Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: As the air passes through, the amine materials ‘grab’ the CO2, removing it from the air. The remaining air blows straight out the other end! Chemical engineers often work closely with industry, and Chris is no exception. He is collaborating with a start-up company called Global Thermostat. “believe their technology, if successfully deployed at scale, could act as a global temperature controller for the Earth” he says. “Take out more CO2 to cool; slow CO2 removal to warm! ” When the amine-oxide material is sufficiently loaded with CO2, the device is heated up, which causes the gas to ‘fall off’ the material. The resulting concentrated CO2 product must then be stored – usually by compressing it to high pressure and depositing it underground – hopefully for hundreds of years. Alternatively, it can be sold as a commodity: CO2 has various industrial uses, from food to oil and chemicals. However, to be classed as a negative emissions technology, the carbon must be packed away somewhere so that it can’t escape back into the atmosphere. ? “Until recently, there hasn’t been a strong market for NETs and DAC,” says Chris. “And therefore fewer ways for companies to monetise DAC technologies. While the amine-oxide hybrid materials we work with are relatively easy to make, they’re not being produced at commercial scale yet. As the market develops, I anticipate an array of companies, both established and start-ups, will be poised to manufacture such materials. We’re working with several of them today. ” The first commercial DAC unit on the market was produced by a company called Climeworks and is in use in Switzerland. Hopefully, this is the start of many. However, while large scale use of DAC could negate the effects of our fossil fuel-burning lifestyles, it’s vital that we move to renewable and more sustainable energy sources. What’s exciting is that Chris’ technology could help give us more time: “This would allow a slower transition to a renewable, energy-rich future, offering less economic disruption and loss of jobs associated with fossil energy,” he says. “It could be both a climate and market stabiliser. ” WHAT’? Let’s describe acids and bases even more scientifically.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Stratigraphic position and natural environment of the oldest Central Podolia, Ukraine: New data from the site. Quaternary International, 326-327, 191-212. DOI:10. 1016/j. quaint. 2013. 08. 045 Yastremska Tetiana, PhD in Philology Senior Researcher, for Research, I. of Ukrainian Studies, of Sciences of Ukraine (4, 79026 Lviv, Ukraine)tetyana. yastremska@gmail. com Ястремська, Т. Традиційне гуцульське пастухування. Львів: Інститут українознавства ім. І. Крип’якевича НАНУ, 2008. 424 с. 2. Хобзей, Н. , Ястремська, Т. , Сімович, К. , Дидик-Меуш, Г. Гуцульські світи. Лексикон. Львів: Інститут українознавства ім. І. Крип’якевича НАНУ, 2013. 667 с. 3. Yastremska T. The lexeme верх: its phonetic and semantic features, and derivative resources in south-western dialects of Ukrainian. LingVaria. (2015). №1(19). S. 221–239 (Index Copernicus). doi: 10. 12797/LV. 10. 2015. 19. 154. Ястремська, Т.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Six of those directly mentioned fear or worry for their children, grandchildren, future children, students, or simply “future generations. ” This is a form of temporal distancing, in that climate change is seen to be more of a problem in the future7,23. On the other hand, affinity with those affected could increase interest in taking action24. One of the six accepted generational complicity in the problem: “It stresses me that it's my kids that are going to be really seeing the consequences of our mistakes. ” Hanson-Easey et al. found the same sense of collective responsibility in their focus groups7. Two parents of teens expressed concern about the disengagement of young people. One lamented: I look at my children. I think everybody's just disconnected, because they think there's nothing they can do about it and the whole world's gone to hell in a hand basket. And, if you get your youth to disengage, you have a real problem. Hanson-Easey et al. found this to be a moral judgment7, whereas these two interviewees were genuinely worried and at a loss. A ninth interviewee related to this category was himself a Disengaged young person. As a parent of young children, he noted that “of the million things I thought of this week, none of them were climate change. Right? And even in the last, everything that's happened in the last few years, very rarely did I think about climate change. ” The day-to-day worries associated with parenthood could lessen worry about the more nebulous issue of climate change, demonstrating a finite pool of worry7,32,33. Effects on the organization’s activities. Six interviewees focused on the effects of climate change on their organization’s activities. Half were cross-country skiers. Most of the cross-country skiers interviewed agreed that climate change posed a threat to their sport. Not only is the season is getting shorter but, there's definitely this more cyclical pattern of warming and so, you know, particularly recreational skiers, they're not gonna go do a sport where, every time they go out, the conditions are treacherous because it's icy and rainy or, you know, if you can't groom the conditions properly, it becomes really challenging to ski and unpleasant and dangerous. And, so, people will pick something else. Right?

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: -19 PreprintsProtocolsVideosJournalsTools & a 10. 21203/rs. 3. rs-1652932/v1This work is licensed under a CC BY 4. 0 LicenseStatus:PostedVersion 1posted You are reading this latest preprint versionAbstractAs society appears determined to significantly reduce carbon emissions, the viable question arises how nature will follow. A simple model is applied to project atmospheric CO2 concentration and near-surface temperature for emissions reductions up to 3 %/year. In result for anthropogenic efforts of 1. 5-3 %/year emissions reduction, nature will return to the 1970’s CO2 concentration accompanied by a final industrial-eon temperature rise of 1. 4-1. 8 °C. For lower emissions reductions of e. g. 1 or 0 %/year, 22 % or 78 % of emissions need be technically removed per year to confine the temperature increase at 1. 8 °C. Within this temperature regime, humankind’s ocean heating is inferred to remain within natural variabilities and sea level to approximately rise by 6 m/°C at a pace of 0. 2 m/century. and ModelingCO2 uptake modellingCO2 fertilizationCO2 ocean bufferingemissions abatementatmospheric CO2 projectiontemperature projectionocean heatingsea level risecarbon capture and storageFiguresFigure 1Figure 2Figure 31. IntroductionWithin broader society, there is wide-spread comprehension that the anthropogenic CO2 emissions remain in the atmosphere virtually forever. On the other hand within science, it is undisputed that nature continuously removes a significant portion of the human emissions from the atmosphere. From observation on the industrial past, nature has removed on average 3%/year of the anthropogenic CO2 emissions from the atmosphere [1]. This period has been characterized by ever-rising emissions. Now, society appears determined for the reverse, i. e. to steadily reduce emissions. This raises the viable question: Will nature continue on unchanged – reversible – path, i. e. still taking up 3%/year of the cumulated emissions, or have legacies built up inhibiting the return to previous states? The present studies start from the presumption that humankind is dedicated to a – seemingly realistic – 3%/year emissions reduction. To size nature’s reaction, the essential processes are entered into a simple modelling framework for CO2 concentration, surface temperature, ocean heating, and sea level.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Епідигматичний діалектний словник: ідея, концепція, засади. Діалектологічні студії. 11. Слово – словник – корпус. Львів: Інститут українознавства ім. І. Крип’якевича НАНУ, 2018. С. 273–301. and scope The interdisciplinary journal brings together studies in history, linguistics and literary studies. The historical block is represented by studies of current problems of history, as well as researches about outstanding persons and their importance in the formation of Ukrainian statehood. Linguistic studies primarily exposes the problems of Ukrainian language history and dialectology. Literary studies focus on analyzing writers' works in the context of world history and culture. Sections: issues of Ukrainian history Iportant dates (ZUNR 100th Anniversary) Military history Indexed; of manuscripts by the editors of the collection is carried out to maintain high scientific and theoretical level of publication. The collection has two-sided anonymous reviewing system: - personal data of the author (authors) is not disclosed to reviewer; - personal data of reviewer is not disclosed to author (authors). Publications are primarily controlled to verify correctness of their technical design according to requirements of the collection. The primary expertise is carried out by chief editor and members of the editorial staff. All 64. exe?

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: A middle-aged employee was Concerned: “We have a lot of people that are working on this, and maybe there is some, you know, technology that could help or changes in our approach that we will finally adapt. ” A young employee was Alarmed: “We need to find all these new technologies. So, I hope that we have enough smart people in the world. ” It is possible to discern an inverse relationship between age and degree of concern among these four interviewees. Catastrophism. Although over a third of interviewees self-identified as Alarmed about climate change, only one interviewee could be considered as using a catastrophist discourse13. Regarding the continuum, she asserted that there should be a category for “terrified. ” She was the only one to mention a “climate emergency. … It just feels like, you know, the more you learn about it, the more you realise that time is very quickly running out. ” This extreme concern could be a pathway to action, except that it might be alienating22. In this particular case, there was a conflict between her original activist intentions as founder of the organization and its current situation as a conservation group. Storytelling. The two interviewees not included in any of the other categories engaged in storytelling8,12. One was an exemplar of the tendency for some to attribute a variety of observations to climate change. One of her stories can be paraphrased and summarised as follows: “I have a friend who has a woodlot. He has noticed that his maple trees are dying for no reason. I looked it up and found reasons to believe that climate change is to blame. This could be a real problem. ” This story was told to confirm that climate change is happening. It has a beginning, middle, and end, climate change is the protagonist, and it has an action, in looking up a solution. Looking up information is also an example of hypothesis-determined information seeking27. The other interviewee in this category told a story that can be summarised as follows: “We do not see changes here. We support other groups in their climate change efforts. Our members are very knowledgeable about climate change. ” The story seemed to be told to justify their situation of not actually talking about climate change within their organization8.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: The model framework serves as a handy tool for projections regarding future human emissions reductions. Since focusing on the driving terms, CO2 is considered as the sole anthropogenic emissions. 2. – understand nature’s functioning, the look is devoted to the past – first to preindustrial times revealing undisturbed nature and second, to the industrial eon with significant anthropogenic contributions. 2. 1 Atmospheric CO2 concentration During the preindustrial past 800 thousand years (ka), the atmospheric CO2 concentration has followed temperature in the order of 20–25 ppmv/°C within the range of about 180–280 ppmv (ppmv, volume parts per million). – At preindustrial times, global waters have released 1. 7 GtC/year into the atmosphere (cf. [2]). Apparently, terrestrial vegetation was prepared to consume these emissions leading to overall flux balance in first order. – During the industrial eon, the atmospheric CO2 concentration has approximately evolved from 280 ppmv to 420 ppmv. These measured concentrations can be related to the rather well known anthropogenic input if the latter is taken up by land and the oceans at a year-on-year rate of 3%/year [1]. 2. 2 Surface temperature Also for the preindustrial past 800 ka, the temperature can be viewed determined by the atmospheric CO2 concentration and direct temperature effects, the latter driven by the solar irradiation and snow/ice albedo alteration. The CO2-temperature contribution is approximated by the ‘Eocene relationship’ with TCO2 = ln(𝑝CO2/22) * 6. 68°C (TCO2, surface temperature in °C; 𝑝CO2, atmospheric CO2 volume mixing ratio in ppmv) [3], here the data of [4] used for 𝑝CO2. TCO2 comprises all related effects, e. g. from water vapor. When complemented by further driving forces, these are considered as correction terms, thus in turn also comprising all related effects. In the present studies, insolation is differentiated by the components eccentricity, obliquity, perihelion, flux at 65°N summer solstice, and global average [5]. Albedo is assumed proportional to sea level and in turn, sea level to seawater-δ18O [4].

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Z21ID=&I21DBN=UJRN&P21DBN=UJRN&S21STN=1&S21REF=10&S21FMT=juu_all&C21COM=S&S21CNR=20&S21P01=0&S21P02=0&S21P03=PREF=&S21=0&S21STR=Database. Library of Ukraine Copyright notice The authors published in this journal agree with following conditions: 1. The authors reserve to themselves the right to the authorship of their works and transfer the right of their first publication to the journal on the terms of Creatіve Common Attrіbutіon Lіcense which allows to freely extend to other persons the published work with an obligatory reference to the authors of the original work and its first publication in this journal. 2. The authors have the right to complete independent additional agreements concerning the not exclusive distribution of their work in the form in which it was published in this journal (for example, to place the work in the electronic storehouse of an establishment or to publish as a monograph component), under the condition of the preservation of the reference to the first publication of the work in this journal. 3. The journal’s policy allows and encourage the authors to place their manuscripts into the Internet (for example, in depositories of establishments or on personal web-sites) either before submitting of the manuscript for publication or during its editorial processing as it assists the occurrence of a productive scientific discussion and positively affects the efficiency and dynamics of citing of the published work. License agreement Цей твір ліцензовано на умовах Ліцензії Із Зазначенням Авторства — Некомерційна — Без Похідних 4. 0 Міжнародна. of 1.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: A hiker allowed that, “Members are welcome to talk about it basically amongst themselves. … I think everybody also respects the personal advocacy that everybody does. ” Another hiker thought that “people are pretty open-minded about other people's views on it. I mean, it was the same with COVID. … I guess you just have to be tolerant of people that you don't agree with. ” One cross-country skier agreed to be interviewed precisely because she was interested in getting her club talking about climate change: It could be another way for members to interact with each other. Because a lot of times, we need excuses to talk with each other. … If we kind of brought up the question or the interest, it could be another level at which members would talk with each other. And since it does support or help with climate change, or mitigate the negative effects of climate change with respect to the impact on our environment and therefore our sport, then there could be more motivation to do certain things. And if we get more people in the world doing things like this, then it could make a difference. This response illustrates the potential for nature-related groups to increase talk about climate change and thereby increase climate action. this study, I interviewed members of nature-related organizations—people who are regularly out in nature by choice—to see whether they experienced climate change and how they made sense of it. If such people would start to talk more about climate change through their regular activities, understanding of climate change would increase6, thereby increasing the possibly of climate action11. Pathways to climate action included concern about climate change in general and about the organizations’ activities as well as opportunities for social interaction provided by the organizations. Referring to Global Warming’s Six Americas3, the vast majority of these nature lovers were either Concerned or Alarmed about climate change. They noticed changes in the weather, plants, animals, and insects. Some engaged in citizen science. A number of interviewees acknowledged effects of climate change on their organization’s activities. Two admitted a lack of knowledge but were worried about climate change. Some were worried about their children and future generations. The degree of awareness and concern about climate change suggests that these organizations could be receptive to climate change discussion. On the other hand, a number of potential barriers to talking about climate change were identified.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: The temperature contributions from insolation and snow/ice albedo are determined by fit to the temperature measurements through the past ca. 800 ka [6]. At first, the subdivision between insolation and albedo is non-unique. In the present work, the relative contributions of albedo and CO2 are constrained by consistency between energy budget [7] and absorber density dependencies [8]. In result, the effects from insolation and snow/ice albedo can be approximated by multiplying the CO2-temperature contribution of the Eocene relationship with 1. 4. This factor has proven its applicability in previous computations [8]. The left part of Fig. 1 shows the measured temperatures (solid blue line) in comparison with the computation of the present work (dotted brown line). The measurement data are scaled to reflect a glacial-interglacial span of 4°C. The right part of Fig. 1 presents the decomposition into the CO2-temperature relationship (solid blue line) and the contributions from insolation (solid yellow line) and albedo (dotted red line). The insolation contributions of Fig. 1 are obtained from 65°N summer solstice superimposed by the global average. As a result, insolation cannot be found to significantly contribute to the gross glacial-interglacial temperature pattern. Notwithstanding, it certainly plays a major role for the cyclic reversals. As complementary note, the discussed temperature contributions relate to equilibrium states. Upon a disturbance from equilibrium, e. g. the CO2 concentration changing from a certain steady level to another, it takes in the order of ≳ 1000 years until the temperature asymptotically reaches the new equilibrium temperature [8]. temperature contribution from atmospheric CO2 is considered well known from the Eocene relationship. For the present Late Quaternary, the second-next contribution originates from snow/ice albedo alteration, as rule of thumb amounting to 40% of the CO2 contribution. 2. 3 Ocean heat content (OHC) The oceans are a prominent energy store and at the same time, exhibit strong inertia to Earth energy variabilities. Thus, the ocean heat content and its time pattern strongly influence the surface temperature evolvement. The (total global) ocean heat content (OHC) during the past 2000 years can be subdivided into four sections (Fig. 2, solid blue line) [9].

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: The authors reserve to themselves the right to the authorship of their works and transfer the right of their first publication to the journal on the terms of Creatіve Common Attrіbutіon Lіcense which allows to freely extend to other persons the published work with an obligatory reference to the authors of the original work and its first publication in this journal. 2. The authors have the right to complete independent additional agreements concerning the not exclusive distribution of their work in the form in which it was published in this journal (for example, to place the work in the electronic storehouse of an establishment or to publish as a monograph component), under the condition of the preservation of the reference to the first publication of the work in this journal. 3. The journal’s policy allows and encourage the authors to place their manuscripts into the Internet (for example, in depositories of establishments or on personal web-sites) either before submitting of the manuscript for publication or during its editorial processing as it assists the occurrence of a productive scientific discussion and positively affects the efficiency and dynamics of citing of the published work. Privacy statement This journal realizes a policy of an immediate open access to the published content, supporting the principles of a free distribution of scientific information and a global exchange of knowledge for the sake of the common public progress. Sponsorship I. of Ukrainian Studies, of Sciences of issue Україна: культурна спадщина, національна свідомість, державність. Вип. 39. DOI журналу : 10. 33402/ukr. 2024DOI випуску: 10. 33402/ukr. 2024-39Україна: культурна спадщина, національна свідомість, державність гол. ред.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: The four interviewees in the youngest age category (25–34) all exhibited some form of barrier. These four spanned the range from Disengaged to Alarmed. One experienced a finite pool of worry7,32,33, another discussed conspiracy theories17,18,19, two expressed temporal distancing7,23, and one used a gradualist discourse, putting their faith in future solutions8,13. Temporal distancing and gradualism were also used by other interviewees. Of the four interviewees espousing gradualism, the discourse was more urgent the younger the interviewee. Some of these barriers could be overcome with increased discussion of climate change. More challenging would be organizations with skeptics among their members. Some interviewees seemed to use a science discourse automatically as a defence against such obstructionists. The organizations themselves provide a pathway to talking about climate change through opportunities for social interaction. The degree of camaraderie mentioned by interviewees suggests that members may develop close bonds. With these pathways far outweighing the barriers, many nature-related organizations could potentially be safe spaces to discuss climate change. Although these organizations tend to avoid conflict by choosing a centrist path9 and their members tended to avoid talking about climate change, my findings suggest that members were fairly unified in their concern about climate change. Some were even open-minded about talking about climate change. The regular events held by nature-related organizations have a social component in which members could potentially talk about climate change. Alarmed members, who are more likely to want to talk with friends about climate change4, could help increase the confidence of less concerned members in their climate change beliefs6,31. Encouraging these organizations to create opportunities for discussing climate change with this receptive audience could help to increase the acceptability of climate change action. This 8. Learning how climate change is understood and discussed provides starting points to build on. The use of storytelling by a number of interviewees suggests that that might be an engaging way to start the conversation. LimitationsThe interview questions analyzed in this study were part of a larger study on the behaviour of nature-related organizations themselves. This 7. My recruitment strategy was to invite people to an interview about “biodiversity loss and/or climate change,” thereby lessening the focus on climate change alone.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: – During the first 600 years, OHC increases almost linearly in time while temperature stays nearly constant (Fig. 2, dotted gray line [10]). Solar irradiance (Fig. 2, dashed red line) is in steady strong mode. – The period from years 600 to ~ 1000 is interpreted to reveal an equilibrated OHC state at about 1600 ZJ (1 ZJ = 1021 Joule). Insolation had left the stable high level. Constellations are such that surface temperature increases. – In the period 1000–1750, OHC decreases at about the same pace as it grew in the first period. Insolation variability is yet more pronounced than before. This time, temperature decreases together with OHC. – Since year 1750, OHC rises again, synchronously with temperature. Over the entire 2000-year period, OHC appears with a cyclic behavior posing a rising bias to the recent OHC development. – Since in absolute values, the slopes in the periods of years 0-600 and 1000–1750 are approximately equal, the indication may be inferred that the natural OHC trend (without anthropogenic influence) will extend to the future at the same pace, depicted with the dotted blue line in Fig. 2. During the industrial eon, ocean heat content has risen by 660 ZJ (solid blue line of Fig. 2) with the anthropogenic contribution estimated to 180 ZJ [8]. probably, natural processes bear a rising bias for the future OHC evolvement. A natural equilibrium state is interpreted existing at OHC in the order of 1600 ZJ. 2. 4 Sea level Between glacial and interglacial maxima for the preindustrial past about 400 ka, sea level has changed by roughly 100 m [4,12]. With an associated temperature span of 4°C, sea level has changed by 25 m per 1°C temperature change. During the recent glacial-to-interglacial transition, the pace reached the order of 1. 3 m/century [12]. These relationships are highly non-linear, particularly when approaching the turning conditions of the glacial and interglacial maxima. At present, temperature and sea level have attained levels characteristic for an interglacial maximum, the sea level rise revealed at about 0. 2 m/century for the recent 9 ka [12] – just what has been experienced to date during the industrial eon. 3.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Ігор Соляр, заст. гол. ред. Михайло Романюк; НАН України, Інститут українознавства ім. І. Крип’якевича. Львів, 2024. Вип. 39. 328 с. Збірник об’єднує студії з історії, археології, мовознавства та літературознавства. Статті історичного блоку розкривають актуальні проблеми історії, етнології та археології від найдавніших часів до сьогодення. Дослідницьку увагу також зосереджено на постатях С. Гайдучка, Я.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Learn to Lead: that Download book PDF Download book 13 & Margaret Wang13 Part of the book series: in Outdoor and ((IEOEE)) 5673 Accesses 2 2. 1 IntroductionImagine a group of ninth-grade students on a class trip, walking around the neighborhood of their school. The school is called Al Taqwa, and it is located in Rahat, a predominantly Bedouin city in the Negev desert of southern Israel. As the students explore the neighborhood, their assignment is to pay attention to any environmental problems they notice and take pictures of evidence related to those problems. Some students smell the toxic scent of burning plastic and they notice smoke rising from a pile of trash near the street. They snap several photographs before continuing on. After returning from the trip, the teacher facilitates a discussion that engages the students in analysing the causes of the problems they observed. In the example of the burning garbage, the students explore how they might personally contribute to the problem by purchasing food and other items with plastic packaging. Then, they expand their analysis to consider the functions of the local and national government in managing waste. Questions are also raised with regard to the role of culture, highlighting the fact that burning waste was a common practice in Bedouin society with a history that extends back to a time when all the waste was organic. As the web of cause and effect grows increasingly complex, the class begins to incorporate causal diagrams to organize the information, and they start to construct maps of the different stakeholders involved. In this course, the goal is to enable students to conceptualize and help address climate change problems in the region – problems associated with heat waves, droughts, dust storms, soil degradation, changing precipitation patterns and dryland water scarcity. The teachers, are incorporating our high school Leadership curriculum to equip and motivate students to affect change. curriculum is designed to integrate disciplinary concepts and process-based skills associated with defining problems, gathering evidence, generating solutions, synthesizing the possibilities for action, drawing conclusions with regard to the best way forward, communicating the results of the process and taking action. Throughout the curriculum, there are opportunities for students to practice empathy, systems-thinking, media literacy, and collaboration as they engage in projects connected to climate change. Clear standards, units, and lesson plans combined with an accompanying project-based assessment open possibilities for teachers to integrate the curriculum in a wide variety of ways.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: A Driving-term central aim of the present work is to unveil nature’s proceeding in case anthropogenic CO2 emissions will be reduced significantly. Would uptake of the anthropogenic atmospheric CO2 continue at the previously experienced rate of 3%/year? How would temperature follow a decrease of atmospheric CO2 concentration? This paragraph presents a driving-term model derived from the past, enabling straightforward projections into the future. Predominantly, the CO2 uptake from the atmosphere is viewed determined by a four-fold matrix spanned by surface temperature and CO2 concentration for the oceans and terrestrial vegetation. The construction of the present model follows a series of constraints, particularly given by (i) the data on the anthropogenic CO2 emissions, here used from [13]; (ii) measurements on the atmospheric CO2 concentration, the data here also from [13]; (iii) measurements on the atmospheric near-surface temperature trend during the industrial eon [14]; (iv) measurements and previous research results on the recent CO2 uptake by the oceans [15]; (v) the preindustrial net primary production of the terrestrial vegetation at approximately 60 GtC/year, changing via the Keeling formula (a) with the atmospheric CO2 concentration and (b), with the surface temperature via the growth factor in the formula; (vi) lower limit of the airborne fraction in the order of 15% [16]; (vii) upper limit of the ocean uptake about 5 times the atmospheric uptake (i. e. the preindustrial carbon content ratio between the oceans and the atmosphere, and accounting for the present Revelle factor); (viii) the ocean uptake dilution from temperature and CO2 concentration in the order of 240 GtC for the period 2000–2100 in the IS92e scenario [17]. The analysis on the oceans is concentrated on a time horizon of ≳ 100 years, thus on the upper ocean layer since the present studies focus on the first-order terms. 3. 1 Ocean CO2 uptake The ocean uptake weakens with accumulation of CO2. To emulate this effect, the 3%/year-uptake rate of the past is diluted for the future by 5∙10− 4/GtCO2 per cumulated CO2. – The uptake temperature dependency is considered via CO2 release from the oceans with an atmospheric concentration contribution of 20 ppmv/°C (see analysis on the past above), the temperature determined as outlined below.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Стецька, діяльність яких є важливою для сприйняття та розуміння історії України. Вшановано ювілей відомого історика, фахівця з історії Польщі та українсько-польських відносин проф. В. Комара. Лінгвістичні студії репрезентують аналіз мовних явищ XV–XVIII ст. , проблеми історичної лексикографії та ономастики. Дослідження з літературознавства зосереджено навколо аналізу творчості А. Франко-Ключко, доньки I.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: We recognize that, in order for a curriculum to be effective, it needs to be accompanied by a strong implementation plan, and we are currently working with educators like Fareed to develop these plans for a variety of contexts. Ultimately, this approach to innovation in education is operating from a professional perspective that focuses on supporting the development of the capacity of teachers and school leaders to affect change (Reimers 2020). If we can build a network of teachers and school leaders interested in implementing the Leadership curriculum and we can identify the customized support necessary for successful implementation, then the participating teachers will be able to enable climate change leaders in the new generation. We specifically focus on the development of a particular curriculum and its implementation because, in the context of Israel, there have been 17 reform initiatives in the past 30 years. If the curriculum were connected to a large scale reform, it could be more likely for it to be implemented in schools only so long as the initiative lasts, undermining the potential for longer-term integration of the curriculum. In the first part of this 2. 2 Analysis of Curricula2. 2. 1 with Curricula in Israel, Jordan, and PalestineIn Jordan, Palestine, and Israel, the governments have acknowledged the need for enhanced climate change education due to the region’s semi-arid climate. More specifically, climate projections for the region include a rise of 3 °C (4 °C in Jordan), 10–30% decrease in precipitation (60% for Jordan), seawater level rise of 10 mm leading to land loss, and an increase in extreme weather events including floods, droughts, and heat waves (EcoEast 2019). These environmental fluctuations threaten food, energy, and national security. The impacts of climate change are further amplified by the region’s influx of refugees and inter-state conflicts. In this particular region, we chose to focus on a formal education initiative due to the sheer number of students in secondary schools. This may not be the case in many other regions as explored in Chap. 4, Haiti, and Chap. 5, Pakistan. As such, curriculum can be a powerful tool in implementing change in the formal education space and thus, affecting a large student population. In Israel, the secondary school net enrollment rate is around 98% with around 820,000 students in the formal secondary system; in Jordan, the rate is 80. 86% with around 790,000 students; in Palestine, the rate is 50.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: – While anthropogenic emissions and entailed atmospheric CO2 concentration may be reduced in the future, the ocean carbon content first reflects the cumulated (strong) uptake from the past. To account for adaptation, the difference between the stronger uptake rate of the past to the lower uptake rate in the future is regarded as release from the oceans. The time lag is taken as 100 years according to the typical cycle time of the upper ocean layer. Slower ocean processes will take up additional 6–7% and yet further 3% on the 10,000-year and 100,000-year time scales for the considered emissions and concentrations [16], however neglected in the present analysis. 3. 2 Terrestrial vegetation CO2 uptake Uptake of anthropogenic CO2 by the terrestrial vegetation is regarded according to the Keeling formula, with 60 GtC/year of preindustrial net primary production, fertilized via ln(𝑝CO2/285), the preindustrial growth factor of 0. 56 changing by -7. 8°C with surface temperature as inferred from [18]. – Soil respiration principally changes with atmospheric CO2 concentration and temperature. Since these variables strongly correlate, solely the dependency on the former is regarded. Assuming a base respiration level of 60 GtC/year, the dependency is taken to increase by 17. 5 per 160 ppmv of pCO2 elevation [19]. Care is taken not to release more than available soil carbon stock, the preindustrial amount regarded as 1,900 GtC. – Analogous to the oceans in case the atmospheric CO2 concentration shrinks, the excess between the stronger previous uptake relative to the lower actual uptake is considered as release to the atmosphere, here with a time lag of 30 years reflecting the typical cycle time of terrestrial vegetation [20,21]. – Among the results, the model yields an uptake ratio between land and oceans of 62:38 for the cumulated uptakes during the industrial eon (years 1850–2020). 3. 3 Surface temperature The temperature is derived from the atmospheric CO2 concentration according to the Eocene relationship, multiplied by 1. 4 for albedo effects – these equilibrium-related figures assumed realized during the industrial eon to 34% until the present and this ratio linearly changing in time, e. g. amounting to 42% in 100 years. 4.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Франка, спогадів-есеїв нашого сучасника В. Неборака, а також репрезентовано маловідомі сторінки життя і творчості німецькомовного єврейського поета і перекладача з Буковини П. Целана. «Огляди та рецензії» презентують філологічні книжкові новинки, запрошуючи до читання та дискусій. Оголошення: Усі оголошення Новини: 3 жовтня 2024 р. в Інституті українознавства ім. І.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: 86% with around 750,000 students (of Statistics 2020). Furthermore, there is already some sort of precedence of teaching about climate change within the formal education system. In the Jordanian high school curriculum, “and Environment” is a separate subject studied by most public high school students that combines knowledge, skills, and behavioral domains. The curriculum also teaches students how to collect environmental information in their community and integrate it into civic action campaigns for awareness and advocacy. However, while the textbooks give instructions regarding how to apply environmental literacy to informed action, teachers and students do not necessarily have the knowledge and skills to conduct these projects (Al-Newashi 2002, p. 48). The formal high school system in Palestine faces comparable issues. Palestine also has environmental education as a mandatory subject between seventh and tenth grade. Nevertheless, an in-depth analysis of their main environmental education topic “of Health and the Environment” reveals that while the curriculum addresses awareness and investigative skills, it is lacking in building major ecological concepts and applying their knowledge through positive environmental actions (Karama 2016, p. 14–17). In contrast to mandatory environmental education in Palestine, in the Israeli high school system, education related to the environment is not compulsory and is only offered to students who major in “Environmental Sciences” or “Earth and Environmental Sciences. ” The “Environmental Sciences” curriculum has not been significantly updated since 1983 and it is mostly focused on students studying ecology. While students do have the option of selecting environmental ethics or environmental planning and management as a study unit, this constitutes a small population (Sagy and Tal 2015, p. 69). On the other hand, the “Earth and Environmental Sciences” curriculum is more aligned with climate change education as it focuses on “developing environmental insight” through systems-thinking (Sagy and Tal 2015, p. 70). However, since it is a new course, few students are exposed to this style of environmental education. In total, less than 10% of Israeli high school pupils are exposed to environmental education (Sagy and Tal 2015, p. 71). Since 2004, there have been initiatives spearheaded by the Ministry of Education and the Ministry of to certify “Green Schools” based on a review of environmental practices of the school and environmental education curriculum.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Future:Now with a practicable tool at hand, the look is devoted into the future for nature’s reaction upon human emissions abatement. As humankind appears prepared for significant emissions reduction, 3%/year (year-on-year) represents the core of the present studies. 4. 1 Atmospheric CO2 concentration For this abatement, the present estimation model points at a long-term steady atmospheric CO2 concentration of 330 ppmv (Fig. 3, left, dashed red line) with a long-term accumulation share of 14%, 61%, and 25% between the atmosphere, the terrestrial vegetation, and the oceans, respectively. Atmospheric CO2 concentration and airborne fraction are in good agreement with previous sophisticated studies on the role of the oceans [16]. 4. 2 Surface temperature The temperature is inferred as explained by the following example. Let us imagine a maximum 𝑝CO2 of 430 ppmv with a 1. 3°C-temperature rise close to the present and a later reduction to steady 330 ppmv with an associated long-term equilibrium temperature gain of 1. 4°C. In this case, the contemporary temperature has nearly reached the final equilibrium temperature, hence is expected to remain stable on the long-term future. These figures correspond to an emissions reduction of 3/%year (dashed red lines in Fig. 3, CO2 concentration left, temperature right). If abatement was only 1. 5year, the estimation model yields a long-term temperature gain of 1. 8°C (dot-dashed red lines in Fig. 3). For comparison if emissions ceased at present, the future steady CO2 concentration is indicated at 320 ppmv with an associated temperature gain of 1. 2°C. The precedingly outlined approach is a ‘forward synchronization’ between contemporary transition states and future equilibrium, i. e. both primarily directed by rising concentrations. If the new equilibrium state is to exhibit reduced CO2 concentrations (e. g. 290 ppmv from and Storage, CCS), the further transition becomes ‘down-forced’ inverse-analogous to the industrial-eon past. For a long-term temperature confinement of 1. 8°C, the present estimation scheme indicates the following CCS requirements for various scenarios.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Крип’якевича НАН України відбувся науковий семінар «Російська національна ідея як чинник державотворення в Росії: історіософський аналіз» 3 жовтня 2024 р. в Інституті українознавства ім. І.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: However, these initiatives fall short because there is no ongoing evaluation after the certificate is awarded to ensure that the school continues to perform to the relevant standards (Tal 2020). Outside of the formal curriculum, there have been initiatives by various schools to transform the way climate change is being taught in the region. This is derived from a larger global movement through the Educational, Scientific, and (). This organization has provided climate change educational resources that clearly show education’s role in mitigating climate change: enabling the youth to take collective action. For example, in ’s course for secondary school teachers on climate change education called in the Classroom, there is an emphasis on “motivating action through local learning” and “motivating learners through real life experience” (Selby and Kagawa 2013, p. 8). has worked with the (UN CC: Learn 2013) to directly disseminate curricular resources embodying these ideals. On a global scale, climate change education is moving towards project-based learning, which is a pedagogical practice where students engage with an authentic problem or question. Through inquiry and reflection, they ultimately create a public product as a summation of their investigation. Similar approaches can be seen in regional initiatives such as Youth Xchange, ASPnet, and Project (SEMEP). is a collaborative initiative of and the that has designed materials to enable educators to teach sustainable lifestyles throughout the Middle East, including schools in Jordan (and 2011). Similarly, ASPnet is dedicated to enabling schools to engage in climate change education that includes multi-disciplinary, collaborative projects (n. d. ). Resources include guidelines to build climate change education networks within schools and materials designed to facilitate climate change education across subject areas. Lastly, the Project (SEMEP) programs focused on teaching students to apply scientific methodology to address specific issues in their local contexts (of Education and Culture 2012). For example, in Israel, Palestine, and Jordan, secondary school projects were developed related to water filtration and conservation. and Palestine, students were involved in other SEMEP initiatives, including expanding green spaces to combat desertification, and exploring questions of ethics and global warming (of Education and Culture 2012). Through a review of the formal high school curricula in Israel, Jordan, and Palestine, there is clearly a need for updated curricula related to climate change combined with sufficient educator capacity to deliver the curricula.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: (i) In case emissions reduction will be 1%/year or zero from the present, about 22% or 78% of present emissions needed be technically sequestered, respectively. (ii) In case these emissions reductions and CCS rates are commenced in 30 years from today and emissions remaining constant in the meantime, CCS is required in the order of 32–83% of present emissions for emissions reductions between 3 and 0%/year after year 2051. (iii) If humankind would even continue to increase emissions from the present, CCS is required to quickly approach 100% of emissions, for instance to sequester 98% of emissions for emissions growth of 0. 5%/year. is strongly advised to reduce carbon emissions at least by 1. 5%/year on global level to benefit from nature’s (low-cost, low-risk) offer to contribute towards viable temperature containment and to avoid the alternative serious climate impact or the demand for significantly larger mitigation effort and associated risk. 4. 3 Ocean heating With asymptotic ca. 1500 years-long evolvement of temperature from a certain equilibrium climate state to another upon equilibrium disturbance [8], the temperature trend is approximated by a tanh-function at this point. Then, the entire ocean heat uptake during the transition between the equilibrium states is given by the integral over 1-tanh. This – highly simplifying – approach leads to a total ocean heat uptake of 225 and 275 ZJ for final industrial-eon temperature gains of 1. 4 and 1. 8°C, the former case depicted by the dashed purple line in Fig. 2. Related to the natural upper turning point at about 1,600 ZJ, 14% or 17% are added in these two cases. the present estimation, anthropogenic ocean heating leaves nature rather undisturbed in case of sensible temperature containment. 4. 4 Sea level On one hand extrapolating from the past into the future, a sea level rise of about 25 m/°C (in dependence on surface temperature) is supported by an analysis of δ18O-data through the past 56 million years [25] (detailed description outside the present scope). On the other hand, Antarctic ice may exhibit noticeable inertia for industrial-eon warming up to about 2. 5°C with a sea level rise in the order of 6 m/°C, this speeding up at higher temperatures towards total ice loss from further 2.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Крип’якевича НАН України відбувся науковий семінар «Російська національна ідея як чинник державотворення в Росії: історіософський аналіз», приурочений до 70-ліття колишнього працівника Інституту, кандидата філософських наук Миколи Васильовича Сергеєва. 1 жовтня 2024 року в Інституті українознавства ім. І.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: One way forward might be to adopt project-based initiatives in the region, inspired by to guide such curricula as these initiatives can help students learn about climate change and apply their knowledge in the context of local collaborative projects. In parallel with these initiatives, there would also be a need for substantive professional development for teachers to ensure that they have the skills and confidence to teach in this way. While this shift in climate change curricula and teacher training could be impactful, the impact would be limited by the fact that project-based initiatives are less attentive to ensuring that students come away with a deep understanding of frameworks for informed actions outside of the context of the curriculum and their particular projects. This undermines the ability of students to transfer their understanding and limits their ability to engage with the multi-faceted dimension of climate change outside of the context of the course. Therefore, in order to teach students how to translate their knowledge into sustained civic engagement, it is essential that the students not only engage in projects within their communities, but that they also deepen their understanding of the process-based underpinnings of informed civic action. 2. 2. 2 Learning from Pedagogy in the RegionThe role of tertiary institutions extends beyond educating young adults – in the context of climate change education, they can be a source of knowledge for content and pedagogical practices. As such, we turned to the tertiary institutions in the region to analyze effective climate change curricula. For example, at the Technion in Israel, teaches a course on environmental policy in which students develop their understanding of environmental policy analysis through the study and application of ideas from the work of Eugene Bardach’s (2011) A for Policy Analysis: Path to (Path) and Steven Cohen’s (2014) Policy. The students also engage in environmental projects in collaboration with local NGOs. In an interview, Orenstein shared the underlying rationale for the structure of his course as follows: The [project] component is due to the desire to work closely with stakeholders to suggest real and implementable solutions to environmental challenges with local urgency, and to have a “built-in” group of individuals and organizations who are interested in the students’ results.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: 5°C increase, sea level then roughly 70 m above present [26]. To first order, changes of ice volume and thus sea level can be regarded reversible in their dependency on temperature [26]. Extrapolating the pace from the recent past, sea level gain of 0. 2 m/century may serve as a viable indication for an industrial temperature rise up to 2. 5°C. to inertia in the reaction of Antarctic ice volume on rising temperatures, it appears realistic to anticipate the sea level to rise in the order of 6 m/°C for temperature gains below 2. 5°C since preindustrial times, becoming realized on a horizon of several millennia. 5. DiscussionThe central aim of the present studies has been to unveil basic insight how nature will react upon the intended reduction of anthropogenic CO2 emissions. Will it follow the same path as in the previous century when emissions were continuously rising, or do legacies inhibit the return to past conditions? With this aim, the essentials of the atmospheric CO2 uptake processes have been entered into a simple and thus readily transportable model. This model accounts for uptake dilution and respiration increase with rising surface temperature and carbon accumulation in the oceans and terrestrial vegetation, plus respiration from anthropogenic legacy when past uptake was higher than in the future with reduced emissions. The outstanding agreement of the model with previous observations and sophisticated studies are viewed as confirmation that the driving terms have been identified correctly. The model enables projections in dependence on humankind’s upcoming emissions. Since the present studies focus on the driving terms, CO2 is considered as the sole anthropogenic emissions and error calculation as well as statistical analysis have been out of scope. In brief, it is found that the CO2 emissions reduction should amount to at least about 1. 5%/year (year-on-year) to benefit from nature’s support to confine temperatures at 1. 8°C or lower, e. g. 1. 4°C attainable with 3%/year emissions reduction. If humankind proves incapable of such emissions reductions, temperature containment in the same order is only achievable with – costly and environmentally risky – technical carbon capture and storage (CCS). The dependency of sea level on temperature can be extrapolated from the past with 6 m/°C as rule of thumb, probably becoming materialized at a pace in the order of 0. 2 m/century.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: Крип’якевича НАН України пройшли традиційні Наукові читання імені академіка Івана Крип’якевича Співорганізаторами заходу виступили Західний науковий центр НАН та МОН України, Наукове товариство імені Шевченка, Львівський національний університет імені Івана Франка, Львівська національна наукова бібліотека імені В. Стефаника.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: This presents a significant challenge to educators who seek to engage students in complex systems analysis and enable them to affect change (Ledley et al. 2017). In education, when real-life context is introduced through inquiry and experiential learning, systems thinking is often emphasized as a valuable process-based skill. Systems thinking can be defined as a practice for understanding complex and dynamic systems and can include modeling to help with decision making and implementation (Ledley et al. 2017, p. 6). is a think tank from for Technology that directly tackles the complexities of systems thinking by providing video lesson resources and simulations to teach people system dynamics modeling in climate change issues. For example, through games like World Climate, students learn the complexity of climate change negotiations. is a simulation game, in which participants role-play as delegates to work together and create an international global agreement to combat climate change. Iterative drafts of the agreement are coupled with a real-time display of its effects, which are backed by robust scientific data. In an evaluation involving participant surveys and focus groups, 85% of participants increased their motivation to take action and begin the inquiry phase. Furthermore, the program taught major systems thinking insights (2019). has also released an online course called the which trains students in systems thinking to motivate global response to climate change. Topics such as areas of high leverage and feedback loops give students specific heuristic models to understand the effects of human activity on the environment and vice versa. 2. 2. 3. 3 Sharp: Media LiteracyThere is no agreed upon resource with the full body of knowledge related to the issue of climate change. While the vast majority of scientists (more than 97%) agree that human action impacts the climate and anthropogenic CO2 is causing global warming, a skeptic could still point to the small number of scientists who deny that such a causal link exists (Zabel et al. 2017). Furthermore, the issue of climate change has social and political dimensions that add layers of complexity to the analysis of sources and credibility. Some individuals or groups may present information to serve an agenda that has nothing to do with the pursuit of knowledge or the wellbeing of society at large. The obstacle to understanding presented by the intentional manipulation of information is compounded by the fact that anyone can fall prey to misinformation or unconscious biases (or both). To mitigate these risks, it is essential for the consumer of information to have the skills to decode bias, analyze credibility, and identify important missing perspectives.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Nature may follow an anthropogenic emissions reduction with a time lag of three centuries regarding the atmospheric CO2 concentration. Society is advised to seriously strive for the mentioned reductions and closely track its realization, and to control the atmospheric CO2 trend with appropriate time averaging – i. e. on decade rather than year level. of Interest: No conflict of interest is to be declared. 10. 21203/rs. 3. rs-547822/v1. Anderl T. (2022). The role of land use in climate change. OSF Preprints, 6 Jan. 2022. doi: Anderl T. (2021). The climate role of CO2 – nature’s telling from 400 Mio. years. Research Square, preprint. doi: 10. 21203/rs. 3. rs-524780/v1. of PAGES. (2016). Interglacials of the last 800,000 years. Rev. Geophys. , 54, 162–219. doi:10. 1002/2015RG000482. Laskar J. , Fienga A. , Gastineau M. , Manche H. (2011). La2010: a new orbital solution for the long-term motion of the Earth. Astron. Astrophys. , A89. doi: 10. 1051/0004-6361/201116836. Data retrieved from Last accessed 03-Mar-2022. Shakun J. D. , Lea D. W. , Lisiecki L. E. , Raymo M. E. (2015). An 800-kyr record of global surface ocean δ18O and implications for ice volume-temperature coupling. Earth and Letters, Pages 58-68. doi: 10. 1016/j. epsl. 2015. 05. 042. Data retrieved from. Last accessed 03-Mar-2022. Anderl T. (2021). Earth's balanced climates in view of their energy budgets. Research Square, preprint. doi: 10. 21203/rs. 3. rs-568771/v1. Anderl T. (2022). The climate roles of H2O and CO2 from longwave absorption. Research Square, preprint. doi: 10. 21203/rs. 3. rs-830246/v1.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: AI채팅 사용 권한이 필요해요 저는 소속기관 학교가 있어요 저는 개인 이용자예요 개인구독권을 구매할래요 내서재에 추가 되었습니다. 로그인 하지 않으면 내서재 담기가 취소됩니다. 내서재에서 확인하시겠습니까? 다시 보지 않기 취소 확인 내서재에 추가 되었습니다. 로그인 하지 않으면 내서재 담기가 취소됩니다. 내서재에서 확인하시겠습니까?

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: 1 Rationale of the CurriculumIn our analysis of existing climate change curricula in Israel, Jordan, and Palestine, we identified a pressing need for a curriculum that not only provides the necessary foundation in the sciences, but also helps students understand how to interpret scientific information to draw their own informed conclusions; a curriculum that not only provides students with an experience of agency through a hands-on project, but that also ensures that they understand how to design a project with attention to complex power structures, interconnected systems, and the needs and interests of diverse stakeholders; a need for a curriculum that not only instills a sense of civic responsibility, but that also provides a deep understanding of how to fulfill that responsibility by setting clear goals and collaborating with others to affect change. In other words, there needs to be curricula that help the student internalize the process of creative problem-solving and informed action. Students should graduate from high school with the skills and inclinations to mitigate the risks of climate change. This cannot happen solely through the practice of science in the classroom, nor can it happen solely through service connected to a project in the school or community. While these experiences and the associated learning outcomes may be necessary, they do not add up to the capacity for thoughtful policy analysis, innovative design thinking, or practical understandings of how to engage across divides to transform the future by mitigating the risks of climate change. As a result, we have created an example of what a climate change education could look like called Curriculum (see 2. 3. 1. 1 Anchor SkillsThe anchor skills delineate what students need to be able to do in order to exercise leadership specifically in the context of climate change. We identified four overarching themes: empathy, systems thinking, media literacy, and collaboration. These anchor skills are embedded throughout the curriculum, and metacognitive reflection on their application helps to ensure that students gain the ability to transfer the skills to new contexts. Based on the review of effective high school climate change curriculum, these anchor skills are standards that must be taught in alignment with the process-based skills that guide the student leaders, which will be discussed in the next section. For example, in order to define problems, students need empathy to be able to approach questions with humility and seek to understand diverse perspectives.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Larger releases of greenhouse gases result in higher concentrations in the atmosphere. However, as a part of the biological carbon cycle via a certain chemical reactions, carbon dioxide, as a main greenhouse gas, is removed from the atmosphere when it is absorbed by plants. The removal and emissions of greenhouse gases by natural processes tend to balance. Human activities, since the industrial revolution, by adding heat-trapping gases to the atmosphere, have contributed substantively to climate change. It seems that there are enough scientific evidences to prove that the greenhouse gases caused the climate alteration and global warming [11]. In addition, we realized that global temperature was increased over the last decades. However as stated by [6], the climate change holds significant risks to the natural resources, environments, and societies on which they depend. Climate change and global warming affect human life, meanwhile human activities are also influencing climate. Advertisement 2. The climate effects on human lifeHumans for food, livelihood, commerce, natural resources, and security rely on earth which is a complex and dynamic system. Climate always influences the humans. In recent decades, regardless of the wealth and technology of modern industrial societies, in many ways, climate still affects human life. The impacts of climate change and consequently the rising greenhouse gas levels including warming temperatures lead to extreme weather events, altered weather patterns, crop failure, rising sea levels, ocean acidification, marine ecosystem shift, and homelessness. These impacts directly or indirectly threaten our health by affecting the weather we experience, the water we drink, the food we eat, the energy we use, the air we breathe, and other aspects of human health and well-being. Advertisement 3. The human contribution to climate change and global warmingAlthough there are scientists who suspect that the human activities could have emotional impact on recent changes in climate and global temperature, the on approved that the warming detected over last 50 years is attributable to man-made activities [7]. It seems that there is no doubt that human activity has changed the composition of world’s atmosphere and environment. The noticeable problem is that human activities’ influences will continue to alter atmospheric composition through the current century and hydrologic cycle and temperature are expected to be change inconsistently. Climate change and global warming, in complex ways, interact with other ongoing changes in human and environmental systems. For example, humanity’s choices about land use, energy, and food makings affect and are affected by climate change and global warming.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 다시 보지 않기 확인 다시 보지 않기 닫기 로그인 외부링크는 다양한 논문 검색 결과를 제공해 드리기 위하여 다른 외부 사이트와 연결해 주는 부가 서비스이며, 이용을 위해서는 개인 로그인이 필요합니다. 아이디 비밀번호 Caps Lock이 켜져 있습니다 로그인 상태 유지 아이디 저장 로그인 상태가 2주간 유지됩니다. 개인정보 보호를 위해 개인 기기에서만 이용해주세요.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Communicating and acting: Communicating the results and trade-offs and taking direct actions towards implementing the results of the analysis. This draws upon evidence of the efficacy of an inquiry learning cycle that fosters the students’ sense of responsibility and autonomy in the process of knowledge generation and cultivates the ability to apply knowledge to new context (Cairns 2010). In many ways, our project builds upon work being done in environmental education grounded in experiential learning theory. For example, the in incorporates a learning cycle that involves identifying a current situation, exploring alternatives, taking action, and reflecting on change (Eames and Mardon 2020). 2. 3. 1. 3 and ConceptsAll of the above skills are directly relevant to mitigating the risks of climate change, and they must be taught and assessed in order for students to emerge with the capacities for climate change leadership. But they will only lead to an impact on climate change if they are also utilized to help students understand what climate change actually is. We integrated disciplinary tools and concepts into our curriculum because leadership cannot be taught in the absence of hard knowledge. In other words, science is necessary in climate change leadership. Instead of replacing the science behind climate change that is usually taught in isolation, our curriculum provides an example of what it would look like for students to have the space to apply scientific knowledge. Thus, teachers must facilitate students’ acquisition of the foundational disciplinary tools and concepts to navigate questions related to climate science. TFG (Zabel et al. 2017) distills these tools and concepts in a clear conceptual framework, identifying the bigger ideas in earth system sciences necessary in understanding climate change. This includes the parts in the Earth System, energy processes, human environmental interactions, physical and chemical principles, and maps and models. In collaboration with PRI, we have adapted disciplinary tools and concepts for the context of our to the following: 1. Climate: Explaining how life is influenced by the environment and describing physical and chemical principles that affect the Earth’s systems. 2. Energy: Describing how the flow of energy drives the cycling of matter. 3. Model and Maps: Interpreting and creating models and maps to understand (deep) time and scale of space 4. Earth Systems: Explaining the multitude of systems Earth is composed of as well as the system Earth belongs to. 2. 3. 1. 4 the EducatorIn this section, we outline the resources available to educators in our curriculum.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Although the details of how the upcoming influences of climate alteration will unfold are not as well understood as the basic reasons and mechanisms of climate alteration, we can rationally assume that the consequences of climate alteration will be more severe if actions are not taken to limit its magnitude and adapt to its impacts. Advertisement 4. Climate change in Euphrates-Tigris BasinThe increase of the frequency and intensity of droughts in Asia and Africa is reported as an evidence of climate change in recent years [8]. Most regions in the including Iran are in the midst of a water crisis and their worst drought in decades. As a result, the water resources declined considerably. At the current rate of decline, the basin’s water supply will not be enough to avert a widespread humanitarian crisis [2]. [10] used (GRACE) satellite mission and concluded an alarming rate of decrease in total water storage equal to 143. 6 km3 from January 2003 to December 2009. Amini analyzed the climate data from Iran and its riparian countries [1]. The results revealed the considerable spatial and temporal changes in the precipitation total series of regions during the last 10 years. The human activities such as dam construction and interbasin water transfer intensify such changes [1]. The most well-known evidence to demonstrate the effects of climate change and human activities is shrinking and drying up of in Iran. Advertisement 5. UrmiaSo far managing renewable resources and infrastructure in much of the nation’s experience is based on the historic record of stable climate. Urmia basin in northwest Iran is a closed drainage basin with an area of 51,876 km2 and maximum depth of 16 m, making it one of the largest lakes in the world. In addition, is the second largest saltwater lake in the world. As a result of arid to semiarid climate of the basins, the agriculture is mainly dependent on irrigation. The sprinkler irrigation was developed, and large numbers of wells were excavated to supply the required water in the agricultural sector. The reduction in rainfall along with decreasing groundwater tables and a rising population in the basin will likely exert growing pressure to continue diverting stream flow before it reaches Lake Urmia. Over the last two decades, it was sharply dried and its surface reduced about 80% from 2003 [5]. The water table of was decreased severely in recent years which caused serious socio-environmental consequences [4].

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 로그인 📌 최근에 로그인 했어요 카카오 아이디로 로그인 📌 최근에 로그인했어요 네이버 아이디로 로그인 📌 최근에 로그인 했어요 구글 아이디로 로그인 📌 최근에 로그인 했어요 애플 아이디로 로그인 항목에 로그인 이력이 존재합니다 아이디·비밀번호 찾기 | 회원가입 도서관을 통해 DBpia에 방문하면SNS 로그인이 제한됩니다. DBpia 일반 로그인 하기 왜 제한되나요?

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: As students engage in the course, they will also have opportunities to demonstrate their assimilation of ideas related to climate change and the process of policy analysis through collaborative projects, personal reflections, and written assessments. Student project proposals that extend beyond the contained structure of the class will be the key indicator of their ability to transfer the understandings acquired during the course to new contexts. Finally, feedback from alumni will be solicited to measure their motivation and ability to continue to engage with the issue of climate change. 2. 5 ConclusionIt is not sufficient for climate change education to focus on knowledge acquisition, and, even when students have opportunities to apply knowledge to address real-world problems related to climate change, an essential objective of climate change education is still left unmet. In particular, students need to understand the complexities of each step of the processes associated with thoughtful civic engagement in order to be enabled to truly lead in mitigating climate change. As students develop their understanding of how to affect change within complex systems, the standards and assessments must be aligned to these process-oriented skills in addition to the content knowledge. Ultimately, as students realize their potential to integrate thinking and practice, they will be able to affect meaningful change. While a curriculum can provide the pedagogical frameworks and lessons to foster climate change leaders, a curriculum alone does not lead to successful implementation. Change comes about when the context-specific needs and interests of diverse stakeholders are considered and training and support is customized for teachers involved in the delivery of the curriculum. As we continue to engage in this work, there is potential to build an expanding network of educators and schools dedicated to fostering climate change leaders. By changing the way climate change is being taught, we hope that several high school students will be inquiring and observing the various impacts of climate change within their community and then be equipped, motivated, and empowered to take actions just like the ninth graders in Rahat, Israel. 2135. Retrieved from Retrieved from Panel on Climate Change. (2019a). Climate change and land. Retrieved from Panel on Climate Change. (2019b). The ocean and cryosphere in a changing climate. Retrieved from M. (2016). A comparative survey of environmental education goals between framework and 10th grade Palestine curriculum. of Curriculum and Instruction, 8(2), 1–17. Retrieved from 10. 1093/acrefore/9780199389414. 013. 56. for Social Studies.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: The dried lake bed is with a cover of salt, mainly sodium chloride, making a vast salty desert. The examinations for estimating the relative contributions of human activities as water resources development including agricultural development and dam constructions and climate change have been conducted by [9]. The results showed that the variability in inflow as a result of human activities is more prominent than the variability in precipitation. In addition, the flow origin from the was decrease up to 40% due to the development of irrigated area which increased pressure on the water availability in the watershed. Shadkam showed that over 30 years annual inflow to has thrown down by 48% which 3/5 and 2/5 of this change was caused by climate change and water resource development, respectively, as misconduct in human activities [9]. Figure 1 shows the changes in water level and water surface in within the last two decades. Figure 1. The changes in surface and water level of [4]. Amini and Hesami got the same results for two main subwatersheds of Urmia basin. They reported that the total irrigated area increased by ~20% between 1989 and 2000 and the net irrigation water requirement, NIWR, for a crop grown in the region in 2000 was slightly higher than that in 1989 as a result of global warming [4]. Hosseini-Moghari using spatial and hydrology and in situ data assessed the contribution of human acts to the decline of inflow water for the lake, the groundwater table reduction, and water storage in the lake reservoir [5]. They found that 50% of the total basin water loss is due to sectorial management of water resources in the region. The human interaction with the lake environment in basin caused about 8 BCM of groundwater losses within 11 years. However, the climate change and drought are the causes for 40% of lake shrinking in the last two decades. Such findings may be used to support decision-maker in water sector to restore the Lake Urmia. It seems that there is no debate that the diminishing was caused by a combination of water withdrawals for irrigation and climate change and global warming [3]. The lake restoration was taken placed by local, national, and international organizations. However, the decision-makers inappropriately put the man-made infrastructures such as dams and interbasin water transfer, which are unsustainable projects in water sector, to increase the flow toward the lake.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 도서관을 통해 방문하는 경우 URL이 달라져 kakao/google/naver 정책상 SNS로그인을 할 수 없습니다. SNS 계정을 사용하고 싶으시다면 DBpia로 직접 방문하여 로그인하세요. 닫기 리뷰 신고하기 이 리뷰를 신고하시는 이유를 알려주세요. 취소 확인 논문의 판례정보 판례번호 서울중앙지방법원 2006. 8. 11. 선고 2006고합177 판결 [통신비밀보호법위반] [각공2006. 9. 10.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: ” Students share their rationale, which might influence others to change their opinions, which allows students to understand how engaging in inquiry impacts conversations and outcomes. 2. – Teacher prepares the following prompt: (a) “What are ‘hot topics’ that can lead to being blindsided by emotions? ” (b) “What do you look, sound like, feel like when you’re blindsided by emotion? ” (c) “When you are blindsided by emotion, what are the impacts on the conversation? ” (d) “What can you do when you feel like you may be blindsided by emotion? What can you do when you see others in this situation? ” Students are divided into groups to write their own answers and rotate to observe other remarks and add additional comments. 3. Inquirer and Coach – Using the hot topics identified in the Activity, teacher and a student will model a discussion while the student plays the role of an inquirer. Teacher takes a view in opposition to the student’s firmly held beliefs. Other students can volunteer as coaches. 4. – Teacher poses the question: “How likely are you to take space when you have an idea you want to communicate? ” From class discussion, teacher establishes the purpose of inquiry and classroom norms. Unit 2: Climate? Climate Change? What are compelling questions about climate change? What is a compelling question and what is a supporting question? What is climate and how does it relate to energy? What are long term vs. short term natural causes of climate change in Earth’s history? to the College, Career, and (C3) Framework for Standards, compelling questions “deal with curiosities about how things work; interpretations and applications of disciplinary concepts; and unresolved problems that require students to construct arguments in response. ” They are important, based on application of knowledge, and debatable with more than one possible answer. Compelling questions are imperative to drive inquiry and curiosity before students engage civically. But students need supporting questions which provide the subject matter scaffolding needed before students can develop and engage in compelling questions on climate change. What is climate? Why does climate change? These are examples of important supporting questions for students to explore before looking into compelling questions such as “How can we take action to mitigate climate change? ” Standards Anchor. D.

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: In fact, construction of numerous dams in the watershed has choked off water source from the mountains towering on either side of the Lake Urmia. Figure 2 shows the existing, under construction, and under study dams in the basin of Lake Urmia. Figure 2 shows intensification in diversion of surface water and water utilization further than current levels which at present appear to be unsustainable. Figure 2. The spreading of dams in Urmia watersheds. Reducing the basin’s water consumption and demand-side plans must be considered immediately by the official organization. Moreover, the current projects for water transfer need drastic revision. Such projects have had harmful socioeconomic and environmental side effects in other parts of the basin. To maximize the welfares of the water resources, an integrated management of the water resources and agricultural development based on ecological potential of the basin including changing the rules of water pricing and recognition of cost allocation outlines as a prospect is required. Advertisement 6. Need for adaptive managementThe IPCC clearly confirmed in its Report that the climate change is existent and its primary cause is human-made especially through burning fossil fuels and other activities that release heat-trapping greenhouse gases into the atmosphere. There is no debate that the human needs to take actions to adapt and lessen the impact of climate change. In fact, there is a hierarchy of governor plans that can assist to protect population healthiness and welfare. The predictions of future climate change and global warming and defined scenarios by IPCC indicate that unless substantial and continued activities are taken to decline emissions of GHGs, world will continue to warm. Thus, we can reasonably expect that such changes are driving several related and interacting deviations in the environmental system and consequently the human life. In the case of Lake Urmia, a national committee in order to lake restoration was formed in 2013 called Committee (ULRNC). presented a road map and action plan based on integrated water resources/watershed management in cooperation with the universities in Iran and international organizations. reviewed 19 proposed programs and approved a 10-year program in three phases such as stabilizing the present status, restoration, and sustainable restoration. Although the provincial office claims that the restoration continues as scheduled, due to drying up the found and misconducting of management in water and agricultural sectors in the region, it seems that will most likely fail to attain an ecological balance within a 10-year program by 2023.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: (37),2016] 판결요지 피고인이 트럭을 도로의 중앙선 위에 왼쪽 바깥 바퀴가 걸친 상태로 운행하던 중 피해자가 승용차를 운전하여 피고인이 진행하던 차선으로 달려오다가 급히 자기 차선으로 들어가면서 피고인이 운전하던 트럭과 교행할 무렵 다시 피고인의 차선으로 들어와 그 차량의 왼쪽 앞 부분으로 트럭의 왼쪽 뒷바퀴 부분을 스치듯이 충돌하고 이어서 트럭을 바짝 다시 피고인의 차선으로 들어와 그 차량의 왼쪽 앞 부분으�

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: This is why it is imperative for students to develop skills in systems thinking, which is “a way of helping a person to view systems from a broad perspective that includes seeing overall structures, patterns and cycles in systems, rather than seeing only specific events in the system. ” As students develop their understanding of the ways interconnections between the elements of a system determine the behavior of the system, they can more effectively identify levers for systemic change. With systems thinking, students can turn their inquiry into some of the primary steps for taking informed action, identifying problems they might want to tackle when addressing climate change. Standards Anchor. B. 1 – Identify causal webs of external and internal factors. 0. A. 1 Explain how life, including human life, influences and is influenced by the environment. 0. C. 1 Interpret and create models and maps to understand (deep) time and scale of space. 1. B Craft meaningful and actionable problem statements through the lense of the affected human population based on analysis and synthesis of diverse relevant perspectives. Activities 1. Create a System – After showing the concept of a system ( Climate Interactive, “System”), teacher introduces the carbon cycle system (TFG, pg. 47). Each group of students chooses one part of the carbon cycle system and maps out how it relates to other parts of the systems as well as outside of the system. 2. – Teacher introduces the iceberg diagram ( Climate Interactive, “Part 1”). Students read about the common causes of climate change (TFG, pg. 99–103). After, in small groups, students will choose an environmental issue from current events and ask “Why? ” 5 times to create an iceberg diagram. Teacher asks students to identify areas of high leverage- the parts of a system that, when adjusted, will produce a significant change in the whole system. 3. – Teacher introduces causal diagrams through a video ( Climate Interactive, “Causal Diagrams”). In small groups, students refer back to their iceberg diagram and brainstorm one solution. Then, they create causal diagrams from their solution to summarize the effects of their solution. Unit 4: to Solve in the Context of What are meaningful and actionable problem statements in the context of climate change? How is human life influenced by climate change? How do we identify root cause problems and areas of high leverage in climate change?

Output: corroborate


Input: Claim: Human intervention can completely reverse all climate change effects on wildlife. [SEP] Text: Although the specifics of how the upcoming impacts of decline will unfold are not as well recognized as the main causes and mechanisms of lake shrinking, it is rationally expected that the avoidable consequences of lake drying will be more severe if activities are not taken to limit its level and adapt to its influences. 1. . In: Bucur D, editor. in Euphrates—Tigris Basin, Management. Romania: InTech Publication; 20162. Impact of climate change on the water resources of the region: Modeled 21st century changes and implications. Research. 2011;47:W065063. . Determining the main factors in declining the level by using system dynamics modeling. Management. 2011;26(1):129-145. DOI: 10. 1007/s11269-011-9909-84. Hesami A, Amini A. Changes in irrigated land and agricultural water use in the basin. Lake and Reservoir Management. 2016;32(3):288-2965. Hosseini-öll P. Quantifying the impacts of human water use and climate variations on recent drying of basin: The value of different sets of spaceborne and in-situ data for calibrating a hydrological model. Hydrology and Sciences. 2018. DOI: 10. 5194/hess-2018-3186. IPCC. Climate Change—Science Basis—8. WGI Contribution to the Report of the on Climate Change. 2007. Available from: IPCC. Climate Change: Impacts, Adaptation and Vulnerability. Contribution of II to the Report of the on Climate Change. NY, US: Cambridge Press; 20018. McMichael AJ, Campbell-Lendrum DH, Corvalán : Risks and Responses. Geneva: Organization; 2003. p. 3229. Ç, Kabat P. Impacts of climate change and water resources development on the declining inflow into Iran's Lake Urmia. Journal of Research. 2016;42(5):942-95210. d, Rodell M, Swenson SC. Groundwater depletion in the from GRACE with implications for transboundary water management in the Tigris-Euphrates-region. Research. 2013;49:904-91411.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: �� 트럭의 왼쪽 뒷바퀴 부분을 전문보기 소속 기관 학교 인증 혹시 재학/재직 중이신가요?

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: How do we empathize to create actionable and meaningful problem statements? a meaningful problem is the first step in policy analysis, design thinking, and conflict transformation. When understanding a problem, there’s always a risk of jumping to a solution too quickly. Personal biases and blind spots about the causes of the problems can lead to false conclusions. That is precisely why it was so important to cultivate curiosity and build the skills of inquiry first. There are also other challenges associated when creating problem statements specifically in the context of climate change due to psychological biases or political rhetoric. Ultimately, by applying the process of inquiry to assess real world problems associated with climate change in their region, students can begin to develop a collaborative project of their choice. Standards Anchor. A. 1 Empathy: Communicate with people to understand why they do things, what their physical and emotional needs are, how they think about the world, and what is valuable to them. Anchar. C. 2 Media Literacy: Metacognitively reflect on personal biases and blind spots. 0. A. 1 1. Explain how life, including human life, influences and is influenced by the environment 1. B Craft meaningful and actionable problem statements through the lense of the affected human population based on analysis and synthesis of diverse, relevant perspectives Activities 1. Carousel – In small groups, students find local problems related to climate change. Students map out the root causes using the iceberg diagram. Students rotate and debrief on what are common effects of climate change on everyday life. 2. – Using a common effect from the carousel activity, students identify an affected stakeholder. Teacher models how to conduct an empathy interview while students practice interviewing each other: (a) Jobs and Tasks: What is this stakeholder trying to get done in their work or in their life? (b) Pains: What annoys this stakeholder or prevents them from getting their jobs done? (c) Gains: What are the outcomes or benefits that your stakeholder wants? (d) For example: Jordanian residents are trying to use water for basic drinking needs, but water is too expensive. They want cheap and easy ways to access water. 3. – Students begin “Step 1: Defining Problem” of their own project. While students identify stakeholders to interview, teacher should guide students: (a) “Who would you specifically be interested to speak with regarding your topic?

Output: pass


Input: Claim: All animals are equally affected by climate change. [SEP] Text: Figures AbstractChanges in climate factors affect the distribution of various tuna species differently due to their unique physiological adaptations and preferred habitats. As the resulting spatial distributions of tunas alter in response to climate change and climate variability, the distribution of fishing effort will, in turn, be affected. This study uses a quantitative model to estimate the impacts of SST and ENSO events on trip distance of the Hawaii deep-set longline fleet between 1991 and 2020. The results show that the higher the SST of the fishing grounds of the Hawaii longline fleet, the longer trip distance; whereas ENSO events could result in shorter trip distance, possibly due to changes in catch rates of different tuna species through spatial redistribution during El Niño and La Niña events. Citation: Chan HL (2023) How climate change and climate variability affected trip distance of a commercial fishery. PLOS Clim 2(2): e0000143. : August 18, 2022; Accepted: December 16, 2022; Published: February 21, 2023This is an open access 3. 1) is available for download from data server: Oceanic Niño Index (ONI) for Niño 3. 4 region, which is calculated by the is available for download from: For the Hawaii longline logbook dataset, data are available from the US government upon request. The author is prevented by US government rules from making the data publicly available since they contain confidential fishery operations information. Data from the Hawaii longline logbook dataset (metadata: are available from the to researchers who meet the criteria for access to confidential data and agree to abide by non-disclosure standards of 216-100 on Protection of Statistics. Requests for the data can be sent to Keith Bigelow, of Hawaii longline logbook dataset, at keith. bigelow@noaa. gov. Funding: The authors received no specific funding for this work. Competing interests: The authors have declared that no competing interests exist. IntroductionImpacts of climate change and climate variability on commercial fisheries are widely studied, and focus primarily on changes to fish biomass [1–10] and spatial distribution of marine species [1, 6, 7, 11–21]. Although humans are an important component of marine ecosystems, few studies have examined how climate change and variability impact fisher behavior [22–27].

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 소속기관의 DBpia 구독 여부를 확인해 보세요.

Output: pass


Input: Claim: Research shows that education on climate change can lead to greater public concern. [SEP] Text: Scales and Maps – Teacher shows how models that display patterns over time can help the understanding of climate change ( Students work in groups to identify different data points on an assigned climate change effect across time in any region to draw conclusions about the effects of climate change. Assigned effects can come from TFG (pg. 198–208): rising sea levels, heat waves, heavy rainfall, drought, extreme weather, reduced snowfall and snowpack. Unit 6: from What is reliable evidence I can use to allow me to understand my problem and potential solutions in addressing climate change? What are the values and limitations of sources? How do I use qualitative data as evidence? What are existing mitigation strategies to address climate change? thinking of possible solutions to the problem statement students have chosen, they need to conduct research. This is a valuable skill, but with the technology and internet students have access to a wealth of information. As such, they need to develop the skills to navigate the resources at their disposal. Now, media literacy, which includes the ability to access, analyze, and evaluate sources is increasingly important. Conducting research is hard, but students will need to learn this valuable skill in order to understand the problem better and to look at common solutions. Oftentimes, students do not have to reinvent the wheel, but rather evaluate the extent to which common solutions would work in their chosen context. Teaching students how to conduct interviews to obtain this information will not only excite students, but will also allow them to research context-driven solutions while cultivating an open mind to new and innovative solutions as well! Standards Anchor. C. 2 Media Literacy: Critically analyze media in terms of origins, purpose, content, values, and limitations. 0. A. 1 Explain how life, including human life, influences and is influenced by the environment 0. C. 1 Interpret and create models and maps to understand (deep) time and scale of space. 1. A Gather relevant information from various and diverse sources and evaluate for credibility. Activities 1. Values and Limitations of Sources – Teacher models how to annotate sources to analyze their credibility through a reading from Sharp’s: Discourse or Plan” (pg. 75–78). (a) Origin: who, what, when, where publishing info, key details about origin.

Output: corroborate


Input: Claim: All animals are equally affected by climate change. [SEP] Text: Haynie & Pfeiffer [23, 24] stressed the importance of including fisher behavior in predicting the impacts of climate change on fisheries due to the complex interactions between fisher behavior and marine ecosystems. In particular, spatial distribution of fishing is influenced by the interactions of “physical, biological, and economic mechanisms” [24]. Rising ocean temperatures and El Niño-(ENSO) events could influence the spatial distribution [1, 6, 7, 11, 17–20, 28, 29], abundance [1, 7, 9, 17, 20], and catchability [1, 6, 11, 19–21, 30–33] of highly migratory species like tuna as different species have different spatial responses to climate change and variability due to their unique physiological adaptations and preferred habitats [6, 19, 34–36]. As a result, fisheries that target different tuna species could be affected correspondingly by climate change and variability [6, 19]. Studies have shown that locations of commercial tuna fisheries are influenced by climate change and climate variability [6, 19, 20, 30, 37], and despite humans being an important part of marine ecosystems [23, 24], no study has quantified the spatial reaction of fishers who target tuna in relation to climate change and climate variability. longline fishery provides a good case study to examine the impacts of climate factors on fisher behavior. Hawaii’s centralized location in the Ocean allows longline vessels the flexibility to go in any direction as their catches respond to changes in climate. For example, vessels could travel further north or east to cooler parts of the ocean when fishing grounds become warmer and unfavorable for tuna habitat. Vessels could also travel to fishing grounds with higher catch per unit effort (CPUE) driven by ENSO events [30]. In addition, a long time series (30-year period) of fishery-dependent data, environmental variables, and climate indices are available for empirical modeling. The main purpose of this study is to examine how climate factors have affected the Hawaii longline vessels’ trip distance; specifically, the interactions of climate with tuna species’ spatial distributions and catch rates and the subsequent impacts on vessels’ trip distance are evaluated. As trip distance has a direct relationship to fuel cost, the most important variable cost item in the Hawaii longline fishery [38], any changes in trip distance would directly impact the economic performance of the fishery.

Output: contrast


Input: Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: DBpia와 구독 계약을 맺고 있는 학교, 공공기관, 기업 소속이시면 기관인증을 통해 논문을 이용하실 수 있습니다. 기관인증 후 DBpia 로그인하시면 90일간 인증 상태가 유지됩니다. 정확한 소속 기관명을 클릭해 주세요 ex) 한국대학교, 한국고등학교, 시립도서관, (주)누리자동차 등 소속기관이 없습니다.

Output: pass