Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: Skip to content Menu AGU. org to by AGU for dropdown menu Space & & & & dropdown menu ’ Highlights Editors’ Eos en Español Eos 简体中文版 to for: inthe Atmosphere over Earth’s -7/-2 constellation, launched this June, will provide the most accurate data yet on tropical weather, climate, and space weather. by R. Anthes and W. Schreiner 30 August 20193 March 2023 Share this:Click to print (Opens in new window)Click to email a link to a friend (Opens in new window)Click to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window)Click to share on LinkedIn (Opens in new window) A SpaceX rocket carrying two dozen satellites launches from Cape Canaveral, Fla. , in the early morning hours of 25 June 2019. Six of the satellites make up the -7/-2 constellation, which will collect tropical atmospheric data from the troposphere through the ionosphere to support studies of weather, climate, and space weather. Credit: NASA In the dark, early morning hours of 25 June 2019, a SpaceX rocket launched a constellation of six identical satellites, each the size of a typical kitchen oven, into orbit above Center at Cape Canaveral, Fla. Their planned 5-year mission: support operational global weather prediction, tropical weather and climate research, space weather forecasting, and ionospheric research. The satellites will collect radio occultation profiles of unprecedented accuracy in near-real time in the tropics. The launch (at 06:30 coordinated universal time 2:30 a. m. local time), part of the U. S. Air Force’s Program 2 mission, sent the 300-kilogram satellites into a 720-kilometer-altitude equatorial (24°) low Earth orbit. These satellites represent the latest phase of the U. S. ’s (NOAA) System for Meteorology, Ionosphere, and Climate () program. The mission, a collaboration with the Space Organization’s (NSPO) () program, goes by the name -7/-2. The satellites will collect radio occultation (RO) profiles of unprecedented accuracy in near-real time in the tropics.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: I notice when I have high level of stress because I am distracted, have increased anxiety in my stomach, notice tension in my neck, and have more aches and pains. ” For this student, awareness of stress allowed her greater ability to identify her limits: “I am better at reading my body’s signals when they say ‘This is enough! ’ I also feel like I am able to recognize my anxiety now without getting totally overwhelmed by it. I would not say I am anywhere close to accepting it, but it is a start. ” In exploring her newfound awareness of stress, this participant described the deleterious effects that stress can have on self-concept via the body and wrote, “I have found a deep connection and awareness to my body through this class. I found that I often hold my stress in different parts of my body, particularly my stomach… I can become so focused on my body during stress that I lose sight of my tasks ahead and focus on the negative things about my body. This is a pattern that really came to light throughout this semester. become stressed I hold it in my body, I then begin to criticize my body, my self esteem drops, and the stress increases. It is an ugly cycle. ” discussed their ability to accept what life presents to them, including stress-inducing situations. Sub-themes of acceptance included (a) accepting difficulties, (b) greater self-forgiveness, and (c) emotional reactivity and regulation. 1) Accepting Difficulties. One participant expressed this acceptance in the following way: “Whereas in the past it has been easy for me to get stuck worrying about something over and over, I now find it easier to accept that there are some things I have little or no control over, so they will need to work out on their own. That has helped reduce my stress a lot, I think. ” Another student noted how she now views stress with acceptance instead of shame. She journaled, “Stress is still a factor in my life, but I don’t think it is as much of a problem as it used to be when I was trying to ignore and/or rise above it. I think the main difference has been that now I acknowledge and attend to my stress instead of ignoring it… I think stress will always be a part of my life especially in such an emotionally demanding profession.

Output: contrast


Input: Claim: Mycorrhizal fungi improve nutrient uptake in plants. [SEP] Text: 1986 Esters and glucosides of hydroxycinnamic acids in vegetables J. Agr. Food Chem. 34 616 620Winter,M. Herrmann,K. 1986Esters and glucosides of hydroxycinnamic acids in vegetablesJ. Agr. Food Chem. 34616620)| falseSearch 79. In: Weaver, R. W. (ed. ). Methods of soil analysis, part 2. Soil Sci. Soc. Am. , Inc. . & Pokorny, J. 2006 Natural antioxidants from herbs and spices Eur. J. Lipid Sci. Technol. 108 776 793Yanishlieva,N. V. Marinova,E. Pokorny,J. 2006Natural antioxidants from herbs and spicesEur. J. Lipid Sci. Technol. 108776793)| falseSearch 0. 05 (nutrients, n = 40; phenolics, n = 24). Asterisk (*) denotes compounds detected only in shoots. Polyphenolic peak designation (P2–P11) as described in Lee and Scagel (2009, 2010). MPP = sum of P2–P8 and P10. Definitions for phenolic acronyms given in Table 3. AMF = arbuscular mycorrhizal fungus; MPP = minor polyphenolics. View in gallery Relative differences in concentration and content of nutrients and phenolics in (a–b) whole plants, (c–d) shoots (stems and leaves), and (e–f) roots of 16-week-old, greenhouse-grown basil plants grown with a complete fertilizer containing 16 mg·L−1 (LP) or 32 mg·L−1 (HP) P. Shaded bars distinguish the following: enhanced (greater biomass, concentration, and content); greater (greater biomass, similar concentration, greater content); similar (greater biomass, lower concentration, and similar content); suppressed (greater biomass, lower concentration, and lower content). Significant differences in biomass, concentration, and content determined by analysis of variance (ANOVA) or Kruskal-and median test at P ≤ 0. 05 (nutrients, n = 40; phenolics, n = 24). Asterisk (*) denotes compounds detected only in shoots.

Output: pass


Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: Signals passing between the -7/-2 satellites and (GNSS) satellites travel through various layers of the atmosphere, depending on the relative positions of the satellites. Measured and derived profiles of the signals’ phase delay, bending angle, and refractivity contain valuable information about temperature, pressure, and water vapor in the troposphere and stratosphere and electron density in the ionosphere (Figure 1). This information, in turn, is used for weather and climate research and for studies of space weather and the ionosphere. This newsletter rocks. Get the most fascinating science news stories of the week in your inbox every Friday. Sign up now Fig. 1. As a -7/-2 satellite passes behind Earth relative to a GNSS satellite, a series of atmospheric limb scans produces a radio occultation sounding. Continuing a -7/-2 follows the highly successful U. S. /-1 program, which launched on 6 April 2006. The approximately 7 million atmospheric soundings that -1 has produced to date have improved global weather forecasts and supported hundreds of scientific studies of weather, climate, and space weather [Anthes, 2011]. -7/-2 is the first satellite constellation to observe the tropical atmosphere from equatorial orbit using the RO technique. The satellites, expected to collect more than 5,000 soundings per day (Figure 2), will provide an unprecedented look at tropical weather, including tropical cyclones. They will also provide new insights into climate phenomena such as monsoon patterns, the El Niño–Southern Oscillation, the Madden-Julian Oscillation, and the tropical convergence zones (and Convergence Zone). Fig. 2. -7/-2 satellites produce 5,000 low- to middle-latitude RO soundings per day (green dots). In comparison, radiosondes provide approximately 1,300 soundings per day (red dots) over all latitudes. Eye of the -7/-2 satellite houses the primary mission payload: the Tri-(TGRS), developed at NASA’s Laboratory. Each satellite also houses two science payloads to study space weather, including an ion velocity meter developed at the University of Texas at Dallas and a radio frequency (RF) beacon developed at SRI International. The TGRS instrument measures the propagation time of radio signals from a GNSS satellite (either a U. S. GPS or satellite) to a -7/-2 satellite.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: see stress more as an indicator that I need to do something about it instead of shoving it down and hiding it. ” 2) Greater Self-Forgiveness. Students reported an increase of self-compassion and a decrease of self-judgment. This participant, when commenting on her skills as a clinician wrote, “I am more forgiving of my growing pains than I have been in the past”, while another reflected, “I am working on not judging myself when I get overwhelmed and stressed, and instead trying to take care of myself. ” Reflecting on acceptance and present state awareness, another student wrote, “I think that my previous coping strategy was to just ignore the stress; however, now I feel I am more present and aware of my stress. I notice physical sensations and can identify when I am feeling anxiety. Rather than trying to push this away or ignore it, I am able to more fully accept and honor it as part of this intense stage in my life. ” 3) and Regulation. Over the course of the semester, students appear to have experienced a change in their ability to tolerate and accept difficult thoughts and feelings, and regulate fluctuating emotional states. One student noted a change in her ability to recognize potentially disturbing thoughts, accept them as thoughts only, and let them go: “I am concerned with burnout because I notice how people’s stories seem to pop into my mind when I am not at work. I do feel that I notice the thoughts now and realize that they are just thoughts and separate them from what is happening in the moment. I feel like I am more able to let go of distressing thoughts. ” This participant reported an ability to modulate emotion through her awareness of the same: “I think I’m now more aware of my initial reactions to stress and can therefore start calming down sooner. ” Another student described a new way of experiencing emotion, particularly greater acceptance of difficult emotional states that contribute to stress: “Before this class I had a difficult time dealing with stress and the various underlying emotions that came with it. I would at times become so paralyzed and overwhelmed with stress that I would become depressed… Now that I am more aware of my underlying emotions, when I get stressed I am able to acknowledge the feelings, validate them for myself, and let go.

Output: contrast


Input: Claim: Mycorrhizal fungi improve nutrient uptake in plants. [SEP] Text: Polyphenolic peak designation (P2–P11) as described in Lee and Scagel (2009, 2010). MPP = sum of P2–P8 and P10. Definitions for phenolic acronyms given in Table 3. LP = low phosphorus; HP = high phosphorus; MPP = minor polyphenolics. raw image Relative differences in concentration and content of nutrients and phenolics in (a–b) whole plants, (c–d) shoots (stems and leaves), and (e–f) roots of 16-week-old, greenhouse-grown, basil plants inoculated or not (non-AMF) with the AMF, Rhizophagus intraradices. Shaded bars distinguish the following: enhanced (greater biomass, concentration, and content); greater (greater biomass, similar concentration, greater content); similar (greater biomass, lower concentration, and similar content); suppressed (greater biomass, lower concentration, and lower content). Significant differences in biomass, concentration, and content determined by analysis of variance (ANOVA) or Kruskal-and median test at P ≤ 0. 05 (nutrients, n = 40; phenolics, n = 24). Asterisk (*) denotes compounds detected only in shoots. Polyphenolic peak designation (P2–P11) as described in Lee and Scagel (2009, 2010). MPP = sum of P2–P8 and P10. Definitions for phenolic acronyms given in Table 3. AMF = arbuscular mycorrhizal fungus; MPP = minor polyphenolics. View raw image Relative differences in concentration and content of nutrients and phenolics in (a–b) whole plants, (c–d) shoots (stems and leaves), and (e–f) roots of 16-week-old, greenhouse-grown basil plants grown with a complete fertilizer containing 16 mg·L−1 (LP) or 32 mg·L−1 (HP) P. Shaded bars distinguish the following: enhanced (greater biomass, concentration, and content); greater (greater biomass, similar concentration, greater content); similar (greater biomass, lower concentration, and similar content); suppressed (greater biomass, lower concentration, and lower content).

Output: pass


Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: As the -7/-2 satellite orbits Earth and the radio waves descend through the atmosphere (Figure 1), the waves are refracted and slowed, with the degree of bending related to the vertical gradient of the density of the neutral atmosphere and ionosphere [Melbourne et al. , 1994; Kursinski et al. , 1997]. The RO soundings can penetrate deep into the lower troposphere at all latitudes, observing planetary boundary layer heights and structure and providing valuable information on low-level moisture. From the raw phase and amplitude measurements of these radio waves, profiles of bending angle and refractivity can be deduced and assimilated into numerical weather prediction models, yielding improved information on temperature, pressure, and water vapor. Vertical profiles of temperature and moisture can be estimated from the refractivity profiles with the use of additional data from another source (e. g. , other observations or models). The RO soundings’ high vertical resolution and ability to “see” through all cloud conditions complement the high horizontal resolution of conventional infrared and microwave satellite soundings. -7/-2 TGRS instrument, which is the most advanced RO instrument ever flown, will be making use of model-aided open-loop (OL) signal tracking [Sokolovskiy, 2001]. This tracking method allows the RO soundings to penetrate deep into the lower troposphere at all latitudes, observing planetary boundary layer heights and structure and providing valuable information on low-level moisture. The TGRS also includes an advanced high-gain beam-forming antenna, which will help acquire the highest signal-to-noise RO soundings ever produced (>2,000 volts/volt). These soundings will enable improved observations of lower-tropospheric water vapor and the detection of the heights of superrefraction layers [Sokolovskiy et al. , 2014]. In addition, the TGRS will provide some 5,000 vertical profiles per day of electron density between 90 and 500 kilometers. These profiles will help define Earth’s ionospheric structure, as well as density irregularities that cause RF scintillation and can contribute to satellite communication problems and GNSS navigation outages. Starting the Processed results will be ready for distribution with a median latency of 30 minutes from the time of data collection. The satellites will take about 20 months after launch to separate into different orbital planes to provide optimal local-time coverage.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: ” This student stated, “I am much more in touch with my emotions, I am much more comfortable with experiencing anger or sadness, allowing myself to feel them, without judgment (sometimes) and not trying to bury them deep inside me. ” Others addressed how witnessing and accepting the stress within their bodies releases that same stress: “It is there, we can accept it, and then from acceptance choose how we will react to it or choose not to react to it. Watch the stress rise and watch it dissipate. ” Explaining the value of acceptance and its impact on emotional reactivity, this student wrote, “I think it was really helpful for me that day in practicum when everyone was feeling stressed and exhausted and I was able for the first time, to allow all the stress and exhaustion to just be. It was so helpful for me to really understand how much energy it takes to try to cover up or ignore the difficult emotions I feel. It was comforting to recognize that sinking into a difficult feeling rather than fighting it made it easier for it to pass. ” Stress and Students' Clinical PracticeOpen-ended questions prompted students to explore the effect stress has on their ability to be clinicians and their ideas about burnout over the course of a mindfulness/self-care course. The themes that surfaced at the beginning of the semester included (a) the importance of maintaining a present-moment orientation, (b) burnout, and (c) hopefulness regarding stress management and burnout in the future. At the end of the semester the themes of (a) therapeutic relationship, (b) increased awareness of stress and burnout, and (c) self-compassion were also discussed. Beginning of of Maintaining a Present-At the beginning of the semester, the students described how anxiety affects their ability to maintain a present orientation with clients and connect with the client's experience. Several participants' journals echo statements such as this: “It’s definitely much harder to be present, empathetic, and genuine when I feel anxious and frustrated. am feeling these things, there is no room for much of anything else. I have trouble making room for my own self-care during those times, so how could I have room to care for someone else?

Output: contrast


Input: Claim: Mycorrhizal fungi improve nutrient uptake in plants. [SEP] Text: Significant differences in biomass, concentration, and content determined by analysis of variance (ANOVA) or Kruskal-and median test at P ≤ 0. 05 (nutrients, n = 40; phenolics, n = 24). Asterisk (*) denotes compounds detected only in shoots. Polyphenolic peak designation (P2–P11) as described in Lee and Scagel (2009, 2010). MPP = sum of P2–P8 and P10. Definitions for phenolic acronyms given in Table 3. LP = low phosphorus; HP = high phosphorus; MPP = minor polyphenolics. Export 1. 1: Polyphenolics: Determination of total phenolics, p. 1–4. In: Wrolstad, R. E. (ed. ). Current protocols in food analytical chemistry. &. & Herrmann, K. 1986 Esters and glucosides of hydroxycinnamic acids in vegetables J. Agr. Food Chem. 34 616 620Winter,M. Herrmann,K. 1986Esters and glucosides of hydroxycinnamic acids in vegetablesJ. Agr. Food Chem. 34616620)| falseSearch 79. In: Weaver, R. W. (ed. ). Methods of soil analysis, part 2. Soil Sci. Soc. Am. , Inc. Madison, WI Yanishlieva, N. V. , Marinova, E. & Pokorny, J. 2006 Natural antioxidants from herbs and spices Eur. J. Lipid Sci. Technol. 108 776 793Yanishlieva,N. V. Marinova,E. Pokorny,J. 2006Natural antioxidants from herbs and spicesEur. J. Lipid Sci. Technol. 108776793)| falseSearch 0. 05 (nutrients, n = 40; phenolics, n = 24). Asterisk (*) denotes compounds detected only in shoots. Polyphenolic peak designation (P2–P11) as described in Lee and Scagel (2009, 2010). MPP = sum of P2–P8 and P10. Definitions for phenolic acronyms given in Table 3. AMF = arbuscular mycorrhizal fungus; MPP = minor polyphenolics.

Output: pass


Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: RAI outcome explained that Kailali experienced the pronounced downfall of annual rainfall below normal for 20 different years, whereas Taplejung and Gorkha experienced the downfall for 14 different years of the total period of 1988–2018. Size Fig. 3. Rainfall anomaly index (RAI; 1988–2018) and its 5-yr moving average for (a) Taplejung, (b) Gorkha, and (c) Kailali. Citation: Weather, Climate, and Society 14, 1; 10. 1175/WCAS-D-21-0081. 1Download FigureDownload figure as PowerPoint slide The variability and concentrations observed between the regions are dissimilar (Fig. 4). The lowland experiences more irregularity showing high internal variability and concentration. Midhills reveals less, and it is least in the mountain region. Size Fig. 4. Annual rainfall trends (1988–2918) in the study sites: Taplejung (mountain), Gorkha (midhills), and Kailali (lowland). Citation: Weather, Climate, and Society 14, 1; 10. 1175/WCAS-D-21-0081. 1Download FigureDownload figure as PowerPoint slide d. Local perception of climate change Local residents who participated in the interviews and FGDs observed noticeable changes in the climate over the period. They were found to be sensitive to changes in temperature associated weather events. Table 7 presents the summary of the perception and experiences of the local residents. The chi-square goodness of fit test showed that the local understanding on temperature fluctuation demonstrate a strong association between people’s responses and geographical locations (χ2 = 20. 891, degrees of freedom df = 6, and p = 0. 0019). On average, approximately 88% of interviewees have perceived that the temperature has increased during recent years. More than 90% of the locals experienced upward temperature rise in Taplejung and Gorkha. It was observed by 81% of locals in Kailali. Ten percent of residents of Kailali responded that they have no idea about temperature fluctuations. This portion is more than double when compared with the other two study sites (Fig. 5). Table 7 Local people’s perception on climate change. . 5. Local understanding of temperature fluctuation between the three studied sites. Citation: Weather, Climate, and Society 14, 1; 10.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: ” Another wrote that when he is stressed, his wife is “on eggshells around” him and expresses how this concerns him. 2) Burnout and the Therapeutic Relationship. Students expressed concern about burnout in their professional lives. Several students discussed how burnout might affect their ability to be present with clients. One student wrote, “I have a strong expectation that I will experience early burnout in this field. I think that is part of my fear of being in this [graduate] program… It is scary to think about how that would affect my clients. ” A student acknowledged that burnout could shorten their longevity in the field, “I want to be a counselor 25 years from now and still enjoy it as much as I do now. ” 3) and Burnout. In their narratives, students described the importance of clear and strong boundaries, describing boundaries as a preventative against burnout impacting their personal and professional lives. These boundaries include boundaries with workload (“shouldn’t take on too much”), boundaries between work and home (“taking work home”), and boundaries between self and others (“care-taking” or “taking on another’s pain”). 4) Hopefulness. Several students spoke with hopeful confidence about their ability to manage stress and preempt burnout. They were particularly hopeful about the mindfulness/self-care course and skills that they might learn, as well as the benefits of supervision and peer groups. One student expressed her hopefulness, writing, “I hope that by learning to be more mindful on a daily basis, I will be in a better position to recognize when I need to take a breather and tend to myself so that I don’t have a negative impact on my clients. ” After noting her worries, this participated reflected, “however, I am building a lifestyle now that will help defend against stress and burnout. I am creating a network of like-minded peers who can help to support me clinically and personally. ” End of SemesterWhen students were asked about the impact of stress on their clinical lives at the end of the mindfulness course, the following themes emerged: (a) therapeutic relationship, (b) increased awareness of stress and burnout, and (c) self-compassion. Several sub-themes emerged within the theme of therapeutic relationship.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: In the first one, a non-smelling object (such as a pen or a key) was placed two centimeters away from each animal's face. The normal marmosets directed their sight to the object and tried to grab and bite it; the blind animals did not react to the objects at all. The same test was repeated with the objects in movement, and again only the normal marmosets reacted by directing their sight to the moving object. The second test took place in a room with dim light (10 lux). A spotlight was placed on one side of the animals and directed to their faces. The normal marmosets turned their faces towards the light, while the blind ones did not. As shown in Figure 1, blind marmosets were clearly synchronized to the external cycles. Like normal animals, blind animals showed a normal biphasic activity circadian rhythm, with a more intense bout of activity at the beginning of the light phase and a second bout near the end. However, this bimodal pattern was less prominent in blind animals (Figure 2). Additionally, blind marmosets showed a shorter active phase compared to normal animals. After we shifted the light phase by 6 hours (first a delay and then an advance), blind marmosets were entrained to the new light-dark cycle, but their entrainment was much slower compared to the normal marmosets (Figures 1 and 2). The blind animals synchronized only after 12–14 days, while the normal animals did so after 3–4 days. During entrainment, the phase angle of activity onset in relation to the LD cycle was different in blind and normal marmosets (see Figure 2). Figure 1 Light-dark cycle synchronization of circadian rhythms in blind primates. Shown are representative double-plotted motor activity records of a blind marmoset during photoentrainment, advance and delay of light phase, and free-run in constant light condition (LL). Time is indicated at the bottom, day at left side, and the light-dark cycle (LD) or LL on the right side. The boxes represent the light phase of the LD cycle. Figure 2 Circadian pattern of motor activity in blind and normal marmoset. (A) Representative double-plotted motor activity of a blind (left) and a normal (right) animal. (B) Wave form plot of activity of blind (left) and normal (right) marmoset.

Output: pass


Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: , changes in temperature and precipitations. However, people could not quantify the magnitude of the changes. The local residents have wisely linked climate change to the historical climatic events occurring within their communities and in their vicinities. They noticed that the temperature has increased, which in turn impacted their livelihoods. However, their perceptions could not exclusively discriminate to what extent the temperature fluctuated between regions. The analysis of time series observational data clearly quantifies the change and explained that mountain region (Taplejung) experienced the highest rate of temperature rise and the lowland (Kailali) experienced the least. People explained changes linking with events occurred in particular time period and place. As seen in interviewee’s responses, the local observation of marked decline of the Himalayan bulbul (Pycnonotus leucogenys) and house sparrow (Passer domesticus) population in midhills, and outright increase its density in mountain regions introducing their widespread invasion to several agriculture crops sets the example of temperature effects in those regions. The locals claimed that the changes in habitat and migration of the bird species to the higher altitudes is caused by the temperature rise in the regions. Local people affirmed the shift of growing seasons of local crops triggered by the temperature rise. The timing of the annual cycles of flora and fauna is extremely sensitive to climate change such as flowering plants and animal migration to preferred locations due to changes in weather. As suggested by Pearson and Dawson (2003), continuous warming “bioclimate envelopes” toward higher altitudes affect fauna’s preferred vegetation community and shift their range poleward latitudinally and upward altitudinally. Long-term changing of climate inevitably shifts geographical range of many taxa, predominantly on birds, mammals, and butterflies (Beever et al. 2003; Hill et al. 1998; Hill et al. 1999). The local perception on the impacts of temperature in Madre de Dios, Peru, explicitly found to have diminished water sources and loss of crops and animals (Michaelsen et al. 2020). Our finding of temperature increase in the mountain regions is consistent with the study done by Hu et al. (2020) in eastern Tibetan Plateau. They found that most of the local perceived consistently upward trends in temperature.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: These were (a) increased ability to be present with clients, (b) increased empathy for clients, and (c) less emotional reactivity with clients. 1) to be Present with Clients. Many students commented on the positive impact that mindfulness and self-care have on their ability to be present with clients. A student wrote, “The very first change that I noticed after a couple of meetings was that I became more mindful. I started living more in the present and enjoying minute-to-minute experience. In the therapy room, it allowed me to be more present with my clients and be a better observer of what was going in the room and between us. ” Another participant discussed how being present “slows down” the therapeutic process, bringing each moment into greater focus and allowing for greater empathy: “This has also helped me to slow down and be more fully present in the room and inside myself. It has increased my ability to help clients to slow down and explore their current experience. I think before taking this class, I was very action oriented in sessions, which came across as agenda pushing. Now, I think my sessions move more slowly and demonstrate more depth and true empathy. ” 2) and Empathy for Clients. Students reported an increase in empathy and acceptance towards their clients as an outcome of mindfulness and self-care practices. This participant discussed how her practices have allowed her to increase her ability to see client's uniqueness and join others more readily: “Increasing my level of self-care throughout the semester has certainly helped in terms of working with people in that I am now more accepting of them as unique individuals and when I am less stressed I am more able to join with them in the current moment. ” A student acknowledged the decrease in empathy that he feels towards clients when he is anxious: “I know that if I am feeling anxious or stressed it can be a distraction from what is happening in the room. I find that my mind wanders more frequently and I feel less empathic towards my clients… Knowing this has further solidified the realization of the importance of self-care and stress management. This work will always be stressful and anxiety provoking. I think understanding this is crucial, as well as actively engaging in stress management techniques and getting plenty of supervision. ” 3) Decrease in Emotional Reactivity. Students discussed their increased ability to tolerate difficult emotions in the therapeutic relationship.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: Competing interests The author(s) declare that they have no competing interests. Authors' contributions MMAS: Participated in all experiments, in the analysis and discussion of the results, and in the writing of the manuscript. AMA: Participated in all experiments, in the analysis and discussion of the results, and in the writing of the manuscript. JFA: Participated in all experiments, in the analysis and discussion of the results, and in the writing of the manuscript. All authors read and approved the final manuscript. 1298. and Foster, RG (2001). Characterization of an ocular photopigment capable of driving pupillary constriction in mice 4: 621–625, [PubMed] DOI: and Takao, M (2002). Phototransduction by retinal ganglionar cells that set the circadian clock Science 295: 1070–1073, [PubMed] DOI: Provencio, I, Rollag, MD and Castrucci, AM (2002). Photoreceptive net in the mammalian retina. This mesh of cells may explain how some blind mice can still tell day from night Nature 415: 493. [PubMed] DOI: and O'Hara, BF (2002). Role of melanopsin in circadian responses to light Science 298: 2211–2213, [PubMed] DOI: and Yau, KW (2002). Melanopsin-containing retinal ganglion cells: architecture, projections, and intrinsic photosensitivity Science 295: 1065–1070, [PubMed] DOI: and Yau, KW (2003). Diminished pupillary reflex at high irradiances in melanopsin-knockout mice Science 299: 245–247, [PubMed] DOI: ñoz, and Bellingham, J (2003). Non-rod, non-cone photoreception in rodents and teleost fish. Molecular clocks and light signal Symp 253: 3–30. [PubMed] Erket, HG (1989). Characteristics of the circadian activity rhythm in common marmoset (Callithrix j. jacchus) Primatol 17: 271–286, DOI: Wechselberger, E and Erkert, HG (1994). Characteristics of the light-induced phase response of circadian activity rhythms in common marmoset, Callithrix j.

Output: pass


Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: 10. 5194/wcd-1-445-2020 © Author(s) 2020. This work is distributed under the Attribution 4. 0 License. © Author(s) 2020. This work is distributed under the Attribution 4. 0 License. 20. 0 data, where snowfall is identified from rainfall by applying a threshold to temperature. We compute changes as differences from quantities computed for the periods 1999–2018 and 1979–1998. On the one hand, we show that the decline in average snowfall observed in almost all European regions is coherent with previous findings and can be linked to global warming. On the other hand, we observe contrasting changes in maxima and sometimes disagreement in the sign of changes in the two datasets. Coherent positive trends are found for a few countries in the Balkans. These have been investigated in details by looking at modifications in the atmospheric weather patterns as well as local thermodynamic factors concurring to large snowfall events. We link these changes to the stronger prevalence of or blocking patterns associated with deeper cyclonic structures over the Adriatic and Tyrrhenian seas. These cyclones find warmer surfaces and large availability of humidity and convective available potential energy (CAPE), thus producing large snowfall amounts, enhanced by the Stau effect on the Balkan topography. Download & links 10. 5194/wcd-1-445-2020, 2020. Received: 11 Dec 2019 – Discussion started: 18 Dec 2019 – Revised: 04 Aug 2020 – Accepted: 17 Aug 2020 – Published: 04 Sep 2020 1 snowfalls can have a great impact on economy and society. 2017, a cold spell affected most of eastern and central Europe and part of southern Europe, causing the death of at least 60 people. The combination of snowfalls with a series of earthquakes in central Italy caused a disastrous avalanche that hit the town of Rigopiano in Abruzzo, where a landslide swept and destroyed a hotel, causing several casualties (Frigo et al. , 2018). On 8 January, accumulations of 22–23 cm have been measured at some points on the beach of Porto Cesareo, in Apulia. Inland, snow reached and exceeded 2 m in height in the Apennines. Two further recent examples of snowfalls affecting large populated areas are the February–March 2012 snowstorm in northern Italy, with up to 50 cm of snowfall measured in Bologna (Bisci et al.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: These emotions included those observed in the client, by the clinician. This participant journaled, “feel stressed, I am not centered inside my body and my ability to be calm, present, and attuned to my client’s state is diminished. If my client is in stress mode, I may be reactive and if so, my stress level goes up. ” Another student noted that her fear of painful affect has decreased since she began practicing mindfulness, “I feel that I am less reactive and more empathic. I am not afraid to sit with someone when they are in distress anymore; I feel like I do not move away from pain so rapidly anymore. ” The following participant noted the relief mindfulness brings to the fledgling clinician as she grapples with difficult silences, “I am able to sit with my clients and allow them to experience their emotions in silence without needing to say something because I am uncomfortable. ” of Stress and the end of the semester, many participants acknowledged the importance of being aware of stress and burnout, and the effect this can have on their clinical practice. Reflecting on the benefits of awareness, one student wrote, “I think that just being aware of the possibility of burnout, will help me to work to prevent it. ” Mindfulness practices were endorsed as “key to this process. ” Awareness and attention were noted as preventative factors to anxiety for another student as well, “I think stress and anxiety impact my work with people a lot less than they used to because now when I experience these things, I make it a point to pay attention to what they are telling me. This awareness usually leads me to step back and reevaluate whatever stressful situation I’m dealing with at the time and reframe it or take some self-care time to help alleviate some of my anxiety. ” Here, a student discussed her “acknowledgement” of feelings within the context of clinical work and her confidence about attending to those feelings, “With increasing client exposure, I have come to realize how draining and demanding this profession can be. Nevertheless, I am committed to taking care of myself and am confident in my ability to acknowledge my feelings and attempt to take action and remedy them. I feel strongly that it is challenging to properly care for others if I am feeling in a bad mental or emotional space.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: 1 ± 1. 4 hours, respectively; corresponding values for DLCG were 23. 8 ± 1. 3 hours, 8. 9 ± 1. 3 hours, and 9. 5 ± 1. 5 hours. Each group consisted of two females and three males. All the ten participants sampled their own saliva using "Salivette" collecting tubes (& Co. , Numbrecht, Germany) at 22:30–23:00 under the 200–300 lux light from fluorescent light bulbs in their home on the day before the experimental day. Japanese civilians seem to enjoy evening time during the first half of subjective night (after sunset till bedtime) under fluorescent light bulbs based on our unpublished questionnaire study on 950 families having small children aged 0–6 yrs in Kochi. More than 85% of the 950 families enjoyed evening life under fluorescent light bulbs. We measured the illumination at the level of 1 m above floor just under a usual type of round-shaped fluorescent light bulb in a typical one-room apartment for students and it was 340 lux. the experimental day of the 5th January 2003, all the ten participants got together in front of Motoyama junior high school at 8:00 in the morning. A wagon car took them to the experimental place which was a Japanese style hotel located at a mountain area, Yusuhara town in Kochi Prefecture, 126 km west from Motoyama town. During the driving, illumination inside the car was 350–500 lux. The car arrived at the hotel around noon. It was snowing through the day. Behavior of all the participants was controlled during the stay in the hotel till the next morning of the experimental day. All the participants played outside exposed to the sun light with 6000–7500 lux at the eye level during 12:30–13:30 and 14:00–14:50. They were allowed to have a rest in a living room in which the floor was filled with 12 tatami mats and the illumination at the eye level was 250 lux from fluorescent light bulbs during the rest of the time till 16:30. Participants took bath one by one between 16:30–18:00 and had supper all together between 18:15 and 19:20 in the living room.

Output: pass


Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: More recent space-borne measurements of lightning frequency establish global lightning flash rates of 44 ± 5 flashes s−1 based on a 5-year climatology using day and night intra-cloud and cloud-to-ground flash observations from NASA’s Detector (OTD) on board the Microlab-1 satellite (OV-1) (Christian et al. 2003). Cecil et al. (2014) updated the global lightning flash climatology to 46 flashes s−1, varying seasonally from 35 flashes s−1 in February, to 60 flashes s−1 in August, by merging data from the OTD sensor (1995–2000) with the Sensor (LIS) on the (TRMM) satellite from 1998 to 2010. Figure 4 shows the annually averaged global distribution of total lightning activity (flashes km−2 yr−1) from 1995 to 2013 (Cecil et al. 2014, with data updated through 2013). The majority of lightning flashes occur in the tropics and over land, where the storm updrafts are most intense to produce electrification (Zipser 1994). Approximately 1. 46 billion flashes occur annually over the Earth (Cecil et al. 2014). Fig. 4. The annualized distribution of total lightning activity derived from the Detector (OTD) and Sensor (LIS) in units of flashes km−2 yr−1. Figure updated from Cecil et al. (2014) and provided by to include data through 2013. We derived the global power per unit area dissipated by lightning discharges by multiplying the average amount of energy per single lightning flash by the global lightning frequency. Using the Cecil et al. (2014) estimate of 46 flashes s−1 and the dissipative range of energy per flash of 109–1010 J (Price et al. 1997), the total power dissipated globally by lightning per year is 4. 6 × 1010 to 4. 6 × 1011 W. This corresponds to a global power per unit area between 9 × 10−5 and 9 × 10−4 W m−2, with an average of 4. 95 × 10−4 W m−2. Sellers’ (1965) estimate of 2. 0 × 10−4 W m−2 is within this range. 2. 8.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: In the IOG model (Fig. 1), the inner triangle represents the teacher teaching from “inside out” embodiment at the center of the MBP group process. Simultaneously, she is also engaging with the other three capacities of the group process: (1) “reading,” (2) “holding,” and (3) “befriending. ” At the heart of the learning context lies the MBP teacher’s inside out embodiment and her congruence with her values, intention, and teaching practice, and the way she commits herself to bringing this out within the reading, holding, and befriending of the group. Clearly seeing group development processes for what they are is part of reading; enabling learning to take place in a safe space is part of holding; and relating to themselves and participants with compassionate awareness is part of befriending. Fig. 1model for Mindfulness-Based ProgramsFull size imageCircling all of this is the learning context: this is seen in the widest of terms, as a combination of conditions that include the quality of the teacher’s training and supervision; their ethical and personal mindfulness practice; the integrity of the MBP being taught; effective orientation, preparation, recruitment, and assessment of group participants; the social context within which the group is situated; the suitability and type of venue; the reason the group has been brought together (i. e. , is it a MBP for people with cancer, for those in a business context, or a general public group? ); and the learning materials of the program. The Teacher: EmbodimentThe inside out embodiment of mindfulness practice (in the person of the teacher) is at the center of the IOG model. Similar to the term mindfulness, embodiment is challenging to define, because it is a subjective, felt experience. It is not striving for a particular state, nor does it suggest a persona evoked for the purposes of teaching MBPs (Bartley 2012; Crane et al. , 2017a, b; Grossman and 2011; McCown 2016). We propose that inside out embodiment is the arising of non-judgmental present moment awareness within the teacher.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: The aims of this pilot study were (1) to compare phase-delaying effects of bright light alone and exercise alone administered at the same time of night and for the same duration, and (2) to compare phase-delaying effects of these independent stimuli with that associated with bright light followed by exercise. The bright light + exercise treatment was designed to elicit additive phase-delaying effects both by separating the stimuli by > 4 h (as shown in hamsters) and by focusing both stimuli at phase delay regions of the respective phase response curves for these stimuli [20, 27]. Materials and were six aerobically fit and active adults ages 18–30 y (3 women, 3 men). Demographic data are displayed in Table 1. Exclusion criteria included (1) recent shift-work experience (previous 2 months) or travel across multiple time zones (previous 2 weeks); (2) abnormal sleep-wake schedule (bedtime before 9:00 pm or after 1:00 am; wake time before 5:00 am or after 10:00 am); (3) extreme night owl or morning lark based upon the Horne-Ostberg Morningness-(<31 or >69, respectively) [28]; (4) self-reported depression (Inventory > 16) [29]; (5) having more than one of the major risk factors for coronary artery disease; (6) and inadequate levels of aerobic exercise (i. e. , exercise < 3 days per week, and/or < 20 min/day, and/or < 70% maximal effort). Each volunteer signed written informed consent approved by the University of Board. Table 1 Demographic information about the participants. Men (n = 3)Women (n = 3)Age (yr)23. 7 ± 3. 220. 7 ± 1. 2Height (cm)172. 7 ± 7. 6159. 2 ± 5. 3Weight (kg)66. 2 ± 9. 353. 7 ± 2. 6Inventory2. 0 ± 1. 71. 0 ± 1. 7Horne-Ostberg53. 8 ± 9. 359. 3 ± 0. 6Morningness-(min)450 ± 52. 2410. 0 ± 45. 8 In a within-subjects counterbalanced design, participants completed each of three 2. 5-day laboratory protocols (described below). The three protocols were each separated by 1–3 weeks.

Output: pass


Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: - Vol 2, No 4 - November 2014 warning systems for climate hazards - Vol 2, No 4 - November 2014 3016 reads 177 systems are relied on worldwide as part of disaster risk reduction. The traditional model of a government monopolistic system supplying warnings through a broadcast approach is now challenged by new media, mobile technologies and the accompanying expectations of individualised warnings to personal mobile devices. We examine this situation, and one novel approach the use of an augmented signal from the next generation of Japanese positioning satellites - to providing individual warnings to personal devices wherever their owners are. We conclude that delivery to personal devices is feasible and already happening to some extent. Linking these new official systems with the multiple information flows of social media and crowdsourcing remains a major challenge. systems are increasing relied on to reduce the risk of disaster by empowering people to improve their safety. These systems typically require the integration of a top-down official alert, with a bottom-up understanding of that alert and their personal risk related circumstances by those receiving the warning. However, the interaction between the official and the people is problematic with the consequence that safety is often not improved: official systems have many technical and other limitations, and those at risk often fail to see the relevance of official communications. These systems are based on a linear flow of information along a complex chain of authority to those thought to be at risk. But the warning paradigm is changing rapidly. Social media and mobile technologies enable communities to generate and share their own warnings and information, which are often more up-to-date and sensitive to local circumstances than official communications. Increasingly, they can also provide information to the official system some Australian fire and emergency management services monitor twitter for this purpose. Despite concerns about the legitimacy and accuracy of such information, thesebackchannel? communications are becoming increasingly prevalent during emergencies. This important aspect of the warning process is entirely dependent on the normal functioning of telecommunication infrastructure. At the same time there is anecdotal evidence from fire and emergency management agencies that public expectations, fueled by the near universality of personal mobile devices and social media, have risen to the extent that people increasingly expect a personal warning wherever they are. A major challenge is to have the official warning system, with its environmental monitoring and predictive capacity, interact positively with the social media and personal devices used by most people. If this is achieved, the reliability of the overall warning system could be enhanced.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: The “inside” encompasses phenomena arising within the boundary of the body of the teacher, such as thoughts, the felt sense of the body, and emotions, and “out” referring to phenomena arising outside the body of the teacher, such as what is seen and heard in the group while teaching. In a sense, these boundaries are arbitrary and in constant flux, but the main point is that the teacher is able to be aware of and purposefully direct attention to the range of phenomena that arises while teaching. Inside out embodiment involves attentional expertise—the capacity to direct the attentional system in purposeful ways, along with attitudinal qualities of acceptance, non-striving, trust, and non-fixing. Embodiment is a congruence arising from mindful connection to both these inside and out experiences—which in turn guides actions and behavior. Within the literature on psychotherapeutic practice, therapeutic presence—which overlaps with the concept of embodiment of mindfulness—is defined as having three components: “an availability and openness to all aspects of the client’s experience, openness to one’s experience in being with the client, and the capacity to respond to the client from this experience” (Geller and Greenberg 2002, p. 72). Like embodiment, therapeutic presence is not a skill set—it is a quality of being which can be deliberately cultivated through mindfulness practice (McCollum and Gehart 2010). We propose that if embodied practice includes an awareness of the MBP group itself, this enhances the quality of participants’ learning experience. The theme of imitative behavior is also particularly relevant to inside out embodiment (Yalom and Leszcz 2005). How do teachers influence the group by embodying certain ways of being? If they are strongly embodied in the practice of mindfulness, this is likely to encourage participants to try on mindfulness by modeling the behavior of the teacher, and thus acquire for themselves a chance to develop (and embody) similar qualities of balance and stability. Using the principles behind Yalom and Leszcz’s (2005) work, the MBP teacher can be aware of the impact of their therapeutic presence on participants. This process relies strongly on the depth of personal mindfulness practice and integrity of the teacher. The participants may try on mindful behavior through being inspired by their teacher’s behavior, and this may indeed be a bridge for them to absorb these qualities.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: Pre-Experimental Weeks. During one week prior to each experimental protocol, participants maintained stable sleep-wake schedules (i. e. , bed and wake times not varying by more than 1. 5 h) at times that were consistent with their average bedtimes and wake times. Adherence to these schedules was verified by continuous wrist actigraphic recording and sleep diaries. Participants were also asked to maintain their usual exercise habits during the pre-experimental week, and to abstain from alcohol and caffeine consumption for the two days preceding entrance into the laboratory. Laboratory Protocol: Ultra-Short Sleep-Wake Cycle. For each 2. 5-day laboratory protocol, participants entered the laboratory at 1600 h on DAY 1 (Friday afternoon) and remained for 58–65 h until DAY 4 (Monday morning) (Figure 1). Upon arrival, participants were told which of the three treatments they would be performing: bright light alone, exercise alone, or bright light + exercise. Throughout each 2. 5-day laboratory observation, participants followed a 3-h ultra-short sleep-wake schedule, in which participants were given 2-h intervals of out-of bed wakefulness in dim light (≤20 lux), followed by 1-h intervals for sleep in darkness (<1 lux). Chronobiologic protocols, such as the ultra-short sleep-wake cycle, are used to precisely assess circadian rhythms whose measurement can otherwise be masked by numerous environmental and behavioral factors, including, sleep, physical activity, caloric intake, posture, light exposure, and ambient temperature. By distributing these masking effects equally around the 24-h day, one can make inferences about the circadian system. Past research has shown that this schedule can be well-tolerated for up to 10 days [27, 30, 31]. Figure 1 Experimental protocol: evening bright light followed by early morning exercise. Participants adhered to an ultra-short sleep-wake cycle beginning at 1600 h on Friday, and were subsequently exposed to 90 min of bright light (5000 lux, 2210–2340 h) followed 4. 33 h later by 90 min of exercise (0410–0540 h). In the other two treatments, subjects received bright light alone or exercise alone at 2210–2340 h. Phase shifts of the aMT6s rhythm were calculated by subtracting final post treatment acrophase from baseline acrophase.

Output: pass


Input: Claim: Satellites help monitor Earth’s weather and climate changes. [SEP] Text: Then they make a detailed analysis of the degradation of these two LYRA channels, making use of the modeled LYRA response to EUV spectra observed by corresponding instruments on board the TIMED and SDO satellites. While channel 4 shows excellent agreement with modeled irradiance both in absolute level and variation, channel 3 shows roughly correct level but significantly reduced variation. After careful detective work, the authors track this to the enhanced degradation of the EUV band of channel 3, whereby this band has almost completely disappeared from channel 3 by the end of the observation period. By using a new, multiplicative calibration and channel 4 data, the authors can revive this lost information to finally conclude with a very good agreement with modeled irradiance even for channel 3. As a result of this study, the authors produce a reliable series of EUV/SXR irradiance from these two LYRA channels at daily resolution over the whole PROBA2 lifetime. The LYRA observations verify the duplication of EUV irradiance from the low levels before February 2010 until the higher activity times in November 2011 with the start of the active phase of solar cycle 24. The calibrated series ofSXR channels will also be useful, e. g. , for space weather, thermospheric and ionospheric studies. 2. Solar dynamo, solar space, and its coupling to to the genesis of solar activity, the magnetic fields produced by the dynamo mechanism in the interior of the Sun – which eventually find their way to the surface and are dispersed into the heliosphere with the solar wind – couple the solar interior to our space environment. Thus, studying properties of magnetic fields in the heliosphere and inside the Sun allow one to set constraints on physical processes across the whole solar-dominated system. Magnetic helicity (twist) is one such magnetic property, which is important because it is an invariant in ideal magnetohydrodynamic systems. Warnecke et al. (2012) in their paper “Magnetic twist: a source and property of space weather” use numerical simulations to study the evolution of magnetic twist from the solar interior through the solar atmosphere into the heliosphere. Magnetic twist plays an important role in solar dynamo, which produces negative magnetic helicity at small scales and positive at large scales (in the northern hemisphere). However, in the heliosphere this is reversed and the magnetic helicity is positive at small scales and negative at large scales.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: As with any emerging awareness and developing skill, learning how to work with group process is at first, likely to be held deliberatively in attention, as the teacher learns to incorporate group in their field of awareness, build understanding of theories, and learn to use their own inner visceral awareness to gain clues about what the group needs. However, given time and experience, these new ways of being become an integrated part of the personhood of the MBP teacher. teacher monitors the immediacy of their felt experience within the boundaries of their body—with a particular emphasis on raw sensory data arising through interoceptive (awareness of visceral stimuli originating inside of one’s body) and proprioceptive capacities (awareness of the position of the body). This will include the feeling of contact of body with ground, sensing the feeling tone of sensory experience, and attuning to subtle shifts in emotional valence in response to contact with individuals and the group as a whole. Thoughts are also part of immediate experience, and a key part of monitoring the inside processes is to recognize thoughts as thoughts, to choose which thoughts to engage with, and to repeatedly reconnect to and sustain connection with the sensed physicality of bodily experience. In this way, the teacher is less prone to having their attention hijacked by thoughts that trigger constriction or identification around a particular theme—such as a sense of “I’m not good enough” or “that participant is annoying,” etc. Inside, for the purposes of this paper, thus refers to the teacher’s conscious connectivity to the immediacy of their inner experience (somatic, cognitive, and affective) with a focus on their inside responses to themselves, individuals, and the group while teaching. parallel with this inside connectivity, the teacher connects to the moment-by-moment arising of what is seen, heard, and sensed with individuals, the group, and in the surrounding space. Out involves awareness of the processes and activity arising in the space, outside the boundaries of the teacher’s body. The boundary between inside and outside to some extent is arbitrary and dissolves with mindfulness practice. However, the key point here is that the teacher has an integrated and inclusive awareness of processes emerging within and without the boundary of their body and is attuned to the interplay between them. The teacher also responds to all inside and out phenomena that arises within the teaching context through an embodied understanding of its nature, i. e.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: Adherence to the ultra-short sleep-wake schedule was verified by 24-h observation and continuous wrist actigraphic recording (). Participants spent the 2-h wake intervals as they wished, e. g. , speaking with visitors or other participants or research staff, watching movies, or reading. However, napping and exercise (outside of experimental treatment) were prohibited. At min 30 of each 2-h wake period, participants consumed an isocaloric meal, standardized by a registered dietician (TAM) based on each participant’s body weight, age, gender, and physical activity level [32]. Water and non-caffeinated, calorie-free, nonalcoholic drinks were available ad libitum. For the 1-h sleep intervals, participants remained recumbent in darkness and were asked to attempt to sleep. Immediately after the second sleep interval (at 10:00 pm), resting recumbent heart rate was established with a heart rate monitor (FS1, Inc. , Lake Success, New York) and used for subsequent standardization of the intensity of the exercise treatments. Experimental Treatments. Following a baseline period of approximately 30 h, participants completed one of the three counterbalanced treatments, beginning on the evening of DAY 2: Alone, Exercise Alone, or + Exercise (Figure 1). Alone. Participants were exposed to 5,000 lux light for 90 min from 2210–2340 h. The treatment was administered by a panel of light boxes (UV protected) situated 1. 5 m from the field of vision (. , American Fork, Utah). Light exposure at eye level was verified by periodic sampling with a calibrated light meter. Exercise Alone. Participants exercised on a treadmill for 90 min from 2210–2340 h. According to our previous research, the exercise and bright light occurred at similarly sensitive phase delay regions of the respective phase response curves for exercise and bright light (20, 27). The exercise involved 20-min intervals at 65-75% heart rate reserve (HRR), interspersed with 5- min recovery intervals at 30–40% HRR. Thus, total durations at 65–75% and 30–40% HRR were 75 min and 15 min, respectively. The exercise intensity for each participant was determined from age-predicted maximal heart rate (i. e. , 220-age) and his/her resting heart rate.

Output: pass


Input: Claim: Mars exploration could help identify signs of past or present life. [SEP] Text: The UV light excites molecules into higher energy states, and when the molecules drop back to their natural energy states, they release photons. Scientists can then identify specific molecules by detecting the color of the released photons. Studying this part of an ice sheet is like pointing a telescope to a new area of the sky and discovering new nebulae or galaxies, Malaska said. “We were in this weird environment that nobody had really probed at before. ” Life-Hunting in usually study microbes living on the surfaces of glaciers or in deep subglacial lakes kilometers below the surface. A hundred meters down, where water is beginning to transition from packed snow into solid glacial ice, where it may be too cold and the pressure too high for life to survive, research is lacking. “We shot a laser out, we made things glow, [but] we don’t know exactly what things were glowing. ” ’s spectroscopy may change that. On a black background, Malaska and his team saw spots of glowing blues, greens, and reds, all indicative of different types of organic molecules. Molecules that glowed blue might be small molecular rings called aromatics, and orangey-red spots might be more-complicated molecules like three rings bound together. Greens might indicate something even larger, like amino acids. All of these molecules are associated with living things, but are they evidence of actual microbes in the walls of the borehole? The short answer is…we just don’t know, Malaska said. “We shot a laser out, we made things glow,” Malaska said, “[but] we don’t know exactly what things were glowing. ” The team published its work in the journal Astrobiology in fall 2020 and will present the research on 11 December at AGU’s 2020. to day, the team members hope their instrument could ride on a spacecraft bound for one of the icy moons of Jupiter or Saturn. With the work in Greenland, the researchers showed that their instrument could successfully find something interesting in the ice, even if they don’t know yet what that interesting thing is. But studying ice on Earth isn’t this team’s main goal. One day, the team members hope their instrument could ride a spacecraft bound for one of the icy moons of Jupiter or Saturn.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: , recognition of it as arising and passing process, rather than as narrative to engage or identify with (Shapiro et al. 2018). teacher can shift their attention between an orientation towards inside experiencing, and an orientation towards out experiencing according to what is needed at a given moment (Young 2016). This comes together to “achieve the co-created flowing disposition” which gives rise to the capacity to respond to the moment-to-moment unfolding of the MBP group (McCown 2016, p. 21). The manifestation of this practice of inside and out mindful connection is seen and felt by participants through the teacher’s bodily expression, speech, attitudes, and behaviors—and is a way of expressing embodied practice. An example of inside out embodiment at work can come from the act of seeing. When an MBP teacher scans round the circle of participants (out), they may see signs of engagement and interest, and/or distractedness and boredom. This may be quickly followed by a movement into the conceptual mind (inside) and an interpretation of “they are bored because…” which trigger a negative judgment about their teaching. This movement from what is actually seen to interpreting and judging can distance the one who sees, thinks, and judges from the ones who are seen, and whose actions are interpreted. MBP teachers cultivate the capacity within these challenging moments to turn towards inside sensations and recognize the internal felt sense within the body, as a means of interrupting potential reactivity and personal identification, and instead reconnecting to the wider sense of emerging experience in the “body” of the group. (2016) wrote “‘Knowing from the inside’ involves setting aside the bright daylight world of the thinking mind and learning to view—to viscerally sense—our life from within the half-light of our body” (p. 2). Teaching from inside out embodiment is a dynamic process, with the teachers’ attention shifting from internal phenomena (inside) to external phenomena (out), and from embodied connectivity to moments of conceptualizing, akin to what may arise during a formal mindfulness practice. Inside out embodiment while teaching involves recognizing moments of getting caught in thinking, and repeatedly returning to a live connection to the present moment experience of self, the participants, and the group.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: Exercise intensity was maintained using a Polar heart rate monitor, and necessary adjustments to speed and/or slope of the treadmill were made. Each participant spent ≥ 90% of his/her time in the prescribed intensity range. + Exercise. Participants were exposed to bright light (5,000 lux) at 2210–2340 h on DAY 2, followed 4. 33 h later on DAY 3 by exercise at 0410–0540 h (20-min intervals at 65%–75% HRR, with 5-min recovery intervals at 30–40% HRR. Experimental Measurement. Urine samples were collected every 90 min; i. e. , twice during every wake period: 0–15 min after arising and 15–30 min before bedtime, as well as following any other voidings. The time and volume of each sample were recorded and the sample was frozen (–80 oC). The samples were subsequently shipped to the Center (Atlanta, GA) and assayed (via radioimmunooassay) for 6-sulphatoxymelatonin (aMT6s), the primary urinary metabolite of melatonin. Circadian phase and assessment of shifts. From the aMT6s concentration, the urine volume, and the collection times, the aMT6s excretion rate (ng/h) was computed for each collection interval (the interval between one voiding and the next one) and subsequently associated with each 5-min interval within the collection interval. From this time series of 5-min intervals, the circadian analyses were computed. Baseline circadian phase was established from aMT6s data collected during the 24 h preceding the first experimental treatment. Baseline acrophase (peak time) of aMT6s excretion was established by least-squares estimation of the best-fitting 24-h cosine curve of the 5-min data. Final aMT6s acrophase was established from aMT6s data collected during the final 24-h in the laboratory. According to convention, the phase shift in aMT6s acrophase was determined by subtracting the final acrophase from the baseline acrophase. Phase shifts were compared between treatments via repeated measures ANOVA with planned comparisons that fit the hypotheses: i. e. , vs. Exercise, vs. + Exercise, and Exercise vs. + Exercise.

Output: pass


Input: Claim: Mars exploration could help identify signs of past or present life. [SEP] Text: Skip to content Menu AGU. org to by AGU for dropdown menu Space & & & & dropdown menu ’ Highlights Editors’ Eos en Español Eos 简体中文版 to for: inof Life and More: NASA’s Mars 2020 next Mars rover will be able to land near rugged terrain, giving scientists access to diverse landscapes. It will also cache core samples, a first step in the quest to return samples to Earth. by K. A. Farley and K. H. Williford 11 January 201725 August 2022 Share this:Click to print (Opens in new window)Click to email a link to a friend (Opens in new window)Click to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window)Click to share on LinkedIn (Opens in new window) Artist’s conception of the instrument mast for NASA’s Mars 2020 rover, which will carry out new objectives using the basic engineering of NASA’s Laboratory/Curiosity. Credit: NASA/JPL-Caltech NASA recently confirmed that it plans to fly to Mars in 2020, sending the fifth in a series of increasingly ambitious rovers to investigate the Red Planet. The specific landing site hasn’t been chosen yet, but the Mars 2020 mission will explore one of several possible paleoenvironments older than 3. 5 billion years that might once have been conducive to microbial life. The rover will assess the geology of the landing site and analyze surface targets for signs of ancient life using imaging, organic and inorganic geochemistry, and mineralogy. Notably, the rover, also called Mars 2020, will also be the first to select, collect, and cache a suite of samples from another planet for possible future return to Earth, fulfilling the vision of the most recent planetary science decadal survey to take the first step toward Return [Council, 2011]. A Shift in rover’s scientific instruments will observe the surrounding terrain and provide the critical context for choosing where samples will be collected. Previous rovers used sophisticated analytic instruments and prepared rock and soil specimens for analysis on board the rover itself. Mars 2020, however, will be the first rover tasked with detailed exploration of the surface to support the collection of a large, high-value sample suite designated for possible later study in laboratories back on Earth.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: Speeth (1982) describes a similar process during her psychotherapeutic practice: “There is meta-information that tells me how my attention is fluctuating from inside to outside and back again, and how the beam of my awareness is focusing narrowly or opening panoramically” (p. 99). Surrounding all this is the capacity to recognize in a kindly way what is here, giving specific attention to elements of what is arising when needed, and cultivating a meta-perspective on the overall flux of experience. This latter skill is similar to the practice of choiceless awareness in mindfulness meditation practice, in which one does not purposely direct the attention towards a chosen object, but cultivates an openness to whatever moves into the field of awareness moment-by-moment, either inside or out (Young 2016). This capacity to shift the attentional system is systematically trained during the practice of mindfulness meditation, and intentionally brought as embodied practice to the MBP teaching process. Reading the GroupTo understand and interpret what is happening in the group as it unfolds, there is a need to read the group process. The definition of reading the group is the teacher’s capacity to be aware of and make sense of the processes that are happening in the group any one moment, thus enabling skillful responsiveness. Understanding theoretical frameworks is a key way to resource this capacity. Here we summarize two theoretical frameworks that we recommend MBP teachers become familiar with. on The first model of group theory described comes from Tuckman’s (1965) four stages of group development, which are as follows: (a) forming, (b) storming, (c) norming, and (d) performing, which can be used as a map of how the MBP group may develop. When a group first comes together (forming), participants characteristically experience anxiety, and show a level of reserved-ness and dependence on the teacher. This is a time when teachers need to offer clear and firm boundaries to build a sense of containment and safety—and to facilitate connections with their fellow group members. This phase can then evolve into storming when participants develop a sense of their place in the group, and start to test their interactions with the teacher, and her capacity to hold the group safely, and with fellow participants.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: Based on the small sample size, an a priori decision was made to not compare other markers of circadian phase (e. g. , aMT6s onset), leading to multiple comparisons and increased susceptibility to error. Because of expected low power to detect statistically significant results, effect sizes were also calculated for each treatment, calculated as the difference between baseline and final aMT6s acrophase divided by the pooled standard deviation of these acrophases. To further explore shifts across all participants, we created 90-min bins of averaged aMT6s ng/h time series data for all subjects and normalized each time series to the peak aMT6s excretion (ng/h) (Figure 2). ANOVA was then used to explore whether there were shifts in these normalized data. Figure 2 24-h rhythms of aMT6s Excretion at baseline and after treatment. Individual urinary 6-sulphatoxymelatonin data (aMT6s) were averaged into 90-min bins, normalized to percent of peak, and group means (+/– SEM, N = 6) plotted on a 12 noon to 12 noon axis to yield synchronized 24-h profiles representing rhythm timing and waveform at baseline (●) and post-treatment (ο). Color-filled rectangles represent the timing of light and exercise stimuli (light: yellow; exercise: blue). Color filled diamonds underneath the curves represent mean acrophase times before (green) and after (red) treatment. ANOVAs for the normalized 90-min time series (panels A,B,C) underscored robust 24-h rhythmicity [p’s < 0. 001] and confirmed a significant phase shift (interaction) for the Light + Exercise treatment, but not for the other treatments. goodness of fit data (all q ≥ 0. 86) and circadian quotient (CRQ: amplitude/mesor) data (Table 2) suggest robust circadian profiles of aMT6s excretion before and after the treatments. Similarly, Figure 2 illustrates the robustness of the normalized aMT6s circadian rhythm data before and after the treatments. Table 2 aMT6s baseline, timing of treatments, and phase shifts in the aMT6s acrophase for the individual participants.

Output: pass


Input: Claim: Mars exploration could help identify signs of past or present life. [SEP] Text: Conceptually, Mars 2020 marks a transition from missions in which sampling guided exploration to one where exploration guides sampling. In other words, the rover’s scientific instruments will observe the surrounding terrain and provide the critical context for choosing where samples will be collected. Ultimately, this context will also be used to interpret the samples. This evolution is familiar on Earth, where initial field observations and limited sampling in the service of geologic mapping lead to hypotheses that are eventually tested through focused sample collection and laboratory analysis. This newsletter rocks. Get the most fascinating science news stories of the week in your inbox every Friday. Sign up now Instruments on Board Fig. 1. 2020 rover closely follows the design of Curiosity, but it has new scientific instruments and a sampling and caching system for the drilling and storage of samples for possible return to Earth. Credit: NASA/JPL-architecture of this mission closely follows the highly successful Laboratory (MSL) and its Curiosity rover, but Mars 2020 will be modified with new scientific instruments and capabilities that allow more intensive and efficient use of the rover (Figure 1). Two instruments will be mounted on the rover mast: Mastcam-Z, a high-resolution, color stereo zoom camera, and SuperCam, a multifaceted instrument that collects spectroscopic data using visible–near-infrared (Vis-NIR), Raman, and laser-induced breakdown spectroscopy (LIBS) techniques. SuperCam will analyze data from rock and regolith materials that may be several meters away from the rover to characterize their texture, mineralogy, and chemistry. Two instruments on the robotic arm will permit researchers to study rock surfaces with unprecedented spatial resolution (features as small as about 100 micrometers). Instrument for X-ray Lithochemistry (PIXL) will use X-ray fluorescence to map elemental composition, whereas Environments with Raman and Luminescence for Organics and Chemicals () will use deep-UV Raman and fluorescence spectroscopy to map the molecular chemistry of organic matter and select mineral classes. also includes a high-resolution color microscopic imager. The rover will be able to assess subsurface geologic structure using a ground-penetrating radar instrument called for Mars’ (). The rover will characterize environmental conditions, including temperature, humidity, and winds, using the (MEDA) instrument.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: Each group is different and may storm in the first week, some groups—especially those outside of therapeutic work and in experiential education such as some MBPs—may not storm in a clearly defined way or indeed, storming could serve as a performing function in some groups (Bonebright 2010). There is some research suggesting that group storming can arise within the MBP process as participants’ resistance to turning towards their own psychological processes (Cormack 2017), which, in the authors experience, most often arises during the first two sessions, or at the half-way point (Week 4 or 5) in an MBP course. The third stage is norming, when participants become used to their roles and established group norms. Within an MBP, norming might be seen when participants learn what to expect during practice and inquiry. Performing follows when participants have formed bonds within the group and can work collaboratively. The group needs less teacher input, and participants support each other more independently in their discoveries about mindfulness practice, and show a deepening capacity for reflection. Tuckman added a fifth and final stage at a later date, called adjourning (Tuckman and Jensen 1977), which describes the ending of a group. In MBPs, this takes place as the program finishes, the group dissolves, and participants separate to take what they have learned into everyday life practice (often with an internalized sense of their group). When the MBP teacher is aware that these developmental stages are at work within the group, and welcomes them as normal, healthy aspects of group development, she is able to respond skillfully to the needs of the participants and better support the ongoing development of the group. There is broad agreement that groups do develop and grow in relatively predictable and consistent ways (Bonebright 2010; Heinen and Jacobson 1976). However, as Miller (2003) pointed out, it is important to recognize that group development is more complex then linear models such as Tuckman’s (1965) might imply—the priority for the teacher is to respond to what is actually arising rather than ideas about what could be happening. Furthermore, group process theories such as Tuckman’s (1965), although very useful, do not always consider the context of the particular MBP group, such as the location (clinical, educational, yoga studio), and the cultural or contextual issues within the group.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: + aMT6s AcrophaseTiming: (h:min)aMT6s (min)Base aMT6s AcrophaseTiming: (h:min)aMT6s (min)Base aMT6s AcrophaseAcrophase for Light & ExerciseaMT6s (min)010137 h–2:41–710244 h–3:49–390205 h–3:10 & +2:50–64020419 h–5:24–790410 h–5:15–340440 h–5:44 & +0:16–74030147 h–2:52–550115 h–2. 20–890244 h–3:49 & +2:71–85040443 h–5:48–460438 h–5:43–300426 h–5:31 & +0:29–83050619 h–7:24–430538 h–6:43–480503 h–6:08 & -0:08–98060345 h–4:50–450302 h–4:07–430313 h–4:18 & 1:42–81 Phase shift data for individual participants are displayed in Table 2. Mean aMT6s acrophase phase shift data are displayed in Figure 3 and Table 3. Mean aMT6s acrophase phase shift following Alone, Exercise Alone, and + Exercise was 56. 6 ± 15. 2 min, 47. 3 ± 21. 6 min, and 80. 8 ± 11. 6 min, respectively. Corresponding effect sizes for these shifts were 0. 53, 0. 54, and 1. 04, respectively. Table 3 Mean aMT6s data across the six participants. TreatmentBaseline aMT6s Acrophase (h)Baseline CRQ Amplitude/MesorStimulus Timing: H AcrophaseFinal aMT6s Acrophase (hr:min)6s minBright Light0345 ± 1:481. 22 ± 0. 08–4. 83 ± 1. 810442 ± 1:431. 29 ± 0. 13–56. 6 ± 15. 2Exercise0335 ± 1:331. 21 ± 0. 16–4. 66 ± 1. 560422 ± 1:201. 24 ± 0.

Output: pass


Input: Claim: Mars exploration could help identify signs of past or present life. [SEP] Text: Oxygen In-(MOXIE) will demonstrate a critical technology for human exploration of Mars by converting carbon dioxide in the atmosphere to oxygen as a potential source of rocket propellant. the The rover will be able to land closer to regions with abundant rock outcroppings, which are scientifically desirable but potentially hazardous for landing. In addition to the new scientific instruments, Mars 2020 builds on the innovative MSL “sky crane” entry, descent, and landing system. The sky crane lowers the rover to the surface from a rocket-powered descent stage rather than using air bags to provide a soft landing. New onboard navigational capabilities will enable the rover to land closer to regions with abundant rock outcroppings, which are scientifically desirable but potentially hazardous for landing. The rover will also have stronger wheels to reduce the puncture problems that plague the Curiosity rover. New onboard software provides the rover with more autonomy for driving and for science investigations. New Earth-based tools and practices will enable the operations team to assess results and develop the next planning cycle over a much shorter timeline. Studying the 2020 will carry an entirely new subsystem to collect and prepare samples. As studies of lunar samples returned by the Apollo missions demonstrated, specimens brought back from Mars would be analyzed for an extraordinary diversity of purposes. Notable examples include igneous and sedimentary petrology, geochemistry, geochronology, and astrobiology. Samples brought back to Earth would also help researchers assess hazards associated with possible human exploration of Mars. And, of course, the samples would be analyzed for the presence of current life on Mars. Readying samples for such study creates demanding requirements on this subsystem (Table 1). These requirements and their implementation are informed by previous studies [e. g. , McLennan et al. , 2012; Summons et al. , 2014], as well as by the mission’s Science Board. Notable among these requirements are capabilities to ensure that contamination from Earth, brought over by the spacecraft, is limited to less than 10 parts per billion of total organic carbon and statistically less than one viable Earth organism in each of the returned samples. Table 1.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: Second, Berne’s group Imago theory (1963) highlights the importance for the group leader to acknowledge the conditioning and resultant unconscious projections that each participant (and the teacher) brings with him or her into the group. These are influenced by early family experiences and other personal group histories. The unconscious dynamics that influence roles and interpersonal behaviors get played out in the group, as well as how the teacher engages with the group (Amaro 2015). This is a complex area that highlights the hidden influences teeming under the surface of group process. Berne’s group imago is a way of acknowledging and concretizing this and describes the ways the group leader can support and make sense of the development of the group, without needing to know the detail of the group members’ backgrounds. Clarkson (1991) usefully links the stages of development of a healthy group imago with Tuckman’s group development theory. In the context of MBPs, the group imago model underlines the importance of the teacher cultivating awareness and compassion for group and individual behaviors that arise, as well as their own, knowing that their influence is often historical and unconscious. The work of behavioral psychologists is also of relevance here, in relation to how the teacher may shape the behavior of the group by reinforcing particular contributions from group members which align with the group norms which are being encouraged (Crane et al. 2014), and which support the cohesiveness of the group, and inter-member solidarity (see Liberman 1970). What is it that enables MBP teachers to read the group? The theoretical understandings summarized above (and others) are part of the answer—which allow the teacher to place the processes that are arising within the group into the context of wider understanding. Significantly though, the teacher needs to digest these theories in a way that releases them from consciously holding concepts as they teach. Once they are integrated as a coherent aspect of embodied practice—reading the group can then emerge and be recognized in relevant moments. Externally, there are visual, non-verbal body language clues from individual participants—e. g. , folded arms, voice tone, leaning back or forward, avoiding eye contact (out). Internal sensory responses within the teacher can alert them to shifts within the group—perhaps through noticing slight butterflies in the belly, or maybe a sense of holding the breath (inside).

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: Magel2 is one of the lesser studied of a family of "MAGE" proteins, which contain a melanoma antigen (MAGE) homology domain that contributes to protein-protein interactions [17,18]. MAGE proteins can interact with transcription factors and nuclear receptors, with downstream effects on gene activity. Notably, previous studies have demonstrated physical interactions between the MAGE protein necdin and proteins of the bHLH-PAS (Per/Arnt/Sim) family of transcription factors [19,20]. These necdin-interacting proteins include Hif1α, Arnt (Hif1β), Arnt2, and Bmal1, with the interactions occurring through the bHLH domain of each of the bHLH-PAS transcription factors. The heterodimers Arnt:Hif1α and Arnt2:Sim1 activate transcription by binding upstream response elements in target genes, and co-expression of necdin represses this activity [19,20]. Necdin also interacts with SIRT1, which regulates the amplitude of clock-controlled gene expression through deacetylation of Per2, Bmal1, and associated histones [21 - 23]. MAGE proteins also modulate the activity of E3 ubiquitin ligases through their interactions with RING domain proteins, forming complexes that regulate protein degradation. A multitude of such interactions have been uncovered through interaction screens and directed assays, and the large number of MAGE proteins (~60) and of RING domain proteins (hundreds) makes additional undiscovered interactions likely [18,24 - 28]. MAGE proteins modulate protein stability by recruiting E2 conjugating enzymes to specific E3 substrate complexes. Candidate target proteins for MAGE/RING mediated degradation include p53 (MAGE/TRIM28) [26], AATF/Che1 (MAGED1/RING protein) [29] Hif1α (necdin/RING protein, possibly Rbx1/Roc1) [19,30], EID1 (necdin/RING protein) [31], and Fez1 (necdin or Magel2/RING protein), [32].

Output: pass


Input: Claim: Mars exploration could help identify signs of past or present life. [SEP] Text: As a quality assurance check, the rover will carry and process multiple blank sample tubes. If the sample tubes pick up any Earth-sourced elemental, organic, or biologic contamination during the mission and possible Earth return, the blank samples will indicate the presence and nature of this contamination. Mars 2020 has adopted an approach to caching in which sample tubes are filled and stored on board the rover. When the rover obtains an adequate number of samples, it will deposit them as a cache in a “depot” on the Martian surface for possible return to Earth. The depot’s location will be carefully selected to prevent blowing sand and dust from obscuring the individual tubes. Then, a vehicle from a possible follow-on element of the Return campaign could easily locate and pick up the samples. The tubes are designed to survive at least a decade after being deposited on the surface and another decade in space on the potential return journey. Mars 2020 is currently under development at the Laboratory in Pasadena, Calif. The mission has a 2-month launch window in midsummer 2020, followed by landing in February 2021. Mars 2020 has a prime mission of at least 1 Mars year (just under 2 Earth years). Eight potential landing sites are now being considered. Scientists have hypothesized that environments at these sites range from ancient rivers, lakes, and deltas to extensive hydrothermal systems, similar to hot springs found on Earth. Over the next few years, the landing site list will be honed down to a single site and a backup site that meet scientific desires and engineering constraints. We highly encourage the continued involvement of the broad scientific community, including scientists who may someday analyze the returned samples, in site selection. The next Mars 2020 landing site workshop is scheduled for 8–10 February 2017. project is being developed at the Laboratory, of Technology, for NASA. 10. 1089/ast. 2011. 0805. Council (2011), Vision and Voyages for in the Decade 2013–2022, 398 pp. , Natl. Acad. Press, Washington, D. C. , doi:10. 17226/13117. Summons, R. E. , et al. (2014), Planning considerations related to the organic contamination of Martian samples and implications for the Mars 2020 rover, Astrobiology, 14(12), 969–1027, doi:10. 1089/ast. 2014. 1244. Author InformationK. A.

Output: corroborate


Input: Claim: Mindfulness programs require no training or structured guidance. [SEP] Text: All these belong to the experience of the teacher—but they may well be triggered by a resonance with feelings within the group. Just as an emotion has an inevitable expression in sensations in the body, so different reactivity arising in individuals in the group creates a resonance in the teacher (and probably in the group as a whole: McCown et al. 2010). By noticing and deliberately attending to this resonance, the whole group, including the teacher, is enabled to settle and hold whatever is arising. Case Example: Reading the following description illustrates the process of reading the group. It shows the way in which reading can inform decisions made by the teacher, and how this in turn can impact on group process. At a pre-course orientation session for an MBP group, a student (we will call him Mark) was absent. Then in week one, Mark arrived thirty minutes late, so at the end of the class, the teacher engaged with Mark to offer orientation information, and to emphasize the importance of arriving on time. In week two, Mark arrived on time but seemed disengaged; his small group was slow in returning to the large group, he whispered to his neighbor a couple of times, and it was difficult to engage him in eye contact. The teacher felt some internal discomfort at this, although also recognized that this was likely to be storming, a usual part of group development. He intentionally monitored the impact of Mark’s actions on the wider group. He could not discern anything obvious, but knew from his knowledge of forming that having a disengaged group member would likely affect the wider group. Mark was absent for week three, and the teacher noticed that the group was more open, responsive, engaged, and relaxed during this session. The teacher’s impression was that without Mark, the group was forming nicely and even beginning to move into a norming development phase. In week four, Mark was present and the teacher noticed a subtle but definite shift in the engagement of the group from the previous week. In general, they seemed less confident with Mark in the room, and the teacher observed some participants looking towards Mark while they were speaking, as if to gauge his reaction. The teacher sensed that the group was looking to find ways of re-forming, and that it was important to help Mark settle into the group. To help facilitate this he emailed Mark and asked if there was anything he could do that might help him engage with the course and gain benefit from it.

Output: contrast


Input: Claim: Circadian rhythms are regulated by light-sensitive proteins. [SEP] Text: Expression constructs for murine Per2 (pcDNA3. 1Per2V5His, pPer2-V5) and Cry1 (pcDNA3. 1Cry1V5His, pV5-Cry) were obtained from Dr. J. Takahashi at [35]. An expression plasmid for murine Bmal1 (pcDNA3HABmal1, pHA-Bmal1) and two murine Clock constructs (pcDNA3HAClock, pHA-Clock and pcDNA3. 1MycClock, pMyc-Clock) were obtained from Dr. M. Antoch at the [36,37]. The pGL3-E2 box circadian enhancer plasmid, mPer2:luc, includes the noncanonical circadian enhancer E-box from Per2 and was from Dr. J. Takahashi [38]. A pRL-TK Renilla luciferase vector was used as an internal control reporter [31]. antibodies used for immunoblotting and immunofluorescence were: mouse monoclonal anti-Xpress and anti-V5 (Invitrogen, Carlsbad, CA), mouse monoclonal anti-HA (Sigma-Aldrich, Oakville, ON), rabbit polyclonal anti-HA (), rabbit polyclonal anti-Myc (Sigma-Aldrich), mouse monoclonal anti-myc (Sigma), and rabbit polyclonal anti-V5 (Millipore, Billerica, MA). Secondary antibodies used for immunoblots were sheep anti-mouse and goat anti-rabbit IgG (GE Healthcare). Secondary antibodies used for immunofluorescence were goat anti-mouse 488 and 594 and goat anti-rabbit 488 and 594 (Invitrogen). Cell culture and transient transfection NIH3T3 cell lines were cultured in Dulbecco's modified Eagle's medium (DMEM) supplemented with 10% calf serum (CS) (Invitrogen). HEK293 cell lines were maintained in DMEM supplemented with 10% fetal bovine serum.

Output: pass


Input: Claim: Crop rotation can enhance soil fertility and prevent pests. [SEP] Text: Differences in biomass C/N, respiration rates and numbers of bacteria, actinomycetes and yeasts indicated both quantitative and qualitative microbial changes and reflected increasing rotation length and differences in fertility. Potentially mineralizable N (No) was 192 kg∙ha−1 for adequately fertilized continuous wheat, and exceeded No in fallow-wheat by 45%, in fallow-wheat-wheat by 17% and in continuous wheat receiving only P by 25%. The latter rotation contained a large but fairly inactive microbial population. We concluded that land degradation caused by frequent summerfallowing can be arrested and the decline in amount and quality of organic matter reversed by use of available agronomic technology. Key words: Microbial biomass, microbial activity, potentially mineralizable N, respiration, soil erodibilityRésuméLes effets de la durée de la rotation, des cultures de remplacement de la jachère et de la fumure azotée et phosphatée sur certaines propriétés physiques et biologiques d’un loam chernozémique brun dans le sud-ouest de la Saskatchewan ont été déterminés pendant 16 ans. Au bout de 12 ans, la fraction érodable des 15 premiers centimètres du sol (c’est-à-dire, < 0,84 mm) est inversement proportionnelle aux débris de culture conservés et donc à la durée de la rotation. La teneur en azote organique du sol (dans les 15 premiers centimètres) passe de 0,18 à 0,20% dans les rotations continues recevant en moyenne 32 kg de N∙ha−1∙année−1 et suffisamment de P, mais n’augmente pas en monoculture de blé ne recevant que du P, ni en rotation à jachère, sauf celle qui comprend du seigle d’automne (Secale cereale L. ).

Output: corroborate