Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: , richness, Shannon and Chao1) among grazing intensity treatments, as well as soil position treatments, and a significant interaction between grazing intensity and soil position treatments (Table 1). Figure 1: Interaction effect between grazing intensity and soil position treatments on diversity of both bacteria and fungi in a desert steppe ecosystem in China. (A) Richness of bacteria, (B) richness of fungi, (C) Shannon–Wiener index of bacteria, (D) Shannon–Wiener index of fungi, (E) Chao1 of bacteria, and (F) Chao1 of fungi. Error bars represent s. e. m. Significance levels: non-significance (NS) for P > 0. 05. Different uppercase letters indicate significant differences (P < 0. 05) among different grazing treatments in same soil position (i. e. , rhizosphere or non-rhizosphere soil), and different Greek letters indicate significant differences (P < 0. 05) between rhizosphere and non-rhizosphere soil in same grazing treatment (i. e. , CK, LG or HG treatment). CK, fenced with no grazing, LG, light grazing, HG: heavy grazing. Download full-size image DOI: 10. 7717/peerj. 17031/fig-1 Table 1: Effects of grazing treatment (G), soil position (SP) and their interaction on soil microbial diversity and chemical properties in a desert steppe ecosystem in China. (G) Soil position (SP) G * SP F P-value F P-value F P-value 26. 118 <0. 001 26. 974 <0. 001 21. 329 <0. 001 Shannon 17. 917 <0. 001 10. 964 0. 002 12. 468 <0. 001 Chao1 13. 907 <0. 001 12. 038 0. 002 10. 936 <0. 001 1. 268 0. 296 2. 884 0. 1 3. 656 0. 038 Shannon 0. 297 0. 745 1. 933 0. 175 1. 937 0. 162 Chao1 2. 124 0. 137 0. 573 0. 455 3. 084 0. 061 Chemical properties pH 20. 648 <0. 001 392. 225 <0. 001 17. 944 <0. 001 SOC (g kg−1) 0. 165 0. 85 5.

Output: pass


Input: Claim: Stress can weaken the immune system over time. [SEP] Text: 89) (t=–1. 14, df=18, p>0. 25) and no difference in naive T cell count between the stress management group (mean=98. 06, SD=109. 00) and the control group (mean=88. 44, SD=68. 84) (t=0. 24, df=23, p>0. 80). DiscussionHIV-positive men participating in a 10-week cognitive behavior stress management intervention showed greater signs of immune system reconstitution over a 6–12-month follow-up than did control subjects. These groups did not differ in HIV viral load or antiviral medications either before or after the intervention, suggesting that changes in immune system reconstitution over the subsequent year began from an even playing field of viral burden. Since HIV-infected persons are at heightened risk for significant pathophysiologic consequences from chronic stress and depressed mood, cognitive behavior stress management might influence immune status by reducing tension and by altering maladaptive appraisals of stressful events. Stress reduction appears related to the ability of the immune system to reconstitute naive T cells over time, possibly affecting cell-mediated immune responses to novel antigens and protecting against opportunistic infections. It remains premature, however, to conclude that cognitive behavior stress management offers clinical health benefits for HIV-infected persons. These findings may not apply to other HIV-infected groups (e. g. , women), and since most of the men were not receiving combination therapy, it is unclear whether these results would generalize to HIV-positive persons currently on these regimens. Figure 1. T for HIV-and at 6–12-Month Follow-Up and for HIV-in a at PointsaSignificant difference between groups according to controlling for 10-week cell count (F=6. 01, df=1, 22, p<0. 03). FootnotePresented in part at the 58th annual meeting of the Society, Savannah, Ga. , March 1–4, 2000. 11, 2000; revisions received Sept. 6, 2000, and Feb. 26 and April 25, 2001; accepted May 10, 2001. From the Department of Psychology and the Department of Psychiatry and Behavioral Sciences, University of Miami. Address reprint requests to Dr. Antoni, Department of Psychology, P. O.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Abstract ObjectivesThis paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4–18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research. MethodsPublic data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented. ResultsResearch is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students’ self-regulation abilities, but SBMPs’ impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research. ConclusionsIn the next generation of science, we suggest (a) improving the experimental research; (b) expanding developmental research; and (c) re-envisioning assumptions, theories, and methods in research to go “beyond all splits” towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness and compassion for students in schools. Similar content being viewed by others in the Science on Mindfulness and Compassion in Schools: Current Research, Lingering Questions, and 2022. Data show that from 2000 to 2010, there was a rather slow increase in research volume, but after 2014, there was an uptick in the number of 38. 2%), clinical psychology and psychiatry (35. 6%), other disciplines of psychology (12. 5%), and developmental psychology (10. 1%). Fig. 1Research publications and 2022. Notes: N = 623 2. It depicts the elements of mindfulness as hypothetically developing through attuned interactions between a caring and mindful adult (e. g. , a more knowledgeable other), a secure and curious child (e. g. , the novice), and the cultural practice of joint attention in everyday life (e. g. , Shaver et al. , 2007).

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 029 0. 045 0. 055 0. 947 (g kg−1) 12. 194 0. 001 2. 522 0. 138 3. 149 0. 08 (mg kg−1) 13. 508 0. 001 41. 296 <0. 001 1. 886 0. 194 NH 4 + -N (mg kg−1) 66. 204 <0. 001 569. 775 <0. 001 42. 76 <0. 001 NO 3 − -N (mg kg−1) 62. 406 <0. 001 313. 895 <0. 001 41. 127 <0. 001 (mg kg−1) 64. 573 <0. 001 863. 851 <0. 001 66. 03 <0. 001 (g kg−1) 1. 803 0. 207 62. 105 <0. 001 0. 165 0. 85 (g kg−1) 2. 382 0. 135 33. 891 <0. 001 2. 016 0. 176 DOI: 10. 7717/peerj. 17031/table-1 For fungal community, however, there had no significant differences in fungal diversity (i. e. , richness, Shannon and Chao1) among grazing treatments both in the rhizosphere and non-rhizosphere soils (for the rhizosphere soil, F = 0. 814, P = 0. 455, F = 0. 769, P = 0. 474, F = 0. 774, P = 0. 472, for richness, Shannon and Chao1, respectively, for the non-rhizosphere soil, F = 3. 163, P = 0. 115, F = 1. 199, P = 0. 365, F = 3. 93, P = 0. 081, for richness, Shannon and Chao1, respectively; Figs. 1B, 1D and 1F). Likewise, there had no significant differences in fungal diversity (i. e. , richness, Shannon and Chao1) between rhizosphere and non-rhizosphere soil in all grazing intensity treatments (all P > 0. 05; Figs. 1B, 1D and 1F). There had no significant interaction in fungal diversity (i. e. , Shannon and Chao1) between grazing intensity and soil position treatments, except for richness of fungal community (Table 1).

Output: pass


Input: Claim: Stress can weaken the immune system over time. [SEP] Text: Strategy 2023-27 Excellence in physiology Excellence in Society’s blue plaques nomination form partners Our history Historical highlights Women in physiology The first Foundation of Society mascot Society timeline histories Board of Trustees, Committees & us this issue 2017 - 107 issue Previous issues 131-133 Issue 133 Issue 132 Issue 131 121-130 Issue 130 Issue 129 Issue 128 Issue 127 Issue 126 Issue 125 Issue 124 Issue 123 Issue 122 Issue 121 111-120 Issue 120 Issue 119 Issue 118 Issue 117 Issue 116 Issue 115 Issue 114 Issue 113 Issue 112 Issue 111 101-110 Issue 110 Issue 109 Issue 108 Issue 107 Issue 106 Issue 105 Issue 104 Issue 103 Issue 102 Issue 101 91-100 Issue 100 Issue 99 Issue 98 Issue 97 Issue 96 Issue 95 Issue 94 Issue 93 Issue 92 Issue 91 81-90 Issue 90 Issue 89 Issue 88 Issue 87 Issue 86 Issue 85 Issue 84 Issue 83 Issue 82 Issue 81 71-80 Issue 80 Issue 79 Issue 78 Issue 77 Issue 76 Issue 75 Issue 74 Issue 73 Issue 72 Issue 71 61-70 Issue 70 Issue 69 Issue 68 Issue 67 Issue 66 Issue 65 Issue 64 Issue 63 Issue 62 Issue 61 51-60 Issue 60 Issue 59 Issue 58 Issue 57 Issue 56 Issue 55 Issue 54 Issue 53 Issue 52 Issue 51 41-50 Issue 50 Issue 49 Issue 48 Issue 47 Issue 46 Issue 45 Issue 44 Issue 43 Issue 42 Issue 41 31-40 Issue 40 Issue 39 Issue 38 Issue 37 Issue 36 Issue 35 Issue 34 Issue 33 Issue 32 Issue 31 21-30 Issue 30 Issue 29 Issue 28 Issue 27 Issue 26 Issue 25 Issue 24 Issue 23 Issue 22 Issue 21 11-20 Issue 20 Issue 19 Issue 18 Issue 17 Issue 16 Issue 15 Issue 14 Issue 13 Issue 12 Issue 11 1-10 Issue 10 Issue 9 Issue 8 Issue 7 Issue 6 Issue 5 Issue 4 Issue 3 Issue 2 Issue 1 Summer 2017 - 107 Full issue Stressing out the immune system Many systems in the human body are impacted by stress, among these the immune system is particularly sensitive out the immune system Many systems in the human body are impacted by stress, among these the immune system is particularly sensitive of Biosciences and Medicine, University of Surrey, UK Stress can get under our skin. It can influence each and every physiological system, and all of the major contemporary diseases in the UK, including cardiovascular disease, inflammatory disorders, metabolic syndrome, infectious diseases and cancer, have been associated with stress.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Within a context of care, it is hypothesized that the practice of joint attention over time in everyday life is a key proximal process shaping the child’s curiosity, attention, noting and linguistic labeling, verbal understanding, reflection, and, eventually, meta-awareness. The hypothesis is that through social interaction with an adult, the child develops meta-cognition, the capacity to “examine one’s own thinking from the perspective of the other and thereby re-describe one’s own cognitive representations of the world” (Thompson, 2007; p. 405). This social process is theoretically related to reflection and the reiterative reprocessing of representations of self, others, and world (Zelazo, 2015), as well as the related capacity to observe one’s mind from the stance of a witness (Engler, 1984). The notion that mindfulness is learned socially through interaction with others has implications for conceptualizing an individual’s private meditation experience as well. From a relational point of view: “[m]editative introspection is not inner perception of an independent and preexistent, private mental realm; rather, it is meta-cognition (internalized social cognition) of socially constituted experience” (Thompson, 2017, p. 60). From a relational perspective, mindfulness practice, whether done in a group or alone, is a social practice. Both the observer-observed structure of consciousness, and the mental contents observed during practice, are socially-constituted. Dualistic and mechanistic assumptions, rather than relational and organismic ones, characterize to some extent the existing experimental research on mindfulness in schools. As described above, the first generation of experimental research focused largely, and understandably, on the general question “did the mindfulness program (in the form of a manualized curriculum) work? ” In the main, the research to date has not focused on integrating assessments of what happened inside the “black box” of the program and its implementation with the study of program impacts (see Baelen et al. , 2022). Thus, we do not yet have a complex and coherent relational, contextual, and developmental understanding of how and why SBMPs for students work or not.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: The interaction effects between grazing intensities and soil positions on soil chemical properties For the rhizosphere soil, light grazing increased soil pH value but decreased NH 4 + -N, NO 3 − -N and inorganic N content (F = 14. 849, P = 0. 005, F = 74. 575, P < 0. 001, F = 184. 481, P < 0. 001, F = 91. 036, P < 0. 001, for soil pH value, NH 4 + -N, NO 3 − -N and inorganic N content, respectively; Figs. 2A, 2E, 2F and 2G), while heavy grazing increased soil pH value, total P, NO 3 − -N, and inorganic N content (F = 14. 849, P = 0. 005, F = 11. 679, P = 0. 001, F = 184. 481, P < 0. 001, F = 91. 036, P < 0. 001, respectively; Figs. 2A, 2C, 2F and 2G), but decreased available P and NH 4 + -N (F = 5. 575, P = 0. 043, F = 74. 575, P < 0. 001, respectively; Figs. 2D and 2E). For the non-rhizosphere soil, however, light grazing decreased soil pH value and available P (F = 42. 304, P < 0. 001, F = 13. 561, P = 0. 006, respectively; Figs. 2A and 2D), while heavy grazing increased soil pH value but decreased available P and NH 4 + -N content (F = 42. 304, P < 0. 001, F = 13. 561, P = 0. 006, F = 5. 184, P = 0. 049, respectively; Figs. 2A, 2D and 2E). Figure 2: Interaction effect between grazing intensity and soil position treatments on soil chemical properties in a desert steppe ecosystem in China. (A) pH, (B) soil organic carbon, (C) total phosphorus, (D) available phosphorus, (E) ammonium nitrogen ( NH 4 + -N), (F) nitrate nitrogen ( NO 3 − -N), (G) inorganic nitrogen, (H) total carbon, (I) total nitrogen. Error bars represent s. e. m.

Output: pass


Input: Claim: Stress can weaken the immune system over time. [SEP] Text: Stress affects everyone, and levels of anxiety and mental health disorders are increasing with work-related stress now being the second most commonly reported illness in the UK workforce. Over the last four decades, research in the area of psychoneuroimmunology (PNI) has identified stress-induced immune alterations as a potential mediator between chronic stress and ill-health. In the 1970s, Holmes and Rahe developed a scale to subjectively grade stress. They ranked over 40 different types of life stressors, such as the death of someone close to you, changes in relationship status, work-related stress, even Christmas, and they assigned each stressor a score. The total tally of stress scores that a person had experienced in the last year could accurately predict the likeliness of future illness. This demonstrated that stress and illness were closely related. In the 1990s, Cohen et al. eloquently demonstrated that psychological stress increased the rates of respiratory infections and clinical symptoms in participants inoculated with the common cold (Cohen et al. , 1993). Subsequent studies revealed that every organ, tissue and cell of the immune system could be altered by psychological stress. The involvement of immune alterations in stress-induced diseases was recognised and the field of psychroneuroimmunology (PNI) was born. Defining stress Stress is highly subjective. Something that I may class as stressful (watching Arsenal this season), may not be stressful to other people (Tottenham supporters). So how can we define stress? In the 1960s, the psychologist introduced the concept that stress is a process consisting of three distinct steps. First, a stimulus (i. e. the stressor) has to be present and perceived. Second, the stimulus initiates a conscious or sub-conscious appraisal whereby the stressor is evaluated in relation to available coping options. If the demands of the situation outstrip the ability to cope then the situation is perceived as stressful. Third, this results in a stress response involving emotional (e. g. anxiety, embarrassment) and biological (e. g. autonomic-endocrine) adaptations. Put simply, stress is a situation or event that exceeds, or is perceived to exceed, the individual’s ability to cope, that then triggers an emotional and biological response. Cortisol and adrenaline are released continuously according to a circadian rhythm, thus altering immunity on a daily cycle.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Rather, we have a kind of mechanical view of how a manualized curriculum on mindfulness impacts students or not, without much elaboration on how teachers and students, with their qualities, agency and intentions, interact and engage with the curriculum together to produce outcomes (or not). In this case, the critique is that mindfulness training is being conceptualized in a relatively flat way-almost as synonymous with a manual or an educational curriculum. Rather, we see it as fruitful to see a mindfulness curriculum as something a student learns largely through the efforts of a competent teacher who is able to bring that curriculum and set of practices into the child’s life in a way that is relevant, vitalizing and addresses the child’s developmental needs (e. g. , Dewey, 1902). Here, we conceptualize mindfulness not only as a social practice, but an intergenerational, pedagogical, and developmentally-attuned social practice. In sum, split meta-theories can lead to debatable conclusions like mindfulness is “in the head” or mindfulness is a treatment that is “in a manual or curriculum. ” As we have been suggesting, a relational meta-theory goes beyond dualistic efforts that serve to theoretically separate, and often flatten, features of individuals or social environments. A relational meta-theory is not an effort to shift from individual to contextual approaches (and back again) in efforts to understand the development of mindfulness (see Sameroff, 2010). Rather, it is an effort to go beyond all splits in assumptions to advance scientific understanding (Overton, 2007). Whether or not these kinds of critiques and alternative assumptions and hypotheses they lead to prove accurate, they illustrate how a shift from split to relational meta-theoretical assumptions shifts the theoretical and methodological focus towards thinking about whole persons—their agency, motivations, and stage-specific developmental needs (as well as how well their social environments address such needs). Such a perspective also serves to orient theory and method towards contexts, relationships, social interaction, shared activity, and cultural practices in the development of mindful and compassionate children and adolescents. These issues are precisely those that need attention in the research currently, and that are made peripheral by split views in which mindfulness is understood as something in the head or in a manual/curriculum. In the final section, we provide a summary and propose suggestions for future research based on our review.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Significance levels: non-significance (NS) for P > 0. 05. Different uppercase letters indicate significant differences (P < 0. 05) among different grazing treatments in same soil position (i. e. , rhizosphere or non-rhizosphere soil), and different Greek letters indicate significant differences (P < 0. 05) between rhizosphere and non-rhizosphere soil in same grazing treatment (i. e. , CK, LG or HG treatment). CK, fenced with no grazing, LG, light grazing, HG, heavy grazing. Download full-size image DOI: 10. 7717/peerj. 17031/fig-2 Besides, soil pH value in the non-rhizosphere soil was higher than that of rhizosphere soil in all grazing treatments (P = 0. 007, P = 0. 003, P < 0. 001, for control, LG and HG treatment, respectively; Fig. 2A). Conversely, soil NH 4 + -N, NO 3 − -N, inorganic N content in the non-rhizosphere soil was lower than that of rhizosphere soil in all grazing treatments (all P < 0. 001 in the control, P = 0. 023, 0. 027 and 0. 011 in the light grazing treatment, all P < 0. 001 in the heavy grazing treatment for NH 4 + -N, NO 3 − -N, inorganic N content, respectively; Figs. 2E, 2F and 2G). Besides, soil organic carbon in the non-rhizosphere soil was lower than that of rhizosphere soil only in the control treatment (P = 0. 017; Fig. 2B), while both soil total P and total N content in the non-rhizosphere soil was lower than that of rhizosphere soil only in the heavy grazing treatment (P = 0. 049 and 0. 004, respectively; Figs. 2C and 2I). Further, soil available P content in the non-rhizosphere soil was lower than that of rhizosphere soil both in the light and heavy grazing treatment (P < 0. 001, P = 0. 003, respectively; Fig. 2D), while total C content in the non-rhizosphere soil was lower than that of rhizosphere soil both in the control and heavy grazing treatment (P = 0. 018 and 0.

Output: pass


Input: Claim: Stress can weaken the immune system over time. [SEP] Text: Image credit: stress adaptation response and immunity The biological adaptation to stress is activation of the sympathetic nervous system (SNS). The same biological response is induced whether the stressor is psychological, such as anxiety or embarrassment, or physical, for example, exercise, trauma or fever. In the case of psychological stress, the individual perceives an inability to cope and this results in the amygdala, a part of the brain that contributes to emotion processing, sending a distress signal to the hypothalamus. The hypothalamus can communicate with the periphery via the two arms of the autonomic nervous system: the parasympathetic ‘rest and digest’ arm and the sympathetic ‘fight or flight’ arm. During stress the SNS is triggered and various physiological changes occur, including an increase in heart rate, respiration and energy production. This promotes survival of the individual by maximising physical capacity to cope with the stressor. The SNS innervates many organs and tissues throughout the body including the adrenal gland. During stress, sympathetic signalling causes the adrenal gland to secrete the two main stress hormones: adrenaline and cortisol. These hormones can spread and act throughout the body via the circulation. The SNS innervates all of the organs of the immune system, and individual immune cells also express adrenergic and glucocorticoid receptors, so can directly respond to changes in circulating levels of adrenaline and cortisol. Stress is therefore able to alter every process of immunity, from the initial development of stem cells into early immune progenitor cells in the bone marrow, through to the instigation of programmed immune responses to specific antigens in the lymph nodes. Even when in the peripheral tissues, such as the skin or gut, where mature immune cells are most likely to encounter infections, the cells can be regulated by stress hormones. It is therefore unsurprising that the immune system is a modifiable target of stress. Acute stress and immunity Research often focuses on chronic psychological stress. However, one of the most comprehensive meta-analyses on stress and immunity in humans to date found that the most robust and replicable findings in PNI are associated with stress responses lasting just minutes or hours rather than months or years (Segerstrom and Miller, 2004). A key phenomenon during acute stress is the rapid and transient movement of immune cells into the peripheral blood.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Summary and Suggestions for the of Science on Mindfulness and Compassion in SchoolsOur review reveals significant issues and questions at the interface of research and practice on mindfulness and compassion in schools that require attention. The spread of mindfulness and compassion programs in education is growing, as is the scientific study on school-based programs. We characterize the research as primarily psychological and educational, and less so relational and developmental, in nature at this time. The number of experimental studies is small. A review of a subset of these studies revealed that despite evidence of promise, especially for attention and self-regulation abilities, and little evidence of harm, definitive conclusions about the impacts of SBMPs on students in preschool, primary, and secondary school settings are limited by the small number of studies and their design features. As a consequence, there are many things, some fairly basic, that we still do not yet know (e. g. , how can mindfulness best be understood and measured at different ages in childhood and adolescence? ). At the same time, philosophy of education critiques focus on the widespread individualistic, psychological, and instrumental framing of mindfulness in education, and suggest a more relational, ecological, ethical approach to mindfulness in schools would be valuable (see Table 1). Philosophy of science critiques take aim at the scientific assumptions used to frame research on mindfulness by noting these are often “split” (e. g. , dualistic), mechanistic, and non-developmental. Such assumptions tend to obscure attention to the whole person and their agentic role in their own development, as well as the nature of contexts, social relationships, and shared activity and practice in the production of mindful and compassionate persons (see Table 2). In the aggregate, the current state of the field, as we understand it, leads to three main suggestions for future research on mindfulness and compassion in schools. Table 2 Different meta-theories and root images in the study of mindfulness and compassionFull size tableRe-and AssumptionsFirst, this review raises fundamental questions about the assumptions and frames underlying both practice and scientific approaches to the study of mindfulness and compassion in schools. The value of reflection and research on discourse practices and meta-theories in a scientific field is that it tends to make salient the evaluative frames, words, and images that shape the way we think about, implement, and scientifically evaluate mindfulness and compassion programs in schools.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 012, respectively; Fig. 2H). A significant interaction between grazing intensities and soil position treatments in soil pH value, NH 4 + -N, NO 3 − -N, inorganic N content; however, there had no significant interaction in soil organic carbon, available P, total C, N and P content (Table 1). Relationships between diversity of microbial community and soil chemical properties In the non-rhizosphere soil, the diversity of bacterial community (i. e. , richness, Shannon and Chao1) was significantly negatively correlated with the soil pH value (all P < 0. 05, r = − 0. 80, −0. 67 and −0. 78, respectively; Fig. 3). For fungal community, however, the Chao1 was only significantly positively correlated with available P content in the non-rhizosphere soil (r = 0. 76, P > 0. 05; Fig. 3). Also, soil available P content was significantly positively correlated with NH 4 + -N content but negatively correlated with NO 3 − -N content (all P > 0. 05; r = 0. 82 and −0. 76, respectively; Fig. 3), while soil NH 4 + -N content was significantly negatively correlated with NO 3 − -N content (r = − 0. 87, P > 0. 05; Fig. 3). In the rhizosphere soil, soil NH 4 + -N content was significantly negatively correlated with the richness of bacteria and fungi, soil pH value (all P < 0. 05, r = − 0. 80, −0. 70 and −0. 80, respectively; Fig. S1). Soil total P in the rhizosphere soil was significantly positively correlated with soil pH but negatively correlated with soil available P (all P < 0. 05, r = 0. 67 and −0. 73, respectively; Fig. S1). Soil total N in the rhizosphere soil was significantly negatively correlated with soil available P but positively correlated with total C (all P < 0. 05, r = − 0. 74 and 0. 70, respectively; Fig. S1). Figure 3: The relationship between microbial diversity (both bacteria and fungi) and soil chemical properties in the non-rhizosphere soil in a desert steppe ecosystem in China. Red and blue denote positive and negative correlations, respectively (* P < 0. 05; ** P < 0. 01).

Output: pass


Input: Claim: Stress can weaken the immune system over time. [SEP] Text: But not all immune cells are mobilised; only cells which display immediate effector functions are involved, such as cytotoxic cells and cells with the potential to migrate into inflamed tissues. Therefore, acute stress not only increases the number of immune cells in the blood, but it also changes the composition of the blood. The upshot is an increase in the circulating ‘soldiers’ of the immune system, which is proposed to increase immune surveillance and thus enhance immunity during times of stress when, historically at least, injury and infection were more likely (Dhabhar, 2009). It is indeed unlikely that the evolution of stress adaption would select for a cardiovascular and metabolic system that helps the organism to rapidly escape a predator, only for it to later succumb to an infection. Indicative of an evolved ability to rapidly adapt to danger, all vertebrates, including humans, have the remarkable capacity to swiftly alter the immune cell composition in peripheral blood and tissues in response to acute stress. Furthermore, experimental animal studies have confirmed that acute stress, and the accompanied cell redistribution, predicts stronger delayed-type hypersensitivity responses, enhanced vaccine responses, an increased migration of leukocytes into wounded tissue, and faster wound healing. In humans, brief psychological stressors and exercise prior to vaccination have also demonstrate the ability to increase vaccination-induced antibody responses (Dhabhar, 2009). But how do the physiological effects of acute stress manifest now in the modern era, when stress does not usually come with a physical or immunological challenge? Imagine increasing immune-surveillance in an individual who has an underlying inflammatory or autoimmune disorder, such as atherosclerosis. The promotion of immunity in these circumstances could be seen as a negative outcome that would aggravate the condition. Chronically stressing a caveman What if the stress lasts for weeks, months or years? The stress adaptation response did not evolve to last for extended periods and, consequently, it cannot. This was first recognised in the 1930s by who described the three stages of the or Stress Syndrome. First there is the acute stress response in which the body prepares for fight or flight. But this level of excitement cannot be maintained so a second stage of adaptation occurs where the body becomes resistant to the stress. Finally, in chronic stress, the system enters a state of exhaustion and this fatigue of the immune system results in illness. One theory in evolutionary psychology is that we have a brain.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Thus, reflection on assumptions and frames is a key part of the evolution of a scientific field. The critiques summarized here, which propose that the current framing of mindfulness in education is too individualistic, instrumental, mechanical, and dualistic, and not focused enough on the relational ecology of children in schools, or ethics and social change, seem important to consider in the next generation of research (see Tables 1–2). Much of our review was focused on experimental studies of SBMPs for students implemented in individual classrooms over a relatively short time horizon. The data show the impacts of such programs were promising, through equivocal; and new data from a rigorously designed study has raised questions about the effectiveness of a universal, school-based approach, at least with early adolescents in the UK, works (Kuyken et al. , 2022). One wonders, based on such findings, if a self-selective rather than universal approach, where such courses are offered to adolescents, for instance, as electives, might be an alternative way to deliver such programs to those who are interested and see them as relevant (see for instance: In addition, the project raised important questions as to whether or not teachers in general are able to competently teach SBMPs (Crane et al. , 2020). Thus, as a field, we may need to re-envision our pedagogical and systems-change approach to bringing mindfulness and compassion into schools, and consider the ecology of the school as a whole as a primary unit of analysis in this work, not the single teacher in an isolated classroom. We know little about the implementation of mindfulness as a school-wide practice, where it is integrated into the culture and life of a whole school and involves both teachers and students (e. g. , Sheinman et al. , 2018). More qualitative, interpretative, and action research on implementation in whole schools are needed. In addition, there is strong evidence that mindfulness works for improving teachers’ occupational health and well-being, and accumulating research suggests that teacher programs also have impacts on how teachers interact with students in the classroom (see Klingbeil et al. , 2017). More research is needed on how training educators can have indirect downstream consequences on student outcomes.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: High soil pH value was considered as a special environment from heavy grazing-induced, which resulted in few adapted taxa (Fierer, Bradford & Jackson, 2007; Qu et al. , 2016). However, previous studies have found that soil nitrogen was the most pronounced factor shaping soil bacterial community (Wang et al. , 2021; Zhang et al. , 2020b), and may affect the growth and survival of the bacteria through offering the substrate (Wang et al. , 2019; Wang et al. , 2021). The differences between our study and other experiments also may be due to the differences in grazing intensity, grassland types or livestock (e. g. , sheep, cow or horse) (Hu et al. , 2019). Previous studies have revealed that microbial may be driven by soil physical and chemical properties (e. g. , soil pH value, organic carbon; Chen et al. , 2017; Ren et al. , 2018; Wang et al. , 2020; Wang et al. , 2021). The return of dung and urine from livestock may alter soil microbial community by changing soil nutrient availability or other properties (e. g. , soil pH value; Kohler et al. , 2005; Bai et al. , 2012; Jing et al. , 2023). Contrary to bacterial community showing that soil fungal diversity did not significantly change among grazing intensity treatments (control to heavy grazing), regardless of rhizosphere or non-rhizosphere soil, which is in line with a grazing and enclosure experiment on the that soil fungi diversity did not differ between grazed and ungrazed (Wu et al. , 2022). This may be due to the difference in sensitivity to external disturbances (e. g. , grazing), while bacterial community are more sensitive to grazing than fungal community (Cheng et al. , 2016; Zhang et al. , 2018b; Wu et al. , 2022). Another interesting thing is that soil bacterial diversity in the non-rhizosphere soil in the heavy grazing treatment was lower than that in the rhizosphere soil, which is in line with some previous studies (Edwards et al. , 2015; Dawson et al. , 2017; Novello et al. , 2017; Schöps et al. , 2018). Plant rhizosphere is the active region controlling nutrients transformation (Zhang et al. , 2010; Ahkami et al.

Output: pass


Input: Claim: Stress can weaken the immune system over time. [SEP] Text: This does not mean the brain has not evolved since the Stone Age, but that the brain has not evolved quickly enough for the modern world. This may be true for the response to present-day stress. Many of today’s life stressors that cause an emotion response in the amygdala do not require a physiological response to ensure survival of the individual. Considering this, it is not surprising that the stress adaptation response to chronic stress may not serve us well. Chronic stress and immunity The immune system is delicately balanced between immune activation, which will clear infections and malignancies, and immune regulation which prevents self-harm that could otherwise result in autoimmunity and inflammatory disorders. Chronic stress appears to disrupt this balance. It causes the worst of both worlds: lower immune protection and greater inflammation. Cross-sectional studies of dementia caregivers versus age-matched non-caregiver controls demonstrate that chronic stress clinically reduces humoral (B-cell and IgG antibody) and cell-mediated (T-cell) immune responses to vaccination (Gouin et al. , 2008). Caregivers also report more days of illness and upper respiratory tract infections. Together, this suggests that stress causes a decrease in immunity to novel infections. Chronically stressed individuals also show slower wound healing, latent virus reactivation, shortened leukocyte telomere lengths, greater oxidative stress and increased low-grade systemic inflammation, including increased IL-6. These effects can be seen in both young and old caregivers, individuals effected by major life events, and from individuals self-reporting high levels of stress. Stress, immunosenescence and age-related diseases The similarities of immune dysfunction brought about by ageing and chronic psychological stress are striking and include increased inflammation, reduced vaccination responses, decreased cell telomere lengths and increased inflammation (Gouin et al. , 2008). Moreover, like stress, these features of immunosenescence have been associated with an increased risk of morbidity and mortality. It is possible that chronic stress may exert its negative impact on health through the induction of immunosenescence. High levels of work-related stress have been associated with rudimentary signs of immune ageing (Bosch, Fischer et al. , 2009). Further, the impact of stress on immune function is reported to be worse in older individuals suggesting that the elderly are susceptible to a cumulative immune deterioration brought about by age and stress.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Finally, it may turn out that universal or school-wide programs are only viable strategies in certain contexts, and not at scale, and that alternative contexts like retreats or camps are useful to study in the future (e. g. , Galla, 2017). In sum, our review suggests it is a good time to reflect and re-envision assumptions about how mindfulness and compassion might enter education pedagogically and organizationally in the most fruitful way (e. g. , Ergas, 2019), and be studied in the most fruitful way. Our review also suggests that scientists need to adopt a set of scientific assumptions that match the kind of interpersonal and organizational complexity involved in teaching and learning such practices in school settings for children and youth. As over 100 years of debate and discussion revealed among developmental scientists, split assumptive meta-theories in the study of human development show scientific shortcomings with regard to understanding development by splitting apart processes that are actually interdependent and holistic in nature (e. g. , Lerner & Overton, 2008; Zelazo, 2013). The either/or, split assumptive frame reduces the multiple, multilevel, dynamic processes that causally relate to the development of mindful persons into incomplete understandings at best. Such assumptions do not focus specifically on the proximal processes that interface between such presumed splits (e. g. , persons vs. environments), processes that range across multiple levels from cells to society or neurons to neighborhoods in the development of qualities like mindfulness (e. g. , Roeser et al. , 2018; Zelazo, 2013). A relational meta-theory that goes beyond all splits has led to a “new synthesis” in developmental science whereby a consensus and coherence of assumptions theories and constructs, and methods has ensued (Zelazo, 2013). Such a meta-theory leads to theories of mindfulness that conceptualize it first and foremost as an intergenerational social practice—as something being worked out with other people, in specific settings, through language and gesture, intergenerational relationships and joint activity around cultural practices (e. g. , meditation, service), over a sustained period of time in the lifespan. Here, notions like the “fit” between the developmental and cultural needs of children and adolescents, and these kinds of programs and practices, become focal, as do related issues of motivation and engagement on the part of students to engage with such programs and practices (e. g.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Effects of grazing livestock on grassland functioning may depend more on grazing intensity than livestock diversity. Proceedings of the of Sciences of the of America 116(38):18762-18763. 2023. Grazing intensity alters soil microbial diversity and network complexity in alpine meadow on the Qinghai-Tibet Plateau. Agriculture, Ecosystems & Environment 353:108541. 2004. Livestock exclusion and belowground ecosystem responses in riparian meadows of eastern Oregon. 14(6):1671-1679. 2005. Soil microbial community changes in wooded mountain pastures due to simulated effects of cattle grazing. Plant and Soil 278:327-340. 2015. Changes in plant, soil, and microbes in a typical steppe from simulated grazing: explaining potential change in soil C. 85(2):269-286. 2023. Grazing promotes soil phosphorus cycling by enhancing soil microbial functional genes for phosphorus transformation in plant rhizosphere in a semi-arid natural grassland. Geoderma 430:116303. 2014. Taxonomical and functional microbial community selection in soybean rhizosphere. 8(8):1577-1587 Nan Z. 2005. The grassland farming system and sustainable agricultural development in China. 51(1):15-19. 1999. Grazing impacts on the spatial distribution of soil microbial biomass around tussock grasses in a tropical grassland. Ecology 13(3):259-270. 2017. The rhizosphere bacterial microbiota of Vitis vinifera cv. in an integrated pest management vineyard. Frontiers in Microbiology 8:1528 Olofsson J. 2006. Short-and long-term effects of changes in reindeer grazing pressure on tundra heath vegetation. Journal of Ecology 94:431-440. 2018. Understanding the relationships between grazing intensity and the distribution of nitrifying communities in grassland soils. Science of the 634:1157-1164. 2016. Impacts of grazing intensity and plant community composition on soil bacterial community diversity in a steppe grassland. 11(7):e0159680. 2018. Soil pH and plant diversity shape soil bacterial community structure in the active layer across the latitudinal gradients in continuous permafrost region of Northeastern China. 8(1):5619 Schöps öning. 2018.

Output: pass


Input: Claim: Stress can weaken the immune system over time. [SEP] Text: Considering that 25% of the of the UK population is predicted to be over 65 years of age by 2030, a large number of people may be subjected to ill-health by means of stress- and age-induced immune decline. Stress and circadian rhythms Cortisol and adrenaline are not only released in response to stress – they are released continuously and have circadian rhythms, their diurnal fluctuations altering levels of immunity dependent on the time of day. For example, the number of effector T-cells with immediate protective capacity in the circulation peak during active hours whilst naïve cell numbers are greater nocturnally. This rhythmicity is thought to promote immediate immune protection during the day, and tissue repair and initiation of adaptive immune responses at night. Immune circadian rhythmicity has clinical implication as demonstrated by a greater risk of death from sepsis in the early hours of the day, and the recent finding that vaccinations given during morning clinics may produce better antibody responses (Long et al. , 2016). These observations signify the importance of the immune system’s circadian rhythm. One of the negative consequences of stress is that it may alter the typical daily perturbations of cortisol and adrenaline, and therefore alter normal immune homeostasis. This will particularly effect the health of individuals working night-shifts or travelling between different time zones on a regular basis. Managing stress Even if we could stop it, preventing the stress adaptation response from occurring during a true physical threat to a person could be dangerous and leave them vulnerable to infection. But as stress only occurs when a person believes they cannot cope, we can teach stress management and resilience. Social support is essential for good psychological health and resilience. Caregivers with greater support demonstrate better immune outcomes, and stress management interventions with caregivers can raises vaccination responses to the levels seen in aged-matched non-caregivers (Gouin et al. , 2008). Further, in older adults, relaxation techniques and stress management interventions can reduce the signs of herpes virus reactivation. These results demonstrate that social intervention and stress management techniques can buffer the negative impact of stress on immune outcomes. Preventing stress may therefore be an easy and affordable way, compared to most medical interventions, to improve immune function and thereby improve the general health of the population and avert disease. 534. (1993). Negative life events, perceived stress, negative affect, and susceptibility to the common cold. J Psychol 64(1), 131–140.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: , Walton & Yeager, 2020; Yeager et al. , 2018). We hope we have spurred reflection on meta-theories in this paper which will help to lead towards a new synthesis in and the study of mindfulness and compassion in schools in the future around a meta-theory that is relationally, culturally, contextually, ethically, and developmentally grounded (see Thompson, 2020). Such a synthesis could heal the split that currently exists between the clinical and neuroscientific work with adults in Contemplative Science, and the research focused on children, adolescents, and parents and teachers in families and schools that Roeser and Zelazo (2012) called Science. It might lead to closer integration in the science of mindfulness and compassion. Finally, re-envisioning meta-theoretical assumptions to be more relational might also focus both experimental and developmental research in schools more fully on whole persons and their identities, social relationships and interaction, cultural practices, and holistic school settings in shaping mindful and compassionate persons in different countries and school systems (e. g. , Colaianne et al. , 2019). These are the very issues that demand greater attention in the science currently, and could lead to new insights as to how to create mindful and compassionate communities of learning in schools in the future. In addition to re-envisioning assumptions and frames, we see a need for improvements in experimental research and the need for more developmental research in this area in the future. Given the complementarity of experimental and developmental approaches (see Table 3), we also hope to see greater cross-fertilization between these forms of research going forward (e. g. , Bronfenbrenner & Morris, 2006). Table 3 Complementary research aims and methods in experimental and developmental approaches to research on mindfulness and compassion in children and adolescentsFull size tableResearchBased on our review, we also propose that improving experimental research on school-based mindfulness and compassion programs in the next generation of science is important. In part, the improvements that we recommend for experimental studies of programs in schools parallel suggestions made for the science of mindfulness in general (Davidson & Kaszniak, 2015; Dimidjian & Segal, 2015), and build upon work in the broader field of social and emotional learning (SEL) in schools around the study of program implementation (Durlak et al. , 2011; Greenberg et al. , 2017).

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Land-use intensity rather than plant functional identity shapes bacterial and fungal rhizosphere communities. Frontiers in Microbiology 9:2711. 2011. Effect of warming and drought on grassland microbial communities. 5(10):1692-1700. 2010. Microorganisms and climate change: terrestrial feedbacks and mitigation options. Microbiology 8(11):779-790 Steffens M, Kölbl A, Totsche KU, Kögel-Knabner I. 2008. Grazing effects on soil chemical and physical properties in a semiarid steppe of (PR China) Geoderma 143(1–2):63-72. 2021. Soil bacterial community responses to short-term grazing exclusion in a degraded alpine shrubland–grassland ecotone. 130:108043 ü. 2022a. Short-term grazing exclusion alters soil bacterial co-occurrence patterns rather than community diversity or composition in temperate grasslands. Frontiers in Microbiology 13:824192 Wang L, Delgado-. 2020. Livestock overgrazing disrupts the positive associations between soil biodiversity and nitrogen availability. 34(8):1713-1720. 2022b. Plant and soil responses to grazing intensity drive changes in the soil microbiome in a desert steppe. Plant and Soil 491(1):219-237. 2022c. Grazing horse effects on desert grassland soil gross nitrification and denitrification rates in northern China. Agriculture 12:1036 Wang Y, Wesche K. 2016. Vegetation and soil responses to livestock grazing in grasslands: a review of Chinese literature. Biodiversity and Conservation 25(12):2401-2420. 2019. Impact of long-term grazing exclusion on soil microbial community composition and nutrient availability. Biology and Fertility of Soils 55:121-134 Wu Y, Chen D, Delgado-. 2022. Long-term regional evidence of the effects of livestock grazing on soil microbial community structure and functions in surface and deep soil layers. and Biochemistry 168:108629. 2013. Responses of the functional structure of soil microbial community to livestock grazing in the Tibetan alpine grassland. Biology 19(2):637-648. 2011. Seasonal variations of soil microbial biomass and activity in warm-and cool-season turfgrass systems.

Output: pass


Input: Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: Journal of and Physics > Vol. 10 No. 3, March 2022 Revelations from on of Light () of. DOI: 10. 4236/jamp. 2022. 103045 170 Downloads 739 Views 640. doi: 10. 4236/jamp. 2022. 103045. 1. are many historical experiments that relate to the postulate of the constant speed of light in a vacuum and the speculation of the existence of “aether” for light transmission. Among them, the 1851 Fizeau water tube experiment [1] (Fizeau, 1851) and the 1887 Michaelson-Morley experiment [2] (Michael and Morley, 1887) played an important role in the aether debate and in the formation of the relativity theory. Maxwell’s electromagnetic wave theory required the medium aether to propagate light, and the phenomenon of stellar aberration indicated a stationary aether; however, the Fizeau water tube experiment implied a partially dragged aether. Either way, if aether exists, it cannot be dragged fully by the earth’s movement and thus should result in an aether wind as the earth rotates around the sun; however, the Michelson-Morley (MM) experiment showed that the predicted aether wind that would be caused by the earth’s rotation around the sun cannot be detected. Many theories have been developed to explain these experiments. The totally dragged aether theories of Stokes [3] (1845) and Hertz [4] (1890) and the emission theory of Ritz [5] [6] (1908) can explain the MM experiments perfectly, but they are unable to explain the Fizeau water tube experiment. On the other hand, the partial dragging coefficient proposed by [7] Fresnel (1818) can explain the Fizeau experiment well but not the MM experiment. Based on the null results from the MM experiment, Einstein concluded that aether does not exist. He postulated that the speed of light in a vacuum is constant for all reference frames and is independent of the speed of the light source. Based on the Lorentz transformation, he developed the special relativity theory.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: In the first case, future studies of SBMPs might employ more power analyses, greater use of randomization to conditions, larger sample sizes, use of active controls, consideration of non-specific factors in intervention results (e. g. , instructor motivation and enthusiasm), and collection of longer-term follow-up data. In addition, consistent with work in SEL, experimental students of program impacts need to integrate implementation science into the study of impacts to understand how and why programs work or do not work (Bryk, 2016; Durlak & DuPre, 2008; Greenberg et al. , 2017), and to focus on the fit of programs within the wider ecology and cultures of schools (e. g. , Roeser et al. , 2022). These issues are explored in greater depth by Baelen et al. (2022). Furthermore, more research on moderated program impacts is needed in terms of both student characteristics (e. g. , student age, gender, ethnicity, race, disability status) and school characteristics (e. g. , leadership, culture, support for program implementation). Addressing questions of moderation would improve future research by providing answers to questions of practical relevance for educators regarding program impacts for whom, for what outcomes, when (in development), and where (in terms of contextual settings). Relatedly, attention to issues of diversity, equity, and inclusion in program design and evaluation is critically important (e. g. , Jagers et al. , 2019). More conceptual and measurement work is needed on assessing mindfulness, compassion, and their associations with other developmental outcomes (e. g. , social competence, well-being, school learning) across childhood, adolescence, and adulthood. Creating new, multimethod, valid, and reliable measures of these key proximal outcomes, in ways that are sensitive to change due to development and intervention, is a critical priority (Roeser et al. , 2018). Such measurement work would improve our understanding of the mediating roles that mindfulness and compassion play in program impacts, and would advance our understanding of how to measure these constructs as embodied by teachers or those who implement programs in schools (e. g. , Rickert et al. , 2019). ResearchOur final suggestion based on our review is expanding developmental research on mindfulness and compassion during childhood and adolescence across diverse cultural, linguistic, national, and geographic settings in the next generation.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: and Biochemistry 43(7):1536-1543. 2023. Cessation of grazing stabilizes productivity through effects on species asynchrony and stability of shrub/semi-shrub plants in arid grasslands. Agriculture, Ecosystems & Environment 348:108411. 2022. Intensification of disturbance destabilizes productivity through effects on dominant species. 143:109383. 2016. Climate change and human activities altered the diversity and composition of soil microbial community in alpine grasslands of the Qinghai-Tibetan Plateau. Science of the 562:353-363. 2020b. Heavy grazing over 64 years reduced soil bacterial diversity in the foothills of the Rocky Mountains, Canada. Ecology 147:103361. 2020a. Enhancement of nutrient resorption efficiency increases plant production and helps maintain soil nutrients under summer grazing in a semi-arid steppe. Agriculture, Ecosystems & Environment 292:106840. 2018b. Interactions of soil bacteria and fungi with plants during long-term grazing exclusion in semiarid grasslands. and Biochemistry 124:47-58. 2010. Rhizosphere processes and management for improving nutrient use efficiency and crop productivity: implications for China. Advances in Agronomy 107:1-32. 2018a. Grazing induced changes in plant diversity is a critical factor controlling grassland productivity in the Desert Steppe, Northern China. Agriculture, Ecosystems & Environment 265:73-83. 2020. Mechanisms of plant responses and adaptation to soil salinity. 1(1):100017 a question Learn more about Q&A a link Alert Loading. . . Just enter your email Tools & info history See citing 2. 0MB) Save to in download will start in a moment. . . Cancel × Report a problem Common use cases Typos, corrections needed, missing information, abuse, etc Our promise PeerJ promises to address all issues as quickly and professionally as possible. We thank you in advance for your patience and understanding. Type of problem TypoMissing or incorrect metadataQuality: PDF, figure, table, or data qualityDownload issuesAbusive behaviorResearch misconductOther issue not listed above Details 500 characters remaining Cancel × Follow this publication for updates "Following" is like subscribing to any updates related to a publication. These updates will appear in your home dashboard each time you visit PeerJ.

Output: pass


Input: Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: Half of Einstein’s postulate that light speed is independent of the speed of the light source has been proved by many experiments and observations, however, the other half of the postulate that the speed is the same for all reference frames has not yet been fully confirmed, and it is a perplexing postulate unless one accepts concepts such as length contraction and time dilation. This paper examines this part of the postulate by investigating historical experiments that have been carried out to examine the constant speed of light. The investigation confirms or proves Einstein’s postulate and reveals the mechanism that results in the constant speed of light for all inertial frames. A word of warning to the reader: The paper requires considerable patience and concentration to follow the detailed, careful, logical reasoning. Without attention to the detail, observations and experiments can be explained in different ways and therefore draw different conclusions. We might still happily accept Aristotle’s claim that a heavier object falls faster than a lighter one if we had not paid attention to the friction force of the air. We might also still believe the earth-central theory if we had not paid attention to the detailed observations and accurate measurement of stellar movements. Only careful reasoning on detailed facts can reveal the truth. Much patience is required when reading this paper also because some of the logical reasoning related to the experiments is very subtle. 2. A of the The 1851 Fizeau water tube experiment, which has been repeated by others, including Michaelson and Morley [8] (1886), was originally designed to test the convection of aether in water. Since aether is proven by the 1887 Michelson-Morley experiment to be purely imaginary, the water tube experiment revealed how the speed of the medium affects the speed of light. experiment apparatus is illustrated in Figure 1. The tube is filled with water, which flows at speed “w” in the direction shown by the broad arrows. The incoming light is split into two at the beam splitter and the two beams eventually come back to the splitter and are detected by a phase detector. 1. Setting of the 1851 Fizeau water tube experiment. the light beam with the dashed arrows travels against the water flow and reaches the interference detector, the light beam with the solid arrows travels in the direction of water flow and reaches the interference detector. The impact of water speed can be shown by the interference pattern.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: Developmental science has three main aims with regard to individual development: (a) a description of continuity and change over time in personal characteristics (mind, body, behavior), within and across persons (and corresponding contextual conditions); (b) an explanation of how biological, social and cultural factors interact in the production of intra- and inter-individual continuity and change in these characteristics over time; and (c) the use of scientific descriptions and explanations for the optimization of human development. Optimization occurs through various intervention and prevention efforts aimed at modifying or preventing risk, disease and distress-producing conditions and processes; as well as through promotion efforts aimed at cultivating resilience, health, and flourishing-producing conditions and processes (e. g. , Baltes et al. , 1977). Expanding basic developmental science to create a coherent description and explanation of the development of mindfulness and compassion in schools and other social contexts during childhood and adolescence would advance this area of science (see Roeser & Eccles, 2015; Spinrad & Eisenberg, 2017). A few examples of basic unanswered questions of this kind include the following: what are the elements that constitute mindfulness and compassion across development, and how and why do these elements differentiate and integrate across time? How might we best conceptualize and measure mindfulness and compassion across developmental time—as skills, dispositions, or identities? Are developmental changes in mindfulness best conceptualized as gradual and quantitative in nature (e. g. , more and more re-iterative reprocessing and reflection—Zelazo & Lyons, 2012); more abrupt and qualitative in nature (e. g. , a sudden shift to a “witness” perspective—see Engler, 1984), or both? Does mindfulness or compassion, like other lines of development, show a classic peak and decline shape—with the peak in early adulthood and decline thereafter (Hartshorne & Germine, 2015)? How are mindfulness and compassion related to other lines of development such as attachment relationships and social-emotional development (Bowlby, 1988; Shaver et al. , 2007), self and identity development (Roeser & Peck, 2009; Vago & Silbersweig, 2012), or social-cognitive (Warren et al. , 2021) and moral development (Roeser et al. , 2014)?

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Javascript is disabled in your browser. Please enable Javascript to view PeerJ. Related research -and functional characteristics of soil microbial community in a Pinus massoniana forest at different elevations View 10. 7717/peerj. 13504 Published 2022-07-15 Accepted 2022-05-05 Received 2022-02-17 gradient, Metagenome, Pinus massoniana, Community structure and function, Subtropical mountain forest, Soil microbial communities Copyright © 2022 Zhang et al. is an open access 2022. Structural and functional characteristics of soil microbial community in a Pinus massoniana forest at different elevations. PeerJ 10:e13504 in forest soil microbial communities over altitudinal gradients have long been attracting scientific interest. The distribution patterns of different soil microbial communities along altitudinal gradients in subtropical mountain forest ecosystems remain unclear. To better understand the changes in soil microbial communities along an altitude gradient, we used Illumina MiSeq metagenome sequencing technology to survey the soil microbial communities in a Pinus massoniana forest at four elevations (Mp1000, Mp1200, Mp1400, Mp1600) and in a tea garden in Mountain in Southwestern China. We observed that the richness of bacteria, fungi, and viruses in the soil microbial community changed in a unimodal pattern with increasing elevation while that of Archaea first increased significantly, then decreased, and finally increased again. Euryarchaeota and Thaumarchaeota were the predominant Archaea, Proteobacteria and Acidobacteria were the predominant bacterial groups, Ascomycota and Basidiomycota were the predominant fungal groups, and Myoviridae, Podoviridae, and Siphoviridae were the predominant virus groups. Amino acid transport and metabolism, energy production and conversion, signal transduction mechanisms, and DNA replication, restructuring and repair were the predominant categories as per NOG function gene-annotation. Carbohydrate metabolism, global and overview map, amino acid metabolism, and energy metabolism were predominant categories in the KEGG pathways. Glycosyl transferase and glycoside hydrolase were predominant categories among carbohydrate enzyme-functional genes. Cluster, redundancy, and co-occurring network analyses showed obvious differences in the composition, structure, and function of different soil microbial communities along the altitudinal gradient studied.

Output: pass


Input: Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: The predicted results for the Michelson-Morley experiment with and without aether wind are illustrated in Figure 3. Figure 3. Aether wind interpretation of Michelson-Morley experiments. As shown in the left panel, without an aether wind, the two photons that start from the beam splitter will travel, horizontally or vertically, the same length l at the same speed c. After the same amount of time 2 * l/c, they both come back to the beam splitter simultaneously, thus causing no interference. However, if aether exists and causes an aether wind to blow to the left at a speed of v, as shown in the right panel, the time for the photon to move to the top mirror and to be reflected back to the splitter will be different from the time for the photon to move to the right mirror and back to the splitter. For the photon moving to the top mirror, while it travels up for distance l = ct, it will be blown to the left by a distance of d = vt. From this, it can be derived that l/d = c/v, or v = cd/l. In aggregate, the photon travels a distance of 2(d2 + l2)0. 5 at speed (c2 + v2)0. 5, and the total travel time is: t 1 = 2 ( d 2 + l 2 ) 0. 5 ( c 2 + v 2 ) 0. 5 = 2 ( d 2 + l 2 ) 0. 5 [ c 2 + ( d c l ) 2 ] 0. 5 = 2 l c This result is the same as that in a rest frame. The photon moving to the right will travel a distance of l at speed c − v towards the right mirror and then be reflected back to the splitter at a speed of c + v, so its total travel time is: t 2 = l c + v + l c − v = 2 c l c 2 − v 2 = 2 l c − v 2 c (10) Apparently, t1 ≠ t2 as long as v ≠ 0. This will cause a phase difference and thus produce an interference pattern. If the direction of the apparatus changes, t1 and t2 will change and thus result in a shift in fringes.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: What are the biological, social interactional, and sociocultural contextual factors and processes that explain the development and transformation of the elements of mindfulness and compassion over time during childhood and adolescence in families, schools, communities, and religious institutions (Eccles & Roeser, 2016; Semenov & Zelazo, 2019)? We propose that addressing these unanswered questions regarding a description and explanation of the development of mindfulness and compassion is an important priority in advancing the next generation of science. Specifically, empirical insights and answers to these questions can inform the optimization of programs through the identification of key proximal processes in families and schools that produce mindful and compassionate individuals (or not, e. g. , Semenov & Zelazo, 2019). These processes could then be studied within the implementation of SBMPs. Furthermore, such work would advance the conceptualization and measurement of mindfulness and compassion, as well as their antecedents and developmental consequences, across the lifespan. Finally, bringing developmental methods to bear on the study of SBMPs with time-intensive measures like ecological momentary assessments would help us to understand the time course and shape of change in these constructs and related outcomes. Greater cross-fertilization between developmental and experimental research is something that we believe could advance the next generation of science (see Table 3). ConclusionsIn conclusion, the field of science on school-based mindfulness and compassion programs is still relatively young and growing. The science has shown some promising results, but limitations in the current research, and critiques about the framing, aims, pedagogies, and scientific assumptions in research on mindfulness and compassion in schools require attention. In order to advance science on mindfulness and compassion in schools for students in the next generation, we suggest a need for re-envisioning the ways the practices are brought into education, as well as the meta-theoretical assumptions, theories, and methods in this area of research to go “beyond all splits” towards a relationally, culturally, contextually, ethically and developmentally grounded science. We look forward to the coming generation of work aimed at producing generations of students that are more mindful, compassionate, and engaged citizens of the world. 13. Publication. Baltes, P. B. , Reese, H. , & Nesselroade, J. (1977). Life-span developmental psychology: Introduction to research methods. Brooks. Bernstein, A. , Vago, D.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: In the present study, we aimed (i) to describe the taxonomic composition of different microbial communities (Archaea, Bacteria, Fungi, and Viruses) that those soils harbor (using Illumina MiSeq metagenome sequencing) along an altitudinal gradient; (ii) to analyze the diversity and functional structure of soil microbial communities at different altitudes; (iii) to assess the relationship between the diversity and function of soil microbial communities in a typical mid-subtropical mountain (Leigong Mountain) Masson pine forest ecosystem in southwestern China (Guizhou Province). This study will make us better understand the structural and functional characteristics of soil microbial community in subtropical mountain forests. Materials and description Reserve (26°15′–26°32′ N; 108°5′–108°24′ E) was first established as a Reserve in 1982 and then promoted to a Reserve in 2001. with 83% forest coverage belong to the typical mid-subtropical mountain forest ecosystem (Zhang et al. , 2020). belongs to the humid climatic region of the mid-subtropical monsoon mountainous region. The annual rainfall is 1,300∼1,600 mm; the annual average temperature is about 9. 2 °C and 16. 3 °C at the top and at the foot of the mountain, respectively, with an annual average temperature drop rate of 0. 5 °C per 100 m. The soils are mainly acidic mountain yellow soils and mountain yellow brown soils, with a deep soil profile. The zonal vegetation belongs to the humid evergreen broad-leaved forest in the eastern mid-subtropical zone, where it is distributed below 1,350 m a. s. l. , while the mountain evergreen deciduous broad-leaved mixed forest is distributed between 1,350 and 2,100 m a. s. l. , above which the alpine shrub is observed. Leishan county also is one of the main tea producing areas in Guizhou province (the organic tea area is 653. 2 hm2, and the annual tea products is 3,950 t), where tea garden are typical artificial shrub vegetation in mountain ecosystem. Study site and soil sampling 2019, four sites were selected along the altitudinal gradient established on the P.

Output: pass


Input: Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: By using the same approach shown in this section, the results of these experiments can all be explained by the relative speed of photons with respect to the observer and the interaction between the photons and the frame. For example, to explain the Kennedy-Thorndike experiment, we just need to replace the arm length l with l1 for the top mirror and l2 for the right mirror to obtain the travel time for both rays: t 1 ″ = 2 l 1 c and t 2 ″ = 2 l 2 c Since t1'' ≠ t2'', there will be a time difference for the photons coming back to the splitter so there will be interference fringes. However, as the above equations show, the time for both photons to come back to the beam splitter is related only to the lengths of the arms and the light speed in a vacuum, so the speed of the frame affects neither t1'' nor t2''. Consequently, if the apparatus rotates, t1'' and t2'' will not change, thus resulting in no shifts in the fringes. 4. of the In the previous section, we explained the null results of the MM and KT experiments by utilizing the almost unitary refractive index for the medium in the experiments. What if the MM and KT experiments were done with the measurement chamber filled with a medium with a high refractive index such as water? The result of such an experiment should also be negative, as suggested by the Hoek (1868) [15] experiment. Hoek (1868) [15] used a simplified Fizeau (1851) [1] apparatus: the U-shaped tube of flowing water was replaced by a segment of glass tube filled with stationary water, so only one section of the light rays passed through the water. Ignoring the motion of the earth, the water is stationary and thus there is no dragging effect, so the interference pattern would not change if one changed the direction of the apparatus. In reality, the earth rotates on its axis and orbits the sun, so the moving earth frame will pass the speed to the water tube. If the apparatus is placed in different directions, the speed of the water tube along the direction of the light rays varies and this may affect the interference pattern. However, the Hoek experiment showed that the interference pattern did not depend on the speed of the water tube indicated by the direction of the apparatus.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: R. , & Barnhofer, T. (2019). Understanding mindfulness, one moment at a time: An introduction to the special issue. in Psychology, 28, vi–x. 168. 17. Downloaded from: D. , Khoury, B. , & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9, 693–707. 50. 2249. 100. 15. Davidson, R. J. , & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581–592. 65. 620. 350. 432. 61. 358. 2017. Review of Education, 7(3), 757–797. 759. PubMed 45. 0650. Forbes, D. (2016). Critical integral contemplative education. In R. Purser, D. Forbes, & A. Burke (Eds. ), Handbook of mindfulness: Culture, context, and social engagement (107. 1420. 166. 32. Hartshorne, J. K. , & Germine, L. T. (2015). When does cognitive functioning peak? The asynchronous rise and fall of different cognitive abilities across the life span. Psychological Science, 26(4), 433–443. 184. 525. 1028. 66. 103. Kucinskas, J. (2018). The mindful elite: Mobilizing from the inside out. Press. Book 109. Lavelle, B. D. (2016). Against one method: Contemplation in context. In R. Purser, D. Forbes, & A. Burke (Eds. ), Handbook of mindfulness (255. 47. McCormick, M. P. , Cappella, E. , O’Connor, E. E. , & McClowry, S. G. (2015). Context matters for social-emotional learning: Examining variation in program impact by dimensions of school climate. of Community Psychology, 56(1), 101–119. 610. 307. Mind and (MLERN). (2012). Contemplative practices and mental training: Prospects for American education. Perspectives, 6, 146–153. 159. 13. 486. 208.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: massoniana forest in the at 1,000, 1,200, 1,400, and 1,600 m a. s. l. and named Mp1000, Mp1200, Mp1400, and Mp1600, respectively. An artificial tea garden (Tea-garden) was selected as the control plot at 1,000 m a. s. l. (Fig. 1). One vegetation survey plot with 20 m × 20 m in size was also set at each altitude. Information on site conditions (Table 1), plant communities, and litter was obtained for each plot. Soil samples were excavated from the 0–20 cm topsoil layer at six points located along an “S” path drawn within each plot, and thoroughly mixed into one composite sample. Five soil samples were collected (one from each survey plot plus one from the control plot). For each sample, 500 g of soil was sieved though a 2-mm mesh and air-dried for physicochemical analyses; additionally, 50 g of soil was encapsulated in a plastic tube and kept at −80 °C for microbial DNA extraction. Figure 1: Map of study area and sampling sites. Download full-size image DOI: 10. 7717/peerj. 13504/fig-1 Table 1: Location and dominant species of study sites. and longitude Altitude(m) Slope(°) Aspect(°) Dominant species Mp1000 108°06′42. 08″, 26°23′00. 72″ 1,008 12 121 Pinus massoniana + Mp1200 108°10′02. 83″, 26°21′29. 72″108°09′37. 60″, 26°21′36. 92″ 1,198 10 160 P. massoniana Mp1400 108°10′04. 86″, 26°21′40. 68″ 1,394 15 141 P. massoniana Mp1600 108°11′30. 85″, 26°22′27. 92″ 1,596 7 165 P. massoniana + C. Lanceolata Tea-garden 108°06′42. 21″, 26°23′01. 73″ 991 3 120 Camellia sinensis DOI: 10. 7717/peerj.

Output: pass


Input: Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: The importance of the Hoek experiment has not been fully realized to date. It provides clear evidence that the speed of the inertial frame does not affect the experimental result, i. e. the equivalence of inertial reference frames. From another perspective, it shows that it is impossible to detect the motion of the inertial frame while being within the frame, so we are unable to detect absolute motion/rest. 5. Evidence from The 1899 Sagnac experiment (Sagnac, 1899) [16] is an interesting case because both its light source and detector move at the same speed in a closed circle. The light propagation in the Sagnac experiment is shown in Figure 6. A light source and a phase detector are mounted on A, which in turn is mounted on a turning disc placed on a fixed base. In a symbolic fashion, the light travels in the blue circle of circumference s (which is realized through a number of reflecting mirrors). We illustrate two sets of light sources and detectors on A so that the lights travelling in opposite directions can be shown separately in different circles. Both light 1 and light 2 start at the light source and end at the detector. They travel on the same track during the experiment (although it is shown as different circles in Figure 6), so the circumferences they travel are the same. If the disc is stationary on the base, both light beams travel the same circumference s at the same speed c, so they will arrive at the detector at the same time: t = s/c. As a result, there will be no phase difference and thus no interference pattern. If the disc starts to spin at speed v, the experimental results can test different theories and assumptions. Figure 6. A schema of the Sagnac experiment. According to the emission theory of Ritz (1908) [5] [6], light is emitted p2. Since both lights should arrive at the detector at the same time, no interference pattern would occur. The relativity theory assumes that light speed in a vacuum is independent of the light source, so the speed of both lights with respect to the stationary base should be the same speed c. However, the theory also assumes that the speed of light is the same for any reference frame, so the speed of light with respect to the detector should be the same as that with respect to the stationary base.

Output: corroborate


Input: Claim: Mindfulness alone can eliminate all behavioral issues in schools. [SEP] Text: 19. 6. 136. 145. 251. 2022. pdfRoeser, R. W. , Skinner, E. , Beers, J. , & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Perspectives, 6, 167–173. Rogoff, B. , Dahl, A. , & Callanan, M. (2018). The importance of understanding children’s lived experience. Developmental Review, 50, 5–15. 22. 66. 168. 131. 52. 271. 3328. 10. : India. Downloaded from Dam, N. T. , Van. , Saron, C. D. , Olendzki, A. ,. . . & Meyer, D. E. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61. Vago, D. R. , & Silbersweig, S. A. (2012). Self-awareness, self-regulation, and self-transcendence (S-ART): A framework for understanding the neurobiological mechanisms of mindfulness. Frontiers in Human Neuroscience, 6, 296. 226. 0960. Weare, K. (2013). Developing mindfulness with children and young people: A review of the evidence and policy context. Journal of Children’s Services, 8, 141–153. 326. 122. 68. 160. 603. informationAuthors and AffiliationsDepartment of and 119 Health and 16802, USARobert W. Roeser & Mark T. GreenbergCenter for and Compassion-Based Ethics, Emory University, 1599 30322, of Health and Human Development, School of Education, University of Pittsburgh, 3420 Forbes Avenue, 5th Floor, Room 534, PA, 15260,. GallaInstitute of Child Development, Carmen D. & James R. Campbell Hall, University of Minnesota, 51 55455, USAAndrei D. of British Columbia, 2206 6T 1Z3, CanadaMichael T. WarrenAuthorsRobert W. RoeserView author publicationsYou can also search for this author in PubMed 0030.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: 13504/table-1 Soil analysis and microbial DNA extraction Soil pH was determined at a ratio of 1:2. 5 (soil to water, w/w). Soil organic carbon (SOC) was determined using the K2Cr2O7 titration method (Walkley–Black method). Total nitrogen (TN) was measured using the semi-micro Kjeldahl method. Total phosphorus (TP) was determined colorimetrically after wet digestion with H2SO4 + HClO4 (Xu et al. , 2014). Microbial DNA extraction and metagenome sequencing Total genomic DNA was isolated from 0. 50 g of soil using the () following the instructions of the manufacturer. Extracted DNA was stored at −80 °C until use. Tenfold diluted DNA samples were then used for metagenome analysis on the Illumina MiSeq platform (Illumina Inc. , ) according to the standard protocols of Majorbio Bio-Co. Ltd. (Shanghai, China). The MiSeq platform was used to perform parallel mixing and sequencing of DNA multiple samples. The sequence of each sample was introduced with an index tag sequence indicating sample source information. Software “Seqprep” was used to cut the 3′ end and 5′ adapter sequence at the end. Software “Sickle” was used to remove sequences less than 50 bp; the average quality value was below a certain threshold (default 20) and N-base reads; high-quality pair-end reads and single-end reads were retained (Pabinger et al. , 2014; Schirmer et al. , 2015). We then used “fastp” ( software to perform quality control processing on the original sequencing data to obtain high-quality control data (clean data). Software “Megahit” ( was used to assemble sequences with different sequencing depths (Li et al. , 2015) and to preserve sequences with assembly contigs >300 bp. MetaGene ( software was then used to predict open reading frames (ORF) of contigs ≥100 bp (gene sequences) in clean sequences (Noguchi, Park & Takagi, 2006).

Output: pass


Input: Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: Optics and > Vol. 7 No. 4, April 2017 Why the Speed of Light (c) Keeps Constant? () Wei-Inc. , Oshawa, Canada. DOI: 10. 4236/opj. 2017. 74006 1,998 Downloads 18,611 Views 73. doi: 10. 4236/opj. 2017. 74006. 1. the process of understanding the universe, the speed of light is a puzzle for human being to explain, that is, it doesn’t matter whether the light source is moving toward or away from us, we got the same speed of light [1] [2]. setup the relativity theory, he supposed the speed of light is constant and furthermore, nobody in our universe can go faster than the light. Einstein didn’t give the reason why the speed of light is constant, therefore, till now we still can’t understand how and why it is. In the relativity theory, Einstein told us the curved space and inflation of time [3]. If the space is really curved and time is inflated, the ratio of space over time must keep constant. Only under this condition, there exists the possibility for the speed of light to keep as a constant. Based on the relativity theory, the earth doesn’t turn around the sun but just follows the curved spacetime which is formed by the earth and sun. If it is true, why the light passing the sun does not follow the curved spacetime formed by the earth and the sun? All these questions make scientists explore the deep meaning of our universe or spacetime. As a first step in this effort, we have to go back to the beginning of the question: why the speed of light keeps constant? 2. order to understand why the speed of light is constant, we have to make clear what is spacetime? The spacetime is the universe around us, which includes x, y, z, three space dimensions and t, one time dimension. Then, the following question arises: does the spacetime change? Based on the astronomy observation, the spacetime not only changes but also changes in accelerating [4] [5] [6]. Therefore, we can suppose (x, y, z, −it) to represent the spacetime (We can call “pure spacetime”.

Output: corroborate


Input: Claim: Every student benefits equally from mindfulness activities. [SEP] Text: Mindfulness is a state of awareness that emerges through active, open attention to the present. It is the ability to be fully present, aware of where we are and what we are doing, and not overly reactive, judgemental, or overwhelmed by what is going on around us (Kabat-Zinn, 2013; Shapiro & Carlson, 2009). Mindfulness is often described as “being in the moment”, and it is characterised by curiosity, openness, and a lack of judgement (Barcaccia et al. , 2019; Medvedev et al. , 2021); it has been found to be significantly and positively associated with measures of adjustment and negatively with measures of maladjustment (Barcaccia et al. , 2020, 2022; Pleman et al. , 2019; Schneider et al. , 2019; Wilson et al. , 2020). Mindfulness can be achieved through various practices such as meditation, yoga, and tai chi and is often referred to as “living in the present moment”. With mindfulness, individuals can learn to approach life with curiosity, openness, and a clearer mind, making it a valuable tool for promoting mental and physical wellness (Querstret et al. , 2020). Mindfulness-based interventions (MBIs) have been widely researched and documented to have numerous benefits for mental and physical well-being (Krägeloh et al. , 2019): mindfulness practices, such as meditation and yoga, have been shown to improve psychological well-being, reduce stress, improve mood, and heighten cognitive flexibility (Dalpati et al. , 2022; Howarth et al. , 2019; Kramer et al. , 2023). The studies evaluating the effectiveness of MBIs for university students using randomised controlled trials (RCTs) proved to be beneficial in decreasing stress (Galante et al. , 2018, 2021), anxiety, and depression (Dawson et al. , 2020; Vorontsova-Wenger et al. , 2022). The study of Vorontsova-Wenger et al. (2022) evaluated the effectiveness of a short mindfulness intervention on anxiety, stress, and depression symptoms among 50 university students with high levels of depression, anxiety, or stress randomly allocated to a mindfulness practice group or an active control group. Students who underwent the mindfulness practice showed decreased levels of anxiety, stress, and depression compared to the control group.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Using CD-HIT ( software, clustering (identity ≥90% and coverage ≥90%) was performed on the predicted gene sequences of all samples, taking the longest gene in each class as a representative sequence to construct a non-redundant gene set (Fu et al. , 2012). SOAPaligner software was used to compare the high-quality reads of each sample with the non-redundant gene set (identity ≥95%) and to obtain gene abundance information in the corresponding samples (Luo et al. , 2012). For species identification, BLASTp ( software was first used to blast the obtained gene sequences against the non-redundant (NR) protein sequence database (Altschul et al. , 1997) and the evolutionary genealogy of genes: Non-supervised (eggNOG) database ( with the expected e-value for the functional annotation set to 1e−5 (Jensen et al. , 2008). Encyclopedia of Genes and Genomes (KEGG) Database and an e-value of 1e−5 were used for functional annotation (Du et al. , 2014). The Carbohydrate-active enzymes (CAZy) database ( Version 5. 0) and an e-value of 1e−5 were used for active carbohydrate enzymes functional annotation (Lombard et al. , 2014). Fungal guilds were assigned using the FUNGuild platform ( (Nguyen et al. , 2016). The number of total and unique species and the functional genes of Archaea, Bacteria, Fungi, and Virus groups in the different soil samples were determined and, using the Vennpackage ( a Venn diagram was produced for the numbers of Archaea, Bacteria, Fungi, and Viruses in the soil microbial community. A horizontal community histogram, also produced in R using cluster analysis, was based on the similarity of soil microbial community between samples. Similarity results of the soil microbial community among different soil samples are presented as a heatmap. The correlation between the soil microbial community matrix and the function matrix among the different samples was also tested. The soil microbial community species-level matrix based on the Bray-Curtis distance algorithm was used for redundancy analysis (RDA). The “networks” software was used for co-occurrence network analysis (Barberan et al. , 2012).

Output: pass


Input: Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: The more familiar words to publics are “empty” and “vacu- um”, but we prefer to use “pure spacetime” here and following. ). (1) Then, (2) Supposing our universe is homogeneous in all direction [7] then, we have (3) And using L to represent all the space dimensions, Then, (4) This result tells us that any point in our spacetime can be described by Eq. (4). Making rearrangement of Eq. (4), we obtain (5) By defining, where c is the speed of spacetime variation, then, we have (6) In fact, Eq. (6) is the same as the wave equation, where the parameter c corresponds to the wave propagation speed [8]. This means that any point in the spacetime behaves as a wave, which we can call the spacetime wave. Now we consider the variation of electric and magnetic fields with time for light. Fortunately, Maxwell already did the work one hundred years ago. We can directly use his result here [9] [10]. (7) (8) Where c’ is the electromagnetic wave propagation speed. Comparing Eq. (6) with Eq. (7) and Eq. (8), we found they all keep the same formulation as standard wave equation. Making the rearrangements of Eq. (6), Eq. (7) and Eq. (8), we got (9) (10) (11) Then, we have (12) For Eq. (12), there are three cases. 1) c c'=0. That means the electromagnetic wave speed is the same as that of “pure” spacetime we lived in, then, we can’t independently determine the speed of light because we can’t find independent reference for this measurement. That is why we always get the same speed of light which is irrelative to whether the light source is moving or not. If we hope to measure the absolute speed of light, we have to stay outside the electromagnetic spacetime.

Output: corroborate


Input: Claim: Every student benefits equally from mindfulness activities. [SEP] Text: Dawson et al. (2020) conducted a meta-analysis on 51 RCTs assessing the effects of MBIs on university students’ mental and physical health: results showed that when compared with passive control groups, students in the experimental groups (MBIs) showed improvements in distress, anxiety, depression, rumination, and mindfulness, whereas when compared with active control groups, the experimental groups’ mindfulness, depression, and trait anxiety did not decrease, whereas distress and state anxiety significantly decreased. With the advancement of technology, online mindfulness interventions have become increasingly popular as a convenient and accessible option for individuals seeking to improve their mental health (Sommers-Spijkerman et al. , 2021). Online interventions have also been proven to be effective for a range of psychological problems, such as depression, stress, negative emotions, burnout, and sleep problems, leading to an overall increase in the well-being of adults (Xu et al. , 2022). Beneficial effects have been found on depression, anxiety, stress, and rumination with brief online MBIs during the COVID-19 pandemic. and İl (2022), with a four-session online MBI, found significant improvements on depression, anxiety, stress, rumination, and mindfulness; Mirabito and Verhaeghen (2022), with an online 4-week mindfulness intervention, found significant benefits in mindfulness, rumination, worry, mood, stress, anxiety, and psychological well-being. Similarly, Simonsson et al. (2021), with an 8-week online MBI, found greater reductions in anxiety, but not in depression symptoms, for participants in the mindfulness condition compared to controls. González-García et al. (2021) showed that a brief online mindfulness and compassion-based intervention was effective in reducing stress and anxiety and in increasing self-compassion. Previous studies also showed how mindfulness can increase resilience and reduce the urge to cope with psychological discomfort in detrimental ways (Galante et al. , 2018, 2021; Giacomantonio et al. , 2022). As universities grappled with the mental health fallout from the COVID-19 pandemic, the necessity for interventions that could be delivered remotely and integrated into students’ changed lifestyles became clear.

Output: contrast


Input: Claim: Soil microbial diversity is vital for ecosystem services. [SEP] Text: Soil environmental factors were analysed using One-way analysis of variance (ANOVA) in SPSS 22. 5 ( Finally, 12. 5 and 2020 ( software were used for figure drawing. and structure of soil microbial communities A total of 452,526,750 original sequences were obtained from the metagenomic sequencing of soil microorganisms in the P. massoniana forest along the altitudinal gradient established. After quality control, 447,074,316 high-quality sequences were generated and then divided into different soil microbial groups, including Archaea, Bacteria, Fungi, and Viruses. There were 62,208,980 high-quality sequences and each sample produced 9,960,236~16,161,802 high-quality sequences. After metagenomic sequencing, BALSTp on the NR database allowed identifying 13,307 species of soil microorganisms. These included 912 Archaea, 11,576 Bacteria, 417 Fungi, and 402 Viruses (Table 2). Table 2: The number of metagenomic sequencing by NR species annotation. 12 24 38 60 144 912 Bacteria 82 135 251 466 1,864 11,576 Fungi 10 33 74 154 254 417 Viruses 1 1 4 17 60 402 Total 105 193 367 697 2,322 13,307 DOI: 10. 7717/peerj. 13504/table-2 The changes in richness and in Shannon’s index of soil microbial groups at the different altitudes selected at the study site showed different trends (Table 3). In terms of species richness, the abundances of soil Bacteria, Fungi, and Viruses exhibited a “unimodal” pattern with altitude, while Archaea showed a major peak at Mp1200 (752) and a secondary peak at Mp1600 (716). With increasing altitude, Shannon’s index values increased for Archaea and Fungi but decreased for Bacteria; for Viruses, no obvious pattern was found. Table 3: Alpha diversity of soil microbial community. Shannon index 1000 689 9,993 292 125 7. 29 9. 08 7. 3 4. 72 Mp1200 752 10,172 297 166 7. 64 8. 62 7. 16 4. 45 Mp1400 698 10,247 318 138 7. 85 8. 97 7. 29 4.

Output: pass


Input: Claim: The speed of light is constant in a vacuum and is a fundamental physical limit. [SEP] Text: The illustration for how to determine the mass of matter by light measuring experiment. where m1 is known mass of the matter, M2 is unknown mass of the matter and S = ns. Then, we get. In general, we also can use the Eq. (14) to diagnose the crystal perfectness of matter or homogeneity of matter. 3) c − c' < 0. This situation corresponds to the fact that the electromagnetic spacetime change faster than the “pure” spacetime. Then, F in Eq. (13) will become repelling force instead of the attractive force among photons discussed in case 2 above. Maybe this is the reason causing the continuous expansion of our universe. Alternatively, m may take negative sign which also cause the c − c' < 0. In this case, is still attractive in character. Till now, the physical meaning of negative mass is still not clear, for instance, is it an unknown form of matter or antimatter? If the negative mass means the antimatter, then, the attractive force (F) means that the gravity also exists among the antimatter. As to whether the gravity constant (G) is the same as normal matter or not, it is not clear and need more experiment to verify. Based on the Eq. (12), we discussed three situations, that is, the case 1, 2, 3 above. For case 2 and 3, the photon must have static mass. Before we got solid evidence for the existence of the static mass of photon, we have to accept the case 1 as the real and unique situation around us. However, some discussions for case 2 and 3 definitively can be applied to the matter with static mass. Till now, all the physical laws or theories are made in the electromagnetic spacetime, we have to follow those laws without choice. 3. Conclusion. From the discussion above, we know that our electromagnetic spacetime keeps the same speed of variation with the “pure” spacetime. All matters in electromagnetic spacetime can’t move faster than the electromagnetic wave because nothing can be faster than the “pure” spacetime. The absolute speed of light is determined by the nature, not by the human being. We can’t determine the absolute speed of light because we can’t find the independent reference to conduct the measurement.

Output: corroborate