Input: Claim: Excessive social media use has been linked to increased anxiety and depression. [SEP] Text: , Reference Belanger, Akre, Berchtold and Michaud2011; Liu et al. , Reference Liu, Wu and Yao2016; Moreno, Jelenchick, et al. , Reference Moreno, Christakis and Egan2012). From a multicultural perspective on anxiety or depression, adolescents with nonnormative (very high or very low) use may be in other ways alienated from the dominant culture. High social media use might indicate a lack of participation in other areas of life, while very low social media involvement might signify estrangement from what now constitutes a developmentally appropriate activity: social media. Further, youth at the very high and very low ends of social media may be socioeconomically disadvantaged; they may live in low-resource settings, without consistent access to the Internet, or in contexts where social media use is the only activity available. Financial hardship, or disempowerment, is associated with depression and anxiety (Selfhout et al. , Reference Selfhout, Branje, Delsing, ter Bogt and Meeus2009). Further, the U-shaped curve may also result from the stimuli encountered on social media. Frequent social media use puts minority youth at risk of daily, and sometimes hourly, evidence of minority oppression in the form of news media. Similarly, those who choose to stay off of social media may be trying to avoid these stimuli. Importantly, detecting the U-shaped curve requires the use of analytic approaches beyond traditional linear regression. Therefore, it is possible that studies presumed to support a linear positive relationship actually support the U-shaped curve hypothesis. A third hypothesis is that there is no relationship between social media and depression, or social media and anxiety. More specifically, this hypothesis suggests that there is no population-level clinically significant relationship between these illnesses and social media use. Rather, certain subgroups may be at elevated risk for depression and anxiety due to social media use (Radovic et al. , Reference Radovic, Gmelin, Stein and Miller2017) while for others there is no relationship, and for still others social media use actually promotes mental health. At a population level, this variability cannot be detected. From a multicultural perspective, this makes sense; one would never expect to find a “population level” effect of social media on depression or anxiety, in a world where oppression (and consequential mental illness) is not equally distributed.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: RNA midguts were dissected on ice, pooled and immediately homogenized in 400 μL TR(Life Technologies) using first a microtube pestel and then a BioSpec Mini-BeadBeater (3 pulses for 2 min at 30 Hz) after addition of 150 mg of 0. 5 mm glass beads. Following phase separation according to the manufacturer, the aqueous phase was supplemented with 0. 015 volume of β-mercaptoethanol and 1 volume of 70% ethanol and transferred to an RNeasy spin column (RKit, Qiagen). Total RNA was isolated according to the kit instructions. Genomic DNA was removed using the RNA-free DNase set (Qiagen) twice during the RNA extraction. RNA was quantified by spectrophotometry using the ND-1000 (Nanodrop). RNA-of samples were extracted for each experimental group from pools of 3 midguts. RNA quality and concentration were checked using a RNA 6000 on the 2100 Bioanalyzer (Agilent Technologies). Six micrograms of each RNA sample were provided to Montpellier GenomiX (MGX, Institut de Génomique Fonctionnelle, Montpellier, France) for an additional RNA quality control and for library preparation and sequencing (50 bp single-end reads) on an HiSeq 2000 (Illumina) following the manufacturer’s protocol. Image analyses and base-calling were conducting using the HiSoftware 1. 4. 5. 0 and RTA component 1. 12. 4. 0 (Illumina). Sequences were mapped on the Apis mellifera genome (version Amel_4. 5 downloaded from NCBI), allowing up to two mismatches in alignments, and tags that matched predicted transcripts were counted using 1. 8. 2 (Illumina). package DESeq was used to normalize data and determine which genes were differentially expressed among treatments [44]. Genes were considered to be differentially expressed between two treatments at an adjusted p-value <0. 1. The p-values were adjusted for multiple testing with the Benjamini-Hochberg procedure which controls for false discovery rate. A principal component analysis (PCA) was performed under PAST [45] to evaluate the samples distribution according to their expression profiles.

Output: pass


Input: Claim: VR is used in medical training to simulate real-life procedures. [SEP] Text: Low levels of simulation sickness, physical strain and stress, coupled with high levels of enjoyability, engagement, presence and fidelity were identified as factors affecting the overall training experience. Students felt significantly greater levels of intrinsic motivation and self-efficacy after VR training. Students perceived global workload levels to be below 75% of benchmarked workload studies involving medical and video game type tasks. However, students reported they would prefer to have a trainer present (either physically co-located or available within the virtual environment). In terms of learning outcomes, high scores were recorded for active learning, cognitive benefit and reflective thinking. Students performed significantly better in the knowledge test after they had undertaken the VR training. Interestingly, prior experience (undertaken or observed ABG collection) did not have an impact on the student’s knowledge test score. Moreover, the result also revealed that the training improved the skill acquisition of the candidates and VR trained students had improved self-efficacy after VR training which carried over into their practical training. The observer ratings showed that students with VR training significantly decreased their need for support in the practical session. The observers’ ratings showed that students with VR training significantly outperformed the control group (32. 4% improvement) and students with VR training followed safety and hygiene procedures significantly better than the control group (39. 7% improvement). Students in the study group had a significantly higher completion rate than the control group; however, the procedure duration time was not statistically different between the study and control group. Lastly, the VR-HMD training system was validated against 11 key areas and these requirements were grouped into 3 super-categories of: (1) Design Considerations, (2) and (3) Implementation Considerations. The result of validation demonstrated validity against 90% of the requirements (at weakly met or higher level), with 73% strongly or fully met. 7. 1 Design considerationsSome of the design considerations of an ideal VR system are identified below, based on literature and studies conducted previously. Firstly, the simulation needs to use scenarios from real case studies (i. e. , what you wish to train for) (Vaughan et al. 2016), and secondly, the simulation should provide a controlled environment that is low risk and safe for both the trainee and others present (Bielsa 2021; Bernardo 2017). Consideration should also be given to unintended consequences of low-risk training (e. g.

Output: corroborate


Input: Claim: Excessive social media use has been linked to increased anxiety and depression. [SEP] Text: A white, cisgender child from a middle-class household is likely to see aspects of their own life reflected online; in contrast, those with any number of minority identities may feel “othered” by going online. The “no relationship” hypothesis is supported by several studies that have identified no population-level statistically significant association between social media use and depression or emotional problems (Anjum et al. , Reference Anjum, Hossain, Sikder, Uddin and Rahim2019; Fardouly et al. , Reference Fardouly, Magson, Johnco, Oar and Rapee2018; Ferguson, Reference Ferguson2021; Jelenchick et al. , Reference Jelenchick, Eickhoff and Moreno2013). Given the additional difficulty of publishing statistically insignificant findings, it may be that more studies have detected the “null” relationship than have been published. The fourth and final hypothesis is “it’s complicated,” which mirrors a common relationship status adolescents themselves like to use. The majority of studies focus on screen time as a measure of social media use, and it may be that other aspects of social media use relate more to depression and anxiety than does screen time. This hypothesis finds theoretical support from a cognitive perspective of anxiety and depression. Different online behaviors generate different thoughts, thoughts that may either reinforce or challenge beliefs about the self. Cognitive theory further states that avoidance is a key behavior maintaining illnesses like anxiety and depression. If an adolescent scrolls through social media primarily as a means of avoiding – rather than confronting – dreaded stimuli, social media use would likely contribute to the maintenance of anxiety. In contrast, a youth who uses their Finsta (Fake Instagram) to air the “less acceptable” sides of themselves may learn over time, through this online “validity testing,” that what they thought were unacceptable features are warmly received by peers. Last, children who already have depression or anxiety might assign social media different worth; they may compulsively check social media for evidence in support of their own worth, while a child who affords social media no such power would not feel this attachment toward use. Few studies have been designed to test Hypothesis 4; that is, few assess the specific features or intentions underlying adolescents’ social media use.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: This analysis was performed using the log of normalized data corresponding to the 3001 genes showing an adjusted p-value <0. 1 in at least one pairwise comparison. Quantitative Real-time PCR cDNA synthesis was performed in a 20 μL reaction containing 0. 5 μg of total RNA, 0. 5 μg of oligo(dT)12–18 primers (Life Technologies), 0. 5 mM of each dNTP and 200 U of (Life Technologies). All real-time quantitative PCR analyses were performed in 96-well plates on a Mastercycler ep Realplex2 thermocycler (Eppendorf) monitored by the Realplex software (version 1. 5) using the primers and conditions listed in Table S1. All primer sets, whether they were already published or newly designed, have been validated according to their specificity, linearity, efficiency and amplification reproductibility (Table S1). qPCR reaction mixtures consisted in 5 μL of 1∶16 diluted cDNA, the appropriate concentration of each primer and 10 μL of 2(Thermo Scientific) in a final volume of 20 μL. Negative controls (without cDNA) were included in each reaction set. The PCR program consisted in an initial step at 95°C for 15 min, and 40 cycles of 95°C for 15 s, specific annealing temperature for 30 s and 72°C for 30 s. Fluorescence was measured in each cycle after the elongation step. The specificity of the reaction was checked by analysing the melting curve of the final amplified product. The amplification results were expressed as the threshold cycle number (CT), which represents the number of cycles needed to generate a fluorescent signal greater than a predefined threshold. CT values were normalized by subtracting the CT value of the RpS5a reference gene from the corresponding cDNA sample. For every gene, data were analysed under PAST to determine if they fitted a normal distribution. The variation in gene transcript levels between different groups was evaluated by two-way ANOVA followed by a Student’s t-test. When data did not fit a normal distribution, the non-parametric Kruskal-Wallis test was applied. p-values below 0. 05 were considered significant. Response to N. ceranae and/or Fipronil using RNA-Sequencing (Exp. 1) Survival analysis.

Output: pass


Input: Claim: VR is used in medical training to simulate real-life procedures. [SEP] Text: , trainee’s translation of the training experience may result in perception of real-life risks becoming artificially low, particularly if the simulation was a no-fail scenario). It is important to not reduce risk perception for students, particularly in no-fail simulations by displaying the consequences of their actions/errors such as blood spurt if no gauze or wrist flinch if in wrong place). In terms of skills acquisition, the VR system should also have appropriate levels of procedural realism so that skills learnt undertaking simulated tasks can be translated into real-life skills. For example, many surgical procedures involve fine movements and positioning; the VR control elements positional granularity must be at least equal to that required of the task (Lopes et al. 2017). It was observed that learners interaction and control over virtual training environment is crucial for training. For VR systems, the position of the user and dynamic changes in position are required to be tracked and translated into both the control and corresponding field of view such that the user feels immersed, but also to avoid mismatch between the real and perceived interactions. Kinesthetic manipulation and having control over virtual elements will allow trainees to have a realistic learning experience which is more consistent with real-life training. It is crucial for the VR scenario to be perceived as a credible scenario. Mäkinen et al. (2022) also discussed the use of manipulation of VR content via hand controllers as being beneficial to learning. Meeting this requirement will have impact on the perceived procedural realism. The level of physical fidelity should also be matched to the skill being acquired and is closely linked to the sense of immersion (Pedram et. al. , 2020). The simulations should provide capability to display realistic cause and effects and feedback based on the actions of the user (Barteit et al. 2021). To create this, the hardware needs to support and provide optimal refresh rates, frame rates, display sizes and display resolutions and support interaction. 7. 2 Learning mechanismsIn general for VR to enhance the quality of the training, the platform must match the capabilities of a technology to the demands of a task (Rahman et al. 2020). Capability matching means where the physical environment should match the requirement of the given task. For example, if the procedure takes place in an operating theater, the simulated environment should be similar in terms of physical appearance and soundscape (Bernardo 2017).

Output: corroborate


Input: Claim: Excessive social media use has been linked to increased anxiety and depression. [SEP] Text: As such, it remains to be seen how the specific uses of social media differentially relate to depression and anxiety. A recently developed tool to measure the quality of use, the Adolescents’ Interactions and Importance scale, is a promising means of evaluating the importance that adolescents assign to different affordances of technology, including technology to bridge online/offline experiences and p2019. This included cohort, longitudinal, and ecological momentary assessment studies (Odgers & Jensen, and Jensen2020). They authors concluded that most research has been correlational, focused on adults, and has led to a mix of conflicting results. They also observed that most studies report “small associations … that do not offer a way of distinguishing cause from effect and, as estimated, are unlikely to be of clinical or practical significance” (p. 336). It has become increasingly evident that the current literature may not support Hypothesis 1, but that Hypotheses 2–4 above remain available for more nuanced and high-quality studies to address.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: It is noteworthy that the provided fipronil and imidacloprid concentrations in our study lie within the range detected in contaminated pollen and nectar stored inside hives [18], [20], [21], [48], [49]. Different impacts of fipronil and N. ceranae treatments on honeybee survival were observed in this study compared to previous surveys. Parasite infection had a more severe impact on honeybee survival compared to our previous study where the infection of newly emerged honeybees resulted in a mortality of 39% of individuals 22 days post infection (dpi) [39]. This higher impact was particularly evident in Exp. 2, where the mortality reached a maximum of 51% of honeybees at only 12 dpi (Fig. S2). Moreover, we observed a significant impact on honeybee survival in groups exposed to fipronil concentrations of 1. 3 μg/L (Exp. 1) or 2 μg/L (Exp. 2) (Fig. 1 and S2). Therefore the insecticide doses received by honeybees were not sublethal, in contrast to previous studies performed with a comparable chronic exposure to fipronil (1 μg/L) [38], [39]. No synergy between N. ceranae and fipronil treatments has been observed in the present work while they led to a synergistic effect on honeybee mortality in previous studies [38], [39]. The absence of synergy could be linked to the already high impact of individual treatments, that could have prevented further potentialization, and all these effects could be due to life-history traits of the sampled honeybee colonies such as resources, other contaminants and pathogens that might have an impact on the honeybee lifespan. Indeed, a contamination by Varroa destructor virus sequences was detected in RNA-Seq data and two others viruses, the black queen cell virus and the deformed-wing virus, were also detected by RT-PCR in RNA samples extracted from Exp. 2 (data not shown). The presence of viruses in honeybees during experiments might be more common than thought as another study has also reported a RNA sample contamination by viruses [50]. Compared to fipronil, exposure to imidaloprid (2 μg/L) did not lead to a significant increase in individual mortality implying that doses absorbed by honeybees could be considered as sublethal (Fig. S2). The N.

Output: pass


Input: Claim: VR is used in medical training to simulate real-life procedures. [SEP] Text: VR creates an opportunity to enhance the quality of training by recreating experience and training conditions similar to the physical world (Rahman et al. 2020). The technology must facilitate the training in a way to enhance users’ learning behavior, and when technology is appropriately employed to solve learning tasks, it can improve learning experience through reflective thinking and influence learning outcomes. The other important factor is social presence. Social presence refers to the user perception of the quality of the tool to foster the social aspect of the experience (Pedram et al. 2020). This includes for instance, having the trainer present in the form of a virtual tutor who can assist them through the training task. Trainers by providing feedback can support learners throughout training process. Fairén et al. (2020) reported students generally preferred to receive the feedback, while they are in the training environment. It was also observed that 68% of the students in this study preferred the trainer to be involved in the training process and to provide feedback. One of the greatest affordances of VR is to create the opportunity for repetitive training where trainees’ errors can be identified and refined by feedback from the trainer or system (Bielsa 2021) and this will in turn create an opportunity for reflective thinking and learning. It is reported that consistent feedback during the training can reduce the cognitive load for the learner and will allow learners to focus on the task (Breitkreuz et al. 2021). As it has been reported by Bernardo (2017), ideal learning can occur under the following conditions: “feedback during training, repetitive practice, curriculum integration, range of difficulty level, multiple learning strategies, capturing of clinical variation, a controlled environment, individualized learning, defined outcomes, and validity. ” p. 1026. As it was reported by the lecturer and also previously indicated by Bielsa (2021) mixed-modal training is proven to be essential and superior to the traditional Halsted approach regarding the acquisition of surgical skills. Simulation-based training can help trainees acquire the necessary skills and knowledge in a more effective manner. Virtual environments give trainees the opportunity to visualize 3D relations and gain an experience in mixed reality, something that would never be possible in the real world (Mehrotra and Markus 2021). That said, the simulation should become a component of a structured curriculum in which the trainee can benefit from a sequential and constructive (or incremental? ) learning process (Bernardo 2017).

Output: corroborate


Input: Claim: Excessive social media use has been linked to increased anxiety and depression. [SEP] Text: The introvert theory of 'Human Psychology' from 1924 also explains that persons do not want to share everything, every time and with every person [7]. As social media rose in the 2000s and was distributed globally, governments, businesses, high-profile persons, and the most affluent started communication. While social media became a powerful tool for increasing humanitarian support, providing warnings and education, social media also has been linked to increasing cybercrime, diminishing personal privacy, and increasing risks for mental disorders and various types of conflict in society [8, 9]. Accordingly, there has been a simultaneous increase in social media usage and mental disorder frequency over time. Given the simultaneous rise and population size impacted, there has been considerable research regarding social media usage on mental health. Positive and negative impacts of social media have been described. Fundamentally, social media links people, providing a platform for personal bonding, sharing new information and personal entertainment materials, which has enabled improvements in aspects of mental health [10]. Additionally, while general anxiety and depression are linked to loneliness and/or lack of communication, hope and entertainment, these conditions can manifest into severe mental disorder(s) [11]. Recent research carried out during the COVID-19 pandemic confirms that many turned to social media to seek both emotional and practical social support [12], and the use of social media was positively associated with subjective wellbeing [13]. Social media use during COVID-19 improved subjective happiness and self-rated mental health [14, 15] and reduced stress[16] for many individuals. Conversely, there are also social media use-related risk factors that have been identified for developing a mental health disease, specifically, the duration, frequency, and number of social media platforms being used [17]. Adverse effects linked to increased social media usage include college students reporting declines in their academic performance, [18] which could increase the likelihood of downstream mental health effects and/or be indicative of an upstream mental health impact from social media usage. Beyond the use of social media, there are several known risk factors associated with anxiety and depression. Firstly, the prevalence of anxiety depression is higher among older aged persons, [19] influenced by older persons having increased vulnerability to diseases and disability, isolation from family, insufficient wealth to maintain a standard of living, or a combination of these factors, among others.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: In insect midgut, a localized immune response can be implemented by the production of reactive oxygen species (ROS) which are toxic to pathogens [59], [60]. As ROS can also have cytotoxic effects on host tissues, a balance between the generation and elimination of ROS must be maintained [60]. Antioxidant reactions involve enzymes such as glutathione peroxidases, catalases and glutathione-S-transferases, which are also involved in xenobiotic detoxification and particularly in pesticide metabolism. In our study, the expression of one of the honeybee catalase encoding genes (Gene ID 443552) was significantly reduced in the midgut 11 days following N. ceranae infection (Table 2). In contrast, in N. ceranae-infected honeybees at 7 dpi, Dussaubat et al. , (2012) [10] observed the overexpression of the same catalase encoding gene, as well as other genes encoding a glutathione peroxidase-like 2 and two cytochrome P450 monooxygenases (CYP/P450s). As the honeybee genome carries several homologs of these genes, the impact of N. ceranae infection on antioxidant and detoxification processes appears unclear although there seems to be a reorganization between transcripts. The measure of enzyme activities in N. ceranae-infected midguts suggested that such gene expression rearrangement would lead to a decrease in glutathione peroxidase and an increase in glutathione-S-transferase activities [10], [38]. In our study, neither insecticide nor parasite-insecticide treatments led to significant changes in the expression of genes related to detoxification. On the contrary, a significant overexpression of 9 genes encoding CYP/P450s was detected in honeybee larvae orally exposed to imidacloprid (2 μg/L) for 15 days [61]. In insects, CYP/P450s are involved in the resistance to insecticides [62]–[66]. Modifications of detoxifying activities were also observed in honeybees after an acute and topical exposure to sublethal doses of the neonicotinoid thiamethoxam [67].

Output: pass


Input: Claim: VR is used in medical training to simulate real-life procedures. [SEP] Text: 7. 3 Implementation considerationsIn general, the system must be both fit-for-purpose but provide improvement over or alongside existing training mechanisms if it is to be a suitable candidate for adoption. Although certain skills acquisitions are advantageous in immersive VR, some applications had no advantage over less immersive training solutions (McKnight et al. 2020; Jensen and Konradsen 2018). For successful implementation of a VR-HMD training system the medical trainers or lecturers should be involved in the development of the system providing the knowledge around the medical scenarios, anatomy/physiological landscape, technical skills and techniques in addition to driving the learning outcome requirements and integration into the curriculum. Moreover, any new system being adopted for use in the medical education field must adhere to the relevant regulations; e. g. , medical image privacy, patient data (Masuoka et al. 2019), ethical implications for both users and patients and HIPAA compliance (McKnight et al. 2020). 7. 4 LimitationsA number of limitations of this study: Our evidence-based findings rely on 44 medical students; it will be beneficial to extend this study to include more participants and add diversity to investigate to what extent the findings will differ. In our study, we focused on a single training scenario involving ABG (Gas) collection. We acknowledge that the alignment of the technology with the task requirements, also known as technology-task fitness, is a critical factor in effective learning. Therefore, further investigation using different scenarios on the training platform would be beneficial in order to draw more conclusive findings. The assessment of training transfer quality, which reflects effective learning, was evaluated through multiple methods: (1) trainee self-reported perceptions of learning, (2) pre–post-differences in trainee competency test scores (taken before training and prior to practical training), (3) error reduction rate and (4) performance observation by assessors. While an ideal approach would involve workplace evaluation of skills and competences, measuring training transfer in the actual clinical setting was not feasible in this study. Nonetheless, future research should aim to investigate the transfer of training from VR-based training to real-world medical practice, where feasible, to accurately assess the learning benefits of immersive VR training in the context of medical education. Due to the time constraints, the study was constrained to the outcome of a single VR-based training session; a longitudinal study is required to understand the learning curve for VR clinical skills training.

Output: corroborate


Input: Claim: Excessive social media use has been linked to increased anxiety and depression. [SEP] Text: Interestingly, persons who used social media once a day had a significantly lower prevalence of Anxiety/Depression relative to more than once a day (p < 0. 001) Table 1 Situation of demographic, trust and practice with anxiety and depression Independent Variables//Outcome ~ Depression) P value No (%) Yes (%) Age 15–29 39,188 (33. 6) 8,889 (22. 7) < 0. 001 30–49 44,380 (38. 0) 9,471 (21. 3) 50–64 19,954 (17. 1) 3,705 (15. 4) 65+ 12,673 (10. 9) 1,803 (14. 2) DK/Refused 615 (0. 5) 103 (16. 8) 59,478. (50. 9) 11,312 (19. 0) < 0. 001 Female 57,332 (49. 1) 12,659 (22. 1) or less (8 years or less) 15,361 (13. 1) 3,464 (22. 6) < 0. 001 Secondary (8–15 years) 64,042 (54. 8) 13,846 (21. 6) Tertiary (16 + years) 36,736 (31. 4) 6,469 (17. 6) DK/Refused 671 (0. 6) 192 (28. 6) Poorest 20% 17,371 (15. 0) 4307 (18. 5) < 0. 001 Second 20% 19,359 (16. 7) 4251 (18. 3) Middle 20% 22,141 (19. 1) 4388 (18. 9) Fourth 20% 25,320 (21. 9) 4710 (20. 2) Richest 20% 31,622 (27. 3) 5554 (23. 9) 74,268 (63. 6) 15,213 (20. 5) 0. 675 Unemployed 42,532 (36. 4) 8,756 (20. 6) Trust in 95,198 (81. 5) 19,056 (20. 0) < 0. 001 No 14,833 (12. 7) 3,476 (23. 4) DK/Refused 6,819 (5. 8) 1,439 (21. 1) Trust in traditional healer Yes 49,523 (42.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: (2013) Comparative study of Nosema ceranae (Microsporidia) isolates from two different geographic origins. 162: 670–678. View 17. (2010) Pesticides and honey bee toxicity – USA. Apidologie 41: 312–331. View 18. (2010) High levels of miticides and agrochemicals in apiaries: implications for honey bee health. 5: e9754. View 19. Chauzat M-P, Carpentier P, Martel A-C, Bougeard S, Cougoule N, et al. (2009) Influence of pesticide residues on honey bee (Hymenoptera: Apidae) colony health in France. 38: 514–523. View 20. Chauzat M-P, Faucon J-P, Martel A-C, Lachaize J, Cougoule N, et al. (2006) A survey of pesticides residues in pollen loads collected by honey bees in France. J 99: 253–262. View 21. ’hostis M, et al. (2013) Widespread occurrence of chemical residues in beehive matrices from apiaries located in different landscapes of Western france. 8: e67007. View 22. -M (2007) The sublethal effects of pesticides on beneficial arthropods. Entomol 52: 81–106. View 23. -L (2012) Neural effects of insecticides in the honey bee. Apidologie 43: 348–370. View 24. (2004) Imidacloprid impairs memory and brain metabolism in the honeybee (Apis mellifera L. ). Physiol 78: 83–92. View 25. (2005) Effects of sublethal doses of fipronil on the behavior of the honeybee (Apis mellifera). Behav 82: 30–39. View 26. Bernadou A, Démares F, Couret-(2009) Effect of fipronil on side-specific antennal tactile learning in the honeybee. J 55: 1099–1106. View 27. (2004) A method to quantify and analyze the foraging activity of honey bees: relevance to the sublethal effects induced by systemic insecticides. 47: 387–395. View 28.

Output: pass


Input: Claim: VR is used in medical training to simulate real-life procedures. [SEP] Text: It would also be advantageous to compare the effect of repeated exposure/training/practice over time with VR-based training and other modes of training. 8 overall aim of the research was to provide a validation of the VR-based training system for medical training. This was performed utilizing a systematic approach by validating the system against the predefined requirements. The study found a user acceptance level of 75%. This enabled the identification of weaknesses of the current system and possible future directions. In this paper, within- and between-subject design approaches were used to firstly assess the validity against requirements, then to determine whether VR training improves the skill acquisition of the candidates and to determine the factors affecting the magnitude of the skill acquisition. Therefore, students were divided into study and control groups and were compared based on their level of skills acquisition. Results revealed that students exposed to VR training (the study group) outperformed the control group in practical clinical skills training tasks and also adhered to better safety and hygiene practices. The study group also had a greater procedural completion rate over the control group. Students showed increased self-efficacy and knowledge scores immediately post-VR training. Prior ABG training did not impact on VR training outcomes. Low levels of simulation sickness, physical strain and stress, coupled with high levels of enjoyability, engagement, presence and fidelity were identified as factors affecting the overall training experience. In terms of learning, high scores were recorded for active learning, cognitive benefit and reflective thinking.

Output: corroborate


Input: Claim: Excessive social media use has been linked to increased anxiety and depression. [SEP] Text: Our study shows, respondents who trust in Science and were less likely to be GAD reference with those not trust. We could not find relative comparison with previous research. At the peak time of COVID pandemic, a study showed that there was a significant role of belief process in pandemic depression and anxiety [33]. A pathway analysis showed that belief process including emotional belief was associated with anxiety disorder [34]. A traditional healing process is fundamentally the belief system and those respondents are more likely to anxiety disorder than those do not. Likewise, people with GAD were equally consulted with psychiatric doctors and traditional healers [35] and who did spiritual practice and alternative medicine had better self-perceived health than those did not [36]. There are not consistent findings regarding the association between use of social media and mental illness like Anxiety and Depression. Social media has been widely used as an important source of health information, particularly during public health crises. So, a study by Brailovskaia et al. (2022) found that COVID-19-related social media use is positively related to the psychological burden of the pandemic [37]. John A. Naslund et. al 2020 concluded that the role of social media as a potentially viable intervention platform for offering support to persons with mental disorders, promoting engagement and retention in care, and enhancing existing mental health services, however the caution should be warranted [38]. A systematic review by Khalaf 2020, revels that ethical social media use can expand opportunities for connection and conversation, as well as boost self-esteem, promote health, and gain access to critical medical information and mitigate the anxiety and depression in starting phase but excessive use increase the risk of information misleading, confusion and enhance the severity of GAD [39]. Study by et. al concluded that use of social media among teenagers and young people appears to be predictive of depressive symptoms and low offline social support from both family and peers [40]. A study by Michelle O’Reilly − 2020 concluded that social media used by adolescent increase the mood and anxiety disorders, as a platform for cyberbullying and the use of social media itself was often framed as a kind of ‘addiction’[41] which finding is perfectly matching with our findings. ConclusionThis study explored the different factors associated with Depression globally.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Lemaitre B, (2007) The host defense of Drosophila melanogaster. Immunol 25: 697–743. View 41. (2003) Proventriculus (cardia) plays a crucial role in immunity in tsetse fly (Diptera: Glossinidiae). 33: 1155–1164. View 42. Pauchet Y, Freitak D, Heidel-(2009) Immunity or digestion: glucanase activity in a glucan-binding protein family from Lepidoptera. J 284: 2214–2224. View 43. Martín-Hernández -Bailón E, et al. (2007) Outcome of colonization of Apis mellifera by Nosema ceranae. Microbiol 73: 6331–6338. View 44. Anders S, (2010) Differential expression analysis for sequence count data. 11: R106. View 45. Hammer Ø, (2001) PAST: Paleontological statistics software package for education and data analysis. 4: 1–9. View 46. Kievits J, (2007) Neurotoxiques systémiques, un risque pour les abeilles? 118: 12–17. View 47. Min- (2010) Cysteamine, the natural metabolite of pantetheinase, shows specific activity against Plasmodium. 125: 315–324. View 48. Bernal J, Garrido-Bailón ález-Porto AV, Martín-Hernández R, et al. (2010) Overview of pesticide residues in stored pollen and their potential effect on bee colony (Apis mellifera) losses in Spain. J 103: 1964–1971. View 49. Pareja L, Colazzo M, Pérez-Parada A, Niell S, Carrasco-Letelier L, et al. (2011) Detection of pesticides in active and depopulated beehives in Uruguay. 8: 3844–3858. View 50. -P, Crauser D, et al. (2013) Ecto- and endoparasite induce similar chemical and brain neurogenomic responses in the honey bee (Apis mellifera). BMC Ecol 13: 25. View 51.

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: 10. 5194/gh-76-369-2021 © Author(s) 2021. This work is distributed under the Attribution 4. 0 License. Special issue: Special edition Social Geography: “Geographies of the future”. . . © Author(s) 2021. This work is distributed under the Attribution 4. 0 License. 10. 5194/gh-76-369-2021, 2021. Received: 23 Apr 2020 – Revised: 16 Feb 2021 – Accepted: 08 Jun 2021 – Published: 12 Aug 2021 1 recent years, virtual reality (VR) as a new technology has become easily accessible to everyone. It is already used in multiple contexts, for instance in gaming, job training, and increasingly also education. To experience VR, users put on VR glasses and immerse themselves in an alternate reality like a flight through the universe or a walk over an active volcano. It appears as if they are present in a different world and they react similarly to in everyday life – with fear, joy, astonishment, etc. (Slater and Sanchez-Vives, 2016). This is the effect of an atmospheric feeling: users perceive VR as situations and react affectively and emotionally. This effect is powerful. Users hardly question VR environments. The experienced situations trigger learning effects and possibly change behaviour. For geographic education this must be reflected on critically. If people acquire space and content holistically at first, they need a mindset to understand how their body and emotions are part of understanding the virtual world. This is similar to a critical reflection on visual and image-related communication of space (Schlottmann and Miggelbrink, 2015b) but with the difference of a sense-based (more-than-visual but body-related) view VR acquires. But the principle is the same: VR should be treated like images as a practice of acquiring, mediating, and producing space (Schlottmann and Miggelbrink, 2015a:24 f. ). In this paper we discuss how virtual reality can be conceptually integrated into geographical education. Therefore, we suggest using a mindful teaching concept. According to Manemann (2014:77), we refer to, on the one hand, strengthening self-efficacy and, on the other hand, generating attention for things that one does not usually consider.

Output: corroborate


Input: Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: He brings an accessible sociological approach to develop a broad and human(e) understanding of the formal and informal “social support that arises out of the network of friends, family and acquaintances such as neighbours and work colleagues, surrounding an individual”. The book provides a comprehensive analysis of the interactions between mental health problems and social relationships. It articulates the cyclical effect of self-stigmatisation combined with the cognitive and emotional effects of mental health problems on the individuals’ behaviour in relation to others who are also influenced by their pre-conceptions of mental illness and their experiences of relationships with others who have mental health problems. These dynamics can both impair the reciprocal nature of relationships and it can erode the pattern of friendships so that they are displaced or neglected and all too quickly fade away. Leach draws on the personal accounts of people with mental health problems to illustrate the meaning, nature and value of friendships, the need for altruism at times and the two way benefits of relationships even when one party is at their most distressed and might appear to give no return. (initially baulked at the notion of “one way” friendships, I can see that there may be times when it feels this way – to both people involved. ) He demonstrates the importance of social support in every domain of our lives – family, work, education and in communities and goes on to define ways in which social support can be offered and accepted in these domains. This is a helpful, informative and timely book. However, there are some aspects of social support that are glossed over. acknowledges the shortcomings of relationships that are over prescriptive or offer unwelcome or inaccurate advice, I wonder whether evidence of unhelpful social support, damaging relationships and the value of isolation needs to be included. I also feel that the barriers facing professionals in promoting, facilitating and supporting social relationships need to be explored and debated further. Hitherto, professionals have been wary of connecting people with shared interests, common goals and ambitions in case they bring additional burden and stress for each other (implicitly by virtue of having mental health problems). Fear of breaching confidentiality lies at the core of this. If we introduce two people who appear to have similar wishes and could potentially benefit from company in, for example joining a club, going to the cinema or doing an activity together then where do we stand if the relationships turns out to be exploitative or damaging?

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: (2005) Proteases. Insect Science. Amsterdam: Elsevier, Vol. 4: 247–265. View 52. -L, (1999) Antimicrobial peptides in insects: structure and function. Immunol 23: 329–344. View 53. Lovallo N, Cox-Foster DL (1999) Alteration in FAD–glucose dehydrogenase activity and hemocyte behavior contribute to initial disruption of Manduca sexta immune response to Cotesia congregata parasitoids. J 45: 1037–1048. View 54. Sun W, Shen Y-H, Yang W-J, Cao Y-F, Xiang Z-H, et al. (2012) Expansion of the silkworm GMC oxidoreductase genes is associated with immunity. 42: 935–945. View 55. Garrido PM, Antúnez K, Martín (2013) Immune-related gene expression in nurse honey bees (Apis mellifera) exposed to synthetic acaricides. J 59: 113–119. View 56. (2012) Gene expression in honey bee (Apis mellifera) larvae exposed to pesticides and Varroa mites (Varroa destructor). J 58: 1042–1049. View 57. (2012) Direct effect of acaricides on pathogen loads and gene expression levels in honey bees Apis mellifera. J 58: 613–620. View 58. Terra WR (2001) The origin and functions of the insect peritrophic membrane and peritrophic gel. 47: 47–61. View 59. (2009) Recognition and response to microbial infection in Drosophila. Insect infection and immunity. New York: Press. p. 272. 60. Nathan C, Cunningham-(2013) Beyond oxidative stress: an immunologist’s guide to reactive oxygen species. Immunol 13: 349–361. View 61. (2013) Transient exposure to low levels of insecticide affects metabolic networks of honeybee larvae. 8: e68191. View 62. (2011) CYP9Q-mediated detoxification of acaricides in the honey bee (Apis mellifera). 108: 12657–12662. View 63.

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: Via a head-mounted display (HMD) or phone-based cardboard headset (housing with two lenses in which a smartphone can be placed; see Fig. 1) users can experience a virtual 360∘ environment. The head movement is registered via head tracking. Thus, it is possible to see something different in every possible viewing direction. Therefore, the visual representation creates an “illusion of surrounding” (Slater, 2009:3550). Users are brought “into the picture” (see Slater and Wilbur, 1997; Slater, 2009). Within this picture users are able to perform “a walkthrough”, i. e. they can apparently cover distances and change directions and perspectives (Chen, 1995:29). By this, the impression of an experienceable space is further strengthened because places can be changed. Figure 2 shows an image sequence in a computer-generated VR (the social VR AltspaceVR): the user moves as an avatar towards a group of other avatars to meet and talk. Figure 3 shows yet another form of presentation. In image-based VR systems, photo-quality panoramic views are used. For this purpose, 360∘ or VR cameras are applied to convert natural scenes into digital data. Moving is then achieved by stitching together panoramic images taken from different positions. Figure 1Pupil uses a VR cardboard with an inserted smartphone (photo by Chris Dormann). 2. 2 The feeling of presence This immersive technology immensely increases the possibility of users having an alternate reality experience (Slater and Sanchez-Vives, 2016:2). The reality addressed here refers to the experienced and perceived everyday reality of an individual human being. In VR, users can enter other worlds where they can move and act. It seems as if, in addition to the perceived reality of everyday life, a further, equally plausible reality is available to them. The experience is therefore different in VR than in the usual “view of a surface” (when the virtual world is presented on a screen). Slater (2009:3549) points out that VR is “a medium in which people respond with their whole bodies”. They feel atmospheres and show attention and emotional involvement. and Sanchez-Vives (2016:2) describe it, “VR best operates in the space that is just below what might be called the `reality horizon.

Output: corroborate


Input: Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: Even where researchers documented a decrease in mental health emergency department visits and crisis calls throughout the first wave of the pandemic, they acknowledge that data may present differently if collected over a longer period as an accumulation of stress, loneliness, isolation, and other factors may have taken longer to develop (Dainton et al. , 2021). With respect to Canadian data, Statistics Canada’s Survey on COVID-19 and (SCMH) showed that the proportion of Canadian adults screening positive for major depressive disorder (MDD) increased from 15% in fall 2020 to 19% in spring 2022 (Statistics Canada, 2021). The proportion of Canadian adults screening positive for general anxiety disorder (GAD) also increased from 13% in fall 2020 to 15% in spring 2022 (Statistics Canada, 2021); younger Canadians aged 18 to 24 were vulnerable to adverse mental health outcomes during the COVID-19 pandemic as a higher proportion reported experiencing feelings of loneliness. Mental illness has been, and continues to be, prevalent in adolescents, which represent a significant proportion of university students. According to the of (2023), those in the 18- to 25-year age group reported the highest prevalence of any mental illness compared to adults in the 26- to 49- year age group and the 50 and older age group. Approximately one in five adolescents suffer from a diagnosable mental disorder demonstrating a heightened risk for young adults (Nesi, 2020). In addition, the incidence rates of depression and suicide have increased significantly within the past decade (Nesi, 2020). Data on suicide in the reveal a 56% increase in suicide rate among individuals aged 10 to 24 from 2007 to 2017 (Curtin & Heron, 2019). The consequences of the pandemic present new mechanisms by which the mental health of university students is impacted. Visser and Law-van Wyk (2021) reported that university students in experienced challenges related to mental and emotional health during the pandemic as a third of the respondents had difficulty coping with psychological challenges presented in the lockdown. Furthermore, emotional difficulties during the lockdown especially impacted students early in their university education compared to more experienced students (Visser & Law-van Wyk, 2021). A study conducted in Georgia found reported serious mental health impacts from the pandemic as 79% of respondents reported experiencing anxiety and 46. 7% reported experiencing depression (Nadareishvili et al. , 2022).

Output: pass


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Chandor-Proust A, Bibby J, Régent-Kloeckner M, Roux J, Guittard-Crilat E, et al. (2013) The central role of mosquito cytochrome P450 CYP6Zs in insecticide detoxification revealed by functional expression and structural modelling. 455: 75–85. View 64. (2013) Biochemical mechanisms of imidacloprid resistance in Nilaparvata lugens: over-expression of cytochrome P450 CYP6AY1. 43: 1021–1027. View 65. Scott JG (1999) Cytochromes P450 and insecticide resistance. 29: 757–777. View 66. David J-P, Ismail HM, Chandor-(2013) Role of cytochrome P450s in insecticide resistance: impact on the control of mosquito-borne diseases and use of insecticides on Earth. 368: 20120429. View 67. Badiou-Bénéteau -L, Carvalho GA, Buleté A, et al. (2012) Development of biomarkers of exposure to xenobiotics in the honey bee Apis mellifera: application to the systemic insecticide thiamethoxam. Saf 82: 22–31. View 68. Becker A, Schlöder (1996) The regulation of trehalose metabolism in insects. Experientia 52: 433–439. View 69. (2010) Different functions of the insect soluble and membrane-bound trehalase genes in chitin biosynthesis revealed by RNA interference. 5: e10133. View 70. Barraza A, Sánchez F (2013) Trehalases: A neglected carbon metabolism regulator? Behav 8. 71. Pick L, (2012) Hox gene evolution: multiple mechanisms contributing to evolutionary novelties. Y 1256: 15–32. View 72. (2007) Interleukin-10 expression in macrophages during phagocytosis of apoptotic cells is mediated by homeodomain proteins Pbx1 and Prep-1. Immunity 27: 952–964. View 73. (2008) Role for beta-catenin and HOX transcription factors in Caenorhabditis elegans and mammalian host epithelial-pathogen interactions. 105: 17469–17474.

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: (2018), for example, placed men who were violent towards women in female avatars and exposed them to situations of verbal and physical violence by men. The study showed a significant increase in the empathic ability of the men after the experiment. Another study placed people with racist attitudes in avatars with a different skin colour. In this case a reduction in racist attitudes could still be demonstrated after a longer period of time after the experiment (Banakou et al. , 2016). If people think that events in VR are happening (plausibility illusion), they even show authentic behaviour in VR (Slater, 2009:3553). Sanchez-Vives and Slater (2005:334) refer to several behavioural or physiological reactions to presence in VR, such as swaying or an increasing heart rate. (2018) explains in this context the following: “There is no medium that magically produces empathy. ” But in “VR, content that moves the body will also move the mind. ” Equally, such studies demonstrate the potential power and danger of this medium. Due to their proximity to human perception, media such as VR create a simulated world that is difficult to question (like such media of perception in general; see Spangeberg, 1996:268). First, users immerse themselves in the scene. It is not until later that they realize the artificiality of the situation. This has far-reaching consequences. As Schöne et al. (2019) showed, actions in VR can be processed like real memories: participants experiencing a motorcycle ride in a 360∘ VR environment performed significantly better in memory tasks than participants watching a 2D video of the ride. The authors argue that immersive experiences can be included in an extensive autobiographical memory network. Basically, there is a growing interest in using VR in wider educational areas, e. g. to illustrate problems or to foster the ability to cope with unknown situations (Bailenson et al. , 2008:108). There are already various educational offers – commercial or non-commercial – that work with VR technology, even for schools (e. g. Google expeditions). Therefore, it is necessary to reflect on the use of VR in educational contexts, with reference to specific educational requirements. Especially as events in VR are perceived (and remembered) as real, it must be ensured that VR experiences are neither overwhelming nor manipulative.

Output: corroborate


Input: Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: With respect to university students, social media use has increased substantially as the use of the internet for education has become essential (Haddad et al. , 2021). Elementary and high school students who experience cyberbullying, a common and concerning aspect of online behavior and social media, are more likely to have suicidal ideation, plans, and attempts compared to those who do not experience cyberbullying (Sampasa-Kanyinga et al. , 2014). Tsitsika et al. (2014) found that heavier social media use was associated with diminished academic performance. Sleep disruption and deprivation are linked with excessive social media use and negative mental health outcomes (Abi-Jaoude et al. , 2020; Alonzo et al. , 2021; Schimmele et al. , 2021) including anxiety, depression, and psychological distress, and was especially prominent in those aged 16 to 25 (Alonzo et al. , 2021). Another potential negative outcome associated with social media use is an increased sense of loneliness which has been demonstrated through multiple studies (Barry et al. , 2017; Hunt et al. , 2018; Thomas et al. , 2020). Hunt et al. (2018) found that a significant decrease in loneliness and depression was observed in undergraduate students that limited their social media use to 30 min per day compared to the control group who did not. Studies completed in found that online social comparison can lead to the development of depressive symptoms through various mechanisms (Boers et al. , 2019; Feinstein et al. , 2013; Nesi et al. , 2017). Despite the negative associations described in the literature, social media’s role in the development of negative mental health outcomes remains a subject of debate and contention. The literature conveys mixed results with respect to mental health outcomes. A recent study of 467 undergraduate students in the found that mental health problems including social anxiety, suicidal thoughts, loneliness, and others, could not be predicted by social media use (Berryman et al. , 2018). Furthermore, Nesi (2020) posits that social media conjures an environment capable of providing benefits to the user including entertainment, creative expression, and social connection. Social media also offers a unique environment for mental health awareness, promotion, and treatment (Nesi, 2020; O’Reilly et al. , 2019).

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: 39, df between groups = 2, df within groups = 11, P = 0. 69, Older bees- ANOVA; F = 0. 15, df between groups = 1, df within groups = 8, P = 0. 71). Dead bees were not included in the data set. Each young bee that survived for 14 days was euthanized in a −80°C freezer, before dissecting its midgut to determine if it was positive or negative for N. ceranae spores. Bees not dissected immediately were stored in a −20°C freezer. In both the 2-and 1-Screen Test, older bees were installed in the adjacent cage from day 1 to 4 at an approximate 2∶1 ratio (older bees: young bees; mortality altered the final ratios, as shown in Table 1). The older bees were fed ad libitum with a 50% sucrose solution (w/w) feeder. Only older bees that survived the full 4 days were included in the data set. Midgut dissection occurred post −80°C euthanasia. After the older bees were removed, the cage that held them was left attached to the cage holding the young bees, to minimize handling time and control for airborne exposure between the two cages. Download: PPTPowerPoint slidePNGlarger imageTIFForiginal imageTable 1. Summary of results from the cage trials. the 1-treatment, the food was removed from the young bees from day 2–4 (three days total). This forced them to receive food from the older bees. The young bees were observed to receive food via trophallaxis from the older bees, and in both the 1-Screen and 2-Screen treatments, both the older bees and the young bees were often found congregating on the screen. Mortality in the young bees while they did not have access to food was no different than during the rest of the treatment period (data not shown). bees (Apis mellifera L. ) were taken from four colonies in the Wageningen research apiary. In the 2-and 1-treatments, the older infected bees and the young bees in adjacent cages came from the same colony. Young bees. Recently emerged bees (easily recognized by their ‘fuzzy’ and ‘wet’ appearance) were taken directly from combs using a plastic tube aspirator.

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: 2 At the same time, this means that digitality has to be dealt with conceptually. (2018:15) points out, whoever controls the infrastructure by determining the parameters controls what can happen. Universities should have an influence on which content-related and didactic priorities are set in the use of digital media in general and VR in particular. 3 Acquirement and mediation In summary of the previous section, VR can be conceptualized as an augmented image: a designed virtual world in which things are seen, emotions felt, atmospheres perceived, and situations experienced. In the following, we will focus on VR in the context of geographical education. As we will discuss in more detail in Sect. 4, students developed VR field trips (VREXs) based on their own research results on current urban development processes. 3 The VR field trips are designed as 360∘ walk-throughs. For this, 360∘ recordings were made at various locations in the city. The challenge in this context was suitable places in the cities of Vienna and Berlin that “work” in VR. For this, the students had to combine felt urban atmospheres and observed urban practices – related to their research fields. In order to construct VR field trips a particular practice of sense-based acquirement and a particular (visual) practice of mediation is needed (Schlottmann and Miggelbrink, 2015a). 3. 1 Sense-based and content-based acquirement VR refers to the reality of a perceived world and works on “our physical sense of being in spaces” (Machin, 2014:8). According to Dodge et al. (2008:4), spatial perception is the most powerful information-processing ability of humans. VR is a surrounding space that can be perceived atmospherically, and it creates spatial knowledge in a powerful way. Surely the experience is highly influenced by the design of the VR. But according to atmospheric research, every situation (physical or virtual) could only hold the potential for atmospheric feelings (Kazig, 2007:179). It is a challenge to identify the underlying mechanism. Kerz (2017:358 ff. ) identifies different phases of immersion in places that enable both atmospheric perception and authentic experience. Various factors such as a good balance between familiarity and strangeness as well as personal expectations of the place and intrinsic motivations can have an influence here. Kazig (2007:179 ff.

Output: corroborate


Input: Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: Adolescents and university students spend significant amount of time on social media which makes the platforms an ideal place for mental health promotion campaigns despite the negative implications of social media use (O’Reilly et al. , 2019). Study—ContextOn 11 March 2020, the Organization officially declared COVID-19 a pandemic. The provincial governments of Canada implemented various public health protocols and social restrictions to mitigate the spread of the SARS-CoV-2 virus including the closure of non-essential businesses and public facilities including parks and recreational spaces and playgrounds (Lesser & Nienhuis, 2020). The federal government of Canada also implemented public health measures including restricting international travel and strongly recommending self-isolation for exposed individuals (Lesser & Nienhuis, 2020). Although public health measures varied between provinces, lockdown measures were implemented frequently throughout the pandemic timeline as new waves of variant strains threatened to overwhelm the provincial healthcare systems. Research ObjectivesThe current study seeks to expand on the existing literature through an in-depth, qualitative exploration of how social media has affected university students during the COVID-19 pandemic. The pandemic has provided a new avenue for research as new factors effect social media consumption as a result of the pandemic and the social/public health restrictions implemented to control it. The purpose of this study was to develop a greater understanding of how social media usage has affected (and continues to) university students during the COVID-19 pandemic. The objectives of this research were (1) to explore why participants were using social media and to understand the nature of their engagements on various platforms; (2) to investigate how participants perceive that social media use may have affected their mental health in both positive and negative ways; and (3) to recommend strategies for the integration of discussion about healthy social media use into various educational forums. In this study, social media was defined as “forms of electronic communication through which users create online communities to share information, ideas, personal messages, and other content” (Merriam-Webster, 2022). This definition captures all traditional forms of media that allow for social networking including Facebook, Instagram, Twitter, and TikTok, but excludes common media streaming platforms such as Netflix, Disney Plus, and Video. This definition was ideal as most university students are using platforms that are encompassed by it. MethodsThe study was approved by (REB #7086).

Output: pass


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: It comprises the microcontinent of Madagascar and several archipelagoes: the (La Réunion, Mauritius, and Rodrigues islands), the (Mahé, Praslin, main islands) and the (Grande Comore, Mohéli, Anjouan and Mayotte islands). These islands differ by their environmental conditions and apicultural practices. On most islands, honeybee genotypes belong to the native A-lineage, with variable rates of hybridization with European lineages following the introduction of allochthonous queens or hives38. The prevalence of V. ceranae also varies. While one tenth of Malagasy colonies are carriers of the parasite, V. ceranae prevalence is very high in the small islands (79. 6 to 100%)39. As outgroups, we aimed to include A. mellifera isolates from continental Africa and Europe, as well as isolates from other Apis host species in Thailand. Here, we assessed the haplotype frequencies by the high throughput sequencing of 42 coding and non-coding regions within V. ceranae genome in single honeybee isolates, avoiding the multicopy rDNA region. We demonstrated that the haplotype frequency distribution enabled the detection of parasite population structure. To our knowledge, it is the first population study depicting such a fine geographically structured populations of a microsporidian parasite. Figure 1Map of the (SWIO) showing the studied islands. Color-codes indicate the grouping of isolates throughout the forthcoming figures and tables. Full size imageResultsA. mellifera individuals were collected in the SWIO and in continental Africa and screened for the presence of Vairimorpha spores (Table S1). Except two individuals from one colony in Senegal, no spores were detected in continental Africa. In contrast, spores were commonly found in honeybees in the SWIO, all identified as V. ceranae. Twenty-eight honeybee isolates from different hives were eventually selected in the SWIO, representing the different geographic areas (Table 1). archipelago was divided into two areas: La Réunion on one side, Mauritius and Rodrigues on the other, corresponding to known contrasted apicultural regions38. The honeybees had been genotyped by Techer et al. 38. Most were from the A lineage, including one from its sublineage Z. Six individuals were from C lineage and one from M lineage.

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: We selected four current debates: “green city”, “sustainable city”, “smart city”, and “resilient city” (Rink and Haase, 2018). The bodily, emotional, and atmospheric perspective could supplement these debates. In general, subjects with their bodies could be understood as urban artefacts: they move, “rest”, and “encounter” (Hubbard, 2018:213) and thereby show their relation to the city. They appropriate urban space but also point to disturbances or to inequalities in social power relations and urban planning (Hubbard, 2018:209 ff. ; Strüver, 2020:287). These are effects that occur as everyday or professional attributions on bodies or as part of social decision-making processes. But phenomenologically, our priority is to understand the holistic atmospheric perception of subjects. We want to work out the relationships that result from this (Böhme, 2016:101) and to “sharpen attention” to oneself and the object (e. g. the urban nature, Hasse, 2017:48). 5 In the following, we elaborate how we methodologically linked research and design processes and the requirements presented in Sect. 3. Hereby, we want to show and discuss, by drawing on three examples, how atmospheric experiences were “brought up” in relation to urban practice (understanding traces) and visual practice in constructing VR (laying traces). 4. 1 the summer terms of 2018 and 2019, we developed a course concept as a joint project of geography education and human geography at the University of Potsdam. The teaching partly took place in Vienna and Berlin (for Vienna see Mohring and Brendel, 2020). 6 The students worked in research groups. Each group created its own research design, conducted research in Vienna or Berlin, and developed a VR field trip. The aim was to critically reflect on urban processes in relation to the own-body concepts and link them to the process of producing VR. Therefore, the VR field trip took up the idea of constructivist tracing in field trips with regard to visual and body-related aspects (Nöthen and Schlottmann, 2015; Dickel and Scharvogel, 2013). This connects to both the trace-related research design during the course and the VR field trip concepts the students develop.

Output: corroborate


Input: Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: Most participants included in the analysis were Asian, South Asian, or Caucasian, each representing approximately 26. 7% of the sample. Other ethnoracial identities includedwhich represented about 20% of the sample combined. Of those reporting sexual identity, 60% identified as heterosexual, with one participant identifying as bisexual, and one participant identifying as homosexual. Table 1 provides the complete set of sample characteristics. Table 1. Sample Characteristics. CharacteristicNumber of participants (n = 15)Percentage of participantsGender identity Male320. 0 Female1173. 3 Non-binary16. 7Age 17–18320. 0 19–20960. 0 21–22320. 0Ethnoracial identity Middle Eastern/North African213. 3 Asian426. 7 Caucasian426. 7 Latin American16. 7 South Asian426. 7Sexual identity Heterosexual960. 0 Homosexual16. 7 Bisexual16. 7 Prefer not to say16. 7 Unknown/missing320. 0Qualitative DataFigure 1 depicts the major themes extracted from the interviews that were associated with social media use during the COVID-19 pandemic. All major themes were categorized based on their advantageous and disadvantageous impacts according to the participants of the study. As seen in Figure 1, the disadvantageous impacts of using social media were more common compared to the advantageous impacts. Social media use during the pandemic negatively impacted the mental health of individuals through mechanisms of social comparison, stress development, symptoms of isolation/loneliness, poor habit development, and difficulty focusing on tasks. Furthermore, sub-themes extracted from these major themes included lack of attention span, development of a constant urge to check social media accounts, and one comparing their lifestyle to others seen on social media. Perceived advantages of using social media included feelings of social connectedness and stress relief. Social media seemed to provide individuals with a sense of normalcy as they were able to interact with others online. Figure 1. Perceived advantages and disadvantages of using social media during the COVID-19 pandemic. was used to create this diagram. of the PandemicSocial ComparisonSocial comparison was a frequent and significant issue discussed in the interview process. Traditionally, body comparison was the primary form of social comparison on social media. However, some participants also discussed lifestyle comparison. I feel like ever since COVID has hit the comparisons strive to more what people are doing with their lives and what they’re successes are and what their failures are.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: infected honeybees were chosen as a geographical outgroup. One isolate from A. cerana and one from A. dorsata were chosen as a host outgroup. Table 1 Honeybees studied in the present work. Full size tableThe major haplotypes represented 96% of the detected readsForty-two primer pairs were selected to amplify V. ceranae coding and non-coding regions, including microsatellites (Table S2). All markers were amplified by PCR but amplification was less efficient for several markers of the MAD26. 1 isolate. The 052A amplification products showed two bands on electropherograms. Sequencing showed that these amplicons mapped on two loci on V. ceranae genome and the marker was kept for analysis. sequencing, the data provided by the subcontractor showed essentially mismatching paired reads, denoting wrong pairing. Thus, the two ends of each amplicon were treated separately as independent markers. The 0386AR marker (in EnP1B gene) was not exploitable due to large of a repeated motif31 that exceeded the reads length. As a consequence, 83 markers were considered and a total of 636 haplotypes were obtained following filtering (Table S3). One marker (001DR) as well as the clonal control did not show any variation in any isolate, validating the polymorphism in other markers. The distribution of frequencies of the 636 haplotypes in the 33 isolates (28 in the SWIO and 5 for outgroups) showed numerous values with low frequencies (Fig. 2). We considered haplotypes with a frequency higher than 0. 12 in at least one isolate as “major haplotypes”, and other haplotype, with a frequency higher than 0. 01 in one isolate but always lower than 0. 12, as “rare haplotypes”. The high numbers of frequencies close to one represented highly dominant haplotypes. Interestingly, the frequency distribution also showed peaks at 0. 25, 0. 5 and 0. 75. Figure 2Distribution of haplotype frequencies, showing the number of values with a frequency from 0. 01 to 1, with increasing intervals of 0,01 (n = 10,942 values). Haplotypes whose frequency was below and above 12% were classified as “rare” (yellow) or “major” (blue), respectively. Peaks at frequency close to 0. 25, 0.

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: Moving through field trips and VR field trips should be characterized above all by free discovery. As far as possible, the students should be encouraged to move around and make free decisions for and against viewing and changing locations. 7 Methodologically, we arranged the course design into the four phases described in Sect. 3. 2. Practically, we separated it between a preparatory meeting, a phase on site (in the city), and a follow-up session. For the preparation, the students chose a research topic and worked up related sources (text work). We discussed their own underlying concepts of urban development in general and of Vienna or Berlin by reflecting on visual impulses (video reception and own images). These tools both prepare and are part of the trace, hypothesis, and visualization fantasies. On site we first worked on urban conditions of field trips, reflecting exercises, interviews with experts, and lectures. We experienced this as a whole group, but each student was always encouraged to reflect on their own concepts about traces (focusing on the research topic, trace fantasy). Based on this the students developed hypotheses about the underlying social mechanism of the traces they experienced. In Vienna, the group focusing on green cities, for example, resonated with a small urban garden in the middle of canyons and streets. In this place every corner was greened; even the wall of the house was planted with moss. It was a small and yet very contrasting place in the metropolitan milieu. They connected to the research focus that interprets urban gardens as a form of nature appropriation and community experience (hypothesis fantasy). The research was inspired by their own feelings of experiencing nature as valuable in the city. They found the small place with its greenery and the many signs of community (small messages, benches and seating, the chaos of many shaping hands) congenial. It radiated a sense of well-being. Based on this, they expanded their understanding of traces by researching further urban gardening projects and conducting interviews with the gardeners (operationalization fantasy). Based on this, they planned their VR field trips. The course ended with a follow-up session in which we reflected on our findings. Our concept included a specific learning arrangement. We learned that all research phases, on the one hand, take place during the whole course time but, on the other, need impulses at certain times. Especially in Vienna, we organized reflection and discussion periods at different locations.

Output: corroborate


Input: Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: think is equally, if not more destructive, then comparing body image. (Female, 21–22)Social media platforms allowed participants to observe the lifestyles of others, many of which were not under the same public health restrictions as the Ontario participants. Most participants agreed that viewing others on social media traveling and engaging in social events was difficult and often resulted in feelings of loneliness or isolation. Many participants reported feeling as though they were bypassing important aspects of their youth due to the public health measures in place. So, it kind of created FOMO (fear of missing out) in a way, because. . . I was here not being able to do anything, not being able to go out to restaurants, not being able to see anybody, not being able to gather more than 10 people. And they were at, live in Miami, which is a massive club, partying and doing all the things that I used to love to do before the pandemic when I was able to. (Female, 19–20)Participants reported that social comparison occurred not only through observation of friends, family, and peers on social media but also through observation of celebrities and influencers who have a large social media presence. I think the major thing is. . . influencers, they show off. . . their wealth, their success, their happiness in relation to that financial or monetary success. And so it’s really easy to watch them, enjoy them, and you feel like you’re part of that but. . . your real life isn’t like that and you could be. . . living in the worst place possible. (Male, 19–20)I don’t know if the correct terms are jealousy or like envy but you might feel like. . . your life isn’t as grand as it could be or. . . you made some mistakes in the past and now you see. . . your friends doing better than you are, or things like that. And that can weigh you down as well. (Male, 19–20)Another common aspect of social comparison discussed by the participants was the comparison of educational attainment and the future ambitions of others. It is common for students to post about their successes at a university or educational institution, as well as post about their acceptances to other universities. For example, upon completing their undergraduate degree, it is common for an individual to post about their acceptance into a graduate program.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: 5 and 0. 75 are indicated by stars. Full size imageThree hundred and five haplotypes were considered as major haplotypes. They represented 95. 7% of the reads. These included 86 haplotypes whose frequency where higher than 0. 12 in all the isolates, representing 60. 1% of the reads (Fig. 3). The 331 rare haplotypes represented only 4. 3% of the reads. Twenty-four major haplotypes were specific to one isolate, always A. dorsata, denoting the distance of that isolate. Among rare haplotypes, 115 were specific to one isolate, including 100 that were specific to one honeybee in the SWIO, i. e. they were present in only one SWIO isolate. Nine out of the 28 SWIO isolates carried at least one specific haplotype. Interestingly the continental Malagasy honeybees carried most of the specific haplotypes: 32 for MAD26. 1 and 31 for MAD30. 2. MAD26. 1 was the most divergent SWIO isolate in term of presence or absence of haplotypes. Thirty-five other major or rare haplotypes where present in only one archipelago (mainly Madagascar) and 33 in the SWIO only. There was no clear differentiation of isolates or groups of isolates when considering only the presence or absence of haplotypes (Figure S1). This changed once considering their frequency. Figure 3Cumulated frequencies of the 636 haplotypes from 83 markers in isolates (a) and their distribution in selected categories (b). Since markers were independently studied, the cumulative frequency that equaled 1 for each marker reached 83 over the dataset. A haplotype was considered present with a frequency higher than 1% in one isolate and ubiquitous with a frequency higher than 1% in all isolates. Haplotypes with a frequency higher than 12% in at least one isolate were considered as “major”. Haplotypes with a frequency higher than 1% in at least one isolate but never higher than 12% were considered as “rare”. If rare haplotypes were numerous (b), their cumulated frequency was low (a). Ubiquitous major haplotypes appear in blue, including those that are frequent in all isolates (dark blue). Shared major haplotypes, defined as present in at least two groups, appear in green. Isolate-specific major haplotypes are in purple.

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: Published print: 01 Aug 2017 AbstractStudent engagement in the classroom is critical for effective learning. To enhance student engagement, several teaching approaches can be used, including a flipped classroom approach and virtual field trips. The flipped classroom approach was used in an undergraduate tropical production systems course in which students viewed lecture materials outside of class, brought their smart devices to class to review materials, searched for new information on the Internet, and participated in small group discussions. In the virtual field trip assignment, each student visited a commercial farm or nursery, interviewed the owner or manager, and gave a presentation to the class about the operation of the enterprise and its sustainable practices. Keywords: active learning; pedagogy; undergraduate; horticulture; agricultureIn a typical university classroom, students hear a lecture and take notes. They then work on homework, projects, and other activities outside of class (Talbert, 2012). In the flipped classroom, instead of simply receiving information from the instructor during class, students review information pertaining to concepts outside of class and come to class prepared to discuss these concepts (Kharbach, 2012; Young, 2011). Studies have shown that the flipped classroom approach can help improve student learning (Moravec et al. , 2010). The flipped classroom approach can be enhanced by having students bring a laptop, tablet, or smartphone to class, where these devices become an integral part of in-class activities such as reviewing assigned materials, sharing information with other students, and searching for new and supplemental resources on the Internet. Field trips play an important role in horticultural courses. Well-planned field trips benefit students by connecting in-class studies with real world situations (Klemm and Tuthill, 2003). However, instructors sometimes face instructional and logistical constraints that can hinder their planning and conducting of actual field trips (Harkess et al. , 2007). An alternative is the virtual field trip, which is a computer-based, multimedia simulation of actual field trips (Clark et al. , 2002). Virtual field trips can be stand alone and used in place of actual field trips, be used to help students prepare ahead of an actual field trip (Bellan and Scheurman, 2001), or be used to focus classroom discussion after an actual field trip is completed. The objective of this 2008. TPSS 300The required course TPSS 300 for TPSS undergraduate students is offered each spring semester.

Output: corroborate


Input: Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: when I see someone in the same field that I want to go into. . . get in, obviously I do feel happy for them, but it stresses me out because I’m like, “What am I doing? I’m scrolling through TikTok. ” It always come to mind that I’m scrolling through TikTok and watching their videos. (Female, 21–22)Participants discussed how body comparison through social media negatively impacted their well-being during the pandemic. The public health measures in Ontario denied gyms and exercise facilities from opening, preventing many from completing their usual exercise routine. Although body comparison has always been a major aspect of social media, the restrictions preventing participants from exercising seemed to exacerbate the effects as a sense of helplessness was felt. if you see someone with a. . . nice body. . . you can be like OK; at least I can go to the gym and like try to. . . do that. But when you’re at. . . a stay-at-home order and you see people. . . living their best lives, and. . . [have] a perfect body, perfect hair. . . and you can’t go anywhere. . . you feel like you can’t do anything. (Female, 21–22)Cause of StressParticipants discussed how social media can both cause and relieve stress. About half of the individuals reported social media as a stressor, while the other half believed that social media was a stress reliever. Despite the difference, participants reported different mechanisms through which social media can cause stress. -19-related data was a stressor early in the pandemic but was less impactful as time passed. Participants reported that the initial fear associated with the pandemic, which could be observed through social media posts, did cause stress. However, as participants became accustomed to an altered lifestyle and learned more about the virus and local/global situation, COVID-19 data became less of a stressor. I feel like especially on Twitter like seeing all the live reports of cases in Ontario or in Canada. I see numbers. It definitely does scare me because I know that our healthcare system is basically being stretched to the absolute limit and there is very little we can do.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Ubiquitous rare haplotypes are in yellow. Shared rare haplotypes in orange. SWIO-specific, group-specific and isolate-specific rare haplotypes are in dark red, red and pink respectively. There was no SWIO-specific or group-specific major haplotype. Full size imageOcean archipelagoes differed in their haplotype distributionThe haplotypes distribution across the samples was illustrated in the Fig. S2 (see also Table S3). The parasite haplotype distribution differed in honeybee from the SWIO compared to outgroups for many markers (e. g. 001B, 001CR, 010DF, 011BR, 019AF, 185A) suggesting different parasite populations in the SWIO. Three isolates clearly stood out from the others: A. dorsata, A. cerana and the malagasy A. mellifera MAD26. 1 isolate. The later differed from all other samples in several coding and non-coding markers (e. g. 001BR, 001DF, 003AR, 003B, 005BF, 020AF, 025AR). Other haplotypes showed distinct distribution for one island or one archipelago, e. g. 001CF and 005BR for the Seychelles, 013AF for Mauritius and Rodrigues, 014AR and 143AR for Mauritius only, 001EF and 019A for Reunion Island, 016B and 174AR for Madagascar (with the exception of the ISM04 isolate), 011CR for the Comoros. Some haplotypes were specific for geographic areas. The haplotypes 001CF03, 011AR09, 019AF07 and 143AF11 were present in the three honeybees from Seychelles but in none of the other isolates. The haplotypes 006AF08, 041AR06 and 143AR06 were only present in the three Mauritian honeybees. At last, a proximity between the Portuguese isolate and A. ceranae was observed for several markers (e. g. 001DF, 003A, 003B, 004AF, 004B, 005BF, 014AR, 019A, 052A).

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: In class, students would form groups of two to four students, select a video, and discuss several questions about that video. Then, the group would go to the front of the class, and each student would have the opportunity to answer a question about the video. The class would ask questions of the group about the video, and similarly the group members would ask the class questions. In the Spring 2013 course evaluation, a student responded to the question “What did you find most valuable and helpful about this course? ” with “I found most valuable the manner in which the material was presented hands on, outside of class room, via internet, discussion, presentation repetitively too using different examples to identify with and help me to remember. ”Virtual field tripsSince first taught in 1997, TPSS 300 has had live, traditional field trips during its 3-h laboratory session. However, student course evaluations of TPSS 300 indicated that students were not satisfied with the course, particularly with the duplication of TPSS 300 field trip visits with those of other TPSS courses. On my first teaching of the course in 2008, to address the duplication of visits, different sites were selected for actual field trips, and the use of virtual field trips was implemented (Kobayashi and Perez, 2009). The intent of the virtual field trip assignment was for each student to design an oral presentation as if the whole class was going on a field trip. Each student chose and visited a commercial farm or nursery, interviewed the owner or manager, took pictures, and learned about the operations of the enterprise. It was the student’s responsibility to select a farm or nursery, contact the owner, and arrange transportation to the farm/nursery. They needed to ask permission if taking pictures was allowed; if not, then that farm/nursery could not be used for the assignment. Once a farm/nursery was selected, no other student could choose it for his or her assignment. Using PowerPoint (Microsoft Corp. , Redmond, WA), each student gave a presentation on the enterprise in class and submitted a written report. When students create their own virtual field trips, their attention and learning is focused on the intricate aspects of the operation and how it is presented (Clark et al. , 2002).

Output: corroborate


Input: Claim: Taking breaks from social media can have positive effects on mental health. [SEP] Text: (Male, 17–18)In contrast, social media use was disadvantageous in relieving feelings of loneliness as some individuals would observe social events through social media platforms which elevated their feelings of loneliness as they were unable to experience those same events due to public health restrictions. seeing everyone on the internet like hanging out and going out and stuff like that kind of gave me a feeling of—I would say yeah, isolation and loneliness, because it was like everyone else is going on trips and they’re going out, and they’re travelling, and they’re going to restaurants, and they’re going to hotels, and they’re all having a great time and I kind of wasn’t. (Female, 21–22)Most participants agreed that the main contributor to their increase in social media usage was boredom caused by public health restrictions. Social media provided a source of entertainment that was quick, accessible, and constantly present. The public health measures implemented in Ontario prevented social interaction in-person causing many students to seek entertainment and social engagement online. I found myself. . . extremely bored. There was nobody to talk to and you couldn’t talk to anybody unless you went online. . . especially just the ease of being able to talk to people online, combined with just how you can’t talk with anybody any other way. (Male, 17–18)Participants reported difficulty in making new friendships as well as maintaining already established friendships. The lack of in-person interactions, such as attending classes, made it significantly more difficult for individuals to form meaningful connections with new people. Participants outlined the utility of in-person events on the university campus for meeting new people and expanding their social networks. Online interactions, through platforms such as Zoom, were not useful in creating long-term friendships. Furthermore, some participants reported difficulty in maintaining relationships due to a lack of in-person interaction. In contrast, some participants found it easier to maintain already solidified relationships. I would definitely say my communication with others kind of dropped off more than it would have if we were in person, just because I didn’t care to like sit behind my computer and talk to somebody. . . I do that all day, I don’t need to do that with my friends in my spare time.

Output: contrast


Input: Claim: Nosema ceranae is a microsporidian parasite affecting honeybee health and productivity. [SEP] Text: Pairwise distances between isolates were calculated using the frequency data, showing lower distances within geographic groups and within SWIO isolates than between SWIO isolates and outgroups (data not shown). To visualize how the haplotype frequencies organized the parasite populations, principal component analyses (PCAs) were also performed. All parasite populations from honeybees collected in the SWIO, except MAD26. 1, and the one from Switzerland formed a distinct population compared to the outgroups (Fig. 4a). As the outgroups affected the distribution, PCAs were performed on SWIO isolates only, showing geographic groups (Fig. 4b). All the Reunion isolates were grouped together with the Swiss isolate. and Rodrigues islands isolates also formed a distinct group. The other SWIO isolates, except three, formed a group that could itself be separated between two Seychellois isolates, the Comoros isolates and the Malagasy isolates. isolate was close to the Reunion/Swiss group and the Mayotte isolate was located midway. The MAD26 isolate was clearly a single separated isolate, demonstrating its divergence from the other parasite populations. Figure 4Principal component analyses (PCAs) of the N. ceranae haplotypes frequencies in A. mellifera isolates from the (SWIO). Honeybees were sampled in La Réunion (blue), Mauritius and Rodrigues (green), the Comoros archipelago (orange), the Seychelles archipelago (pink) and Madagascar (red). Outgroup from Europe (grey) and from A. ceranae and A. dorsata in Thailand (black) were included. For details on the isolates, see Table 1. (a) PCA of all the 636 haplotypes, whatever their frequency, representing 83 coding and non-coding genetic markers from the 7 considered groups. The three first components represented 52. 7% of the variance. (b) PCA (53. 7% of the variance represented) of the 636 haplotypes from the SWIO isolates, i. e. without the outgroups. (c) PCA (53. 7% of the variance) of the 305 major haplotypes from the SWIO isolates. (d) PCA (57.

Output: pass


Input: Claim: VR field trips allow students to explore locations without leaving the classroom. [SEP] Text: A one-on-one visit allowed the owner to show the student production areas that would be restricted in a large group tour, such as a restricted area of a greenhouse or working in an aseptic tissue culture transfer hood. Student presentations were an alternative to guest lectures by an owner or manger about their business. Students became aware of more farms/nurseries than would have been possible through actual field trips during the semester. The virtual field trip assignment allowed students to select businesses they were interested in learning more about. Instead of selecting some of the larger well-known farms and nurseries that were visited in other TPSS courses, students selected smaller farms and nurseries that were not known to the instructor or most of the other class members. In the Spring 2015 course evaluation, two students responded to the question “ten years from now I’ll probably remember this course most by” with “I will remember the virtual field trips” and “Learning what virtual field trips are. ”ConclusionsUsing a flipped classroom approach and virtual field trips in TPSS 300 increased active learning and teamwork. They helped to foster student engagement through various activities—small group discussions in which students viewed videos together, answered questions individually within a group, and searched the internet on topics the group was interested in. Visiting a farm or nursery of their interest engaged the student directly with the owner and gain firsthand experience on its operations. Literature citedBellan, M. J. & Scheurman, G. 2001 Actual and virtual reality: Making the most of field trips, p. 154–162. In: R. L. Stevens (ed. ). Homespun: Teaching local history in grades 6–12. . F. , Hosticka, A. , Schriver, M. & Bedell, J. 2002 Computer based virtual field trips. Proc. ED-MEDIA 2002 World Conf. Educational Multimedia, Hypermedia & Telecommunications. Assn. Educ. ,. & Cavins, T. 2007 Virtual field trips: Expanding the greenhouse classroom Acta Hort. 762 439 443. Cavins,T. 2007Virtual field trips: Expanding the greenhouse classroomActa Hort. 762439443)| falseSearch 2016. < E. B. & Tuthill, G. 2003 Virtual field trips: Best practices Intl. J. Instr. Media 30 177 193Klemm,E. B.

Output: corroborate