-010-9713-y10. 1007/s10658-010-9713-y)| falseSearch 0010. 21273/13959-19)| falseSearch 10. 3390/plants9040507 Crossref Ferreira,J. F. da Silva Filho,J. B. Liu,X. Sandhu,D. 2020Spinach plants favor the absorption of K+ over Na+ regardless of salinity, and may benefit from Na+ when K+ is deficient in the soilPlants9507doi: 10. 3390/plants904050710. 3390/plants9040507)| falseSearch 10. 21273/14986-20 Crossref Gillespie,D. P. Kubota,C. Miller,S. A. 2020Effects of low pH of hydroponic nutrient solution on plant growth, nutrient uptake, and root rot disease incidence of basil (Ocimum basilicum L. )HortScience5512511258doi: 10. 21273/14986-2010. 21273/14986-20)| falseSearch 10. 1016/j. cj. 2015. 11. 003 Crossref Guo,W. Nazim,H. Liang,Z. Yang,D. 2016Magnesium deficiency in plants: An urgent problemCrop J. 48391doi: 10. 1016/j. cj. 2015. 11. 00310. 1016/j. cj. 2015. 11. 003)| falseSearch 10. 3389/fpls. 2019. 00766 Crossref Hauer-Jákli,M. Tränkner,M. 2019Critical leaf magnesium thresholds and the impact of magnesium on plant growth and photo-oxidative defense: A systematic review and meta-analysis from 70 years of researchFrontiers in Plant Sci. 10766doi: 10. 3389/fpls. 2019. 0076610. 3389/fpls. 2019. 00766)| falseSearch 10. 1007/s00425-004-1340-4 Crossref Hermans,C. . [SEP] Justify:

Output: The text provided does not address the claim about symbiotic relationships between microbes and plants improving nutrient uptake. It consists of a series of citations related to various studies on plant growth, nutrient uptake, and specific deficiencies, but none of these explicitly discuss or support the notion of symbiotic relationships with microbes. Therefore, it is considered irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: Furthermore, at the week 26 follow-up timepoint, the students who practised mindfulness nearly every day also showed improved health related quality of life compared to the students who only practised a few times (Lassander et al. , 2021; Volanen et al. , 2020). As such, the authors provided a similar suggestion to our argument — that regular school-based mindfulness practice could boost the effectiveness of school-based mindfulness programmes (Lassander et al. , 2021). However, it is worth noting that this conclusion about everyday practice intensity being related to benefits from a mindfulness in schools programme suffers from the same limitation as the lack of a similar effect reported from the study — with only 4% of students practising mindfulness every day, the sample size available to draw the conclusion that daily practice is beneficial is limited. As such, further research is critical to test this effect more robustly, with an approach that makes mindfulness practice available in the school day being more likely to obtain a sufficient sample size of students who practise mindfulness every day, enabling a successful test of this effect. Caveats and Challenges of Embedding the Opportunity for in the School DayDespite the aforementioned points, it is important to note that even if mindfulness practice is made available in the school day, many students may prefer not to practice. Indeed, an approach that requires participation should not be implemented, as doing so may worsen students’ mental health (Kuyken et al. , 2022a). Furthermore, given that mindfulness practice requires active engagement, it is not possible to enforce mindfulness practice (as students could simply sit quietly and daydream instead), and it is also unethical to enforce participation. Additionally, evidence suggests that mindfulness training for adolescents is beneficial only when they choose to engage (Chiodelli et al. , 2022). As such, we recommend an alternative evidence-based mental health intervention (or multiple alternatives) should be made available at the same time, so students can choose the one they prefer to partake in, or the approach they believe would work for them (a similar suggestion has been provided by Roeser et al. , 2023). One such alternative could be a social and emotional learning programme (Kuyken et al. , 2022a). Additionally, using a co-design approach with the students who will receive the interventions is likely helpful. [SEP] Justify:

Output: The text supports the claim by suggesting that regular school-based mindfulness practice could enhance the effectiveness of mindfulness programs in schools. It indicates that improved health-related quality of life was observed in students who practiced mindfulness nearly every day, implying a potential link between mindfulness activities and benefits conducive to a calm learning environment. Furthermore, it emphasizes the importance of making mindfulness practice available in schools to facilitate sufficient participation, aligning with the idea that such activities could promote a calm atmosphere for learning.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: Jan A. Jans5 Part of the book series: EBI Studies in Banking and Law (()) 52 Accesses AbstractWhen offering payment services, payment service providers (PSPs) are exposed to various security risks, such as payment fraud and cyberattacks. These risks are an increasing concern for PSPs for a number of reasons. First, the ever-increasing technological complexity of new electronic payment (Payment) products, such as the open banking products that were launched under PSD2 (i. e. , products/services that qualify as account information services and payment initiation services within the meaning of PSD2), continue to create new and unanticipated security risks for PSPs. Second, payment service users nowadays demand near real-time processing of Payments, which significantly reduces the time frame for PSPs to adequately address any security concerns related to these transactions. For the establishment of an internal market for Payments it is essential to have a legislative framework that requires PSPs to adequately address these security risks. This 34. 9910 units per month Download 29. 95 Price excludes VAT (USA) Available as PDF Read on any device Instant download Own it forever Buy 119. 00 Price excludes VAT (USA) Available as EPUB and PDF Read on any device Instant download Own it forever Buy e139. 99 Price excludes VAT (USA) Durable hardcover edition Dispatched in 3 to 5 business days Free shipping worldwide - see info calculation will be finalised at checkout Purchases are for personal use only Institutional subscriptions Notes1. (1998, p. 1). 2. (2004, p. 2). 3. (1998). 4. (2004, p. 10). 5. Ibid. , p. 2. 6. See Bijlsma, M. J. , and Van Veldhuizen, S. (2019, p. 7). 7. See EBA (2018). On 30 June 2020, these guidelines have been repealed by EBA (2019c). 8. See EBA (2019c, p. 3). 9. See Sullivan, R. (2010, p. 103). 10. See EPC (2019, p. 18). 11. (2008). 12. See ECB (2015, p. 3). 13. See ECB (n. d. ). 14. Ibid. 15. See EPC (2019, p. 52). 16. Ibid. 17. [SEP] Justify:

Output: The text contrasts the claim by discussing the various security risks faced by payment service providers (PSPs), which remain prevalent despite advancements in cybersecurity. It highlights that, alongside cybersecurity threats such as cyberattacks and payment fraud, the need for a legislative framework indicates that physical security measures are still essential in addressing these risks, thus implying that cybersecurity alone does not eliminate the need for physical security in banks.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: 2004Physiological characterisation of magnesium deficiency in sugar beet: Acclimation to low magnesium defferentially affects photosystems I and IIPlanta220344355doi: 10. 1007/s00425-004-1340-410. 1007/s00425-004-1340-4)| falseSearch 10. 1139/b67-215 Crossref Ho,H. H. Hickman,C. J. 1967Asexual reproduction and behavior of zoospores of Phytophthora megasperma var. sojaeCan. J. Bot. 4519631981doi: 10. 1139/b67-21510. 1139/b67-215)| falseSearch 10. 1007/bf02181830 Crossref 1980pH optima for crop growthPlant Soil54339357doi: 10. 1007/bf0218183010. 1007/BF02181830)| falseSearch 10. 1128/aem. 00119-09 Crossref Kong,P. Moorman,G. W. Lea-. 2009Zoosporic tolerance to pH stress and its implications for Phytophthora species in aquatic ecosystemsAppl. Environ. Microbiol. 754307314doi: 10. 1128/aem. 00119-0910. 1128/AEM. 00119-09)| falseSearch 10. 15666/aeer/1603_33333350 Crossref Öztekin,G. B. Uludag,T. Tüzel,Y. 2018Growing spinach (Spinacia oleracea L. ) in a floating system with different concentrations of nutrient solutionAppl. Ecol. Environ. Res. 1633333350doi: 10. 15666/aeer/1603_3333335010. 15666/aeer/1603_33333350)| falseSearch 10. 17660/ejhs. 2018/83. 5. 2 Crossref Savvas,D. Gruda,N. 2018Application of soilless culture technologies in the modern greenhouse industry – A reviewEur. J. Hort. Sci. 83280293doi: 10. 17660/ejhs. 2018/83. 5. 210. 17660/eJHS. 2018/83. 5. 2)| falseSearch 2210. [SEP] Justify:

Output: The text does not provide any information related to symbiotic relationships between microbes and plants or nutrient uptake. It contains scattered references to various studies and publications without addressing the claim directly.


Input: Task: corroborate the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: Once enough robust studies of programmes that embed mindfulness in the school day have been conducted, meta-analyses may provide evidence that these programmes are effective, as well as whether some programme designs or doses may be more effective than others. It will be critical for these studies to measure and report both recommended mindfulness practice times and actual mindfulness practice times (with as much fidelity and resolution in the measurement as possible), to help the field determine how much mindfulness practice is sufficient for positive effects, and whether a higher amount of cumulative mindfulness practice leads to larger improvements in mental health (Strohmaier, 2020). Experimental studies that randomly allocate participants to different practice times (and a control condition) are also likely to be helpful, for example testing 10-, 20-, and 30-min conditions to provide the ability to make causal inferences (in contrast to meta-analytic or correlational research), a start of which has already been made with research involving adults (Berghoff et al. , 2017; Strohmaier et al. , 2021). Within this experimental approach, many students may still choose not to practise even if practice time is made available in the school day. However, the desired dose-response analyses could still be achieved by randomly allocating students to a practice time duration during their school day and comparing the different practice time recommendation conditions against each other. Additionally, practice adherence, and dose-response relationships only within students who practise more than a few times per week could be explored. Conducting an experimental study examining different mindfulness practice times within a mindfulness programme with university students as participants as a first step may be more feasible, and useful to draw conclusions about practice times that may translate to high school students. It is also worth noting that 8-week mindfulness programmes may not be sufficient to obtain significant effects from a mindfulness programme (Bowles et al. , 2022). Therefore, perhaps longer mindfulness programmes that provide mindfulness practice in the school day would be valuable, for instance a mindfulness programme that runs over a school term. This aligns with our proposal that we should test mindfulness practice enabling programmes rather than programmes that are minimally intrusive to school function. It may even be that despite the increased intensity of embedding mindfulness practice into the school day, testing a programme that makes mindfulness practice available in the school day for efficacy may require fewer resources, as larger effect sizes require smaller sample sizes to detect. [SEP] Justify:

Output: The text supports the claim by emphasizing the importance of robust studies on mindfulness programmes in schools that could demonstrate their effectiveness. It discusses how proper measurement of practice times and adherence can lead to positive mental health outcomes, which is indicative of a calm environment conducive to learning. Additionally, it highlights that embedding mindfulness in the school day could be valuable for creating such an environment, suggesting that structured mindfulness efforts could indeed promote calmness among students.


Input: Task: contrast the claim using the given text. Claim: Cybersecurity measures eliminate the need for physical security in banks. [SEP] Text: The only reference to the requirement for PIs to have risk management procedures in place could be found in relation to the application for a licence as a PI. As part of the licence application, the applicant was required to submit a description of its risk management procedures. 18. See ECB (2013, p. 5). The security policy should include inter alia: (i) objectives and organisation of information security; (ii) principles for the secure use and management of information and IT resources; and (iii) allocation of responsibilities, security activities and internal processes relating to security. 19. Ibid. , p. 1. 20. Ibid. , p. 2. Services that are not covered by these guidelines include: (i) other internet services provided by a PSP (e. g. e-brokerage, online contracts); (ii) payments where the instruction is given by post, telephone order, voice mail or using SMS-based technology; (iii) mobile payments other than browser-based payments; (iv) credit transfers where a third party accesses the customer’s payment account (a PISP); (v) Payments made via dedicated networks; (vi) payments using anonymous and non-rechargeable physical or virtual pre-paid cards where there is no ongoing relationship between the issuer and the cardholder; and (vii) clearing and settlement of Payments. 21. The SecuRecommendations covered: (i) card payments executed via the internet (e. g. virtual card payments); (ii) credit transfers executed via the internet; (iii) the issuance of direct debit electronic mandates; and (iv) E-money transfers executed via the internet. Services that were not covered by these recommendations included: (i) other internet services provided by a PSP (e. g. e-brokerage, online contracts); (ii) payments where the instruction is given by post, telephone order, voice mail or using SMS-based technology; (iii) mobile payments other than browser-based payments; (iv) credit transfers where a third party accesses the customer’s payment account (a PISP); (v) Payments made via dedicated networks; (vi) payments using anonymous and non-rechargeable physical or virtual pre-paid cards where there is no ongoing relationship between the issuer and the cardholder; and (vii) clearing and settlement of Payments. 22. See ECB (2014). 23. [SEP] Justify:

Output: The text contrasts the claim by outlining the necessity of comprehensive risk management procedures that involve the selection and implementation of both cybersecurity and physical security measures. It indicates that despite having cybersecurity recommendations in place, there are still requirements related to physical security, implying that physical security remains an essential component alongside cybersecurity.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: 1094/PD-80-0422)| falseSearch 10. 1081/PLN-120028875 Crossref 2004Water-soluble fertilizer concentration and pH of a peat-based substrate affect growth, nutrient uptake, and chlorosis of container-grown seed geraniumsJ. Plant Nutr. 27497524doi: 10. 1081/PLN-12002887510. 1081/PLN-120028875)| falseSearch 9410. 1097/00010694-195305000-00006)| falseSearch 10. 21273/2976-18 Crossref Walters,K. J. Currey,C. J. 2019Growth and development of basil species in response to temperatureHortScience5419151920doi: 10. 21273/2976-1810. 21273/12976-18)| falseSearch 10. 21273/JASHS. 141. 1. 12 Crossref Xu,C. Mou,B. 2016Responses of spinach to salinity and nutrient deficiency in growth, physiology, and nutritional valueJ. Amer. Soc. Hort. Sci. 1411221doi: 10. 21273/JASHS. 141. 1. 1210. 21273/JASHS. 141. 1. 12)| falseSearch 1. Spinach plant growth responses to nutrient solution pH 4. 0, 4. 5, 5. 0, or 5. 5. Individual charts are (a) fresh shoot mass, (b) fresh root mass, (c) dry shoot mass, (d) dry root mass, and (e) leaf count per plant after 3 weeks. Means of 10 sample plants of two trials are shown. All responses were significant by analysis of variance (P < 0. 15) and expressed with linear or quadratic regressions: (a) y = –1. 82 x2 + 21. 6 × –56. 6; (b) y = –1. 15 x2 + 12. 4 x – 30. 7; (c) y = –0. 0919 x2 + 1. 18 x – 3. 15; (d) y = –0. 0553 x2 + 0. 587 x – 1. 41; (e) y = –1. 10 x2 + 11. 7 x – 23. 2. values are shown in each chart. View in gallery Fig. [SEP] Justify:

Output: The text does not address the claim regarding the relationship between microbes and plants. It discusses the effects of water-soluble fertilizer concentration, pH of a substrate, and other factors on plant growth and nutrient uptake, without mentioning symbiotic relationships or microbes. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Mindfulness activities can promote a calm learning environment. [SEP] Text: Finally, we note that the conventional MBSR programmes were not designed with the intention that a participant would cease practising mindfulness after 8 weeks. Instead, they were intended to inspire a self-driven lifelong practice (Kabat-Zinn, 1982, 2011). Following this point, it might be the case that school-based mindfulness programmes can only provide meaningful improvements in well-being to the minority of students who might be inspired and committed to adhere to a mindfulness practice over the long term, and as a result end up accumulating hundreds of practice hours (Bowles et al. , 2022). While this point, if true, may reduce the potential impact of mindfulness in schools, it is possible that even in this case, mindfulness in schools could still provide a cost-effective benefit as an introduction to mindfulness for students to continue on their own if they choose (particularly if the opportunity for a daily mindfulness practice were embedded into the core curriculum of high schools (Lassander et al. , 2021)). As such, potential improvement to well-being in only students who maintain a reasonably long-term practice is a potential outcome that should be explored rather than avoided. If the results of these mindfulness practice enabling studies are positive, then the implementation of this approach will also require more engagement from education boards and politicians. These interest groups will likely only be convinced by well-conducted large-scale research demonstrating positive results. It is worth noting that the results of the study did indicate reduced teacher burnout immediately after delivering the mindfulness programme (an effect likely to be related to the teachers’ personal mindfulness practice as a result of the study), and teacher-reported improvements in the respectful school climate were present both after the mindfulness programme and at 1-year follow-up (Kuyken et al. , 2022b). Meta-analyses also show that mindfulness programmes provide benefits for teachers (Klingbeil & Renshaw, 2018; Zarate et al. , 2019). As such, if programmes that include mindfulness practice times made available in the school day are shown to be effective, it may be that embedding mindfulness in teacher training courses at universities would be a good place to start with large-scale implementation. This approach might enable positive downstream effects for students as more teachers become experienced in mindfulness practice and gain the potential to teach it to their students, which is a currently under-researched suggestion (Roeser et al. , 2023). [SEP] Justify:

Output: The text corroborates the claim by discussing the potential positive effects of mindfulness programs in schools. It states that mindfulness practice can lead to 'teacher-reported improvements in the respectful school climate' after the program's implementation, indicating that mindfulness activities contribute to a calmer and more respectful learning environment.


Input: Task: contrast the claim using the given text. Claim: Digital currency has no cybersecurity concerns compared to traditional currency. [SEP] Text: Bindseil (2020), p. 16. 207. CPMI-MC (2018), p. 11. 208. CPMI-MC (2018), p. 11. 209. Cf. Manger-Nestler (2021), p. 7. 210. Cf. ECB (2022b), slide 7. 211. ECB (2022b), slide 8. 212. ECB (2022b), slide 8; Bindseil et al. (2021), 11. 213. ECB (2022b), slide 8. 214. This is also the view of ECB (2022a), p. 10. 215. In this direction also ECB (2022a), p. 10. 216. Panetta (2021): amount citizens would not exceed when holding cash; Panetta (2022): aggregated amount would be comparable with the current holdings of banknotes in circulation. 217. E. g. storage space and costs. 218. In this direction CPMI-MC (2018), p. 11. 219. Cf. ECB (2022a), p. 9. 220. Cf. Panetta (2022); ECB (2022a), p. 9. 221. Adalid et al. (2022), p. 26; ECB (2022a), p. 9. 222. Panetta (2022). 223. Limits for financial stability, AML and CFT, each subdivided in account based and bearer-instrument. 293. Accessed 31 July 2023Adrian T, Mancini-(2019) The rise of digital money. . 19/01. Accessed 31 July 2023Agur I, Ari A, Dell’(2022) Designing central bank digital currencies. J 125:62–79272. Accessed 31 July 2023Amtenbrink F, de (2002) Central Bank: an independent specialized organization of Community law. CMLRev 39:65–76 605. Accessed 31 July 2023Bernsdorff (2019) Art. 16 GRC. In: Meyer J, Höhlscheidt S (eds) Charta der Grundrechte der Europäischen Union, 5th edn. Nomos, Baden-Baden 2351. [SEP] Justify:

Output: The text discusses various aspects of digital currency and references multiple sources, including ECB guidelines, which suggest that there are indeed considerations related to cybersecurity concerns. By mentioning limits for financial stability and issues such as anti-money laundering (AML) and combating the financing of terrorism (CFT), it implies that digital currency, like traditional currency, comes with vulnerabilities that need to be addressed.


Input: Task: pass the claim using the given text. Claim: Symbiotic relationships between microbes and plants can improve nutrient uptake. [SEP] Text: 2. Responses of leaf nutrient concentrations of spinach plants to nutrient solution pH 4. 0, 4. 5, 5. 0, or 5. 5 (Expt. 1). Responses significant by analysis of variance (P < 0. 15) were expressed with linear or quadratic regressions: (a) y = –19. 3 x2 + 193 x – 424; (b) y = –5. 35 x2 + 56. 1 x – 132; (c) y = –19. 2 x2 + 198 x – 431; (d) NS; (e) y = 3. 28 x – 9. 11; (f) y = –0. 272 x2 + 3. 02 x – 6. 67; (g) NS; (h) y = 0. 926 x – 2. 109; (i) y = 18. 5 x – 9. 34; (j) y = 22. 1 x – 48. 1; (k) NS; (l) y = –94. 3 x2 + 1013 x – 2481; (m) y = –277 x + 1692. values (ns = nonsignificant at P < 0. 05) are shown in each chart. View in gallery Fig. 3. Spinach plant growth as affected by high electrical conductivity (EC) when grown at low or standard pH of nutrient solution (Expt. 2). Means and ses (n = 8). Pairwise comparisons by t test with the control treatment (standard pH and standard EC) are shown (ns = nonsignificantly different at P = 0. 05; *, ** = significantly different at P < 0. 01 or 0. 05, respectively). P values of additional pairwise comparisons between standard and high EC at low pH (LP/SE vs. LP/HE) are shown. raw image Fig. 1. Spinach plant growth responses to nutrient solution pH 4. 0, 4. 5, 5. 0, or 5. 5. Individual charts are (a) fresh shoot mass, (b) fresh root mass, (c) dry shoot mass, (d) dry root mass, and (e) leaf count per plant after 3 weeks. Means of 10 sample plants of two trials are shown. All responses were significant by analysis of variance (P < 0. [SEP] Justify:

Output: The text does not discuss symbiotic relationships between microbes and plants or their impact on nutrient uptake. It focuses on the effects of nutrient solution pH and electrical conductivity on spinach plant growth, which does not relate to the specified claim.


Input: Task: corroborate the claim using the given text. Claim: Mindfulness in education will universally improve academic scores. [SEP] Text: Need satisfaction, in turn, promotes autonomous motivation, which produces adaptive academic outcomes [19]. Based on these findings, mindfulness not only predicts academic outcomes independently of adaptive motivation, but also produces outcomes indirectly by inducing adaptive motivation. Contributions and limitations of this studyThis study contributes to the literature in three important ways. First, this study is the first to demonstrate the incremental validity of mindfulness in predicting academic outcomes. Because mindfulness is a newly introduced factor to predict academic outcomes, it is crucial to demonstrate whether it explains unique variance in academic outcomes beyond factors established in this field. Our findings support the incremental validity of trait mindfulness over motivational factors well-established in this field, which corroborates previous findings and encourages future research concerning the academic benefits of trait mindfulness. Second, this study highlights the academic benefits of the being mode of mind, as opposed to the doing mode. This argument is reasonable given that trait mindfulness predicted academic outcomes after controlling for motivational factors. While previous studies demonstrated the academic benefits of doing-mode variables like motivational factors, there is little evidence showing the potentials of the being mode in academic learning. Given the previous and present findings, both the doing and being modes are important in academic settings. Using the two modes flexibly according to the situation may be the key to successful learning. Finally, this study suggests that mindfulness and motivational factors would contribute to academic outcomes through different mechanisms. Previous studies have suggested that mindfulness (e. g. , see Ostafin et al. [51] for a review) and motivational factors (e. g. , see Schunk & Zimmerman [52] for a review) both facilitate effective self-regulation, thereby leading to adaptive outcomes. Regarding the specific types of self-regulation, we suggest that motivational factors characterized by the doing mode of mind would promote top-down, future-focused, and change-oriented self-regulation, whereas mindfulness characterized by the being mode of mind would facilitate bottom-up, present-focused, and acceptance-based self-regulation. This study also has practical implications. Our findings suggest that educators might be able to promote students’ academic outcomes by cultivating their mindfulness. Meditation is a well-known practice to cultivate mindfulness and has recently begun to be introduced in educational settings [24]. [SEP] Justify:

Output: The text supports the claim by indicating that mindfulness is a significant factor in predicting academic outcomes. It explains that mindfulness promotes both adaptive motivation and academic success, showing that cultivating mindfulness can lead to improved academic performance. Additionally, the text highlights the unique contribution of mindfulness, suggesting that its use in educational settings can benefit students’ academic outcomes.