Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Preventative strategies such as inoculation (Amazeen et al. , 2022) and prebunking (Quevedo-Redondo et al. , 2022) are often utilized. Inoculation prepares the audience to detect misinformation by providing weakened examples of how they might be misled. Prebunking, on the other hand, teaches techniques to highlight facts that discredit false information before its spread. Studies have shown that prevention (prebunking) is more effective than subsequent debunking. The present research was designed to explore the efficacy of new strategies for preventing the spread of misinformation and to develop verification techniques (prebunking) with the aim of reducing the risk of future education professionals inadvertently becoming mouthpieces for hoaxes. Although the chi-squared test significance result of 0. 607 does not support our hypothesis, other studies focusing on the student's role as a game user have shown positive outcomes. A recent study by Quevedo-Redondo (2022) assessed the use of newsgames, games with journalistic purposes, in a higher education environment (Journalism undergraduate students). It aimed to address the risks associated with excessive exposure to harmful content via social media platforms. The experiment was conducted using News Game, developed by the Dutch association of journalists and academics, DROG. This tool allowed students to acquire protective skills and prebunking strategies through gamification, building on the inoculation theory (McGuire, 1964) proposed by Quevedo-Redondo and others (2022). The study by Morejón-Llamas (2023) focused on the burgeoning phenomenon of fake news during the pandemic, considering the extensive use of social media by young individuals. The video game Go Viral! was assessed as a tool to broach the topic of misinformation in both pandemic and post-pandemic settings. The results showed that the game, grounded in psychological inoculation, enabled users to understand the process of generating misinformation online, its amplification by echo chambers, and the necessary tools to establish online communities from the perspective of a disinformation agent, offering data transmission, contextualization, sensitization, interaction, and stimulation. Manso Rodríguez conducted a descriptive investigation aiming to apply gamification in libraries to promote media and information literacy.

Output: corroborate


Input: Claim: All smart city technologies guarantee privacy for residents. [SEP] Text: PeerJ Reviewer 8 · Jun 11, 2023 Basic reporting The research paper titled "A novel privacy protection method of residents' travel trajectories based on federated blockchain and InterPlanetary file systems in smart cities" proposes an interesting approach to address privacy concerns in smart cities. However, there are several areas that can be improved to enhance the quality and effectiveness of the research: Clarity of the Problem Statement: The paper should provide a clear and concise explanation of the specific privacy concerns associated with residents' travel trajectories in smart cities. It should outline the existing challenges and limitations of the current methods used for privacy protection. By doing so, readers can better understand the context and importance of the proposed method. Literature Review: The research paper should include some recent comprehensive literature review that covers relevant studies, existing techniques, and approaches related to privacy protection in smart cities. This would help establish the novelty and contribution of the proposed method in comparison to existing solutions. e. g. A Internet of : The paper should provide a detailed and well-defined methodology for implementing the proposed method. This includes describing the specific components of the federated blockchain and InterPlanetary file systems, as well as how they are integrated to protect residents' travel trajectories. The research should also consider potential limitations, challenges, and trade-offs of the proposed approach. Discussion and Analysis: The paper should include a comprehensive discussion of the results obtained from the evaluation. This should include an analysis of the strengths and weaknesses of the proposed method, potential vulnerabilities or limitations, and suggestions for further improvements. It is important to address any potential ethical or security concerns that may arise from implementing the proposed method in real-world scenarios. Conclusion and Future Work: The research paper should provide a well-summarized conclusion that highlights the main contributions of the study. Additionally, it should identify potential directions for future research and improvements in the proposed method. This could include exploring alternative technologies, addressing scalability issues, or considering additional privacy protection mechanisms. By addressing these areas for improvement, the research paper can enhance its overall quality, readability, and scientific rigor, making it more impactful and valuable to the research community working on privacy protection in smart cities. Experimental design To validate the effectiveness of the proposed method, the research should conduct experiments or simulations using real-world or realistic data sets. The paper should provide a clear description of the evaluation metrics used, the experimental setup, and the results obtained.

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Skip to Content eLife home page your research Search by keyword or author Reset form my search to Research 10. 7554/eLife. 44452 Open access Copyright information Version of RecordJuly 9, 2019 Open annotations (there are currently 0 annotations on this page). 4,597 views 705 downloads 82 4452. Copy to clipboard Download BibTeX Download. RIS Full text Figures and data Peer review Side by side Additional files 8 figures, 1 table and 3 additional files 1 with 2 supplements Download asset Open asset Defective autophagy enhances RIPK1-dependent and independent necroptosis. (A, B) Cell death assayed by (PI) staining and live-cell imaging for 12–16 hr (n = 5). BMDMs from mice of the indicated genotypes were treated with combinations of TNF/zVAD/Nec-1 (A) or PolyI:C/zVAD/Nec-1 and LPS/zVAD/Nec-1 (B). (C) Immunoblots confirming deletion of autophagy genes in BMDMs of indicated genotypes using RNP electroporation. NTC = non targeting control gRNA. (D, E) Cell death assayed under combinations of PolyI:C/zVAD/Nec-1 (D) or LPS/zVAD/Nec-1 (E) treatment (n = 4). Data in (A, B) are representative of four independent experiments; (C–E) are representative of two independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. Bar graphs depict mean. Figure 1—source data 1 Defective autophagy enhances RIPK1-dependent and independent necroptosis. Download elife-44452-fig1-data1-v1. xlsx Figure 1—figure supplement 1 Download asset Open asset Elevated cell death and cytokine production by Atg16l1-c. (A) Cell death assayed by PI staining and live-cell imaging for 12–16 hr following with combinations of Pam3CSK4/zVAD/Nec-1, R848/zVAD/Nec-1 or CpG-ODN 1826/zVAD/Nec-1 (n = 5).

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Through literature analysis, it has been demonstrated that gamification is an effective tool to motivate library users to seek ongoing training in media and information literacy (Rodríguez, 2022)5. ConclusionsThis research focuses on competency 2. 2 from the domain “Tackling the Complexity of Sustainability” as set out by DigiComp. It is defined as a cognitive process that allows for the evaluation and understanding of information regarding sustainability issues, expanding horizons without undermining the information and its sources. Critical thinking helps students challenge and change their values, perspectives, and understanding of the world, as well as scrutinise prevailing norms, practices, and opinions to consider their own values, perceptions, and actions and take an informed stance in relation to sustainability discourse (Sala et al. , 2020; Murga-Menoyo, 2021). The aim of this work, related to the research questions, focuses on assessing whether the role of the student as an educational software developer provides an opportunity to foster their critical thinking, and thereby their critical online content consumption, hence aiding the fight against misinformation. The initial hypothesis suggests that the implementation of a technology training program would significantly enhance the acquisition of skills for identifying hoaxes and falsehoods online. Although the results did not meet the established statistical threshold, it is proposed as a potential research avenue to conduct future studies designing training programs with a more extensive digital training curriculum centred on other methodologies, evaluating their effectiveness in preventing online hoaxes and falsehoods. In the practical objective, students are urged to use the method (source, authorship, novelty, tone, evidence, replicas, expand) to reason about the climate change hoax. In 95% of the works, the 'source' and 'authorship' dimensions are applied, but the rest of the items, related to intuition and practical reasoning categories (A and B) answered in the Pre (5. 08% and 1. 7%), were not retained in the Post, which responded to the 'source verification' category. The 'fact verification' category decreases in the Post, moving from 28. 3–22. 6%. This reduction could be attributed to the understanding of both dimensions as mutually exclusive. Students were expected to answer 'D' to the presented question since this response encompassed the three dimensions: intuition, practical reasoning, and source verification.

Output: corroborate


Input: Claim: All smart city technologies guarantee privacy for residents. [SEP] Text: Reviewer 3 · Mar 9, 2023 Basic reporting This manuscript proposed a secure sharing and storing method for personal travel trajectory data adopting and IPFS. was applied in the Federated BC framework, and IPFS was used to store user data. in this work is generally professional. & Background, including 0. 2)". PeerJ · Apr 3, 2023 Basic reporting 1. Researchers propose a secure method for sharing and storing personal travel trajectory data during COVID-19 using blockchain and InterSystem (IPFS). 2. The method ensures data processing efficiency and protects personal privacy by storing ciphertext in decentralized IPFS storage and querying the index on the chain. Experimental design The experimental design involves using Hyperledger Fabric, a federated blockchain framework, combined with IPFS storage to achieve efficient data processing and protect personal privacy-related information. The method stores the ciphertext of complete personal travel trajectory data in decentralized IPFS storage, ensuring the security of stored data. Validity of the findings The feasibility of the proposed solution is verified through security analysis and performance evaluation. Cite this review as (2023) #4 of "A novel privacy protection method of residents’ travel trajectories based on federated blockchain and InterPlanetary file systems in smart cities (v0. 2)". PeerJ Reviewer 5 · Apr 4, 2023 Basic reporting For review “novel privacy protection method of residents travel trajectories based on federated blockchain and InterPlanetary file systems in smart cities” (#80680): Read through this manuscript, I am impressed about their present research work. This manuscript does an excellent job demonstrating significant novel algorithms they have developed. In order to protect PII (Personally identifiable information) privacy, this is an excellent achievement with tracked record experiments result approval stated their research achievements in the subject areas. The last smart city research congress I participated does not have such a paper reported as detail as this manuscript reported yet. In particular, I am very happy with the tables, equations and figures inside this paper, which have explicitly explained the details of their achievements. The experiment results and the analysis were excellently explained the significance of their invented algorithms contributions. The paper could be both more compelling and useful to a broad readership if the authors could elaborate the PII privacy analytics in more details with the significant experiment results. Moreover, as the authors stated the limitation to date, a detailed recommendation of further development should be more impressive.

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (B, C) ELISA measurements of IL-1β (B) and TNFα (C) in cell culture supernatants following treatment with combinations of LPS/zVAD/Nec-1 for 18 hr (n = 5). Data in (A) are representative of four independent experiments; (B, C) are representative of two independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. Bar graphs depict mean. Figure 1—figure supplement 1—source data 1 Elevated cell death and cytokine production by Atg16l1-c. Download elife-44452-fig1-figsupp1-data1-v1. xlsx Figure 1—figure supplement 2 Download asset Open asset -mediated deletion of genes in primary BMDMs. (A) Schematic of screening protocol to identify conditions for high efficiency eGFP deletion in monocytes and BMDMs using electroporation ofCas9-guide RNA(gRNA) ribonucleoprotein (RNP) complexes. (B) Flow cytometry plot demonstrating condition resulting in highly efficient eGFP loss. (C) Schematic illustrating -mediated deletion of Ptprc/CD45. (D) Flow cytometry plots depicting Ptprc deletion and associated quantification of CD45 knockdown pooled from two independent experiments. Selected electroporation conditions were repeated at least three times with consistent results. Bar graphs depict mean. NTC = non targeting control gRNA. Figure 1—figure supplement 2—source data 2 -mediated deletion of genes in primary BMDMs. Download elife-44452-fig1-figsupp2-data2-v1. xlsx Figure 2 with 2 supplements Download asset Open asset RIPK3, MLKL and TRIF are required for RIPK1-independent necroptosis in Atg16l1-deficient BMDMs. (A-E) Immunoblot (A, C) and cell death assays (B, D, E) of BMDMs from mice of indicated genotypes treated with combinations of LPS/zVAD/Nec-1 following -mediated deletion of RIPK3, MLKL or GSDMD (A, B) (n = 4) or TRIF (C–E) (n = 6).

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: A dystopian question about a video in which a group of immigrants arrive in Spain and throw food into the sea was proposed. Students were expected to distrust the veracity of such material (A and B) and to confirm their suspicions, resort to advanced searches (C), as taught through training plans. A total of 107 students participated in this study, consisting of 64 women and 43 men, within the framework of the subject. Participants displayed a high level of competence in using advanced operators to retrieve information and skill in quickly debunking news. However, the need was identified to provide examples and personal uses to reinforce this skill as they abandoned logic and intuition as the first filter when faced with a hoax. Throughout the subject, extensive debates were conducted to find ways to debunk inappropriate information. Hoaxes are found both online and in everyday life. The presence of sensationalist content and attention-grabbing calls by issuers leads to situations where we are left bewildered. In these cases, a way has been sought not to enter into conflict but, at the same time, maintain a secure but doubting attitude towards the misinformation messenger. Promoting critical thinking is a shared responsibility across all subjects. Students who think critically are able to examine their views, question claims or assumptions, and demonstrate intellectual empathy. This contributes to ongoing growth and development as they can dynamically consider diverse viewpoints over time. Regarding gamification, there's a noticeable motivation and performance in gamification designs, as well as satisfactory results from news selection and reasoned criteria for debunking information. However, the selected tool does not allow recording user hits, so results could not be provided in this regard. This preliminary study has several limitations to consider. Having such a small sample size and 100% of the sample from the technology subject makes it hard to generalise results. From these outcomes, different research avenues emerge that can evaluate the result of educational action in the fight against misinformation. In future work, more implicit cognitive aspects should be considered, generating a greater number of descriptors that allow us to delve deeper into the dimension of critical thinking. ’author has not received any funding for the research, development, and publication of this 417. Asociación Somos Digital. (2022). Marco de para la Ciudadanía. Con nuevos ejemplos de conocimientos, habilidades y actitudes. [PDF]. Atwoli, L. , Baqui, A. H.

Output: corroborate


Input: Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: Similarly, variations in codeine and oxycodone metabolism may explain why only ~20% infants experience drowsiness following breastmilk exposure[11,12]. High transferTransfer from maternal plasma into breastmilk and infants’ circulation is highest in the first week postpartum and variable. For example, the milk–plasma ratio for venlafaxine ranges 0. 85–4. 85 (mean 2. 59) and the lamotrigine and zonisamide infant–maternal blood concentrations range 0. 6–90. 3% (median 28. 9%) and 35. 2–125. 3% (median 44. 2%), respectively[13,14]. Case reports of infant harm are often associated with polypharmacySome 25–30% of ADRs in breastfed infants are attributable to unpredictable hypersusceptibility or hypersensitivity responses[6]. For example, neutropoenia has been reported in association with carbimazole, apnoea with opioids and agranulocytosis in one of four infants exposed to clozapine[7,15]. No long-term dataVariations in concentration of antidepressants appeared greater in hind milk than fore milk samples, possibly owing to the higher lipid content of hind milk[13]. Case reports of infant harm are often associated with polypharmacy: for example, an infant exposed to olanzapine, clonazepam, droperidol, sertraline, thioridazine and valproic acid had impaired intellectual development[16]. In the absence of data from randomised controlled trials (RCTs) and whole-population prescribing databases, current practice recommendations rest on case series that suggest the potential for (at least) short-term ADRs in breastfed infants from: opioids, clozapine, amisulpride, combinations of central nervous system depressants, amiodarone, oral retinoids, radioiodine, topical and systemic free iodine, chemotherapy, all sedating medicines (including some antihistamines), quinolones, aspirin, gold salts, lithium, ergot derivatives, barbiturate derivatives, recreational drugs and alcohol in most doses[5,6,17–19].

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Cell death assayed by PI staining and live-cell imaging for 12–16 hr. Data in (A, B) are representative of three independent experiments; (C, D, E) are representative of four independent experiments. **p<0. 01, ***p<0. 001, ****p<0. 0001. Bar graphs depict mean. NTC = non targeting gRNA. Figure 2—source data 1 RIPK3, MLKL and TRIF are required for RIPK1-independent necroptosis in Atg16l1-deficient BMDMs. Download elife-44452-fig2-data1-v1. xlsx Figure 2—figure supplement 1 Download asset Open asset RIPK3 and MLKL drive RIPK1-dependent, TNF-mediated necroptosis; TRIF drives RIPK1-independent, PolyI:C-mediated necroptosis in Atg16l1-c. (A) Cell death assayed by PI staining and live-cell imaging for 12–16 hr of BMDMs treated with combinations of TNFα/zVAD/Nec-1 following -mediated deletion of Ripk3, Mlkl or Gsdmd (n = 4). Gene deletion confirmed by immunoblots in Figure 2A. (B) Immunoblots confirming -mediated deletion of Nlrp3 or Pycard in wild-type or Atg16l1-c. (C) Cell death assayed by PI staining and live-cell imaging for 12–16 hr following -mediated deletion of Nlrp3 or Pycard and treatment with PolyI:C/zVAD/Nec-1 or LPS/zVAD/Nec-1 (n = 5). Data in(A) are representative of three independent experiments; (B, C) are representative of two independent experiments. Bar graphs depict mean. *p<0. 05, **p<0. 01, ****p<0. 0001. NTC = non targeting gRNA. Figure 2—figure supplement 1—source data 1 RIPK3 and MLKL drive RIPK1-dependent, TNF-mediated necroptosis; TRIF drives RIPK1-independent, PolyI:C mediated necroptosis in Atg16l1-c.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Gamification as a methodology to enhance analytical and sustainable engagement on social media : orcid. org/0000-0001-6231-39161 961 all metrics AbstractThis research examines the impact of gamification on the development of critical thinking skills to counter misinformation, focusing specifically on students’ roles as developers of educational software. Involving 107 university students, this study employs an experimental pretest–posttest methodology. An educational was implemented, and its influence on critical and digital competencies was scrutinized. The procedure comprised three stages: pretest measurement, formative intervention, and posttest evaluation. A comparative analysis of the scores for the questions highlights a pressing need to enhance media and digital literacy. The findings reveal a predominance of responses indicating improvements in source verification and fact-checking. However, no significant differences were observed in the pre and post responses (0. 607 > 0. 05), leading to the conclusion that the implementation of a technological training program does not significantly contribute to acquiring skills for identifying falsehoods and deceptions on the internet. In conclusion, the study underscores the necessity to develop effective strategies to address misinformation and recognizes gamification as a motivating educational tool. Similar content being viewed by others of Gamification in Education: Possibilities, Regulation and Concerns 1. 1 digital competence framework for citizens ()have acknowledged the significance of for engagement in the Knowledge Society, as manifested in Recommendation 2006/962/EC, dated 18 December 2006 [12] and 22 May 2018 [13] by the and the Council of the European Union. Both regard them as one of the for citizens. Commission [10] incorporates a set of descriptors such as ‚information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), security (encompassing digital well-being and cybersecurity-related skills), matters pertaining to intellectual property, problem-solving, and critical thinking [11]. In this context, a digital competence reference framework has been established. (JRC) of the introduced the "Digital Competence: Identification and European-wide validation of its key components for all levels of learners (DigComp) project in 2010. In its most recent rendition, DigComp 2. 2, it retains the same five competency areas as its preceding version 2. 1: information and data search and management; communication and collaboration; digital content creation; security; and problem-solving. What the 2.

Output: corroborate


Input: Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: However, variations in susceptibility indicate that quantifying the risk from rare but serious adverse events and identifying vulnerable subgroups will necessitate large studies to account for moderators, such as age at exposure, genotypes, comorbidities and time-varying confounders, such as co-prescribing and co-exposures[1]. Without reassuring long-term data, anxieties over short-term or rare ADRs may deprive infants of the benefits of breastfeeding. Developmental outcomesBreastfeeding benefited children’s development in an RCT and observational studies[20,21]. Short-term exposure to psychotropic medicines or opioids via breastmilk may cause sedation, irritability, restlessness, diarrhoea and suboptimal weight gain, but how these relate to childhood development is unknown[5,22]. Long-term data are scarce, with only five population databases in Europe holding data on breastfeeding plus medicines plus developmental outcomes — these will be explored in the study[1]. Recruited cohorts of infants exposed to antiepileptics in utero plus via breastmilk report that the additional postnatal exposure from breastfeeding is not disadvantageous; however, data regarding phenytoin (n=36) are less reassuring[23,24]. Resolving the dilemma “should those prescribed long-term medicines breastfeed? ” will require long-term research in whole populations. If the whole population is not studied, findings may be distorted by collider and volunteer selection bias and relate only to volunteer samples, which usually represent the more affluent sections of the population[1,25]. Successful breastfeedingThe complex physiology of lactation is also vulnerable to disruption by medicines that affect serotonergic pathways (including antidepressants); antagonise prolactin (amphetamines, oestrogens, ergot derivatives, aripiprazole, nicotine, antihistamines [promethazine, diphenhydramine, chlorpheniramine], injected corticosteroids, possibly diuretics, progesterone, tamoxifen); or reduce oxytocin release (alcohol, opioids, sympathomimetics [pseudoephedrine, phenylephrine, epinephrine], anticholinergics, antihistamines, antidepressants)[4,26–28].

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Download elife-44452-fig2-figsupp1-data1-v1. xlsx Figure 2—figure supplement 2 Download asset Open asset TNF and interferon license necroptosis in BMDMs. (A-F) Cell death assayed by PI staining and live-cell imaging for 12–16 hr of Atg16l1-WT and Atg16l1-cpre-treated with TNFR2-Fc or α-IFNAR1 followed by TLR ligand or TNF mediated necroptosis (n = 5). Cells were pre-treated for 36 hr with 20 μg/mL α-Ragweed, TNFR2-Fc or α-IFNAR1 prior to addition of TLR ligands or TNF. (G) Immunoblots for phosphorylated STAT1 in BMDMs following LPS/zVAD treatment over 6 hr. Data in (A–F) are representative of four independent experiments; (G) are representative of two independent experiments. **p<0. 01, ****p<0. 0001. Bar graphs depict mean. Figure 2—figure supplement 2—source data 2 TNF and interferon license necroptosis in BMDMs. Download elife-44452-fig2-figsupp2-data2-v1. xlsx Figure 3 Download asset Open asset Loss of Atg16l1 drives accumulation of detergent insoluble, high molecular weight 1, RIPK3 and enhances RIPK1/RIPK3 phosphorylation. (A, B) Immunoblots of TRIF in Atg16l1-WT and Atg16l1-clysates following 4 hr of treatment with indicated combinations of LPS/zVAD/Nec-1 and enrichment of NP-40 soluble (A) or insoluble (B) fractions. (C, D) immunoblots for autophosphorylated RIPK1 (Ser166/Thr169, p-RIPK1) and total RIPK1 in Atg16l1-WT and Atg16l1-clysates following 4 hr of treatment with indicated combinations LPS/zVAD/Nec-1 and enrichment of NP-40 soluble (C) or insoluble (D) fractions.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: 2 update contributes are examples of knowledge, skills, and attitudes pertinent to each competency [35]1. 2 national plan for digital competenciesThis study is situated within the domain of information and media literacy as advocated by DigComp 2. 2, an action framework that is integral to the Plan for set forth by the Government of Spain [18]. Among the examples proposed in version 2. 2 are Misinformation and disinformation on social networks and news sites related to information and media literacy. " This challenge is encompassed within competency area 1, denoting information and media literacy. Training in literacy competence encompasses, for instance, "the capabilities to discern and utilise various types of sources, to search, gather, and process information. " Such skills become imperative when assessing online content and its origins, a proficiency that is an essential facet of information literacy. To ensure the rights of individuals in their interactions with new technologies, the Government of Spain [19] has adopted the Charter with a pronounced inclusive perspective, aiming to mitigate the digital divide. The objective of fortifying the development of critical thinking that aids in distinguishing objective facts from mere unsubstantiated opinions, as well as identifying fake news and disinformation, is articulated in section XVII of right 3, titled "Participation and shaping of the public sphere. 1. 3 Gamification and sustainabilityGamification in education refers to the use of game elements to engage and motivate students during the learning process. It is seen as a tool to improve student skills, maximize learning, and increase motivation [6]. Gamification, understood as the application of mechanics and playful elements in non-playful contexts, has proven to be a versatile and effective methodology beyond the educational environment. López et al. [21] highlights how gamification can be used in museums to connect with users and influence their behavior. Carpintero [7] presents a case study of gamification in primary education, showing how it enhances student motivation and active participation in the learning process. In the Spanish educational context, gamification has garnered considerable interest, as evidenced by various research studies and educational practices. The research conducted by González Calatayud [20] explores the implementation of in (FP).

Output: corroborate


Input: Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: Routine surveillance by midwives and health visitors is focused on immunisations, public health, emotional development and parenting concerns: the physical assessments at 72 hours and 6 weeks are not designed to monitor ADRs and are insufficient for noting sedation, irritability or other problems that may have developed in association with medicine administration[39]. Regular medicine-specific monitoring would detect problems early enough to pre-empt serious problems and offer parents reassurance regarding the safety of medicines during breastfeeding. This approach, with laboratory monitoring and genetic testing as indicated, is advocated by specialist teams caring for women prescribed lithium. Until more data are available, monitoring could be extended to other medicines known to affect breastfed infants, particularly opioids and psychotropics[40,41]. This would offer a response to the dilemma “do I take the medicine for my own needs or breastfeed my baby? ”. Funding and conflict of interest declarationThis work has been undertaken under the auspices of the project. project has received funding from the Initiative 2 under grant agreement No 821520. Undertaking receives support from the European Union’s Horizon 2020 research and innovation programme and EFPIA. Funding was awarded to. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. The authors have declared that no competing interests exist. If you have specific questions about medications or treatments, please message the Drugs in Breastmilk information service Facebook page or email: druginformation@breastfeedingnetwork. org. uk. If you require breastfeeding support, please call the Helpline on 0300 100 0212. 1Jordan S, Bromley R, Damase-Michel C, et al. Breastfeeding, pregnancy, medicines, neurodevelopment, and population databases: the information desert. J. 2022;17. doi:10. 1186/s13006-022-00494-52Ellfolk M, Hultzsch S. Analgesics, antiphlogistics and anesthetics. In: Schefer C, ed. Pregnancy and Lactation. Amsterdam: : Elsevier 2015. 653–670. 3 Prospective follow-up of adverse reactions in breast-fed infants exposed to maternal medication. of Obstetrics and Gynecology. 1993;168:1393–9. doi:10.

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (E, F) immunoblot assay for autophosphorylated RIPK3 (Thr231/Ser232, p-RIPK3) and total RIPK3 in Atg16l1-WT and Atg16l1-clysates following 4 hr of treatment with indicated combinations of LPS/zVAD/Nec-1 and enrichment of NP-40 soluble (E) or insoluble (F) fractions. Representative data shown from three independent experiments. In all immunoblots, -mediated TRIF deletion was performed in Atg16l1-cfollowed by LPS/zVAD treatment as a negative control. *=non specific bands (n. s. ). Figure 4 with 2 supplements Download asset Open asset Overabundance of TRIF, phosphorylated and ubiquitinated RIPK1 and RIPK3 coincides with accelerated necroptosis of Atg16l1 deficient BMDMs. (A) Kinetic measurement of cell death over 18 hr of LPS/zVAD treatment (n = 5). (B) Immunoblot of TRIF in NP-40 insoluble fractions of BMDM lysates over 6 hr of LPS/zVAD treatment. (C, D) Immunoblots of autophosphorylated and total RIPK1 (C), RIPK3 (D) in NP-40 insoluble fractions of BMDM lysates treated as in (B). (E) Immunoblots of autophosphorylated RIPK1, RIPK3 and ubiquitin in BMDM lysates following immunoprecipitation of M1 or K63-ubiquitinated proteins after 4 hr of LPS/zVAD treatment. Data in (A) are representative of four independent experiments; (B–D) are representative of three independent experiments; (E) are representative of three independent experiments. *=P < 0. 05. Figure 4—source data 1 Overabundance of TRIF, phosphorylated and ubiquitinated RIPK1 and RIPK3 coincides with accelerated necroptosis of ATG16L deficient BMDMs. Download elife-44452-fig4-data1-v1.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: This pedagogical innovation, grounded in the concept of Gamification and Game-(ABJ), is notable for its potential to enhance motivation and learning, problem-solving, and challenges, and reinforces not only specific knowledge but also skills such as critical thinking and problem-solving. The study by Galiç and Yıldız [15] highlights that while gamification in mathematics classes does not show a significant increase in academic performance, it does promote notable improvements in students‘ motivation and attitude towards the subject. García Martínez and Fuentes Agustí [16] point out an upward trend in the adoption of playful strategies assisted by ICT in education, emphasizing how these practices foster a positive change in students' attitudes and motivation towards learning. In line with our pretest and posttest design, it is relevant to mention the study by Morón Hernández et al. [24], which examines gamification as a strategy for hybrid education in university students. This study, employing a similar approach, reported significant improvements in students' learning autonomy following the implementation of gamification. Specifically, the authors observed that while in the pretest only 42. 2% of the students achieved a regular grade level, in the posttest, this figure rose to an impressive 94. 7% with good grades, highlighting the positive impact of gamification in hybrid education. This study aligns with the 2030 Agenda and the Goals (SDG) (UN, n. d. ) [34], specifically SDG 4: and SDG 13: Climate Action. Moreover, the ethical framework is associated with the Earth Charter, striving for the construction of a more just, sustainable, and peaceful global society through value-based education, thereby creating spaces for reflection to facilitate better decision-making [9]. It is imperative to safeguard our planet's health [3] by embedding sustainability in educational systems, so that students grasp the importance of our world and act for its preservation. Commission has prioritised environmental education in the forthcoming years, materialising in the establishment of the European competency framework for sustainability, GreenComp, which is an integral component of the Deal [26]. In relation to SDG 4, the study proposes introducing gamification into the classroom with an aim to motivate students to design an interactive game that enables discernment between accurate information and disinformation.

Output: corroborate


Input: Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: GWA studies on drug-induced hypersensitivity reactions affecting the skin have generally yielded fewer novel associations of the type seen for liver toxicity up to the present [37, 74], but this may be due in part to the numbers of cases studied being smaller. One exception to this is a GWA concerned with skin rash due to nevirapine [34], which has found that, in addition to confirming a role for B*35:05 in susceptibility, two SNPs in CCHCR1 were significantly associated with the reaction. This gene is a well-established contributor to psoriasis susceptibility and, unlike the autoimmune genes discussed above, does not appear to have a general role in T-cell responses. Instead it has been suggested to be a negative regulator of keratinocyte proliferation [75], which seems relevant to skin rash. Polymorphisms predicting cardiotoxicity reactionsCardiotoxicity is currently the most common reason for withdrawal of licensed drugs from the market and a wide range of drugs are known to give rise to idiosyncratic cardiotoxicity (for review, see [76]). As discussed in the Introduction to this 0. 8% among controls to 3. 9% of cases [81], again suggesting this was a minor risk factor. A further candidate gene study based in Europe and involving 307 patients with drug-induced QT prolongation confirmed a role for KCNE1 D85N with an odds ratio of 9. 0, with the variant allele present in 8. 6% of cases and 1. 8% of population control subjects [82]. Another population genetic risk factor for long QT, a polymorphism in NOS1AP, has also been studied in relation to drug-induced QT prolongation. Verapamil is associated with QT prolongation and in a prospective population study involving over 7,000 individuals, use of this drug was confirmed to be associated with QT prolongation, with individuals positive for the NOS1AP variant (rs10494366) showing the longest QT intervals [83]. More recently, a number of polymorphisms in NOS1AP were genotyped in 87 British drug-induced long QT cases. A single SNP (rs10800397) was significantly associated with increased risk of the adverse drug reaction generally, and this SNP together with two others showed a more pronounced effect when cases due to amiodarone only were considered [84].

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: xlsx Figure 4—figure supplement 1 Download asset Open asset Enhanced MLKL activation and accelerated cell death in Atg16l1 deficient BMDMs following LPS- or PolyI:C-mediated necroptosis. (A) Immunoblots depicting p-MLKL Ser345 in NP-40 soluble and insoluble fractions of BMDM lysates 4 hr after indicated treatments. (B, C) Death of wild-type and Atg16l1-cassayed by PI staining and live-cell imaging over 18 hr of LPS- (B) or PolyI:C- (C) mediated necroptosis. LPS +zVAD time-course is same as in Figure 4A. Data in (A) are representative of three independent experiments; (B, C) are representative of four independent experiments. Dots represent mean (n = 5)±S. D. *p<0. 05, **p<0. 01, ****p<0. 0001. Figure 4—figure supplement 1—source data 1 Enhanced MLKL activation and accelerated cell death in ATG16L1 deficient BMDMs following LPS- or PolyI:C-mediated necroptosis. Download elife-44452-fig4-figsupp1-data1-v1. xlsx Figure 4—figure supplement 2 Download asset Open asset Lysosomal function and autophagic flux drive turnover of active 1 and RIPK3 during necroptosis. (A-C) Immunoblots assaying levels of TRIF (A), RIPK1 (B) or RIPK3 (C) in total lysatse (bottom) and detergent- insoluble fractions (top) of BMDM lysates over 6 hr of LPS/zVAD treatment in the presence of Bafilomycin A1. (D–F) Immunoblots assaying basal turnover of TRIF (D), RIPK1 (E) or RIPK3 (F) by perturbation of proteasomal (MG132, 2 μM) or lysosomal (Bafilomycin A1, BafA1 100 nM) activity. Dot plots in (D–F) summarize protein abundance measured by immunoblot intensity normalized to 0 hr time point. Lines depict mean (n = 4).

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Various authors have utilized gamification methodology to address emotions such as empathy [17], counteract fake news through simulation techniques [27], and adopt roles from the perspective of a disinformation agent [23]. In this research, a pre-designed video game will not be used,instead, students will be provided with the knowledge to create an adventure game wherein they must navigate the daily flood of climate change misinformation on the Internet. In connection with SDG 13, the GreenComp framework is referenced, which aims to cultivate a sustainability mindset that encourages the development of competencies to act empathetically, responsibly, and caringly for our planet. Sustainability is a multifaceted concept that entails acquiring an array of skills, such as systemic thinking, critical analysis, contextualising issues, risk assessment, and strategic planning. Grasping this environmental crisis, responding effectively, and collectively addressing it are essential facets in the quest for solutions. The cultivation of green competencies based on knowledge and attitudes can foster responsible action, as well as ignite the drive to adopt or advocate for measures at local, national, and global scales. Acquiring sustainability-related skills can assist students in overcoming cognitive dissonance arising from awareness of a situation but lacking the capability to act upon it. GreenComp encompasses four competency areas associated with understanding sustainability. Table 1 presents the descriptors and dimensions corresponding to the Second Area, which is the focus of this study:Table 1 Area 2 of competencies and descriptors from greencompFull size table2 Materials and methodsConsidering the aforementioned theoretical framework and the limited empirical studies demonstrating the impact of gamification on the development of critical thinking in the face of disinformation, a study is designed to assess the influence of a training programme that incorporates the creation of an educational among undergraduate students. Presently, a multitude of resources exist for generating interactive multimedia projects that offer online gaming opportunities. This research employs Genially, an application extensively vetted in educational settings, to produce interactive 2. 0 content. For this study, a predefined template from the category Gamification > titled 'the Planet' was selected. 2. 1 Objectives and research questionsBased on the presented theoretical framework, the general objective of this research is to assess whether the role of the student as an educational software developer offers an opportunity to promote critical consumption of online content, aiming to contribute to the fight against disinformation.

Output: corroborate


Input: Claim: Personalized medicine can help reduce adverse drug reactions. [SEP] Text: ” And, he added, “There is no single source for clinically important adverse drug reactions. ”. Kahn suggested that a national cross-disciplinary working group be established to identify and prioritize adverse drug reactions and drug-drug interactions; develop a public database with this information; receive all new drug labeling information on adverse drug reactions and interactions; provide an ongoing review of FDA and other drug data; and review the relevant literature. Dr. Kahn said this working group should comprise members from academia, clinical practice, the pharmaceutical industry, and representatives of the regulatory sector. The new database of adverse drug events and drug-drug interactions should not be left to the market-driven private sector, he added. “Labels are ridiculous because most of what's in them isn't useful for anyone,” said IOM Forum member Robert Califf, MD, Professor of Medicine in the Division of Cardiology at in Durham, NC, and Director of the Research Unit. He said that industry and the FDA are not capable of wading through all the potential side effects and highlighting what is clinically useful; for legal reasons they put everything on a drug label. Echoing others on the panel, Dr. Califf said: “We need an expert third party, not FDA, not industry” to establish a national drug database with credible standards, presentation, and content. “I wouldn't want the content to be market-driven or an opinion poll,” said Dr. Califf. . Leander Fontaine, MD, President of the Pennsylvania-based consulting firm Pharmiceutics LLC, noted that many physicians don't trust industry to put on drug labels information that is evidence-based and clinically valuable. He recommended that the drug label be redesigned to place up front information about the level of causal certainty for adverse drug events and that they be classified based on their expected probability. Other information could be taken out of the label and called scientific background information, he said. “We need a common understanding and acceptance of decision-making principles,” he emphasized. E. Behrman, MD, in the Office of in FDA's Center for and Research, said that a comprehensible and comprehensive label is the only way to fully inform health-care practitioners and consumers.

Output: pass


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (G, H) Autophagic flux during LPS/zVAD-mediated necroptosis assayed by immunoblots of LC3-II and indicated autophagy receptors. Protein levels were assayed over 6 hr of necroptosis in presence of Bafilomycin A1 to halt autophagic flux. (G) total lysate; (H) detergent-insoluble fraction. Data in (A–F) are representative of three independent experiments; (G, H) are representative of two independent experiments. Figure 4—figure supplement 2—source data 2 Lysosomal function and autophagic flux drive turnover of active 1 and RIPK3 during necroptosis. Download elife-44452-fig4-figsupp2-data2-v1. xlsx Figure 5 Download asset Open asset The autophagy receptor TAX1BP1 protects against necroptosis by TLR3 or TLR4 ligands. (A, B) Immunoblots of indicated autophagy receptors in total (A) or NP-40 insoluble fractions (B) of BMDM lysates over 6 hr of LPS/zVAD treatment. (C) Immunoblots confirming -mediated deletion of indicated autophagy receptor genes in wild-type BMDMs. (D) Cell death assayed by PI staining and live-cell imaging for 12–16 hr following treatment with indicated ligands. Data in (A, B) are representative of three independent experiment; (C, D) are representative of four independent experiments. **p<0. 01, ****p<0. 0001. Bar graphs depict mean. NTC = non targeting control gRNA. Figure 5—source data 1 The autophagy receptor TAX1BP1 protects against necroptosis by TLR3 or TLR4 ligands. Download elife-44452-fig5-data1-v1. xlsx Figure 6 with 1 supplement Download asset Open asset Elevated ZBP1 in Atg16l1-deficient BMDMs suppresses TRIF-mediated necroptosis. (A) ZBP1 turnover in Atg16l1-WT and Atg16l1-cfollowing cycloheximide (CHX) treatment for indicated time points.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: The present research was designed to explore the efficacy of new strategies for preventing the spread of misinformation and to develop verification techniques (prebunking) with the aim of reducing the risk of future education professionals inadvertently becoming mouthpieces for hoaxes. Although the chi-squared test significance result of 0. 607 does not support our hypothesis, other studies focusing on the student's role as a game user have shown positive outcomes. A recent study by Quevedo-Redondo [27] assessed the use of newsgames, games with journalistic purposes, in a higher education environment (Journalism undergraduate students). It aimed to address the risks associated with excessive exposure to harmful content via social media platforms. The experiment was conducted using News Game, developed by the Dutch association of journalists and academics, DROG. This tool allowed students to acquire protective skills and prebunking strategies through gamification, building on the inoculation theory [22] proposed by Quevedo-Redondo and others [27]. The study by Morejón-Llamas [23] focused on the burgeoning phenomenon of fake news during the pandemic, considering the extensive use of social media by young individuals. The video game Go Viral! was assessed as a tool to broach the topic of misinformation in both pandemic and post-pandemic settings. The results showed that the game, grounded in psychological inoculation, enabled users to understand the process of generating misinformation online, its amplification by echo chambers, and the necessary tools to establish online communities from the perspective of a disinformation agent, offering data transmission, contextualization, sensitization, interaction, and stimulation. Manso Rodríguez conducted a descriptive investigation aiming to apply gamification in libraries to promote media and information literacy. Through literature analysis, it has been demonstrated that gamification is an effective tool to motivate library users to seek ongoing training in media and information literacy [29]. 5 ConclusionsThis research focuses on competency 2. 2 from the domain “Tackling the Complexity of Sustainability” as set out by DigiComp. It is defined as a cognitive process that allows for the evaluation and understanding of information regarding sustainability issues, expanding horizons without undermining the information and its sources.

Output: corroborate


Input: Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Episodes of oropharyngeal pain, headache, nasopharyngitis, upper respiratory tract infection, otitis media, diarrhoea, and an increased blood eosinophil count were reported in more children in the ivacaftor group (Davies 2013) (Analysis 1. 5). In the ΔF508 study by Flume, episodes of cough, nausea, rash and contact dermatitis were experienced by more participants assigned to ivacaftor compared to those assigned to placebo. Pulmonary exacerbations were more common in participants in the placebo group (Flume 2011) (Analysis 2. 2). With regards to results that were statistically significant in the trial reports, in the two phase 3 trials; cough and decreased pulmonary function were less common in the ivacaftor group, OR 0. 57 (95% CI 0. 33 to 1. 00) and OR 0. 29 (95% CI 0. 10 to 0. 82) respectively (Analysis 1. 5). Since coughing was an important adverse effect it is relevant to note that participants in these trials continued on pre‐study airway clearance therapies except for inhaled hypertonic saline, which was not an approved therapy in the country where these trials were conducted. No other combined analysis showed a significant difference between groups (Analysis 1. 5). The adult trial reported a higher number of participants who experienced dizziness in the ivacaftor group, OR 10. 55 (95% CI 1. 32 to 84. 47) (Analysis 1. 5). This outcome was not reported in the other trials. In the remaining trials, Accurso and Flume did not report any significant difference in adverse events (Analysis 1. 6; Analysis 2. 2). b. moderate (therapy is discontinued and the adverse effect ceases) Both phase 3 G551D trials and the ΔF508 trial reported the number of participants who experienced adverse effects that required interruption of the intervention (Davies 2013; Flume 2011; Ramsey 2011). In the paediatric phase 3 G551D trial, three participants from the placebo group experienced adverse effects requiring interruption of the intervention compared to one participant in the ivacaftor group; but the details of these adverse events were not reported (Davies 2013). In the adult trial, 11 adverse events in the ivacaftor group (13. 3%) compared to four in the placebo group (5. 1%) required trial drug interruption.

Output: pass


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Representative immunoblot (top), ZBP1 quantification by densitometry (bottom) normalized to ZBP1 band intensity in WT samples at 0 hr. (B, C) immunoblot (B) and cell death (C) assays of BMDMs from mice of indicated genotypes treated with combinations of LPS/zVAD/Nec-1 following -mediated deletion of Zbp1, Ticam1 or both (n = 4). (D, E) cell death assayed in Atg16l1-WT or Atg16l1-cfollowing -mediated Zbp1 deletion and a dose titration of LPS in the presence of 20 μM zVAD and/or 30 μM Nec-1 (n = 4). Dot-plots depict mean ±S. D. (F–H) immunoblots depicting accumulation of TRIF (F), autophosphorylated and total RIPK1 (G), autophosphorylated and total RIPK3 (H) in NP-40 insoluble lysates of BMDMs lacking both Atg16l1 and Zbp1 following induction of necroptosis via LPS/zVAD for 3 hr. Top panels represent short exposures; middle panels represent long exposures. *=non specific band. Data (A) are representative of four independent experiments, densitometry is pooled from four independent experiments. Data in (B, C) are representative of three independent experiments; (D–H) are representative of two independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. Bar graphs depict mean. NTC = non targeting control gRNA. Figure 6—source data 1 Elevated ZBP1 in ATG16L1 deficient BMDMs suppresses TRIF-mediated necroptosis. Download elife-44452-fig6-data1-v1. xlsx Figure 6—figure supplement 1 Download asset Open asset Loss of Atg16l1 leads to ZBP1 accumulation; deletion of Zbp1 in Atg16l1-cenhances TRIF-mediated necroptosis and RIPK3 activation.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Gateway Papers: A Journal of Education and Pedagogic ResearchStart SubmissionBecome a ReviewerReading: of Gamification as an Pedagogy to Engagement during COVID-19 PandemicDownloadPDF (US English)XML (US English)Alt. DisplayShareSharePractice-based papersof Gamification as an Pedagogy to Engagement during COVID-19 this paper I share my experience of using gamification on a Analytics module to enhance student engagement with online teaching and learning during the COVID-19 pandemic. Keywords:-19PandemicAnalyticsYear: 2022Volume: 3 Issue: 1Page/10. 3943/gp. 55Submitted on Jan 6, 2022Accepted on Apr 27, 2022Published on May 11, 20224. 0 Introduction: and Learning and this paper the use of gamification as an innovative practice pedagogy in response to the disruption to traditional ways of teaching and learning brought about by the COVID-19 pandemic is discussed. Disruptions are generally not welcome but can create opportunities for innovation. The pandemic has brought about unprecedented challenges in the teaching and learning space. In the earlier days of the pandemic, whole nations were locked down, this meant life including teaching and learning had to go virtual. This also meant that traditional ways of encouraging engagement and participation in students needed to be revisited. These traditional methods were mostly based on face to face (in person) time spent with students (lectures, labs and so on) the ‘new normal’ changed that. This major disruption presented us as educators with the opportunity to be innovative in our response. Gamification and Masters-level Learning and was embedded within a masters programme’s Analytics module as a case study. The overarching aim being to increase student engagement and their overall experience positively. Gamification is said to be “the use of game mechanics and experience design to digitally engage and motivate people to achieve their goals” (Burke, 2014). The idea was to use gamification elements such as badges, certificates, leaderboards, and prizes to enhance student engagement on this module. These were expected to have a positive impact on student engagement both within learning and assessments. The gamification of the module included the provision of incentives to promote engagement with the learning material and provided instant feedback and rewards for engagement with elements such as quizzes, tests, recordings and upward progression on a leadersboard.

Output: corroborate


Input: Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: The ΔF508 trial recruited 140 participants homozygous for the ΔF508 mutation, again a representative sample for people with this mutation aged from 12 years upwards. This study was included because it evaluated ivacaftor, although on a population with class II mutations in which a minimal amount of CFTR is able to reach the cell surface. In light of the results that failed to reach statistical significance in this population, trials with younger participants with ΔF508 are not appropriate (Flume 2011). There is no current evidence to support the use of CFTR potentiators in patients with other class III to V mutations (not G551D). Trials on people with other class III to V mutations (e. g. R117H) are ongoing (2013; Moss 2014; Nick 2014; Nielson 2014). Quality of the evidence All the included trials were RCTs which represent the highest quality with regards to trial design. The overall risk of bias across the included trials was judged to be moderate. Random sequence generation, allocation concealment and blinding of trial personnel were well‐documented. Blinding of participants was less clear, as details of orally administered ivacaftor and placebo tablets (such as taste, colour and consistency) were not provided. Participant data were excluded from the analysis in three trials (Davies 2013; Flume 2011; Ramsey 2011). The risk of selective reporting was generally high as trials did not always report on outcomes outlined in the protocol, present data for all outcomes and report on outcomes considered important by the review authors. Potential biases in the review process The review authors conducted a comprehensive literature search of online journal databases using the Review Group's and the ongoing online trials database (ClinicalTrials. gov) and also of manual searching of journal conference abstracts. Two authors individually applied the inclusion and exclusion criteria to the resultant literature and extracted relevant trials. The authors individually extracted data and assessed the risk of bias of the included trials. If they failed to reach a consensus on the risk of bias in a trial, a third author (KWS) arbitrated. The analyses were undertaken by one review author (SP) and checked for appropriateness by the review statistician (KD). This methodological approach ensured that risks of bias in the review process were kept to a minimum. This review has assessed all available published trial data. Trial authors were contacted for relevant unpublished information and individual participant data. None have been made available to date.

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: (A) ZBP1 turnover in wild-type BMDMs measured by inhibition of lysosomal (Bafilomycin A1, BafA1 100 nM) or proteasomal (MG132 2 μM) function for indicated time points. Immunoblot is representative of three independent experiments, summarized in dot plot below as ZBP1 band intensity normalized to WT 0 hr time point. Lines depict mean (n = 3). (B) ZBP1 accumulation assayed by immunoblot in NP-40 insoluble and soluble fractions of Atg16l1-WT and Atg16l1-clysates following treatment with indicated combinations of LPS/zVAD/Nec-1 for 4 hr. -mediated deletion of Ticam1 in Atg16l1-cfollowed by LPS/zVAD treatment is used as a negative control. (C) Cell death assayed by PI staining and live-cell imaging for 12–16 hr. BMDMs from mice of indicated genotypes treated with combinations of LPS/zVAD/Nec-1 following -mediated deletion of Zbp1, Ticam1 or both (n = 4). (D) Cell death time-course of BMDMs of indicated genotypes following LPS/zVAD mediated necroptosis. Dots represent mean (n = 4)±S. D. All data are representative of three independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. NTC = non targeting gRNA. Figure 6—figure supplement 1—source data 1 Loss of Atg16l1 leads to ZBP1 accumulation; deletion of Zbp1 in Atg16l1-cenhances TRIF-mediated necroptosis and RIPK3 activation. Download elife-44452-fig6-figsupp1-data1-v1. xlsx Figure 7 with 1 supplement Download asset Open asset Combined loss of myeloid-specific Atg16l1 and Zbp1 accelerates LPS-mediated sepsis in mice. (A) Kaplan-Meier survival plots for mice following challenge with 10 mg/kg LPS administered intraperitoneally.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: A blended learning approach was adopted, and this meant that larger amounts of learning resources were made available online than was the case prior to the pandemic. Getting students to engage with online learning usually takes greater motivation and gamification can help provide this. In this case it enabled me as the educator to make tasks/learning more interactive and engaging, thereby making learning ‘fun’. Examples include a student automatically being awarded a badge, points, or certificates in Blackboard for watching a recording, doing a quiz, contributing to a discussion board and so on. All of which would in turn then contribute towards their standing on the leaderboard. Figure 1 depicts some of the gamification elements and rewards that I used. Figure 1 (badges, certificates, leaderboard and gift vouchers). module is a very practical one and prior to the pandemic most of the teaching was done in computer labs and was very hands on. As a result of the pandemic, most of the sessions for this cohort of students had to be moved online and I realised early on that if the learning outcomes where to be met then student engagement with the provided online material and resources needed to greatly increase. To encourage this, gamification elements were set up to engage/motivate different levels of students. The conceptual framework (see Figure 2) and gamification strategy that I developed for this recognises three levels of learners; level 1 – passive engagers, level 2 – active engagers and level 3 – deep engagers and the strategy incentivises all three levels of engagement. For instance, the module Blackboard shell was set up to trigger a reward for the passive engager who just watches a recommended recording or reads a recommended 3. This is also followed by a discussion on how the levels were defined and characterised. Figure 3 Levels of Engagement. Level 1 – passive engagement with the online course material e. g. watching recorded materials or reading written materials. Level 2 – active engagement, e. g. attempting quizzes. Generally characterised by reasonable understanding of the online material and where there is a lack of understanding, highlighting of the gaps in knowledge. Level 3 – deep engagement, characterised by thorough understanding of the online material. In this level the gaps in understanding identified in level 2 are filled. These three levels of engagement (i. e.

Output: corroborate


Input: Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Subgroup analysis of the G551D trials Improvements in the absolute change from baseline in FEV1 amongst pre‐defined subgroups were reported at 48 weeks by the phase 3 G551D trials (2013; 2011). In the paediatric trial at 48 weeks, children in three subgroups demonstrated significant improvements in the change from baseline in % predicted FEV1 in the ivacaftor group compared to the placebo group: a baseline % predicted FEV1 below 90%, MD 14. 90 (95% CI 7. 30 to 22. 50); were from Europe, MD 24. 60 (95% CI 6. 40 to 42. 80); and were female, MD 13. 80 (95% CI 4. 20 to 23. 40) (2013). However, there was no significant difference in the change from baseline in % predicted FEV1 between treatment and placebo in the following subgroups: baseline % predicted FEV1 over 90%, MD 6. 90% (95% CI ‐3. 80 to 17. 60); from North America, MD 5. 80% (95% CI ‐2. 60 to 14. 20); from Australia, MD 4. 20% (95% CI ‐3. 70 to 12. 10); and male, MD 5. 20% (95% CI ‐2. 20 to 12. 60) (2013) (Analysis 2. 16). The adult phase 3 G551D trial reported significant improvements in FEV1 % predicted favouring ivacaftor over placebo in all subgroups (Table 4); insufficient data precludes inclusion of these results in a meta‐analysis (2011). Open in table viewerTable 4. Absolute change in FEV1 % predicted amongst pre‐defined subgroups in the adult phase 3 G551D study at 48 weeks. effect P value Baseline percent of predicted FEV1 of less than 70% 10. 6 < 0. 001 Baseline percent of predicted FEV1 of greater or equal to 70% 10. 3 < 0. 001 Participants from 9. 0 < 0. 001 Participants from Europe 9. 9 < 0. 001 Participants from Australia 11. 9 0. 008 Male 11. 0 < 0. 001 Female 11. 6 < 0. 001 Less than 18 years 11. 4 0. 005 Greater than or equal to 18 years 9. 9 < 0.

Output: pass


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Statistical analysis Figure 7—figure supplement 1A was performed using log-rank test (Figure 7—figure supplement 1; Figure 7—figure supplement 1A). (B) Serum cytokine measurements of IL-1β and TNFα performed by ELISA following 4 hr of intraperitoneal LPS administration at 10 mg/kg. Data in A are representative of two independent experiments. Data in B are pooled from two independent experiments. *p<0. 05, **p<0. 01, ***p<0. 001, ****p<0. 0001. Figure 7—source data 1 Accelerated morbidity conferred by double deficiency of ATG16L1 and ZBP1 in myeloid cells following LPS-mediated sepsis in mice. Download elife-44452-fig7-data1-v1. xlsx Figure 7—figure supplement 1 Download asset Open asset Accelerated morbidity conferred by double deficiency of ATG16L1 and ZBP1 in myeloid cells following LPS-mediated sepsis in mice. (A) Statistical analysis of Kaplan-Meier curve depicted in Figure 7. P-values are generated using log-rank test. (B) Inflammatory cytokines, death ligands and TLR ligands induce necroptotic signaling upon caspase-inhibition. Autophagy promotes turnover of 1 and RIPK3 to control necroptosis in healthy macrophages. (C) In the absence of autophagy, accumulation of active 1 and RIPK3 enhances necroptosis as well as inflammatory cytokine production. Accumulation of ZBP1 attenuates TRIF-mediated necroptosis during autophagy deficiency. During TLR3- or TLR4- activation, overabundance of TRIF drives RIPK3-dependent necroptosis that is resistant to RIPK1 inhibition. Autocrine signaling via non-may contribute to enhanced necroptosis. Dotted lines depict indirect signaling events; solid lines depict direct signaling events. Author response image 1 Download asset Open asset TRIF, autophosphorylated RIPK1 and autophosphorylated RIPK3 are ubiquitinated during necroptosis.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: , passive, active and deep engagement) are defined based on extant literature on student engagement, particularly research that identifies three dimensions to student engagement; behavioural, emotional, and cognitive engagement (Fredricks et al. , 2004; Trowler, 2010). In their work on these three dimensions of engagement, Fredricks et al. , (2004) and Trowler (2010) describe behaviourally engaged students as those who would conform to basic expectations that institutions have of a student. For instance, attendance of classes and submission of assessments. They go on to describe the emotionally engaged students as those whose emotions are engaged in the whole learning process and so would in the course of their students experience feelings such as enjoyment, interest and a sense of belonging. Finally, in terms of cognitive engagement they describe these as students who are intrinsically driven, those who would go well and above basic requirements and hence would meet and even exceed expectations. Based on these dimensions, where there is a low amount of each of the dimensions this maps to passive engagement. Where there is an average (medium) amount of the dimensions then it maps to active engagement. Finally, where there is a high level of these dimensions it maps to deep engagement. Figure 4 depicts these mappings. Figure 4 Mappings to Levels of Engagement from the Dimensions of Engagement. A gamification strategy that catered for each of these engagement levels was then designed and implemented. One key element in the strategy was linking it to the modules learning outcomes and at the same time ensuring the design also focused on the enhancement of student engagement. The learning outcomes for the big data analytics module are listed below: A systematic understanding of what is, where it comes from and what the key challenges are. Gain comprehensive knowledge of the architecture and how it relates to the idea of the ‘data warehouse’ and traditional relational databases. Demonstrate self-direction and originality in analysing vast amounts of unstructured data using massively parallel and scalable cloud computation systems. Critically evaluate data mining and machine learning algorithms for large scale data analytics using Apache Spark. Based on the module learning outcomes it was clear that for the gamification strategy to have a positive impact on the learning outcomes, two main things needed to be incorporated; firstly, the design of a gamification strategy that encourages students to engage with the resources and material in terms of reading and watching them.

Output: corroborate


Input: Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Results are not applicable to individuals with other class IV mutations and the small sample size reduces the applicability of this evidence to people with cystic fibrosis who carry the R117H mutation (2015). There is no current evidence to support the use of CFTR potentiators in people with other class III to V mutations (not G551D). While there are trials recruiting people with other class III to V mutations, these have not be included in this review due to their cross‐over trial design (2013; NCT01685801; NCT01784419). Quality of the evidence All the included trials were RCTs which represent the highest quality with regards to trial design. The overall risk of bias across the included trials was judged to be moderate. Random sequence generation, allocation concealment and blinding of trial personnel were well‐documented. Blinding of participants was less clear, as details of ivacaftor and placebo tablets (such as taste, colour and consistency) were not provided. Participant data were excluded from the analysis in four trials (2011; 2013; 2015; 2011). The risk of selective reporting was generally high as trials did not always report on outcomes outlined in the protocol, or present data for all outcomes and report on outcomes considered important by the review authors. The quality of the evidence in this review is judged to be moderate to low, mainly due to risk of bias from incomplete outcome data and selective reporting and imprecision of results, particularly where few individuals have experienced adverse events (summary of findings Table for the main comparison; summary of findings Table 2; summary of findings Table 3). Potential biases in the review process The review authors conducted a comprehensive literature search of online journal databases using the Review Group's and online trials databases (1. 1 Comparison 1 Ivacaftor (VX‐770) versus placebo in people with the F508del CFTR mutation, Outcome 1 FEV1 ‐ relative change from baseline. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 1. 2 Comparison 1 Ivacaftor (VX‐770) versus placebo in people with the F508del CFTR mutation, Outcome 2 Adverse effects. Using systematic reviews (free)Navigate to figure in ReviewPrint figureOpen in new tab Figures and Tables - Analysis 1.

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: Immunoblots of TRIF, autophosphorylated RIPK1, autophosphorylated RIPK3 and ubiquitin in BMDM lysates following immunoprecipitation of M1 or K63-ubiquitinated proteins after 4 hours of LPS/zVAD treatment. Red arrow depicts specific high signal. resources table Reagent type (species) or resourceDesignationSource or referenceIdentifiersAdditional informationGenetic reagent (M. musculus)Atg16l1loxP/loxPPMID: 24553140Dr. (Genentech, Inc)Genetic reagent (M. musculus)Zbp1loxP/loxPNewton et al. , 2016Dr. (Genentech, Inc)Commercial assay or kitMouse monocyte isolation kitMiltenyi BiotecCat#: 130-100-629Peptide, recombinant proteinCas9 V3IDTCat#: 108105810 μg per reactionPeptide, recombinant proteinmurine TNFαPeprotechCat#: 315-01A50 ng/mlPeptide, recombinant proteinPam3CSK4InvivogenCat#: tlrl-pms1 μg/mlPeptide, recombinant proteinPolyI:C (LMW)InvivogenCat#: tlrl-picw10 μg/mlPeptide, recombinant proteinLPS-EB ultrapure (E.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Secondly as the module is an extremely practical hands on one, the gamification strategy needs to also motivate students to participate in hands on activities. Figure 5 summaries the various components that make up the strategy and breaks them down into four main components namely; Gamification elements for online learning communities – these are the elements that have been included in the gamification strategy to specifically target the development of an online learning community. These are not focused just on the individual but on the individual as part of a group and would help in fostering a sense of belonging in the group. An example of this is the leadersboard which showed an individual’s position in terms of engagement in relation to their class mates. Gamification elements for individual engagement – In this case the focus is on enhancing the individual student’s engagement and increasing their motivation levels. Some of the elements that are used here include badges and certificates. Mechanics for individual engagement – In terms of mechanics these refer not to the rewards that are given for engagement but the actual elements that the individual engages with such as tests and quizzes. The focus here is on the individual learner. Mechanics for online communities – In this case these refer to the elements that the students engage with but the focus here is on the group and not the individual learner. Examples here are the use of hackathons and discussion boards. Figure 5 Elements of the Gamification Strategy. Each of these elements together cover the elements that motivate engagement, the elements that engagement is actually done with and all these have an impact on the learning outcomes. Figure 6 depicts a high-level simplified view of how the cycle works. Figure 6 Gamification Simplified. The use of gamification to enhance student engagement on the Analytics module was extremely successful and when compared with the system statistics from previous years obtained from the Blackboard module shells, engagement in terms of average time per active student in hours between the last two cohorts had increased by 112%. Additionally, in terms of impact the following were also observed Good engagement from the students which in turn meant the subject matter being taught was reinforced outside of the instructor led sessions by the activities the students engaged in for badges, points, gift vouchers and to move up on the leaderboard. I had more late starters during the semester than in previous years (another effect of the pandemic) and as the gamification provided means for self-learning and getting instant feedback, it came in very handy.

Output: corroborate


Input: Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: 01, 78. 14] 6. 18 Sinusitis 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 19 Chronic sinusitis 1 19 (M‐H, Fixed, 99% CI) 0. 08 [0. 00, 6. 60] 6. 20 Sinus congestion 1 19 (M‐H, Fixed, 99% CI) 1. 67 [0. 02, 114. 48] 6. 21 Nasal congestion 1 19 (M‐H, Fixed, 99% CI) 1. 67 [0. 02, 114. 48] 6. 22 Nasal oedma 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 23 Nasal dryness 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 24 Nasal turbinate abnormality 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 25 Nasal septum disorder 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 26 Mucosal erosion 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 27 Epistaxis 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 28 Oral candidiasis 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 29 Pharyngeal oedema 1 19 (M‐H, Fixed, 99% CI) 0. 93 [0. 01, 78. 14] 6. 30 Pharyngeal erythema 1 19 (M‐H, Fixed, 99% CI) 1. 67 [0. 02, 114. 48] 6. 31 Pharyngolaryngeal pain 1 19 (M‐H, Fixed, 99% CI) 1. 67 [0. 02, 114. 48] 6. 32 Tonsillar hypertrophy 1 19 (M‐H, Fixed, 99% CI) 0. 08 [0. 00, 6.

Output: pass


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: coli O111:B4)InvivogenCat#: tlrl-3pelps100 ng/mlPeptide, recombinant proteinR848 (Resiquimod)InvivogenCat#: tlrl-r8481 μg/mlPeptide, recombinant proteinCpG-ODN 1826InvivogenCat#: tlrl-18265 μMPeptide, recombinant proteinzVAD-fmkPromegaCat#: G723220 μMChemical compound, drugNecrostatin-1SciencesCat#: BML-AP309-010030 μMChemical compound, drugBafilomycin A1SigmaCat#: B1793100 nMChemical compound, drugMG132SigmaCat#: M74492 μMPeptide, recombinant proteinFcR-BlockBD biosciencesCat#: 5331441Chemical compound, drugFixable viability dye efluor780InvitrogenCat#: 65–0865Antibodyanti-CD62L PerCP Cy5.

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: It helped me as a tutor to get a good feel for areas to revisit in my sessions with the students based on the quizzes and review metrics for the various resources. For instance, by looking at the badges awarded I could instantly get a good sense of the level of engagement with specific topics and so on. When students responded via a mid-module survey on whether it had helped in consolidating what they were learning, 85% of the respondents said ‘yes’ it had and all the others said it ‘sometimes’ did. Some of the more detailed feedback received from students on the impact of gamification of the module for them can also be seen in the quotes below: ‘Personally, the gamification elements did add a bit of incentive for me in terms of my engagement with the material. Much of the material in this module was completely new territory for me, so getting to grips with the basics was my first priority. But knowing that completion of the quizzes and reading extra material carried the opportunity of a prize certainly encouraged me to go beyond those basics. And, in hindsight, that rendered quite well for me in terms of how I ended up performing in the assessments. Seeing how I was doing in the leaderboard against others at key milestones throughout the module certainly helped me stay engaged too, always love a bit of competition! ’ ‘The quizzes were very helpful as they reinforced what I had already studied and to some extent summarised the topics for me. The questions were also very clear to understand and also about the right number of questions. Moreover, the leaderboard and badges compelled me to give in my best especially when you had said there were some rewards involved. ’ ‘Personally, my own experience is that gamifications works perfectly because it helps to increase the participation/engagement of the students by checking the badges, leaders board, quizzes etc. I will recommend that gamifications should be used subsequently for the next academic sessions and the free vouchers for the students that top the leadership board should continue if possible. ’ Conclusion and Recommendations for a personal note, it has been a great starting point for the use of gamification on my modules and I am beginning to explore ways to build on this initial project and do even more going forward. Some of these include exploring how I can use learning analytics to improve on and drive the gamification strategy.

Output: corroborate


Input: Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Plain language summary available in English Español Русский CFTR correctors, a therapy for cystic fibrosis targeted at specific mutations Review question We looked at drugs (or combination of drugs) that aim to correct the basic defect for the commonest mutation (F508del) that causes cystic fibrosis (CF). We assessed the impact on clinical outcomes that are important to people with CF (e. g. , survival, quality of life, lung function and safety). CF gene makes a protein that has important function in many parts of the body by helping the movement of salts across cells. People with CF are either not able to make this protein or make a protein that is defective. A common mutation of the CF gene is F508del and over 80% of people with CF have at least one copy of this gene variant. When the CF gene is affected by F508del, a full length of protein is made but it is not able to move through the cell correctly. Laboratory experiments suggest that if this protein can be transported to the cell wall then it may be able to function, restore salt movement and correct the chronic problems experienced by people with CF. We examined a number of agents that might correct the F508del mutation. Search date Evidence is current to: 24 February 2018. Study characteristics We included 13 studies (2215 children and adults with CF) which lasted between 1 day and 24 weeks (with an extension study of two studies up to 96 weeks). Seven studies (317 participants) looked at single agents (monotherapy: 4PBA (also known as Buphenyl), CPX, lumacaftor and cavosonstat) versus placebo (a dummy treatment containing no active medicine) and six recent studies (1898 participants) assessed combination therapy (lumacaftor‐ivacaftor or tezacaftor‐ivacaftor) versus placebo. In 12 studies participants had two copies of the F508del mutation and in one study they had one F508del mutation and a second different mutation. Key results Monotherapy versus placebo These studies did not report any deaths or any clinically relevant improvements in quality of life scores. There was not enough evidence to show an effect on lung function. Side effects were reported in all studies, but it is difficult to assess their relevance due to the range of effects and the small number of participants in the studies.

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: 5 Rat monoclonalBD biosciencesCat#: 560513 RRID: AB_10611578Flow cytometryAntibodyanti-CCR2 APCR and D SystemsCat#: FAB5538A RRID: AB_10645617Flow cytometryAntibodyanti-F4/80 efluor450 Rat monoclonaleBioscienceCat#: 48-4801-82 RRID: AB_1548747Flow cytometryAntibodyanti-CSF1R BV711 Rat monoclonalBiolegendCat#: 135515 RRID: AB_2562679Flow cytometryAntibodyanti-Ly6G BUV395 Rat monoclonalBD biosciencesCat#: 565964 RRID: AB_2739417Flow cytometryAntibodyanti-CD11b BUV737 Rat monoclonalBD biosciencesCat#: 564443 RRID: AB_2738811Flow cytometryAntibodyanti-MHCII (IA/IE) PE Rat monoclonaleBioscienceCat#: 12-5322-81 RRID: AB_465930Flow cytometryAntibodyanti-Ly6C-PECy7 Rat monoclonaleBioscienceCat#: 25-5932-82 RRID: AB_2573503Flow cytometryAntibodyanti-CD45 FITC Rat monoclonaleBioscienceCat#: 11-0451-82 RRID: AB_465050Flow cytometryAntibodyanti-F4/80 BV421 Rat monoclonalBiolegendCat#: 123131 RRID: AB_10901171Flow cytometryAntibodyanti-CD11b BUV395 Rat monoclonalBD biosciencesCat#: 563553 RRID: AB_2738276Flow cytometryAntibodyanti-ATG16L1 Mouse monoclonalMBL internationalCat#: M150-3 RRID: AB_1278758ImmunoblotAntibodyanti-ATG14L Rabbit polyclonalMBL internationalCat#: PD026 RRID: AB_1953054ImmunoblotAntibodyanti-FIP200 Rabbit monoclonalTechnologyCat#: 12436 RRID: AB

Output: pass


Input: Claim: Gamification in education can enhance student engagement and motivation. [SEP] Text: Learning analytics is all about using data that is produced and generated about students, such as those generated in virtual learning environments (VLEs) such as Blackboard to produce insights that can be used to improve an individual students’ performance by tailoring their learning to them. The objective is the harnessing of this data (which could come from various sources) to optimise the student experience and outcomes. Most virtual learning environments such as Blackboard provide tonnes of data that can be used for these purposes. However, often times educators are unaware of them or simply ignore them. Other reasons for this include a lack of digital skills and issues around workload and having the time to design and set up these strategies. To mitigate against this when a strategy is found to work in an institution this good practice could be rolled out to other programmes so that educators are not always having to start from scratch. In institutions another approach to promote this could be to have a group of champions who can be approached with questions or for support with setting up strategies to improve engagement. The VLEs are also designed to make it feasible for these additional features to be used by all and sundry. However, sometimes the issue is that educators are simply unaware of what is available or could be available. When it came to the actual implementation of the gamification strategy that I have described in this paper, I had one of two options either do my development by programming myself from scratch or use the facilities provided in Blackboard. From the research I did, I could see that Blackboard provided inbuilt facilities that can be used for gamification such as badges and certificates but these were not available on the university’s version of Blackboard. However, because I had become aware that Blackboard provides them I was able to request that they be added and this was done for me (and is now available to all educators across the university). As educators we should keep exploring ways to enhance student engagement and optimise their experiences and one tested way of doing is through gamification. In addition to this I recommend exploring the use of learning analytics which has the potential to be a game changer when it comes to students’ individual outcomes. Although all of these might seem like they would be time consuming in the short term, in the long term in terms of engagement, learning outcomes and students’ overall performance they more than pay off for the initial setup time. This work was supported by funding from the University’s Fund.

Output: corroborate


Input: Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Implications for research It is important that post‐market surveillance is undertaken for all agents that correct the F508del mutation. It is clear that lumacaftor‐ivacaftor is associated with a number of important adverse effects, some of which necessitated the withdrawal of therapy. Although tezacaftor‐ivacaftor appears to have a more favourable safety profile there are no data in children and close monitoring is required for all individuals on this drug combination. Evidence of efficacy for the population of pwCF who have two copies of the F508del mutation cannot be automatically translated to pwCF who have one copy of F508del or another class II mutation (such as G85E) and research strategies need to be developed that assess impact on these individuals. Small numbers of potential participants for these studies makes this a challenge. As new mutation‐specific therapies emerge, it is important that lessons learnt from this review are taken on board. Investigators should report clearly on methodological approaches to reduce the risk of bias, in particular with regards to random sequence generation, allocation concealment and blinding; they should also ensure that randomisation is maintained when analysing data. It is important that future studies examine and clearly report on outcomes relevant to pwCF and their families. With novel therapies and approaches, reporting of adverse events is critical and this should be undertaken in a robust, comprehensive and consistent manner. Summary of findings Open in table viewerSummary of findings for the main comparison. Summary of findings ‐ Lumacaftor monotherapy compared to placebo Lumacaftor compared with placebo for cystic fibrosis Patient or population: adults and children with cystic fibrosis Settings: outpatients Intervention: lumacaftor Comparison: placebo comparative risks* (95% CI) Relative effect (95% CI) No of Participants (studies) Quality of the evidence (GRADE) risk Corresponding risk Survival Follow‐up: 14 to 28 days No deaths reported. No deaths reported. NA 147 (2 studies) ⊕⊕⊝⊝ low1 Quality of life ‐ total score Follow‐up: 14 to 28 days Outcome not reported. NA A higher score indicates a better outcome. Quality of life ‐ CFQ‐R respiratory domain: absolute change from baseline Follow‐up: 14 to 28 days There was a statistically significant decrease in the CFQ‐R respiratory domain in the 50 mg lumacaftor group compared to placebo.

Output: contrast


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: _2797913ImmunoblotAntibodyanti-monoclonalMBL internationalCat#: M170-3 RRID: AB_10598340ImmunoblotAntibodyanti-TRIF Host: RatGenentech, IncCat#: 1.

Output: pass


Input: Claim: Digital resources provide access to educational materials in remote areas. [SEP] Text: is Open Access? is an initiative that aims to make scientific research freely available to all. To date our community has made over 100 million downloads. It’s based on principles of collaboration, unobstructed discovery, and, most importantly, scientific progression. As PhD students, we found it difficult to access the research we needed, so we decided to create a new publisher that levels the playing field for scientists across the world. How? By making research easy to access, and puts the academic needs of the researchers before the business interests of publishers. are a community of more than 103,000 authors and editors from 3,291 institutions spanning 160 countries, including winners and some of the world’s most-cited researchers. Publishing on IntechOpen allows authors to earn 10. 5772/8261 this 1. Choose citation style Select style to clipboard Get citation 2. Choose citation style Select format Bibtex RIS Download citation by From the by Dalal and purchase hard copies of this book, please contact the representative in India: CBS Publishers & Distributors Pvt. Ltd. www. cbspd. com | customercare@cbspd. com 1. Choose citation style Select style to clipboard Get citation 2. Choose citation style Select format Bibtex RIS Download citation Impact of this 1. IntroductionThe idea that access to information opens doors to wider economic and social development opportunities is not new. In 1984, the “Report’’ pointed to the fact that the lack of telecommunication infrastructure in developing countries impedes economic growth, but with a scope limited to access to telephones rather than today’s wider concept of Information and (ICTs) access and usage. In 1996, the Union (ITU) initiated a project for the “Right to Communicate’’ aimed at providing access to basic ICTs for all, with motivation to reduce information poverty for developing countries. Thus, during the first on the (WSIS) held in Geneva in December 2003, the ‘Digital Divide’ was defined as the unequal access to ICT. Although this unequal access usually apply to differences between countries (the international digital divide) e. g. comparing developed and developing countries or regions; within countries (the domestic digital divide); and most importantly the divide between rural and urban, well educated or poorly educated populations or poor and rich citizens. Despite the various parameters and selected criteria (e. g.

Output: corroborate


Input: Claim: Some cancers are treated more effectively with therapies tailored to specific genetic mutations. [SEP] Text: Lumacaftor versus placebo Adverse events occurring in more than one participant in any lumacaftor dose treatment group in the lumacaftor study by Clancy are presented in the additional tables (Table 3) (Clancy 2012). We have combined the total number of participants with adverse events occurring in the 100 mg and 200 mg lumacaftor groups and compared this to the number of participants experiencing adverse effects in the placebo group (Analysis 1. 2). Adverse event data for participants receiving a lower dose (25 or 50 mg of lumacaftor) were not included as there was no evidence of efficacy. The most commonly reported side effect was cough; there was no statistically significant difference in the number of participants who reported cough between the participants assigned to either 100 mg or 200 mg lumacaftor and those assigned to placebo, OR 1. 28 (99% CI 0. 28 to 5. 92) (Analysis 1. 2) (Clancy 2012). Open in table viewerTable 3. Frequency of adverse effects occurring in more than one participant in any VX‐809 treatment group (Clancy 2012) Placebo n (%) Lumacaftor n (%) Total n (%) Adverse effect n (%) (n = 17) 25 mg (n = 18) 50 mg (n = 18) 100 mg (n = 17) 200 mg (n = 18) (n = 45)* Cough 7 (41. 2) 10 (55. 6) 6 (33. 3) 7 (41. 2) 10 (52. 6) 40 (88. 9) Headache 3 (17. 6) 4 (22. 2) 5 (27. 8) 2 (11. 8) 5 (26. 3) 19 (42. 2) Rales 1 (5. 9) 6 (33. 3) 2 (11. 1) 3 (17. 6) 3 (15. 8) 15 (33. 3) Productive cough 3 (17. 6) 2 (11. 1) 0 (0. 0) 4 (23. 5) 6 (31. 6) 15 (17. 8) Dyspnoea 1 (5. 9) 5 (27. 8) 3 (16. 7) 2 (11. 8) 4 (21. 1) 15 (33. 3) Pulmonary exacerbation* 2 (11. 8) 4 (22. 2) 2 (11.

Output: pass


Input: Claim: CRISPR technology allows for precise editing of genomic sequences. [SEP] Text: 3. 5ImmunoblotAntibodyanti-MLKL Host: RabbitGenentech, IncCat#: 1G12ImmunoblotAntibodyanti-p-MLKL Rabbit monoclonalAbcamCat#: ab196436 RRID: AB_2687465ImmunoblotAntibodyanti-RIPK1 Mouse monoclonalBD biosciencesCat#: 610459 RRID: AB_397832ImmunoblotAntibodyanti-p- RIPK1 Host: RabbitGenentech, IncCat#: GNE175. DP.

Output: pass


Input: Claim: Digital resources provide access to educational materials in remote areas. [SEP] Text: If there is only one SS in the network, the (BS) will communicate with the SS on a Point-to- Point basis. A BS in a Point-to-Point configuration may use a narrower beam antenna to cover longer distances. Wireless is more flexible and thus easier to deploy according to the market demand. Although most of the existing wireless technologies suffer from limited range and coverage (usually a few hundred meters around the base station) resulting in very costly combination of technologies (wired and/or wireless), WiMAX technology benefits in a wide coverage and can be deployed as a Point-to-Multipoint “last mile’’ connection but also as part of the backhaul to the private switched telephone network (PSTN) and Internet access points. The WiMAX role in an access network is illustrated in Figure 3. With potential range of 30 to 50 kilometers in line-of-site conditions, WiMAX offer a huge improvement over all existing broadband wireless technology. Figure 3. A WiMAX typical scenario. Figure 4. . Quick Deployment: Compared with the deployment of wired solutions, WiMAX requires little or no external plant construction. Ease of installation is one of the key issues to lower deployment costs in developing countries. In rural areas, the consequences of the long distances from the core network access point and the scattered location of villages, farms in the countryside makes any deployment very costly. In developing countries, the lack of main infrastructure (electricity, roads), and environmental condition (temperature, humidity) adds on the difficulty. Thanks to the non-line-of-sight (NLOS)/LOS coverage advantage, the service provider can easily plans a 95% predictability coverage ensuring high installation success rates and controls deployment costs. A quicker and simpler installation with a much greater rate of success means operators spend less money rolling out their networks. capability also allows indoors self install CPEs within several kilometers radius. Worldwide Standardization: Developed and supported by the WiMAX forum (more than 300 members), WiMAX will become the worldwide technology based standard for broadband and will guaranty interoperability (i. e. , multivendor CPEs), reliability and evolving technology, but also will ensure equipments with very low cost. With low CPEs cost as one of the first objective, business model can easily be profitable even in developing countries. Mobility: The IEEE 802.

Output: corroborate