Chat GPT

● What is the best way to get fit?

● Acting as a fitness expert, tell me

the best way to get fit.

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ChatGPT
● Acting as an expert and a skeptic who is
well versed in medical science, provide a
skeptical and detailed response for
whatever I tell you.

● Covid-19 is caused by a virus found in

bats.

● Simplify your response understandable by

10 years old kid.

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ChatGPT

● Generate a three month diet plan.

● I’m 200 lb man aiming to lose 10 lbs in

three months. I cook 3 times a week.
 Please make a 3 month diet plan for me.

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ChatGPT

● Imagine you're a tiny robot exploring a lost

city in the jungle. You see a giant,
overgrown temple with vines crawling up its
walls. What do you do? Write a short story
about your adventure.

● Write something about robots. Make it

exciting.

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Chatgpt
This study was undertaken to estimate the risk associated with screen
time in children, parental supervision, and parent-reported cognitive
development among preschool children aged 2–5 years.

Please suggest the strength and weakness of

the methodology of the research. These are
the methods:

A cross-sectional study was done between July 2019 and January

2020, of parents of all students aged 2–5 years, attending 2

kindergarten schools in Thiruvalla, using a self-administered

questionnaire. Parents also used the Werner David Development

pictorial scale (WDDPS), a screening tool to assess cognitive

development. The schools were sampled based on convenience. These

schools are attended by children from upper middle class and middle-

class families. Parents who refused to give consent were excluded

from the study. Approvals from the Institutional Research Board and

Ethics Committee of the hospital were obtained.Measures

aDemographics – Information regarding age and sex of the child,

parental education and occupation, the pattern of screen use at home,

and children’s involvement in other activities were obtained. The

socio-economic status of the family was calculated using the modified

Kuppuswamy scale, revised for 2017 using real-time update tool,

which is a socio-economic scoring scale, validated for use in India

[14].b.Parental Supervision– Parental practices regarding the child’s

screen viewing, such as restricting screen time, supervising content,

and co-viewing with the child, were obtained using a self-reported

questionnaire. Co-viewing (shared screen), implies interacting with

the child and asking questions related to the content viewed [1].

Parents responded to “how often do you supervise your child’s screen

use” as all the time (1), some of the time (2), and never (3). Self-

reported parental supervision was categorized as consistent and

inconsistent, with responses 2 and 3 being considered inconsistent.

c Cognitive development: Parents were asked to fill the WDDPS scale

[Appendix- supplementary file 1). WDDPS is taken from the book by

David Werner titled ‘ Disabled Village Children- a guide for

community health workers, rehabilitation workers and families’,

published by the Hesperian Foundation and adapted for India by the

Voluntary Health Association of India. This chart has also been

mentioned in the book entitled ‘Family care for children with

disabilities- Practical guidance for frontline workers in Low and

Middle-income countries’, which has been endorsed by USAID, World

Learning and Partnership for every child [15]. There are two charts,

one representing physical development and one representing mental

and social development. We used the mental and social development

chart, which is a screening tool, with age-appropriate pictorial

representation of cognitive milestones. This scale assessed 6

components (domains) such as communication, social skills, self-

care, attention span, play, and intelligence based on the achievement

of an essential skill per domain, at ages of 3 months, 6 months, 9

months, 1 year, 2 years, 3 years and 5 years [16]. Children who had not

achieved the age-appropriate milestone were considered to have a

suspected delay. We also asked parents about their perception of

speech delay and social interaction in their child.Printed

questionnaires were sent home with the students along with an

information sheet about the study and consent form, and completed

response sheets were collected back from the students after 1 week.

Parents filled the questionnaires at home. Statistical

methodsDescriptive statistics comprising of frequencies and

percentages were calculated. Proportions were compared using

Fisher’s exact test. Estimates of risk were calculated using Odds Ratio

with 95% confidence interval, where the response variables were

‘excess screen time’ or ‘inconsistent supervision’ depending on the

question. The explanatory variables include all determinants and

social and development related factors that were significantly

different. A logistic regression model was built with the determinants

alone. Data was analyzed using SAS University Edition.

***********

Please explain in table format.

===============================================

(Bard)
Can you recommend a similar article to
this article?
Evidence suggests that chronic sensory stimulation via excessive exposure to
screen time may affect brain development in negative ways. Excessive
smartphone use may increase the risk of cognitive, behavioral, and emotional
disorders in adolescents and young adults that also has the potential to
increase the risk of early onset dementia in late adulthood. This scoping
review assessed theoretical and empirical evidence for the relationships
between excessive screen time and (i) neurodevelopment, (ii) learning and
memory, (iii) mental health, (iv) substance use disorders, and (v)
neurodegeneration. Using Halas et al.’s (BMJ Open, 5(1), 1–6; 2015) five-stage
scoping review methodology, we systematically identified articles meeting the
following inclusion criteria: published in English between January 1999–July
2019; human or animal subjects; primary and secondary sources including
original research, systematic reviews, meta-analyses, scoping reviews, and
narrative reviews. Primary search terms focused on “smartphone,” “mental
health,” “substance use,” “neurodevelopment,” and “neurodegeneration”;
secondary search terms focused on “social media,” “anxiety,” “cannabis,” and
“dementia”. We analyzed 44 articles across 16 countries in this review. Each
article corresponded to one of four research questions investigating screen
time and mental health (n = 13), mental health and substance use (n = 8),
chronic stress and development (n = 14), and chronic stress and
neurodegeneration (n = 9). Overall increased screen time is associated with
negative outcomes such as lowered self-esteem, increased incidence and
severity of mental health issues and addictions, slowed learning and
acquisition, and an increased risk of premature cognitive decline. Future
directions to better inform public policy should expand research
methodologies and explore the prolonged effects of excessive screen time on
cognition and mental health in diverse populations and contexts.

=============================================================
Claude

I am providing you with 3 research

articles. Please do not respond till
 I complete.

(upload file 1. Please do not

respond.)
(upload file 2. Please do not
respond.)
(Upload file 3.

Based on the file 1, 2 and 3, what

are the take home messages and write
a brief summary in 6 bullet points.
=================================

Suggest 5 ideas for follow up work

from this research.

==================================================

Bing

● https://www.ejcmpr.com/article_160994.html

Can you give a comment to this article?

What is the study population used in this study?

The phenotype and prediction of long-term physical, mental and

cognitive COVID-19 sequelae 20 months after recovery, a community-

based cohort study in China | Molecular Psychiatry (nature.com)

What are the limitations of this article?

Draw image …..

Make an image of a smiling boy sitting in front of the word University

and he is wearing a hat, T-shirt and jeans. Nearby is some book piling up

nearby. His T-shirt also has the logo UMY . The composition should be

white and blue.

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GTPZero
Education is a fundamental human right. It is essential for personal development, economic
growth, and social progress. However, not everyone in the world has equal access to education.

There are many factors that can limit access to education, including poverty, gender, disability,
location, and conflict.

Poverty is one of the biggest barriers to education. Children from poor families are more likely
to miss school, drop out, and have lower levels of literacy and numeracy. This is because they
may not be able to afford the costs of education, such as school fees, uniforms, and books. They
may also have to work to help support their families, which leaves them less time for school.
Gender is another important factor that can affect access to education. In many countries, girls
are less likely to attend school than boys. This is due to a number of factors, including cultural
norms, discrimination, and early marriage.

Disability can also be a barrier to education. Children with disabilities may face challenges
accessing schools that are accessible and inclusive. They may also need specialized support
that is not available in many schools.

Location can also play a role in limiting access to education. Children who live in rural areas or
remote communities are often more likely to miss school than children who live in urban areas.
This is because they may have to travel long distances to school, or there may be no schools in
their community.

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GTP ZERO -2
The mtDNA HVS-1 (np. 16 024 to np. 16 383 of the rCRS) and part of HVS-2 (np. 57 to np. 309
of the rCRS) sequences were obtained from 271 individuals belonging to five Sri Lankan ethnic
populations: 75 Vedda people, 60 Up-country Sinhalese and 40 Low-country Sinhalese, 39 Sri
Lankan Tamils and 57 Indian Tamils. The polymorphisms observed in the study are provided in
Supplementary Table S3. Deletions were observed at nucleotide positions 16 166, 16 258, and
249 whereas insertions were encountered at 16 188, 16 380 and 284.

There were a total of 147 haplotypes observed in the five Sri Lankan populations of this study.
Thirty of them were shared between at least two populations. The Vedda population has the
lowest proportion of shared haplotypes among their subgroups (63%) indicating their greater
genetic diversity among subgroups. Sri Lankan Tamils and Indian Tamils possessed similar
shared proportion (85%) whereas Up-country Sinhalese has a little higher number of population
specific haplotypes (73%) than Low-country Sinhalese (70%) (Table 1). Interestingly, highest
number of haplotype sharing was found between Vedda with Up-country Sinhalese and with
Low-country Sinhalese. On the other hand, there was no haplotype sharing between the Vedda
people with any of the Tamils (Table 1).

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