Human CBL ELISA Matched Antibody Pair

The decay of the Convective Boundary Layer (CBL) is studied using large-eddy simulations of free and advective CBLs, in which surface heat supply is suddenly cut off. After the cutoff, coherent convective circulations last about one convective time scale and then fade away. In the mixed layer, the decay time scale increases with height, indicating that nonlocal eddies decay slower than near-surface local eddies. The slower decay of turbulence in the middle of CBL than near-surface turbulence is reconfirmed from the analysis of pattern correlations of perturbations of vertical velocity. Perturbations of potential temperature and scalar concentration decay faster and slower than vertical velocity perturbations, respectively. A downward propagation of negative heat flux and its oscillation are found and a quadrant analysis reveals that warmer air sinking events are responsible for the downward propagation. The fourth quadrant events seem to be induced by demixing of air parcels, entrained from above the CBL. The advective CBL simulation with geostrophic wind illustrates that near-surface eddies are mechanically generated and they decelerate flow from the bottom up in the CBL / residual layer. The two-dimensional spectra show the heightand scale-dependent characteristics of decaying convective turbulence again in the free and advective boundary layer simulations.

BackgroundStudy motivation and knowledge retention benefit from regular student self-assessments. Inclusion of certainty-based learning (CBL) in computer-assisted formative tests may further enhance this by enabling students to identify whether they are uninformed or misinformed regarding the topics tested, which may trigger future study actions including instructor consultation.MethodsUsing a cross-over study design involving two out of thirteen computer-assisted formative assessments (CAFAs) of a first-year cell biology course, we compared student-instructor interactions, student learning experiences and final exam scores between two (bio)medical science student cohorts who worked with different CBL-containing CAFAs.ResultsA total of 389 students participated in the study. After completion 159 (41%) filled in a questionnaire on their experience with CBL during supervised CAFAs. In the control group the median duration of student-instructor interactions was 90s (range 60-140s), and this increased with 20s to 110s (range 60-150s) in the group working with a CBL-based CAFA. The number of interactions was similar in both groups (0.22 per student per hour, regardless of CBL inclusion). Forty percent of the students expected that CBL would positively influence their study behavior, and 23% also anticipated a positive effect on examination scores. Student examination scores, however, were not affected by CBL. Almost half of the students (43%) were in favor of CBL inclusion in future computer-assisted learning modules, whereas 33% did not see merit in including CBL in CAFAs.ConclusionsIncorporation of CBL in a single formative assessment led to a slight increase in student-instructor interaction times, but had effect neither on the number of student-instructor interactions nor on exam scores. CBL inclusion positively influenced student's appreciation of the coursework, presumably by helping students to evaluate their mastery level and identify misconceptions. A more extensive enrollment of CBL beyond an individual formative assessment, throughout a course or a curriculum, may possibly reveal positive effects on study efficacy.