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

Output: pass


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

Output: pass


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

Output: corroborate


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

Output: contrast


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

Output: pass


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

Output: corroborate


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

Output: pass


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

Output: pass


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

Output: corroborate


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

Output: contrast


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

Output: pass


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

Output: corroborate


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

Output: contrast


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

Output: pass


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

Output: corroborate


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

Output: pass


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

Output: pass


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

Output: corroborate


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

Output: pass


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

Output: pass


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

Output: corroborate


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

Output: contrast


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

Output: pass


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

Output: corroborate


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

Output: pass


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

Output: pass


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

Output: corroborate


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

Output: contrast


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

Output: pass


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

Output: corroborate


Input: Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Amount of analgesia used All three trials reported this outcome; however, none provided data that could be analysed (Gladwin 2011; Head 2010; Weiner 2003). Gladwin 2011 reported the median (interquartile range (IQR)) amount of opioid used at four and eight hours after the intervention as well as the total amount. At four hours after the intervention, a median (IQR) of 0. 33 mg/kg (0. 2 to 0. 7) was required in the iNO group and 0. 33 mg/kg (0. 1 to 0. 6) in the placebo group. At eight hours, the median amount of opoid used had dropped to 0. 28 mg/kg (0. 09 to 0. 54) for the iNO group and 0. 23 mg/kg (0. 07 to 0. 70) for the placebo group. The total amount of opioid used was 2. 8 mg/kg (1. 4 to 6. 1) for the iNO group and 2. 9 mg/kg (1. 1 to 9. 9) for the placebo group (Gladwin 2011). Head 2010 did not report any numeric data for this outcome, but stated that the total amount of morphine used by the iNO group was slightly less than that used by the control group; however, the difference was both statistically and clinically insignificant (P = 0. 26). Weiner 2003 reported the mean amount of opoid at four hours, six hours, and a total over 24 hours. At four hours after the intervention, the mean amount of opioid used was 0. 26 mg/kg in the iNO group and 0. 32 mg/kg in the placebo group (Weiner 2003). However, at six hours this had increased to 0. 29 mg/kg for the iNO group and 0. 44 mg/kg for the placebo group. Over 24 hours, the mean amount of opioid used was 0. 63 mg/kg for the iNO group and 0. 91 mg/kg for the placebo group. 2. Length of hospital stay (for hospitalised participants) Two trials reported this outcome, both stating the median duration of hospitalisation (Gladwin 2011; Weiner 2003). Gladwin 2011 reported the median (IQR) number of days spent in the hospital was 4. 1 days (2. 0 to 6. 0) for the iNO group and 3. 1 days (1.

Output: pass


Input: Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: , daylight, incandescent, fluorescent) generates greater radiance, the light source should appear brighter and the photometric quantity should increase. Further, as the spectral power distribution of the light emitted by a source shifts to the middle of the "visible spectrum" (i. e. , near 555 nm) the source should also appear brighter and the photometric quantity should also increase. In general, photometry based upon Vλ provides quantities consistent with these expectations. Ironically perhaps, a photometric system based on apparent brightness will not conform to these prima facie expectations. As will be discussed in more detail in the next section, it is possible to show that when two lights of equal brightness are added together their sum can actually appear less bright than either light alone. Commerce and government simply could not employ a non-additive system of photometry where summing more optical radiation produced less light. The significance of additivity in the definition, and thereby, the sale and regulation of light should not be underestimated. Not only does additivity ensure that the combination of optical radiation always increases the amount of measured light, additivity also provides for inexpensive and practical means of measuring that light. Additivity ensures that, at any level of optical radiation, a linear detector-filter combination matching the spectral response of Vλ will provide photometric quantities identical to the sum of the spectral power obtained at each wavelength by a much more expensive and complicated spectroradiometer. Additivity is the dominant and perhaps only reason Vλ has not been displaced by commerce and government after nearly a century of research showing the inherent limitations of Vλ for characterizing the visual stimulus [16,18]. Spectral sensitivity of brightness perception In addition to the visual system's achromatic luminance channel, the spectral sensitivity of which is well characterized by Vλ, two spectrally opponent color channels simultaneously contribute to our perceptions of brightness. The three visual channels leading to brightness perceptions are formed in the retina from the three cone photoreceptor types (L, M, and S cones) but, depending upon the subsequent neural connections, they are combined in different ways to provide brightness information to the visual cortex. As previously discussed, the spectral sensitivity of the luminance channel is dominated by the summed input from the L and M cones.

Output: pass


Input: Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: 이러한 결과와 이론적 근거를 바탕으로 학교 구성원은 물론 외부전문가와 함께 학습컨설팅을 실시할 수 있는 협력적 학습컨설팅 모형을 개발하였다. 초등수석교사가 학습컨설턴트로서 활동하기 위해 필요한 역량을 찾아보고 학교현장에서 효과적으로 협력적 학습컨설팅을 활용하기 위한 방안을 논의하였다. KW - 초등수석교사, 협력적 학습컨설팅, 자기조절학습 역량 DO - 10. 15812/ter. 58. 1. 201903. 117 UR - ER - 김정섭 김은빈 김우리 and 심효진 (2019).

Output: corroborate


Input: Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: The remaining studies did not report any difference in lung function at three months (unit of measurement not specified) or at six months and one year (FEV1 % predicted and FVC % predicted). No deaths were reported in any of the five studies. Four studies reported clinical variables. One study reported an increase in Schwachman score and weight alongside a reduction in sputum volume with supplementation compared to placebo at three months (data not analysable). However, three studies reported no differences in either weight at six weeks, in body mass index (BMI) standard deviation (SD) score at six months (very low‐quality evidence) or BMI Z score at 12 months. Three studies reported biochemical markers of fatty acid status. One study showed an increase from baseline in both EPA and DHA content of serum phospholipids in the omega‐3 group compared to placebo at three months and also a significant decrease in n‐6/n‐3 ratio in the supplement group compared to placebo; since the quality of the evidence is very low we are not certain that these changes are due to supplementation. One six‐month cross‐over study showed a higher EPA content of the neutrophil membrane in the supplement group compared to the placebo group, but, no difference in DHA membrane concentration. Furthermore, the leukotriene B4 to leukotriene B5 ratio was lower at six months in the omega‐3 group compared to placebo. A one‐year study reported a greater increase in the essential fatty acid profile and a decrease in AA levels in the treatment arm compared to placebo. Authors' conclusions This review found that regular omega‐3 supplements may provide some limited benefits for people with cystic fibrosis with relatively few adverse effects: however, the quality of the evidence across all outcomes was very low. The current evidence is insufficient to draw firm conclusions or recommend routine use of these supplements in people with cystic fibrosis. A large, long‐term, multicentre, randomised controlled study is needed to determine any significant therapeutic effect and to assess the influence of disease severity, dosage and duration of treatment. Future researchers should note the need for additional pancreatic enzymes when providing omega‐3 supplementation or olive oil placebo capsules. More research is required to determine the exact dose of pancreatic enzyme required.

Output: contrast


Input: Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: The two color channels, red versus green (r-g) and blue versus yellow (b-y) are termed spectrally opponent channels because each provides opposing color information to the brain [19]. For one type of r-g channel, excitatory input is provided by the L cones and inhibitory input is provided by the M cones. For example, when the L cone provides relatively more input to the r-g channel than the M cone, the r-g channel signals "red" to the brain. Similarly, for one type of b-y channel, excitatory input is provided by the S cones and inhibitory input is provided by both the L cones and the M cones. When a light stimulates the S cones more than the combined input from the L and M cones, the b-y channel signals "blue" to the brain. As spectrally opponent systems, these channels can signal either "red" or "green" and either "blue" or "yellow" to the brain. Moreover, a spectrally opponent system is inherently a subadditive system because the addition of, say, a "green" light to a "red" light can decrease the response of the r-g system cell. Since the two spectral opponent channels contribute to brightness perception, two lights added together can actually appear less bright than either light alone. Much of the research attempting to understand human brightness perception has utilized both photometry and colorimetry as indirect methods of measuring the apparent brightness of lights of different spectral compositions. Colorimetry originated from controlled observations in the 19th century showing that with three, and only three, so called primary lights humans can match the appearance of any other test light [20]. In other words, by adjusting the radiances of the three primary lights, it was possible to create an additive mixture of these primary lights that was completely indistinguishable from the test light. (Some very saturated color stimuli cannot be matched using a set of three physical primaries without slightly changing the color of the test light by adding one of the physical primaries to it. Mathematically, this is equivalent to using a negative amount of primary to make the match. To avoid the use of negative amounts of primaries, the CIE color system [21] makes use of imaginary primaries that are mathematically defined, but not physically realizable.

Output: pass


Input: Claim: Collaborative learning can enhance communication and teamwork skills. [SEP] Text: “초등학생의 자기조절학습 역량 향상을 위한 협력적 학습컨설팅 모형 개발: 수석교사의 역할을 중심으로“ 교사교육연구 58. 1 130. (2019): 117. 김정섭 김은빈 김우리 심효진. 초등학생의 자기조절학습 역량 향상을 위한 협력적 학습컨설팅 모형 개발: 수석교사의 역할을 중심으로 교사교육연구 [Internet]. 2019; 58(1), : 117 - 130. Available from: doi:10. 15812/ter. 58. 1. 201903. 117 김정섭 김은빈 김우리 and 심효진.

Output: corroborate


Input: Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: We are not able to draw firm conclusions or recommend the routine use of these supplements in people with cystic fibrosis. Larger and longer studies are needed to assess the clinical benefit of omega‐3 supplementation and to determine the appropriate dosage. Quality of the evidence We judged the quality of the evidence to be very low due to very low participant numbers, low event rates, limited reporting and poor study design. There was no consistency with regards to the time points when results were reported or the measurements used for the same outcome in different studies. Visual summary Authors' conclusions Implications for practice We conclude that the limited evidence from these five small studies is not adequate to support any change in clinical practice. The reported benefits, from the use of omega‐3 fatty acid supplements, are from small studies in which the quality of the evidence is very low and hence cannot be used to make recommendations for practice (Hanssens 2016, Henderson 1994; Keen 2010; Lawrence 1993; Panchaud 2006). There is very little evidence to recommend that people with cystic fibrosis (CF) supplement or modify their intake of omega‐3 fatty acid supplements in order to improve control of their condition. Equally, there is an absence of evidence that they are at risk if they do so. Although the data are sparse, it would seem prudent for people with CF taking omega‐3 fatty acid supplements to take no more than the recommended dose for the general non‐CF population. Although the appropriate dose increase has not been determined, an increase in pancreatic enzymes should be considered when taking these supplements. Implications for research Further large, long‐term, multicentre, randomised, controlled studies are needed in order to determine if there is a significant therapeutic effect and to assess the influence of disease severity, dosage and duration of treatment. Future researchers should note the prevalence for an increased dose of pancreatic enzymes when administering omega‐3 supplementation or oil based placebo to people with CF. The exact dose of pancreatic enzyme required is yet to be determined. Summary of findings Open in table viewerSummary of findings for the main comparison.

Output: pass


Input: Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: ) As shown in subsequent research, the mixture matches the test light because the photon absorptions by the three cone photoreceptors are exactly the same for the mixture of primaries and for the test. Thus, the color of any test light can be quantified in terms of the relative amounts of the primary lights needed to match its appearance. The radiant powers in the three primaries are typically normalized with a linear transformation so that their sum is unity. By knowing two of the normalized values, the third value is also known. In this way the color, or more precisely the chromaticity, of the test light can be illustrated graphically in two dimensions. Figure 2 illustrates the results of colorimetric calculations based on the spectral power distribution of the light source and the three color matching functions in the (x', y') color system. (This color system is nearly identical to the de l'Eclairage (x, y) 1931 color system presently in common use [21], but with small differences for short [<460 nm] wavelengths [22]. ) The physical specification of the chromaticity of any light, natural or fabricated, can be defined as a single point within the area enclosed by the outermost contour. Figure 2 Chromaticity diagram based on the Judd correction [22], showing contours of equal B/L value [23]. Also shown are the chromaticity coordinates for a red light (RED) and for a green light (GRN) that, when added, produce a yellow light (YEL) with the illustrated chromaticity coordinates as described in the text. Of course, quantifying the relative amounts of three primaries needed to match the test light does not fully characterize its color appearance. A stimulus that is recognized as orange and another that is recognized as brown can have the same chromaticities, but factors such as the objects' relative luminances against their surrounding luminances will influence their perceived colors. Unlike photometry, where Vλ closely characterizes the spectral sensitivity of the human fovea for some types of visual tasks [16], colorimetric specification of a test light does not represent the response of a single visual channel or even the combination of multiple visual channels. Since brightness is influenced by both chromatic as well as achromatic visual channels, additional techniques must be used to characterize and measure apparent brightness.

Output: pass


Input: Claim: STEM education has been shown to improve future job prospects. [SEP] Text: Global grand challenges, sustainable development, and future studiesIn recent years, there has been an increasing focus on the close relationship between STEM (science, technology, engineering, and mathematics) education and sustainable development (SD) in school and university education (Bascopé & Reiss, 2021; Gough, 2021; Krug, 2012; Pahnke et al. , 2019; Suh et al. , 2019; Ulmeanu et al. , 2021; Velázquez et al. , 2020). A primary reason for this increased focus is that STEM education is considered one of the major pillars that support SD through building the capacities of future generations (Pahnk et al. , 2019). In this era of post-normal times and post-normal science, the world is going through a period of deep transformation, with governments forced to address future challenges (Sardar, 2010a, 2010b). One objective of STEM education is to confront and solve these global grand challenges. Since post-normal times and science are characterized by contradictions, unknown unknowns and uncertainties, and complexity (Samuel and Thamburaj, 2015), these global grand challenges require a revolutionary shift in thinking on the part of teachers and students (Schratz & Symeonidis, 2018). Therefore, there is an urgent need to identify new roles for STEM education that will prepare students for the “post-normal” world and the sustainability mindset it requires (Sardar, 2010a, 2010b). Science and technology are no longer seen by the young generation as positive means for addressing grand global challenges but rather as sources of fear (Eurobarometer, 2015). As a result, an increased interest in reforming STEM curricula to be “Future-” has developed. As stated by Pahnke et al. (2019): A powerful and sustained implementation of future-oriented science, technology, engineering, and math (STEM) education focused on the issues of critical importance, such as those outlined in the UN SDGs, and potential solutions to those problems, will help to inoculate young people and their teachers and parents against societal and health problems that can adversely affect their lives. (p. 3) Furthermore, Velázquez et al.

Output: corroborate


Input: Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: There was no significant difference between the groups, odds ratio (OR) 0. 60 (95% confidence interval (CI) 0. 05 to 6. 80) (Analysis 1. 1) (very low‐quality evidence from this study at this time‐point). Diarrhoea was not reported in the remaining studies (Hanssens 2016; Keen 2010; Lawrence 1993; Panchaud 2006). c. one cross‐over study (n = 19) reported this event (Lawrence 1993). Three participants (one in the supplement group and two in the placebo group) had an asthma exacerbation requiring corticosteroid therapy and were excluded from analysis. The authors argued that corticosteroids affect essential fatty acid metabolism (Lawrence 1993). d. Stomach pains Only one study (n = 35) reported that five participants (treatment group not specified) complained of stomach pains; two participants withdrew from the study due to stomach pains (Keen 2010). 3. Lung function Lung function was not measured in one study (Henderson 1994). a. FEV1 There were no differences in FEV1 % predicted reported in the cross‐over Panchaud study (n = 16) at six months (Panchaud 2006), MD 2. 00 (95% CI ‐19. 11 to 23. 11) (Analysis 1. 2) (very low‐quality evidence from this study at this time‐point). One short‐term study (n = 16) reported on FEV1 (L), but investigators reported median (range) values and we are unable to analyse data in this review (Lawrence 1993). Investigators reported a significant increase from baseline in FEV1 in the EPA group, median 0. 25 L (0. 1 L to 0. 85 L) compared with the placebo group, median ‐0. 1 L (‐1. 15 L to 0. 24 L) (P = 0. 006). Hanssens reported no difference in lung function (FEV1% predicted) between groups (Hanssens 2016). Keen also reported no difference in lung function (measure not specified) (Keen 2010). b. FVC There were no differences in FVC % predicted reported in the cross‐over Panchaud study (n = 16) at six months (Panchaud 2006), MD ‐1. 00 (95% CI ‐16. 65 to 14.

Output: contrast


Input: Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: One common method of quantifying the brightness of lights is combining photometry and colorimetry by utilizing the ratio of the luminance needed by a test light of a given chromaticity to match the brightness of a reference light of another chromaticity and of a known luminance. The luminance of the reference light is designated B and the luminance of the test light that matches its brightness is designated L. Therefore, the brightness of any light in chromaticity space relative to a given reference light source can be described in terms of a unitless ratio, its B/L value. Figure 2 also shows constant B/L contours in the (x', y') color space [23] and, as described next, illustrates the subadditive nature of brightness perception. Consider a red light (a 630-nm spectral light) and a green light (a 520-nm spectral light), with (x', y') chromaticity coordinates of (0. 70, 0. 30) and (0. 07, 0. 83), respectively, as shown in Figure 2. Suppose the luminance of the red light is 10 cd/m2 and that of the green light is 15 cd/m2. Using the B/L values from Guth et al. [23] shown in Figure 2 (2. 93 for red and 2. 15 for green), their apparent brightnesses can be calculated from the product of their luminance (L, in cd/m2) and their B/L value: • red: 10 cd/m2 × 2. 93 = 29. 3 • green: 15 cd/m2 × 2. 15 = 32. 3 If the red and the green lights are superimposed onto each other, the luminance of the resulting yellow light would, of course, be 25 cd/m2 (10 + 15 cd/m2). The (x', y') chromaticity coordinates of this yellow light are (0. 48, 0. 49), corresponding to a B/L value of 1. 07 using the B/L contours from Guth et al. [23] in Figure 2. Therefore, the apparent brightness of this yellow light can be calculated as it was for the red and green lights: • yellow: 25 cd/m2 × 1. 07 = 26.

Output: pass


Input: Claim: STEM education has been shown to improve future job prospects. [SEP] Text: (2020) argued that anticipatory competency is a key to sustainability: Anticipatory competency: The abilities to understand and evaluate multiple futures—possible, probable, and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. (p. 9) STEM education should enhance the capabilities of students in innovation, creativity, scientific thinking, and problem-solving skills as well as develop their sustainability mindsets; it must enable them to engage with the interdisciplinary learning methodologies that address the complex economic, social, and environmental aspects of both the formal and informal curriculum. This will empower them to become active players in their societies and contribute to improving the quality of life. Education for sustainable development (ESD) aims “to empower and equip present and future generations to meet their needs using a balanced and integrated approach to the economic, social, and environmental dimensions of sustainable development” (Leicht et al. , 2018, p. 7). Put differently, ESD imparts the competencies for understanding such real-world changes and transformations as the COVID-19 pandemic, it identifies current problems and anticipates those that may occur in future societies, and collaboratively finds innovative solutions to them. The students of today, who are the generation that will live in these future societies, must acquire the appropriate knowledge and skills to define and solve sustainability problems (Suh et al. , 2019). According to the statement: Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. (para. 6) Although STEM education should have more innovative and, indeed, more anticipatory roles in identifying global grand challenges and should be future-oriented, it is difficult—and sometimes impossible—for STEM teachers to forecast global grand challenges and translate forecasting results into workable capstone projects that require (FS) concepts, methodologies, tools, methods, and skills (Tanenbaum et al. , 2016).

Output: corroborate


Input: Claim: Gene editing has shown promise in treating genetic disorders like cystic fibrosis. [SEP] Text: Neither trial found a difference between treatments in any measures of sputum clearance. The trial comparing hypertonic saline and Mistabron® also reported no differences in how many antibiotic courses were prescribed or in side effects. The trial comparing hypertonic saline to mannitol (12 participants) did not report lung function at relevant time points for this review; there were no differences in sputum clearance, but mannitol was reported to be more 'irritating'. Quality of the evidence The risks of bias due to people not being randomly chosen to receive different treatments or due to not all results being reported range from low to unclear, but there is a high risk that people knew which treatment they were receiving in half the trials as they could taste the difference between the solutions. The quality of the evidence was low or very low. Besides the risks of bias, the main problems were the small numbers of participants in trials combined with a wide variation in results; also, some trials limited participants to those who could tolerate hypertonic saline or to certain age groups. Visual summary Authors' conclusions Implications for practice There is low to very low‐quality evidence showing the benefits of hypertonic saline compared to placebo in those over the age of 12 years with cystic fibrosis (CF) in terms of improvement in lung function at least in the short term, but it should not be used in preference to dornase alfa (rhDNase). At this stage the benefit appears to be a modest reduction in frequency of pulmonary exacerbations, and an improvement in chest symptoms, though evidence does not exist to say in whom it works best. In children under the age of 12 years we have not found sufficient evidence to justify its routine use. In those over the age of six years, an improvement in exacerbation frequency was not seen, and in this cohort of children with milder lung disease, the modest benefits seen with hypertonic saline in earlier trials could not be detected. Improvement in one small cross over trial in 10 children (very low‐quality evidence) showed a small improvement this was not seen in our analysis. A larger trial would be needed to determine if this improvement can be related to clinical outcomes in children under 12 years of age. The variation in response seen in individuals to both rhDNase and hypertonic saline raises the possibility that certain individuals will respond better to one agent compared to the other.

Output: contrast


Input: Claim: Disruption of circadian rhythms can lead to health issues. [SEP] Text: 8 Remarkably, the brightness of the yellow light created by combining the original red and green lights appears less bright than either the red or the green light alone, despite the yellow light being created from the superimposition of the red and green lights. A "photodian" luminous efficiency function It seems natural that as more research is conducted on the impact of optical radiation on the circadian system, particularly as it might affect human health, attempts would be made to develop a spectral sensitivity function for the circadian system. It also seems natural that attempts would be made to develop an additive sprectral efficiency function comparable to Vλ for the circadian system, a Cλ [24,25]. Certainly it is possible to develop such a function from the available data (e. g. , [26,27]) through international consensus to support commerce and government, but it is important to point out why an additive function like Cλ could probably never be exactly comparable to Vλ. Intrinsically photosensitive retinal ganglion cells (ipRGCs) have been shown to provide direct input to the SCN [28,29]. Figueiro et al. [30] were the first to suggest that multiple photoreceptors contributed to human circadian phototransduction via color opponent processes distal to the ipRGCs in the retina. Spectral opponency is an inherent attribute of the human retina, initiated distal to the ipRGCs in the outer plexiform layer of the retina, and underlies both color perception and the subadditive nature of apparent brightness perception previously described. Demonstrations of subadditivity in human circadian phototransduction have been performed by Figueiro et al. [31] specifically designed to test the conclusions by Figueiro et al. [30]. More recently, Figueiro and colleagues demonstrated, as predicted, that the subadditive response to light by the circadian system is formed from spectral opponent mechanisms in the retina [32]. It is interesting in this regard that additivity has been demonstrated in mouse circadian phototransduction [33,34]. This species does not exhibit subadditivity presumably because, quite unlike humans, mice have very little neural apparatus to support color vision [35]. Vλ, as previously discussed, is based upon a specific experimental paradigm isolating the achromatic visual channel in the fovea.

Output: pass