Application of WRF-Chem to Forecasting PM10 Concentration over Poland

The meteorological and chemical transport model WRF-Chem was implemented to forecast PM10 concentrations over Poland. WRF-Chem version 3.5 was configured with three one way nested domains using the GFS meteorological data and the TNO MACC II emissions. Forecasts, with 48h lead time, were run for a winter and summer period 2014. WRF-Chem in general captures the variability in observed PM10 concentrations, but underestimates some peak concentrations during winter-time. The peaks coincide with either stable atmospheric condition during nighttime in the lower part of the planetary boundary layer or on days with very low surface temperatures. Such episodes lead to increased combustion in residential heating, where hard coal is the main fuel in Poland. This suggests that a key to improvement in the model performance for the peak concentrations is to focus on the simulation of PBL processes and the distribution of emissions with high resolution in WRF-Chem.

'It's Almost Like Talking to a Person': Student Discolsure to Pedagogical Agents in Sensitive Setting

Online chatbots (also known as pedagogical agents or virtual assistants) are becoming embedded into the fabric of technology, both in educational and commercial settings. Yet understanding of these technologies is inchoate and often untheorised, influenced by individuals’ willingness to trust technologies, aesthetic appearance of the chatbot and technical literacy, among other factors. This paper draws upon data from two research studies that evaluated students’ experiences of using pedagogical agents in education using responsive evaluation. The findings suggest that emotional connections with pedagogical agents were intrinsic to the user’s sense of trust and therefore likely to affect levels of truthfulness and engagement. They also indicate that the topic of the pedagogical agent-student interaction is key to the student’s experience. The implications of these studies are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.