dataesr/scientific-paragraphs-categorization huggingface dataset:
ICOS ATC recommends the use of single tube Nafion instead. Another problem was detected at HTM that potentially affected NOR and SVB as the three stations were using the same system on their tall towers. The lower sampling level with a low flow rate showed a positive bias in CO compared to the other sampling levels that could not be explained by the origin of air masses. The intakes in the tower were heated to avoid condensation or ice. This bias was caused by those heated intake cups. It is unclear whether the excess CO originated from the heater or from a plastic part. To be on the safe side, the heating was turned off and the plastic parts replaced by Teflon ones. After these modifications, the CO bias was no longer observed. About 4 months of data were invalid for this lower level at HTM as a result.
Conclusions In this paper, we have presented the process used to label ICOS atmosphere stations. This process ensures that the produced data are of high quality. For the 23 labeled sites, the PIs implemented the specifications and completed training at ATC before beginning the initial test phase or just after. This allowed for high-quality data with only a few problems detected. The problems were handled, and solutions were implemented to get good quality data. Other stations would benefit from the lessons learned during the certification process. From these data, we can draw conclusions on different topics. -Regular calibrations (twice a month) are important in particular to follow the CRDS analyzer's CO variability. -Reducing the number of calibration injections (from four to three) in a calibration sequence is possible and allows us to extend the calibration gas lifespan and maximize atmospheric measurement time.
Percentage of ambient air and invalid data (manual and automatic, including flushing for air and cylinders) over the whole dataset at each station, aggregating instruments if more than one was used, over the period March 2019-March 2020 or over the available period within these dates if shorter (for stations labeled in November 2019 notably). CO percentages are indicated between brackets when different, i. e. , when measured with another analyzer than CO 2 and CH 4 and installed later.
Acknowledgements. The French monitoring network acknowledges the long-term support received as part of the  Service National d'Observation program  and thanks its technical staff. Ivan Mammarella  and  Janne Levula  thank the SMR technical staff. The  Italian Center of National Research (CNR)  gratefully acknowledges the hospitality and the logistic support at  CMN  provided by  CAMM  and the  Italian Air Force. The current ICOS activity at CMN is supported by the joint research unit (JRU) ICOS Italy. The  ICOS station Observatoire de l'Atmosphère du Maïdo (RUN)  is a Belgian-France collaboration project operated through a collaboration between the  Royal Belgian Institute for Space Aeronomy (BIRA-IASB)  and the following French partners:  Commissariat à l'Energie Atomique et aux Energies Alternatives (CEA) ,  Centre National de la Recherche Scientifique (CNRS) ,  Université de Versailles Saint Quentin-en-Yvelines (UVSQ) , and  Université de La Réunion (UR).
The authors are grateful to their colleagues  Martine De Mazière  and  Christian Hermans  ( BIRA-IASB)  for their contributions to the labeling process, daily operations and management of the stations. Financial support. This research has been supported by funding from  ICOS Finland  (grant no. 281255 ). This work was supported by the  Ministry of Education, Youth and Sports of CR  within the  CzeCOS program  (grant no. LM201812 ). ICOS Switzerland is funded by the  Swiss National Science Foundation (Phase I  ( 2013-2017 ):  20FI21_148992 ;  Phase II  ( 2017-2021 ):  20FI20_173691 ) and in-house contributions. ICOS Netherlands is substantially supported by the  Dutch Research Council (NWO)  through the  Ruisdael large-scale  infrastructure project. ICOS labeling activities at CMN were started under the  Project of National Interest  NEXDATA which is funded by the  Italian Ministry for Education, University and Research (MIUR).
Sequencing of Vg2 Promoter and Search for Potential Regulatory Elements The genomic walking procedure was used to clone and sequence the Vg2 promoter of P. americana (PaVg2). A 1,850 bp genomic fragment was cloned into the TA cloning vector pT7blue (Novagen), sequenced from both directions (Figure  1 ), and deposited in GenBank (AB449028). This genomic sequence includes a promoter region from -1 to -1,804 and cDNA fragment from +1 to +46 including 11 nucleotides extension from the previously cloned Vg2 cDNA by  Tufail et al. (2001). The genomic region from +46 to -1,804 showed a typical TATA box at -30 bp upstream of the identified TSS (Figure  1 ). The TSS was determined using the TRANSFAC program and confirmed by primer extension assay (Figure  2 ) and numbered as +1. The Vg2 promoter (+46 to -1,804 bp) was examined for potential regulatory elements with Match and Patch 2.
0  A primer extension kit (Promega) was used in accordance with the instructions from the manufacturer; mRNA was prepared from a 4-day-old female fat body. A 22-bp synthetic oligonucleotide complementary to nt 18-39 of Vg2 was synthesized, end-labeled with 32 P ATP, and used as a primer to produce a single product that was 47 bp in length (lane 2). The DNA marker and a negative control without mRNA are shown in lanes M and 1, respectively. The 87 bp product is the positive DNA control supplied with the kit (lane 3). software, available at BIBASE (http://www. generegulation. com/ wolfenbuttel). The region was also compared by visual inspection to the structures of many other insect gene promoters. The analysis showed a match with half-sites of several known response elements, such as TATA box-binding protein, EcRE, CF-II, E74A, FoxO, Hairy, GATA, GAGA, and E-box repeat, and the cAMP response element (CRE) (Figure  1 ; Table  1 ).
, 2001). This finding prompted us to inspect the mechanism controlling Vg genes expression at the molecular level. To achieve this aim, a genomic fragment of 1,804 bp, 5-flanking region of Vg2 was cloned, sequenced, and putative binding elements for transcription factors were predicted in silico using TRANSFAC database, which contains experimentally validated regulatory elements (AliBaba 2. 1, Match and Patch, http://www. gene-regulation. com/pub/ programs. html). Others were identified through matching with the known elements (Figure  1 ; Table  1 ). Then, luciferase assays and electrophoretic mobility shift, competition, and mutation assays were employed to detangle molecular associations of JH, JH receptors, and coactivators/co-inhibitors and cis-elements.
ACKNOWLEDGMENTS We are grateful to  Profs. Alexander Raikhel  and  Hitoshi Ueda  for their helpful discussions and insights. Drosophila anti- USP  and anti-EcR antibodies were originally generated by  Drs. Chris Bass  and  Carl Thummel , both are highly appreciated and were kindly provided by  Dr. Thomas Gorr. We also express our sincere thanks to  Prof. Haruhiko Fujiwara  for providing Bombyx anti-EcR and anti-USP antibodies. We are indebted to  Profs. James Nation  ( Department of Entomology and Nematology, University of Florida, Florida, USA ) and  David Stanley  ( USDA ARS, Missouri, USA ) for critically reading earlier drafts of this manuscript.
It is in view of these valuable studies, and with the aim of mitigating the negative effects of pure online teaching while still respecting the imposed sanitary restrictions on in-presence lectures, that we have designed, implemented and analyzed the blended teaching concept presented in this paper. In particular, the following objectives, questions and methodology have been considered: Purpose of this work. The purpose of this paper is to present the results of a case study about the design and implementation of a simple but efficient technical concept for blended teaching that aims at improving the quality of mathematics teaching at the university level during the adverse conditions imposed by the COVID-19 pandemic. In particular, we want to show a simple technical solution to the rather challenging problem of how to transmit complex mathematical blackboard content as well as audio signals at high quality via online streaming with limited internet bandwidth during pandemic conditions (note that during the COVID-19 pandemic the transmission of standard video signals via ZOOM and other online video conferencing software was limited to 360 p.
Experience of the Emergency Phase during the Second Semester 2019/2020 With the shutdown of regular lectures in March 2020, all teaching activities at DICAM suddenly needed to be held entirely online. In addition to the combined online teaching platform Moodle plus Kaltura (https://moodle. org and https://corp. kaltura. com/), which was already available in pre-COVID times, for the emergency online teaching the University of Trento also provided its professors with licenses for the software ZOOM (https://zoom. us). Online teaching could be held either in a synchronous manner by direct online streaming of the lecture content via ZOOM, or in an asynchronous way by pre-registering the lectures and uploading them into the combined Kaltura-Moodle platform. The personal experience of the second author of this paper with pure online teaching activities from March to June 2020 was overall rather negative, mainly due to the complete lack of an instantaneous feedback from the students (missing facial expressions, comments and questions) even during synchronous teaching, since all students kept their microphones and webcams systematically switched off in order to save internet bandwidth, but also due to the lack of the blackboard as a traditional means of teaching mathematics at the university.
In a systematic survey (AS1) made by the department in June 2020, at the end of the emergency online teaching during the second semester of 2019/2020, ex ante to the case study presented in this paper and to which n = 445 students of DICAM responded, the clear preference of the students regarding online teaching was synchronous online lectures with the recording of the lecture made available to the students via the Moodle-Kaltura platform afterwards. In the same ex ante online survey (AS1) the students also expressed a clear preference for traditional lectures at the blackboard, confirming that the body language of the professor is important and that the possibility to see the professor renders the lecture more interesting. For a summary of the main results of this survey, see Table  2 , from which it also becomes evident that the majority of students did not consider the option to attend lectures only online in the case a traditional lecture would again be possible in the subsequent semester.
To be able to import and export PDF documents and save the lecture notes we suggested the use of the OpenBoard (https://openboard. ch/index. en. html) software. Communication of the graphics tablet with the computer was achieved via an input HDMI signal that duplicated the laptop screen and an output USB signal for the recording of the handwriting. • HDMI splitter. The laptop screen must be shared both with the students in the lecture hall using the projector system and with the graphics tablet. To duplicate the signal an HDMI 4K splitter is employed. Since most projectors at DICAM are only equipped with a VGA input port, an HDMI to VGA converter is connected to the HDMI cable exiting form the HDMI splitter. • Airlink. To facilitate bidirectional communication, the comments of online students were broadcast through the pre-existing sound system of the large lecture halls using an airlink connected to the laptop via bluetooth.
While this was rather obvious in the case of the use of a graphics tablet, it required the use of a third party video capturing software to capture and transmit the signal coming from the video cameras installed in the lecture hall. We found the following free video capturing softwares particularly useful: VLC and OBS (https://www. videolan. org/ and https://obsproject. com/) on Windows and Linux, and Quicktime (https://www. apple. com) on Macintosh computers. The reasonable compromise in this choice lies in the reduced framerate of the video, while maintaining the full HD resolution at all times, which is crucial to transmit the static content of the blackboard in optimal quality. Audio streaming. The bluetooth ear microphone is crucial for blackboard lectures in order to suppress background noise and allow the professor to talk while writing on the blackboard.
Lecture Setup The setup described above of the on-site equipment was designed aiming at minimizing the complexity of the connections from the professor's point of view. When arriving in the lecture hall the laptop of the professor needs to be physically connected only with a single input/output USB/A cable (coming from the USB hub) and one HDMI cable (towards the HDMI splitter). Then, the sound system and the ear speaker are paired via bluetooth. Once all connections are established the ZOOM meeting is opened, selecting the correct input and output sound devices and the share screen mode is activated. At this point the professor should select the methodology he/she would like to employ for the lecture: I. Blackboard. In this case the auxiliary video capturing software is opened (VLC, OBS, Quicktime), the camcorder is selected as the input source and the regular video stream of ZOOM must be turned off.
II. Graphics tablet. OpenBoard or the preferred interactive whiteboard software is employed. The students in the lecture hall will be able to see the screen of the tablet on the projector screen. III. Third party software. While sharing the screen any third party software, like classical mathematical programs such as Matlab, Maple, R Studio, Mathematica, or PDF and Powerpoint files can be shown. Since all three possibilities rely on screen sharing via ZOOM and all devices are simultaneously connected, changing between the different options becomes straightforward.
Training and Technical Support Despite the fact that the lecture setup described above aimed at being as simple as possible from the professor's point of view, the blended teaching concept may happen to be a complete novelty for the teaching and technical staff and for the students. Thus, already before the start of the lectures, we organized a series of special training sessions, in which the professors were trained to use the necessary hardware and software in order to get ready for blended teaching before the beginning of the semester. During the first part of these sessions, the new equipment was presented via demonstrations of how each of the three possible lecture modalities (namely the use of blackboard, graphics tablet or third party software) practically functions. Moreover, in order to allow the students to get a preview of how the blended teaching will be in the first semester of 2020/2021, they were also invited to join some of these training sessions remotely via ZOOM and to ask any questions they had.
The concept presented in this paper was applied to the entire DICAM department, covering more than 50 courses and 18 lecture halls. In this section we provide a direct comparison of the video quality perceived by the students online when using the concept suggested in this paper (full HD screensharing with third party video capturing software at 1080 p) or the standard ZOOM video feature, which automatically reduces the video quality for meetings with more than two participants to 360 p, due to pandemic internet bandwidth restrictions. The shown blackboard content deliberately contains complex mathematical formulas with small superscripts and indices. In Figure  4  we show a photo of the original blackboard content directly taken in the lecture hall at 2160 p, which serves as a reference. The screenshots of the transmitted video signals were taken on an Asus Zenbook with full HD screen and ZOOM client 5.
3. 1 on Windows. For the video streaming via screen sharing we used ZOOM in combination with OBS Studio 25. 0. 8. The video signal was captured with a Sony AX-53 camcorder and an Elgato 4k camlink. In Figure  2  we show a screenshot of the transmitted video signal using the standard ZOOM video feature, which was automatically limited to only 360 p resolution due to pandemic internet bandwidth restrictions. In Figure  3 , instead, we show the transmitted video signal that can be obtained via the proposed low-bandwidth screensharing approach presented in this paper. From Figures  2  and 3  we can clearly conclude that the concept of full HD video streaming via screen sharing proposed in this paper provides a significantly improved video quality compared to the standard ZOOM video feature. In Figure  3  the complex mathematical blackboard content is clearly readable, including small subscripts and superscripts, while in Figure  2  it is not.
Acknowledgments. The authors would like to thank the following professors, students and technical staff of  University of Trento  for the technical and logistic support that was necessary for the realization of the blended teaching concept proposed in this paper. Professors:  Prof. Dr. A. Vitti ; technical staff of UniTN:  S. Bernardini ,  C. Casagranda ,  I. Cristofolini ,  M. Filippi ,  M. Paoletto  and  F. Romagnoli ; students:  G. Bagattini ,  M. Bassetti ,  M. Bressanin ,  C. Cassarà ,  M. Dalpiaz ,  M. Facchin ,  F. Leali ,  A. Lonardi ,  R. Panziera ,  C. Paoli ,  G. Scarcella ,  L. Trentini  and  D. Vallenari. The authors also would like to thank all the professors in charge of the courses in analysis and theoretical solid and fluid mechanics for their kind support and patience:  Prof.
, 2002). In fact, a fundamental aspect when dealing with dispersion in built environments is the availability of an accurate and reliable flow field, which has to reproduce the specific features of recirculation zones and wakes that develop when the flow interacts with the obstacles (see, for instance,  Britter and Schatzmann, 2007; Schatzmann et al. , 2009). CFD prognostic models are the most advanced modelling tools for solving complex geometries, but in emergency response, due to time constraints, mostly diagnostic approaches are used. It is thus of interest to investigate and quantify the differences in the performances between the different modelling approaches, in order to provide an insight on their strengths and limitations. When treating releases in built environment, the simulations of building effects need to be properly validated with detailed datasets in real atmospheric conditions.
, 2017; Fox et al. , 2020) , where chlorine release experiments have been performed in presence of obstacles, a special sonic anemometer study was carried out, in October 2015 and March 2016, making available a quality-checked dataset with the required characteristics for evaluating flow models  (Pirhalla et al. , 2020). Based on the observed data, turbulence parameterisations and closures in flow and dispersion models can be tested when applied to simulate turbulent wind flows, and related pollutant dispersion, within built environments and urban areas. The opportunity of studying both the flow dynamics within obstacles and the specific characteristics of dense-gas dispersion, make the JR II datasets particularly attractive for testing and validating modelling systems. Previous experimental field campaigns, such as the Mock Urban Setting Test (MUST,  Biltoft, 2001; Yee and Biltoft, 2004) , in the same Dugway proving-ground area, the Joint Urban 2003 (JU2003,  Allwine and Flaherty, 2006)  in Oklahoma City, providing flow data, were however not specifically setup to investigate the wake effect and turbulence features around the obstacles.
Thirty-minute average mean and turbulence variables were calculated from the raw 10 Hz sonic data. Time periods documented by the 32 m tower were selected for further analysis of data from sonic anemometers within array: main information about the selected periods are reported in Table  1. We operated a further selection to identify two case studies for the present numerical simulations and model intercomparison. The time periods are chosen during March 2016, when data from more sonic anemometers are available. In order to use the 32-m tower observations and inflow data input for the model runs, we considered the cases when the wind direction is Southerly. Since the array of building is aligned in the direction 165 • , we considered several wind conditions in the 150-180 • sector, characterised by various wind speeds.
CFD Code_Saturne Code_Saturne (CS) is a general purpose open source CFD code (www. code-saturne. org) (Archambeau et al. , 2004)  in which an atmospheric module has been developed for simulations of the Atmospheric Boundary Layer (ABL). It can run in Large Eddy Simulation (LES) mode and in Reynolds Average Navier Stokes Equations (RANS) mode, the mode that we will use here as it corresponds to current operational studies (LES is used in research mode). This numerical model has been previously used to simulate 20 different releases during the MUST campaign  (Biltoft, 2001) , and carried very close geographically to the JRII releases, with varying meteorological conditions  (Milliez and Carissimo, 2007, here after MC07). Recently, a more recent version of the same model but still on the same MUST field experiment has been used to compare Lagrangian and Eulerian dispersion modelling  (Bahlali et al.
CFD-code saturne Code_Saturne is applied in RANS mode with two turbulent closures described above: using a mixing length approach (CS_lm) with a value lm = 1 and a k-ε two equation model (CS_ke) previously used on similar set up (MUST). They both run on the same unstructured grid meshed around the obstacles and shown in Fig. 3  (left). This mesh is variable in resolution ranging from 0. 25 m around the buildings to 1 m on the sides for a total of 3 million cells. For each of the meteorological profile shown above, the simulations are run until a stationary state is reached. As the meteorological conditions are neutral the simulations are performed with constant density without the need for temperature boundary conditions. For the scalar dispersion, unit source terms are used in the cell surrounding the specified location.
4 m (close to the flat ground) to 150 m (close to the domain top), counting particles inside the cells. For each release point, sources are represented releasing uniformly distributed computational particles inside a box of 25 × 25 × 25 cm 3 , centred at the height of 1 m above the ground. To compute concentrations in a steady-state condition, the PSPRAY code is run for 2 h and particles are sampled  inside concentration cells starting from the second hour of each simulation. The first hour of simulation is used as a spin-up time in order to fill the domain with a statistically stationary number of particles. During the second hour, particles are sampled at a fixed frequency of 1 s to accumulate instantaneous concentrations, at the end of the second hour the averaged concentration field is computed.
Conclusions The goal of this study was to assess and validate different approaches to resolve building wakes in numerical models at different levels of complexity, from simplified diagnostic models to more advanced CFD models using the Jack Rabbit II sonic field experiment (JRII). This type of study and model intercomparison aims at establishing the basis for improving the physical parameterisations in the numerical models, and provide indications for the proper application of different modelling approaches. The JRII dataset offers the uncommon opportunity to test flow models with field observations gathered in the wakes inside an obstacles' array, where the sonic anemometers have been placed with such specific purpose. After the summer 2015 chlorine releases during the Jack Rabbit II field experiment at Dugway Proving Ground, a special sonic anemometer study was carried out in October 2015 and March 2016.