http://websrv.cs.umt.edu/isis/api.php?action=feedcontributions&user=Chulbe&feedformat=atomInteractive System for Ice sheet Simulation - User contributions [en]2020-01-24T22:29:36ZUser contributionsMediaWiki 1.21.1http://websrv.cs.umt.edu/isis/index.php/Eliot_Glacier_field_tripEliot Glacier field trip2009-09-10T23:31:14Z<p>Chulbe: </p>
<hr />
<div>[[Image:HoodPano.jpg|800px]]<br />
<br />
[http://maps.google.com/maps?f=q&source=s_q&hl=en&geocode=&q=eliot+glacier+mount+hood+oregon&sll=37.0625,-95.677068&sspn=52.68309,55.546875&ie=UTF8&t=h&z=13&iwloc=A Eliot Glacier] is a small northeast facing glacier on Mt. Hood with a debris-covered ablation zone. Andrew Fountain's research group at Portland State has been working on the glacier for many years. [http://web.pdx.edu/~basagic/ Hassan Basagic] will lead us on a walk to the glacier via Cooper Spur with assistance from Matt Hoffman and Adam Campbell on Monday the 10th. The following are some resources you may find helpful in preparing for the trip:<br />
<br />
*Meet at 7:00 am for breakfast in Cramer Hall. <br />
*Bring a jacket, water, and sensible (thick soled) shoes.<br />
*Box lunches are provided, we will stop for dinner on the return trip (bring cash). <br />
<br />
* Spatial and morphological change on Eliot Glacier, Mount Hood, Oregon USA, Keith Jackson and Andrew Fountain, 2007, ''Annals of Glaciology'' [http://www.glaciers.pdx.edu/fountain/MyPapers/Jackson&Fountain2007_EliotGlacier.pdf pdf]<br />
<br />
* [http://glaciers.research.pdx.edu/assets/index.php?search_ass=eliot&search+assets=submit Photographs] in the PDX Glaciers image database (357 of them!).<br />
<br />
* Eliot Glacier change [http://geopulse.org/kjack/eliotphotos.php photos].<br />
<br />
* Historical glacier and climate fluctuations at Mount Hood, Oregon, Karl Lillquist and Karen Walker, 2006, ''AAAR'' [[Media:Lillquist_Walker_2006_Hood_Glacier_Fluctuations.pdf|pdf]]<br />
<br />
* Summary of Eliot Glacier research (Matt's talk) [[Media:Eliot_comppics.pdf|pdf]]<br />
* Field trip handout [[Media:Eliot_field_trip.pdf|pdf]]</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-09-10T23:25:09Z<p>Chulbe: /* Overview */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
Ice Sheet Models for the 21st Century Summer School will be an intensive short course that brings current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school was held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Nominations for Student/Instructor Awards]]<br />
*[[Student Bios]]<br />
*[[Student Presentation Development]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
You can view a summary of the subjects covered at the Summer Modeling School by clicking on the following link. [[Subject Overview]]<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| [[COMSOL Multiphysics]]<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| [[Modeling School Students]]<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]] <br> Meet at 7:00 am for breakfast in Cramer Hall. Bring a jacket, water, and sensible (supportive) shoes.<br> Box lunches are provided and we will stop for dinner on the return trip (bring cash). <br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| [[Quantifying_model_uncertainty |11 August]]<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and [http://www.mit.edu/~heimbach Patrick Heimbach]<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weili Wang<br />
| Charles Jackson, Patrick Heimbach, and Weili Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| Coupling the Cryosphere to other Earth systems: [[Coupling the Cryosphere to other Earth systems, part I|part I]], [[Coupling the Cryosphere to other Earth systems, part II|part II]] ; [[Course Evaluation]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* [[Cryptocards]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[age verification|PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
* [[Newsletter Article]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Newsletter_ArticleNewsletter Article2009-09-04T06:32:58Z<p>Chulbe: /* Afterword */</p>
<hr />
<div>Hey Kristin,<br />
<br />
Why don't you add something here?<br />
<br />
-love Adam<br />
<br />
<br />
<br />
==Afterword==<br />
<br />
Why is a full-stress model important? Which area should I focus on in the next step of my career? What's with having to declare everything in Fortran? <br />
I learned the answers to all of these questions this summer in Portland, Oregon, at the excellent summer school that Jesse Johnson, Kees van der Veen, and Christina Hulbe convened. Summer schools are important to the glaciology community because - well, let's face it, there just aren't enough of us to offer a satisfyingly diverse array of ice classes at each institution. This summer school taught us those basics, from force balance and finite differences on up, but it quickly <br />
accelerated into specialized topics like basal processes, uncertainty in models, and using models - like COMSOL, GLIMMER, and even a clunky finite differences script we wrote ourselves - to solve problems. <br />
<br />
Actually, not nearly every group's model was as clunky as mine, and some were downright elegant. This was another strength of the modelling school - the nineteen students and nineteen instructor-students came from a broad splay of math, engineering, geology, physics, and computer science backgrounds. Some people could code in eight languages but encountered the term "grounding line" for the first time at the school, and others were just the opposite. Since everyone had a different area of expertise, we were able to teach each other. I learned at least as much from my five-person group as I did from the lectures and derivations. <br />
<br />
The makeup of the groups was the modelling school's cleverest element. The school grouped three students and two instructor-students - early-career researchers or professors, often who had entered glaciology recently from another field - together to work on the daily assignments. I tend to think of "networking" as a stressful, prim-and-proper activity, but it turns out that the whole time I was installing GLIMMER, turning model knobs, brow-scratching, and laughing with my group partners, I was building professional relationships. We've got some really sharp, friendly people in glaciology, and I see a future of happy collaboration with the many of them that I met at the summer school.<br />
<br />
368 words!!!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-17T05:23:46Z<p>Chulbe: /* Discussion */</p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==<br />
Room for Improvement:<br />
# More time introducing numerical techniques.<br />
# Subversion should have been introduced on first day and then used through course.<br />
# Distinction between overview and more in-depth lectures could have been better.<br />
# Cookbook stuff is good but it would have been nice to have more advanced problems as additional work.<br />
# There was too much to do sometimes. <br />
# Wiki was not always easy to navigate. Should have a list of topics/keywords.<br />
# Would have liked to have debrief time at the end of each day. What have we learned? What was the point of this exercise?<br />
# Would have been nice to have time for problem solving during the week that was not specific to an assigned problem but about broad topics.<br />
# Perhaps more glaciology fundamentals. Guided exploration questions could have been added to the exercises.<br />
# Summary of expected skills or basic knowledge in advance of course.<br />
# More from instructors on their ongoing research. What are the big issues? What are tractable issues?<br />
# Needs a better name.<br />
# Computational glaciology may be a name for the discipline.<br />
# PCs: better support for individuals' computers? Virtual machine is suggested as a way to save time for individuals who want to use their own computer. There are issues with performance and management with that model. Mixture of machines could be a problem here as well. Discussion continues.<br />
<br />
Topics that could have been included:<br />
# model spinup and boundary condition issues <br />
# calving<br />
# (more) surface mass balance <br />
# isostasy <br />
# paleo<br />
<br />
<br />
Things we liked:<br />
# We love Nancy.<br />
# Breakfast time was quality time for discussion, review, regrouping for the new day. <br />
# The wiki was a wicked cool safety net during course and will be a future resource. Never had the feeling that material would be lost to me if I couldn't complete an exercise.<br />
# Links among wiki pages were helpful.<br />
# Group size was good, overall and within smaller work groups. People resorted as course progressed. Nobody agrees on optimal size for smaller work groups.<br />
# Professional introductions will be important to my future work.<br />
# Ratio of students to instructors was just right. Helpful for interaction. Beneficial to hear from many different instructors.<br />
# Blurring of distinction between student and instructor was good.<br />
# Model uncertainty was important component.<br />
# Glimmer-CISM exercises were illuminating.<br />
# Mixture of languages and tools was helpful. COMSOL was good for getting to a result I could interpret in terms of glaciology.<br />
# I am an ice sheet modeler now. Steve has his doubts.<br />
# This short course has been excellent on a productivity basis. It would take months to gain this on my own.<br />
# Social icebreaker activities and team building exercises were important.<br />
# Student presentation was unsurprisingly awesome although we still don't know what they are doing for their research projects.<br />
# Students enjoyed organizing the student-organized presentation.<br />
# I like Patrick. He's the fairest of them all. The competition with Steve was fierce. <br />
# Two weeks was about right. Shorter would not have worked as well. Perhaps start on Monday instead of Tuesday.<br />
# Two break days were important.<br />
# Field trip was super!<br />
# Suggestions for extracurricular activities were awesome and diverse, dude.<br />
# Informal feeling was helpful. No pressure.<br />
# Minimal paper!<br />
# Portland was great place for the school, chance to get out into the city; didn't feel stuck somewhere. Public transportation.<br />
# Farmers' Market!!!!!!!111!!1!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-15T19:06:02Z<p>Chulbe: /* Discussion */</p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==<br />
Room for Improvement:<br />
# More time introducing numerical techniques.<br />
# Subversion should have been introduced on first day and then used through course.<br />
# Distinction between overview and more in-depth lectures could have been better.<br />
# Cookbook stuff is good but it would have been nice to have more advanced problems as additional work.<br />
# There was too much to do sometimes. <br />
# Wiki was not always easy to navigate. Should have a list of topics/keywords.<br />
# Would have liked to have debrief time at the end of each day. What have we learned? What was the point of this exercise?<br />
# Would have been nice to have time for problem solving during the week that was not specific to an assigned problem but about broad topics.<br />
# Perhaps more glaciology fundamentals. Guided exploration questions could have been added to the exercises.<br />
# Summary of expected skills or basic knowledge in advance of course.<br />
# More from instructors on their ongoing research. What are the big issues? What are tractable issues?<br />
# Needs a better name.<br />
# Computational glaciology may be a name for the discipline.<br />
# PCs: better support for individuals' computers? Virtual machine is suggested as a way to save time for individuals who want to use their own computer. There are issues with performance and management with that model. Mixture of machines could be a problem here as well. Discussion continues.<br />
<br />
Topics that could have been included:<br />
# model spinup and boundary condition issues <br />
# calving<br />
# surface mass balance <br />
# isostasy <br />
# paleo<br />
<br />
<br />
Things we liked:<br />
# We love Nancy.<br />
# Breakfast time was quality time for discussion, review, regrouping for the new day. <br />
# The wiki was a wicked cool safety net during course and will be a future resource. Never had the feeling that material would be lost to me if I couldn't complete an exercise.<br />
# Links among wiki pages were helpful.<br />
# Group size was good, overall and within smaller work groups. People resorted as course progressed. Nobody agrees on optimal size for smaller work groups.<br />
# Professional introductions will be important to my future work.<br />
# Ratio of students to instructors was just right. Helpful for interaction. Beneficial to hear from many different instructors.<br />
# Blurring of distinction between student and instructor was good.<br />
# Model uncertainty was important component.<br />
# Glimmer-CISM exercises were illuminating.<br />
# Mixture of languages and tools was helpful. COMSOL was good for getting to a result I could interpret in terms of glaciology.<br />
# I am an ice sheet modeler now. Steve has his doubts.<br />
# This short course has been excellent on a productivity basis. It would take months to gain this on my own.<br />
# Social icebreaker activities and team building exercises were important.<br />
# Student presentation was unsurprisingly awesome although we still don't know what they are doing for their research projects.<br />
# Students enjoyed organizing the student-organized presentation.<br />
# I like Patrick. He's the fairest of them all. The competition with Steve was fierce. <br />
# Two weeks was about right. Shorter would not have worked as well. Perhaps start on Monday instead of Tuesday.<br />
# Two break days were important.<br />
# Field trip was super!<br />
# Suggestions for extracurricular activities were awesome and diverse, dude.<br />
# Informal feeling was helpful. No pressure.<br />
# Minimal paper!<br />
# Portland was great place for the school, chance to get out into the city; didn't feel stuck somewhere. Public transportation.<br />
# Farmers' Market!!!!!!!111!!1!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-14T22:00:22Z<p>Chulbe: /* Discussion */</p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==<br />
Room for Improvement:<br />
# More time introducing numerical techniques.<br />
# Subversion should have been introduced on first day and then used through course.<br />
# Distinction between overview and more in-depth lectures could have been better.<br />
# Cookbook stuff is good but it would have been nice to have more advanced problems as additional work.<br />
# There was too much to do sometimes. <br />
# Wiki was not always easy to navigate. Should have a list of topics/keywords.<br />
# Would have liked to have debrief time at the end of each day. What have we learned? What was the point of this exercise?<br />
# Would have been nice to have time for problem solving during the week that was not specific to an assigned problem but about broad topics.<br />
# Perhaps more glaciology fundamentals. Guided exploration questions could have been added to the exercises.<br />
# Summary of expected skills or basic knowledge in advance of course.<br />
# More from instructors on their ongoing research. What are the big issues? What are tractable issues?<br />
# Needs a better name.<br />
# Computational glaciology may be a name for the discipline.<br />
# PCs: better support for individuals' computers? Virtual machine is suggested as a way to save time for individuals who want to use their own computer. There are issues with performance and management with that model. Mixture of machines could be a problem here as well. Discussion continues.<br />
<br />
Topics that could have been included:<br />
# model spinup and boundary condition issues <br />
# calving<br />
# surface mass balance <br />
# isostasy <br />
# paleo<br />
<br />
<br />
Things we liked:<br />
# We love Nancy.<br />
# Breakfast time was quality time for discussion, review, regrouping for the new day. <br />
# Wiki was wicked cool safety net during course and future resource. Never had the feeling that material would be lost to me if I couldn't complete an exercise.<br />
# Links among wiki pages were helpful.<br />
# Group size was good, overall and within smaller work groups. People resorted as course progressed. Nobody agrees on optimal size.<br />
# Professional introductions will be important to my future work.<br />
# Ratio of students to instructors was just right. Helpful for interaction. Beneficial to hear from many different instructors.<br />
# Blurring of distinction between student and instructor was good.<br />
# Model uncertainty was important component.<br />
# Glimmer-CISM exercises were illuminating.<br />
# Mixture of languages and tools was helpful. COMSOL was good for getting to a result I could interpret in terms of glaciology.<br />
# I am an ice sheet modeler now. Steve has his doubts.<br />
# This short course has been excellent on a productivity basis. It would take months to gain this on my own.<br />
# Social icebreaker activities and team building exercises were important.<br />
# Student presentation was unsurprisingly awesome although we still don't know what they are doing for their research projects.<br />
# Students enjoyed organizing the student-organized presentation.<br />
# I like Patrick. He's the fairest of them all. The competition with Steve was fierce. <br />
# Two weeks was about right. Shorter would not have worked as well. Perhaps start on Monday instead of Tuesday.<br />
# Two break days were important.<br />
# Field trip was super!<br />
# Suggestions for extracurricular activities were awesome and diverse, dude.<br />
# Informal feeling was helpful. No pressure.<br />
# Minimal paper!<br />
# Portland was great place for the school, chance to get out into the city; didn't feel stuck somewhere. Public transportation.<br />
# Farmers' Market!!!!!!!111!!1!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-14T21:33:01Z<p>Chulbe: /* Discussion */</p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==<br />
Room for Improvement:<br />
# More time introducing numerical techniques.<br />
# Subversion should have been introduced on first day and then used through course.<br />
# Distinction between overview and more in-depth lectures could have been better.<br />
# Cookbook stuff is good but it would have been nice to have more advanced problems as additional work.<br />
# There was too much to do sometimes. <br />
# Wiki was not always easy to navigate. Should have a list of topics/keywords.<br />
# Would have liked to have debrief time at the end of each day. What have we learned? What was the point of this exercise?<br />
# Would have been nice to have time for problem solving during the week that was not specific to an assigned problem but about broad topics.<br />
# Perhaps more glaciology fundamentals. Guided exploration questions could have been added to the exercises.<br />
# Summary of expected skills or basic knowledge in advance of course.<br />
# More from instructors on their ongoing research. What are the big issues? What are tractable issues?<br />
# Needs a better name.<br />
# Computational glaciology may be a name for the discipline.<br />
# PCs: better support for individuals' computers? Virtual machine is suggested as a way to save time for individuals who want to use their own computer. There are issues with performance and management with that model. Mixture of machines could be a problem here as well. Discussion continues.<br />
<br />
Topics that could have been included:<br />
# model spinup and boundary condition issues <br />
# calving<br />
# surface mass balance <br />
# isostasy <br />
# paleo<br />
<br />
<br />
Things we liked:<br />
# We love Nancy.<br />
# Breakfast time was quality time for discussion, review, regrouping for the new day. <br />
# Wiki was wicked cool safety net during course and future resource. Never had the feeling that material would be lost to me if I couldn't complete an exercise.<br />
# Links among wiki pages were helpful.<br />
# Group size was good, overall and within smaller work groups. People resorted as course progressed. Nobody agrees on optimal size.<br />
# Professional introductions will be important to my future work.<br />
# Ratio of students to instructors was just right. Helpful for interaction. Beneficial to hear from many different instructors.<br />
# Blurring of distinction between student and instructor was good.<br />
# Model uncertainty was important component.<br />
# Glimmer-CISM exercises were illuminating.<br />
# I am an ice sheet modeler now. Steve has his doubts.<br />
# This short course has been excellent on a productivity basis. It would take months to gain this on my own.<br />
# Social icebreaker activities and team building exercises were important.<br />
# Student presentation was unsurprisingly awesome although we still don't know what they are doing for their research projects.<br />
# Students enjoyed organizing the student-organized presentation.<br />
# I like Patrick. He's the fairest of them all. The competition with Steve was fierce. <br />
# Two weeks was about right. Shorter would not have worked as well. Perhaps start on Monday instead of Tuesday.<br />
# Two break days were important.<br />
# Field trip was super!<br />
# Suggestions for extracurricular activities were awesome and diverse, dude.<br />
# Informal feeling was helpful. No pressure.<br />
# Minimal paper!<br />
# Portland was great place for the school, chance to get out into the city; didn't feel stuck somewhere. Public transportation.<br />
# Farmers' Market!!!!!!!111!!1!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-14T21:32:07Z<p>Chulbe: /* Discussion */</p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==<br />
Room for Improvement:<br />
# More time introducing numerical techniques.<br />
# Subversion should have been introduced on first day and then used through course.<br />
# Distinction between overview and more in-depth lectures could have been better.<br />
# Cookbook stuff is good but it would have been nice to have more advanced problems as additional work.<br />
# There was too much to do sometimes. <br />
# Wiki was not always easy to navigate. Should have a list of topics/keywords.<br />
# Would have liked to have debrief time at the end of each day. What have we learned? What was the point of this exercise?<br />
# Would have been nice to have time for problem solving during the week that was not specific to an assigned problem but about broad topics.<br />
# Perhaps more glaciology fundamentals. Guided exploration questions could have been added to the exercises.<br />
# Summary of expected skills or basic knowledge in advance of course.<br />
# More from instructors on their ongoing research. What are the big issues? What are tractable issues?<br />
# Needs a better name.<br />
# Computational glaciology may be a name for the discipline.<br />
# PCs: better support for individuals' computers. Virtual machine is suggested as a way to save time for individuals who want to use their own computer. There are issues with performance and management with that model. Mixture of machines could be a problem here as well. Discussion continues.<br />
<br />
Topics that could have been included:<br />
# model spinup and boundary condition issues <br />
# calving<br />
# surface mass balance <br />
# isostasy <br />
# paleo<br />
<br />
<br />
Things we liked:<br />
# We love Nancy.<br />
# Breakfast time was quality time for discussion, review, regrouping for the new day. <br />
# Wiki was wicked cool safety net during course and future resource. Never had the feeling that material would be lost to me if I couldn't complete an exercise.<br />
# Links among wiki pages were helpful.<br />
# Group size was good, overall and within smaller work groups. People resorted as course progressed. Nobody agrees on optimal size.<br />
# Professional introductions will be important to my future work.<br />
# Ratio of students to instructors was just right. Helpful for interaction. Beneficial to hear from many different instructors.<br />
# Blurring of distinction between student and instructor was good.<br />
# Model uncertainty was important component.<br />
# Glimmer-CISM exercises were illuminating.<br />
# I am an ice sheet modeler now. Steve has his doubts.<br />
# This short course has been excellent on a productivity basis. It would take months to gain this on my own.<br />
# Social icebreaker activities and team building exercises were important.<br />
# Student presentation was unsurprisingly awesome although we still don't know what they are doing for their research projects.<br />
# Students enjoyed organizing the student-organized presentation.<br />
# I like Patrick. He's the fairest of them all. The competition with Steve was fierce. <br />
# Two weeks was about right. Shorter would not have worked as well. Perhaps start on Monday instead of Tuesday.<br />
# Two break days were important.<br />
# Field trip was super!<br />
# Suggestions for extracurricular activities were awesome and diverse, dude.<br />
# Informal feeling was helpful. No pressure.<br />
# Minimal paper!<br />
# Portland was great place for the school, chance to get out into the city; didn't feel stuck somewhere. Public transportation.<br />
# Farmers' Market!!!!!!!111!!1!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-14T21:25:44Z<p>Chulbe: /* Discussion */</p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==<br />
Room for Improvement:<br />
# More time introducing numerical techniques.<br />
# Subversion should have been introduced on first day and then used through course.<br />
# Distinction between overview and more in-depth lectures could have been better.<br />
# Cookbook stuff is good but it would have been nice to have more advanced problems as additional work.<br />
# There was too much to do sometimes. <br />
# Wiki was not always easy to navigate. Should have a list of topics/keywords.<br />
# Would have liked to have debrief time at the end of each day. What have we learned? What was the point of this exercise?<br />
# Would have been nice to have time for problem solving during the week that was not specific to an assigned problem but about broad topics.<br />
# Perhaps more glaciology fundamentals. Guided exploration questions could have been added to the exercises.<br />
# Summary of expected skills or basic knowledge in advance of course.<br />
# More from instructors on their ongoing research. What are the big issues? What are tractable issues?<br />
# Needs a better name.<br />
# Computational glaciology.<br />
<br />
Topics that could have been included:<br />
# model spinup and boundary condition issues <br />
# calving<br />
# surface mass balance <br />
# isostasy <br />
# paleo<br />
<br />
<br />
Things we liked:<br />
# We love Nancy.<br />
# Breakfast time was quality time for discussion, review, regrouping for the new day. <br />
# Wiki was wicked cool safety net during course and future resource. Never had the feeling that material would be lost to me if I couldn't complete an exercise.<br />
# Links among wiki pages were helpful.<br />
# Group size was good, overall and within smaller work groups. People resorted as course progressed. Nobody agrees on optimal size.<br />
# Professional introductions will be important to my future work.<br />
# Ratio of students to instructors was just right. Helpful for interaction. Beneficial to hear from many different instructors.<br />
# Blurring of distinction between student and instructor was good.<br />
# Model uncertainty was important component.<br />
# Glimmer-CISM exercises were illuminating.<br />
# I am an ice sheet modeler now. Steve has his doubts.<br />
# This short course has been excellent on a productivity basis. It would take months to gain this on my own.<br />
# Social icebreaker activities and team building exercises were important.<br />
# Student presentation was unsurprisingly awesome although we still don't know what they are doing for their research projects.<br />
# Students enjoyed organizing the student-organized presentation.<br />
# I like Patrick. He's the fairest of them all. The competition with Steve was fierce. <br />
# Two weeks was about right. Shorter would not have worked as well. Perhaps start on Monday instead of Tuesday.<br />
# Two break days were important.<br />
# Field trip was super!<br />
# Suggestions for extracurricular activities were awesome and diverse, dude.<br />
# Informal feeling was helpful. No pressure.<br />
# Minimal paper!<br />
# Portland was great place for the school, chance to get out into the city; didn't feel stuck somewhere. Public transportation.<br />
# Farmers' Market!!!!!!!111!!1!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-14T21:22:58Z<p>Chulbe: /* Discussion */</p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==<br />
Room for Improvement:<br />
# More time introducing numerical techniques.<br />
# Subversion should have been introduced on first day and then used through course.<br />
# Distinction between overview and more in-depth lectures could have been better.<br />
# Cookbook stuff is good but it would have been nice to have more advanced problems as additional work.<br />
# There was too much to do sometimes. <br />
# Wiki was not always easy to navigate. Should have a list of topics/keywords.<br />
# Would have liked to have debrief time at the end of each day. What have we learned? What was the point of this exercise?<br />
# Would have been nice to have time for problem solving during the week that was not specific to an assigned problem but about broad topics.<br />
# Perhaps more glaciology fundamentals. Guided exploration questions could have been added to the exercises.<br />
# Summary of expected skills or basic knowledge in advance of course.<br />
# More from instructors on their ongoing research. What are the big issues? What are tractable issues?<br />
# Needs a better name.<br />
<br />
Topics that could have been included:<br />
# model spinup and boundary condition issues <br />
# calving<br />
# surface mass balance <br />
# isostasy <br />
<br />
<br />
Things we liked:<br />
# Wiki was wicked cool safety net during course and future resource. Never had the feeling that material would be lost to me if I couldn't complete an exercise.<br />
# Links among wiki pages were helpful.<br />
# Group size was good, overall and within smaller work groups. People resorted as course progressed. Nobody agrees on optimal size.<br />
# Professional introductions will be important to my future work.<br />
# Ratio of students to instructors was just right. Helpful for interaction. Beneficial to hear from many different instructors.<br />
# Blurring of distinction between student and instructor was good.<br />
# Model uncertainty was important component.<br />
# Glimmer-CISM exercises were illuminating.<br />
# I am an ice sheet modeler now. Steve has his doubts.<br />
# This short course has been excellent on a productivity basis. It would take months to gain this on my own.<br />
# Social icebreaker activities and team building exercises were important.<br />
# Student presentation was unsurprisingly awesome although we still don't know what they are doing for their research projects.<br />
# Students enjoyed organizing the student-organized presentation.<br />
# I like Patrick. He's the fairest of them all. The competition with Steve was fierce. <br />
# Two weeks was about right. Shorter would not have worked as well. Perhaps start on Monday instead of Tuesday.<br />
# Two break days were important.<br />
# Field trip was super!<br />
# Suggestions for extracurricular activities were awesome and diverse, dude.<br />
# Informal feeling was helpful. No pressure.<br />
# Minimal paper!<br />
# Portland was great place for the school, chance to get out into the city; didn't feel stuck somewhere. Public transportation.<br />
# Farmers' Market!!!!!!!111!!1!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-14T21:19:14Z<p>Chulbe: /* Discussion */</p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==<br />
Room for Improvement:<br />
# More time introducing numerical techniques.<br />
# Subversion should have been introduced on first day and then used through course.<br />
# Distinction between overview and more in-depth lectures could have been better.<br />
# Cookbook stuff is good but it would have been nice to have more advanced problems as additional work.<br />
# There was too much to do sometimes. <br />
# Wiki was not always easy to navigate. Should have a list of topics/keywords.<br />
# Would have liked to have debrief time at the end of each day. What have we learned? What was the point of this exercise?<br />
# Would have been nice to have time for problem solving during the week that was not specific to an assigned problem but about broad topics.<br />
# Perhaps more glaciology fundamentals. Guided exploration questions could have been added to the exercises.<br />
# Summary of expected skills or basic knowledge in advance of course.<br />
# More from instructors on their ongoing research. What are the big issues? What are tractable issues?<br />
<br />
Topics that could have been included:<br />
# model spinup and boundary condition issues <br />
# calving<br />
# surface mass balance <br />
# isostasy <br />
<br />
<br />
Things we liked:<br />
# Wiki was wicked cool safety net during course and future resource. <br />
# Links among wiki pages were helpful.<br />
# Group size was good, overall and within smaller work groups. People resorted as course progressed. Nobody agrees on optimal size.<br />
# Professional introductions will be important to my future work.<br />
# Ratio of students to instructors was just right. Helpful for interaction.<br />
# Blurring of distinction between student and instructor was good.<br />
# Model uncertainty was important component.<br />
# Glimmer-CISM exercises were illuminating.<br />
# I am an ice sheet modeler now. Steve has his doubts.<br />
# This short course has been excellent on a productivity basis. It would take months to gain this on my own.<br />
# Social icebreaker activities and team building exercises were important.<br />
# Student presentation was unsurprisingly awesome although we still don't know what they are doing for their research projects.<br />
# St<br />
# I like Patrick. He's the fairest of them all. The competition with Steve was fierce. <br />
# Two weeks was about right. Shorter would not have worked as well. Perhaps start on Monday instead of Tuesday.<br />
# Two break days were important.<br />
# Field trip was super!<br />
# Suggestions for extracurricular activities were awesome and diverse, dude.<br />
# Informal feeling was helpful. No pressure.<br />
# Minimal paper!<br />
# Portland was great place for the school, chance to get out into the city; didn't feel stuck somewhere. Public transportation.<br />
# Farmers' Market!!!!!!!111!!1!!!</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-14T19:55:55Z<p>Chulbe: </p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
==Possible questions for group discussion:==<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?<br />
<br />
* Can you think of a good collective noun for (numerical) glaciologists?<br />
<br />
==Discussion==</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-14T18:37:55Z<p>Chulbe: </p>
<hr />
<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia]<br />
<br />
* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume<br />
<br />
* [http://en.wikipedia.org/wiki/Explicit_and_implicit_methods Explicit] numerical scheme: calculates state of a system at a future time using its state at the current time. The discretized function of the dependent variable with respect to the space domain involves only the current time.<br />
<br />
* [http://en.wikipedia.org/wiki/Explicit_and_implicit_methods Implicit] numerical scheme: discretized function of the dependent variable with respect to the space domain involves the future time.<br />
<br />
* Liklihood: measure of the relative frequency with which an hypothesis can explain observations<br />
<br />
* [http://en.wikipedia.org/wiki/Monte_Carlo_method Monte Carlo sampling]: repeated random sampling<br />
<br />
* [http://en.wikipedia.org/wiki/Roughness Roughness]: deviation of a real surface and its ideal shape<br />
<br />
* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation <br />
<br />
* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
<br />
* Strain rate: change in strain over time<br />
<br />
* [http://en.wikipedia.org/wiki/Regular_grid Structured grid]<br />
<br />
* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point<br />
<br />
* Uncertainty: indistinguishable interpretations of observational data<br />
<br />
* [http://en.wikipedia.org/wiki/Unstructured_grid Unstructured grid]</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-14T18:16:35Z<p>Chulbe: </p>
<hr />
<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia]<br />
<br />
* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume<br />
<br />
* [http://en.wikipedia.org/wiki/Explicit_and_implicit_methods Explicit] numerical scheme: calculates state of a system at a future time using its state at the current time. The discretized function of the dependent variable with respect to the space domain involves only the current time.<br />
<br />
* [http://en.wikipedia.org/wiki/Explicit_and_implicit_methods Implicit] numerical scheme: discretized function of the dependent variable with respect to the space domain involves the future time.<br />
<br />
* Liklihood: measure of the relative frequency with which an hypothesis can explain observations<br />
<br />
* [http://en.wikipedia.org/wiki/Monte_Carlo_method Monte Carlo sampling]: repeated random sampling<br />
<br />
* [http://en.wikipedia.org/wiki/Roughness Roughness]: deviation of a real surface and its ideal shape<br />
<br />
* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation <br />
<br />
* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
<br />
* Strain rate: change in strain over time<br />
<br />
* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point<br />
<br />
* Uncertainty: indistinguishable interpretations of observational data<br />
<br />
* [http://en.wikipedia.org/wiki/Unstructured_grid Unstructured grid]</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-14T17:52:17Z<p>Chulbe: </p>
<hr />
<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia]<br />
<br />
* [http://en.wikipedia.org/wiki/Explicit_and_implicit_methods Explicit] numerical scheme: calculates state of a system at a future time using its state at the current time. The discretized function of the dependent variable with respect to the space domain involves only the current time.<br />
<br />
* [http://en.wikipedia.org/wiki/Explicit_and_implicit_methods Implicit] numerical scheme: discretized function of the dependent variable with respect to the space domain involves the future time.<br />
<br />
* Liklihood: measure of the relative frequency with which an hypothesis can explain observations<br />
<br />
* [http://en.wikipedia.org/wiki/Monte_Carlo_method Monte Carlo sampling]: repeated random sampling<br />
<br />
* [http://en.wikipedia.org/wiki/Roughness Roughness]: deviation of a real surface and its ideal shape<br />
<br />
* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume<br />
<br />
* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation <br />
<br />
* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
<br />
* Strain rate: change in strain over time<br />
<br />
* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point<br />
<br />
* Uncertainty: indistinguishable interpretations of observational data</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Typical_Daily_ScheduleTypical Daily Schedule2009-08-13T05:20:39Z<p>Chulbe: /* Special Events */</p>
<hr />
<div>==A typical day==<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="15%"|Time<br />
!width="15%"|What's happening?<br />
!width="15%"|Location <br />
<br />
|-valign="top" style="background:AliceBlue"<br />
| 7:30-8:00<br />
| Breakfast<br />
| Cramer Hall 17<br />
|-valign="top" style="background:PowderBlue"<br />
| 8:00-10:00<br />
| Morning Lectures I<br />
| Cramer Hall, Room 1<br />
|-valign="top" style="background:AliceBlue"<br />
| 10:00-10:30<br />
| Coffee Break<br />
| Cramer Hall outside Room 1<br />
|-valign="top" style="background:PowderBlue"<br />
| 10:30-12:00<br />
| Morning Lectures II<br />
| Cramer Hall 1<br />
|-valign="top" style="background:AliceBlue"<br />
| 12:00-13:30<br />
| Lunch<br />
| <br />
|-valign="top" style="background:PowderBlue"<br />
| 13:30-15:30<br />
| Afternoon Activities I<br />
| Cramer Hall 1<br />
|-valign="top" style="background:AliceBlue"<br />
| 15:30-16:00<br />
| Coffee Break<br />
| Cramer Hall outside Room 1<br />
|-valign="top" style="background:PowderBlue"<br />
| 16:00-17:30<br />
| Afternoon Activities II<br />
| Cramer Hall 1<br />
|}<br />
<br />
==Special Events==<br />
<br />
* Please join us at 6 pm August 3rd for a welcome dinner at Hot Lips Pizza. The address is 1909 SW 6th Avenue, between College and Hall Streets, just a few blocks from University Place. <br />
* Breakfast will be provided in the Geology Department lounge every class meeting day.<br />
* Morning and afternoon coffee breaks will be provided each class day. Portland is awash in coffee options, some of them quite good, if you want coffee before this.<br />
* Catered lunches will be provided on Tuesday the 4th and Tuesday the 11th.<br />
* Saturday will be a working day, with the computer room open.<br />
* Sunday will be a day off with a PDX tour if there is interest.<br />
* Monday will be an excursion to Mt. Hood, Eliot Glacier.<br />
* An additional group lunch has been added for Friday the 14th.<br />
* There will be a final group dinner on Friday the 14th at Nancy's home (along the blue MAX line; must backtrack slightly to get red MAX to airport).</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Typical_Daily_ScheduleTypical Daily Schedule2009-08-13T05:19:42Z<p>Chulbe: /* Special Events */</p>
<hr />
<div>==A typical day==<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="15%"|Time<br />
!width="15%"|What's happening?<br />
!width="15%"|Location <br />
<br />
|-valign="top" style="background:AliceBlue"<br />
| 7:30-8:00<br />
| Breakfast<br />
| Cramer Hall 17<br />
|-valign="top" style="background:PowderBlue"<br />
| 8:00-10:00<br />
| Morning Lectures I<br />
| Cramer Hall, Room 1<br />
|-valign="top" style="background:AliceBlue"<br />
| 10:00-10:30<br />
| Coffee Break<br />
| Cramer Hall outside Room 1<br />
|-valign="top" style="background:PowderBlue"<br />
| 10:30-12:00<br />
| Morning Lectures II<br />
| Cramer Hall 1<br />
|-valign="top" style="background:AliceBlue"<br />
| 12:00-13:30<br />
| Lunch<br />
| <br />
|-valign="top" style="background:PowderBlue"<br />
| 13:30-15:30<br />
| Afternoon Activities I<br />
| Cramer Hall 1<br />
|-valign="top" style="background:AliceBlue"<br />
| 15:30-16:00<br />
| Coffee Break<br />
| Cramer Hall outside Room 1<br />
|-valign="top" style="background:PowderBlue"<br />
| 16:00-17:30<br />
| Afternoon Activities II<br />
| Cramer Hall 1<br />
|}<br />
<br />
==Special Events==<br />
<br />
* Please join us at 6 pm August 3rd for a welcome dinner at Hot Lips Pizza. The address is 1909 SW 6th Avenue, between College and Hall Streets, just a few blocks from University Place. <br />
* Breakfast will be provided in the Geology Department lounge every class meeting day.<br />
* Morning and afternoon coffee breaks will be provided each class day. If you want coffee before this, we recommend Cafe Ono on 5th between Hall and Harrison (where you can find Stumptown Coffee).<br />
* Catered lunches will be provided on Tuesday the 4th and Tuesday the 11th.<br />
* Saturday will be a working day, with the computer room open.<br />
* Sunday will be a day off with a PDX tour if there is interest.<br />
* Monday will be an excursion to Mt. Hood, Eliot Glacier.<br />
* An additional group lunch has been added for Friday the 14th.<br />
* There will be a final group dinner on Friday the 14th at Nancy's home (along the blue MAX line; must backtrack slightly to get red MAX to airport).</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-13T00:31:18Z<p>Chulbe: </p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
Possible questions for group discussion:<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?<br />
<br />
* Who's the fairest of them all?</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-13T00:29:55Z<p>Chulbe: </p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
Possible questions for group discussion:<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-13T00:28:10Z<p>Chulbe: </p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
Possible questions for group discussion:<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-13T00:27:41Z<p>Chulbe: </p>
<hr />
<div>''But at the laste, as every thing hath ende,''<br />
''She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
Possible questions for group discussion:<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Course_EvaluationCourse Evaluation2009-08-13T00:27:25Z<p>Chulbe: New page: ''But at the laste, as every thing hath ende, She took hir leve, and nedes wolde wende.'' Which is to say, we will spend some time Friday with a course evaluation exercise and a more trad...</p>
<hr />
<div>''But at the laste, as every thing hath ende,<br />
She took hir leve, and nedes wolde wende.''<br />
<br />
Which is to say, we will spend some time Friday with a course evaluation exercise and a more traditional paper evaluation form.<br />
<br />
Possible questions for group discussion:<br />
<br />
* What's next? Has the course influenced how you see your research developing in the years ahead?<br />
<br />
* Was the course what you anticipated?<br />
<br />
* What topics do you consider essential for a course of this type?<br />
<br />
* What was duff?<br />
<br />
* What's the most beneficial thing you learned?<br />
<br />
* What was missing that you would recommend including in a future course?<br />
<br />
* Do you have any comments about the structure of the course? Did the daily schedule work for you? How about the full two weeks overall? Was there sufficient time for working the examples?<br />
<br />
* Was there an appropriate balance between technical (fortran, python, svn, etc.) and scientific material? <br />
<br />
* Is there anything you would recommend for future students to prepare for such a course?</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-12T23:37:40Z<p>Chulbe: /* Lectures and Planned Activities */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Bios]]<br />
*[[Student Presentation Development]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| [[COMSOL Multiphysics]]<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| [[Modeling School Students]]<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]] <br> Meet at 7:00 am for breakfast in Cramer Hall. Bring a jacket, water, and sensible (supportive) shoes.<br> Box lunches are provided and we will stop for dinner on the return trip (bring cash). <br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| [[Quantifying_model_uncertainty |11 August]]<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and [http://www.mit.edu/~heimbach Patrick Heimbach]<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weili Wang<br />
| Charles Jackson, Patrick Heimbach, and Weili Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]] ; [[Course Evaluation]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-12T23:30:29Z<p>Chulbe: /* Lectures and Planned Activities */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Bios]]<br />
*[[Student Presentation Development]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| [[COMSOL Multiphysics]]<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| [[Modeling School Students]]<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]] <br> Meet at 7:00 am for breakfast in Cramer Hall. Bring a jacket, water, and sensible (supportive) shoes.<br> Box lunches are provided and we will stop for dinner on the return trip (bring cash). <br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| [[Quantifying_model_uncertainty |11 August]]<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and [http://www.mit.edu/~heimbach Patrick Heimbach]<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weili Wang<br />
| Charles Jackson, Patrick Heimbach, and Weili Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]] [[Course Evaluation]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-11T16:55:57Z<p>Chulbe: </p>
<hr />
<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia].<br />
<br />
* Liklihood: measure of the relative frequency with which an hypothesis can explain observations<br />
<br />
* [http://en.wikipedia.org/wiki/Monte_Carlo_method Monte Carlo sampling]: repeated random sampling<br />
<br />
* [http://en.wikipedia.org/wiki/Roughness Roughness]: deviation of a real surface and its ideal shape<br />
<br />
* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume<br />
<br />
* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation <br />
<br />
* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
<br />
* Strain rate: change in strain over time<br />
<br />
* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point<br />
<br />
* Uncertainty: indistinguishable interpretations of observational data</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-11T16:55:27Z<p>Chulbe: </p>
<hr />
<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia].<br />
<br />
* Liklihood: measure of the relative frequency with which an hypothesis can explain observations<br />
<br />
* [http://en.wikipedia.org/wiki/Monte_Carlo_method Monte Carlo sampling]: repeated random sampling<br />
<br />
* [http://en.wikipedia.org/wiki/Roughness Roughness]: deviation of a real surface and its ideal shape.<br />
<br />
* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume.<br />
<br />
* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation. <br />
<br />
* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
<br />
* Strain rate: change in strain over time.<br />
<br />
* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point.<br />
<br />
* Uncertainty: indistinguishable interpretations of observational data</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-11T16:21:36Z<p>Chulbe: </p>
<hr />
<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia].<br />
<br />
* Liklihood: measure of the relative frequency with which an hypothesis can explain observations<br />
<br />
* [http://en.wikipedia.org/wiki/Roughness Roughness]: deviation of a real surface and its ideal shape.<br />
<br />
* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume.<br />
<br />
* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation. <br />
<br />
* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
<br />
* Strain rate: change in strain over time.<br />
<br />
* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point.<br />
<br />
* Uncertainty: indistinguishable interpretations of observational data</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Jesse_JohnsonJesse Johnson2009-08-08T22:11:53Z<p>Chulbe: </p>
<hr />
<div>[[Image:cyronaut.jpg|thumb|left|800 px|It's a wiki, you make the caption. <br>OK, hows about "What a dope!" <br>AWESOME!! I wanna be a cryonaut when I grow up. But can you breath in there?<br>I see a gap in the back. The cryospherean atmosphere will seep in!]]</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-08T20:42:58Z<p>Chulbe: /* Lectures and Planned Activities */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Bios]]<br />
*[[Student Presentation Development]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| [[COMSOL Multiphysics]]<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| Modeling School Students<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]] <br> Meet at 7:00 am for breakfast in Cramer Hall. Bring a jacket, water, and sensible (supportive) shoes.<br> Box lunches are provided and we will stop for dinner on the return trip (bring cash). <br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| 11 August<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and Patrick Heimbach<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weili Wang<br />
| Charles Jackson, Patrick Heimbach, and Weili Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]] and [[Glimmer-CISM|Part III]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-08T20:42:23Z<p>Chulbe: /* Lectures and Planned Activities */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Bios]]<br />
*[[Student Presentation Development]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| [[COMSOL Multiphysics]]<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| Modeling School Students<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]] <br> Meet at 7:00 am for breakfast in Cramer Hall. Bring a jacket, water, and sensible (supportive) shoes.<br> Box lunches are provided and we will stop for dinner on the return trip (bring cash). <br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| 11 August<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and Patrick Heimbach<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weli Wang<br />
| Charles Jackson, Patrick Heimbach, and Weili Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]] and [[Glimmer-CISM|Part III]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-07T18:57:38Z<p>Chulbe: /* Lectures and Planned Activities */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Presentation]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| [[COMSOL Multiphysics]]<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| Modeling School Students<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]] <br> Meet at 7:00 am for breakfast in Cramer Hall. Bring a jacket, water, and sensible (supportive) shoes.<br> Box lunches are provided and we will stop for dinner on the return trip (bring cash). <br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| 11 August<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and Patrick Heimbach<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weli Wang<br />
| Charles Jackson, Patrick Heimbach, and Weli Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]] and [[Glimmer-CISM|Part III]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-07T18:57:13Z<p>Chulbe: /* Lectures and Planned Activities */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Presentation]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| [[COMSOL Multiphysics]]<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| Modeling School Students<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]] <br> Meet at 7:00 am for breakfast in Cramer Hall. Bring a jacket, water, and sensible (supportive) shoes.<br> Box lunches are provided, we will stop for dinner on the return trip (bring cash). <br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| 11 August<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and Patrick Heimbach<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weli Wang<br />
| Charles Jackson, Patrick Heimbach, and Weli Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]] and [[Glimmer-CISM|Part III]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T16:10:38Z<p>Chulbe: </p>
<hr />
<div>==public transportation==<br />
* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
<br />
==general activities==<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: in Washington Park, easy access via the MAX<br />
* [http://www.portlandchinesegarden.org/ Portland Classical Chinese Garden]: walking distance, in Chinatown ($8.50 adult admission)<br />
* [http://www.ohs.org/ Oregon Historical Society]: the museum is on the South Park Blocks ($11 adult admission)<br />
* [http://www.omsi.edu/ Oregon Museum of Science and Industry]: across the Hawthorne Bridge & a short walk south ($11 adult admission)<br />
* [http://www.powells.com/ Powells] City of Books: walk or ride the Streetcar<br />
* [http://www.worldforestry.org/ World Forestry Center] in Washington Park, access via the MAX ($8 adult admission)<br />
* [http://www.biteoforegon.com/ Bite of Oregon]<br />
<br />
==scheduled events==<br />
* [http://www.redbatpress.com/printersfair.htm Letterpress Printers' Fair]: Saturday until 4pm<br />
* [http://portlandactors.org/ Shakespeare in the Parks]: The History of King Henry IV, first part is performed in Washington Park this weekend (3pm, free)</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T16:03:50Z<p>Chulbe: </p>
<hr />
<div>==public transportation==<br />
* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
<br />
==general activities==<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: in Washington Park, easy access via the MAX<br />
* [http://www.portlandchinesegarden.org/ Portland Classical Chinese Garden]: walking distance, in Chinatown ($8.50 adult admission)<br />
* [http://www.ohs.org/ Oregon Historical Society]: the museum is on the South Park Blocks ($11 adult admission)<br />
* [http://www.omsi.edu/ Oregon Museum of Science and Industry]: across the Hawthorne Bridge & a short walk south ($11 adult admission)<br />
* [http://www.powells.com/ Powells] City of Books: walk or ride the Streetcar<br />
* [http://www.worldforestry.org/ World Forestry Center] in Washington Park, access via the MAX ($8 adult admission)<br />
* [http://www.biteoforegon.com/ Bite of Oregon]<br />
<br />
==scheduled events==<br />
*[http://www.redbatpress.com/printersfair.htm Letterpress Printers' Fair]: Saturday until 4pm</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:46:26Z<p>Chulbe: </p>
<hr />
<div>* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: in Washington Park, easy access via the MAX<br />
* [http://www.portlandchinesegarden.org/ Portland Classical Chinese Garden]: walking distance, in Chinatown ($8.50 adult admission)<br />
* [http://www.ohs.org/ Oregon Historical Society]: the museum is on the South Park Blocks ($11 adult admission)<br />
* [http://www.omsi.edu/ Oregon Museum of Science and Industry]: across the Hawthorne Bridge & a short walk south ($11 adult admission)<br />
* [http://www.powells.com/ Powells] City of Books: walk or ride the Streetcar<br />
* [http://www.worldforestry.org/ World Forestry Center] in Washington Park, access via the MAX ($8 adult admission)<br />
* [http://www.biteoforegon.com/ Bite of Oregon]</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-07T15:44:31Z<p>Chulbe: /* Lectures and Planned Activities */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Presentation]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| [[COMSOL Multiphysics]]<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| Modeling School Students<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]] <br> Meet at 7:00 am for breakfast in Cramer Hall. Bring a jacket, water, and sensible shoes. More trip details below.<br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| 11 August<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and Patrick Heimbach<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weli Wang<br />
| Charles Jackson, Patrick Heimbach, and Weli Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]] and [[Glimmer-CISM|Part III]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:43:22Z<p>Chulbe: </p>
<hr />
<div>* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: in Washington Park, easy access via the MAX<br />
* [http://www.portlandchinesegarden.org/ Portland Classical Chinese Garden]: walking distance, in Chinatown ($8.50 adult admission)<br />
* [http://www.ohs.org/ Oregon Historical Society]: the museum is on the South Park Blocks ($11 adult admission)<br />
* [http://www.omsi.edu/ Oregon Museum of Science and Industry]: across the Hawthorne Bridge & a short walk south ($11 adult admission)<br />
* [http://www.powells.com/ Powells] City of Books: walk or ride the Streetcar<br />
* [http://www.worldforestry.org/ World Forestry Center] in Washington Park, access via the MAX ($8 adult admission)</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:38:06Z<p>Chulbe: </p>
<hr />
<div>* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: easy access via the MAX<br />
* [http://www.ohs.org/ Oregon Historical Society]: the museum is on the South Park Blocks ($11 adult admission)<br />
* [http://www.omsi.edu/ Oregon Museum of Science and Industry]: across the Hawthorne Bridge & a short walk south ($11 adult admission)<br />
* [http://www.powells.com/ Powells] City of Books: walk or ride the Streetcar</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:36:52Z<p>Chulbe: </p>
<hr />
<div>* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: easy access via the MAX<br />
* [http://www.ohs.org/ Oregon Historical Society]: the museum is on the South Park Blocks ($11 adult admission)<br />
* [http://www.omsi.org/ Oregon Museum of Science and Industry]: across the Hawthorne Bridge & a short walk south<br />
* [http://www.powells.com/ Powells] City of Books: walk or ride the Streetcar</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:34:31Z<p>Chulbe: </p>
<hr />
<div>* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: easy access via the MAX<br />
* [http://www.ohs.org/ Oregon Historical Society]: the museum is on the South Park Blocks ($11 adult admission)<br />
* [http://www.powells.com/ Powells] City of Books: walk or ride the Streetcar</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:34:01Z<p>Chulbe: </p>
<hr />
<div>* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: easy access via the MAX<br />
* [http://www.ohs.org/ Oregon Historical Society]: the museum is on the South Park Blocks ($11 adult admission)<br />
* [http://www.powells.com/ Powells] City of Books</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:29:21Z<p>Chulbe: </p>
<hr />
<div>* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: easy access via the MAX<br />
* [http://www.powells.com/ Powells] City of Books</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:28:08Z<p>Chulbe: </p>
<hr />
<div>* plan a trip anywhere in town using the TriMet [http://trimet.org/go/cgi-bin/plantrip.cgi trip planner]<br />
* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: easy access via the MAX</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Ideas_for_Portland_extracurricular_activitiesIdeas for Portland extracurricular activities2009-08-07T15:21:34Z<p>Chulbe: New page: * [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: easy access via the MAX</p>
<hr />
<div>* [http://www.rosegardenstore.org/thegardens.cfm International Rose Test Garden]: easy access via the MAX</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-07T15:19:34Z<p>Chulbe: /* Resources */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Presentation]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| COMSOL Multiphysics<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'. [[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| Modeling School Students<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]]<br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| 11 August<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and Patrick Heimbach<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weli Wang<br />
| Charles Jackson, Patrick Heimbach, and Weli Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]] and [[Glimmer-CISM|Part III]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
* [[ideas for Portland extracurricular activities]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/COMSOL_introductionCOMSOL introduction2009-08-06T22:16:16Z<p>Chulbe: /* Creating the geometry */</p>
<hr />
<div>==Overview==<br />
Increasingly, modelers are utilizing higher level software packages for their work. By higher level, I mean that considerable software has already been written, and the modeler is customizing the existing software for their particular needs. Low level, by comparison, would be writing fortran 90 programs from scratch.<br />
<br />
===Examples of higher level tools===<br />
* [http://www.mathworks.com/ Matlab]<br />
* [http://www.scipy.org/ Python/Numeric]<br />
* [http://www.csc.fi/english/pages/elmer Elmer]<br />
* [http://www.ctcms.nist.gov/fipy/ FiPy]<br />
* [http://www.dealii.org/ Deal II]<br />
* [http://math.nist.gov/phaml/ PHAML]<br />
<br />
Many of you have used Matlab, and see the utility of letting someone else take care of basics like solving systems of linear equations and graphing results. Newer packages do even more for you, like setting up the system of linear equations to be solved for various classes of PDEs that the user defines. My hunch is that the sophistication and use of such software will increase in the next 10 years, and that it's wise to familiarize yourself with it. In a way, community models such as Glimmer are just high level tools with a very limited range of application.<br />
<br />
One of the better ones I've used is called COMSOL multi-physics. In the words of Doug MacAyael, the software appears to be "pregnant with possibilities". I mostly agree, but would also be quick to point out that there are serious limitations that arise when using such a high level package. Easy things are easy, and some hard things are impossible. Hard things are probably what are needed for research problems. Nevertheless, there is enough to like that we're going to give this a try.<br />
<br />
==Getting started==<br />
===Open the program and choose an application mode===<br />
Begin by opening the application. Do this with the commmand<br />
<br />
/usr/local/comsol35a/bin/comsol -np 2<br />
<br />
You should see a dialog box, asking you to tell COMSOL which application mode you want. Let's return to the now familiar convection-diffusion problem. Select a 1D problem, and conduct a steady state analysis. Leave the name of the dependent variable to <math>c</math>, but notice how you would do this, it is often helpful.<br />
<br />
[[Image:Comsol Startup.png|left|thumb|300 px|The initial dialog in COMSOL.]]<br />
<br />
===Finding what you need===<br />
You should now see the initial COMSOL screen. The first thing you need to do is find help. Then I won't have to type as much. From the '''Help''' menu, select the help desk. You should get a window to open in a web browser. This is how you learn COMSOL. In the help browser, select the ''User's Guide''. Now, on the left panel select '''Diffusion''', and then '''The Convection-Diffusion Application Mode'''. The discussion there is helpful back ground. Now, let's try and do something.<br />
<br />
[[Image:Comsol_screen.png|right|thumb|300 px|The initial screen in COMSOL 2D and 3D modes.]]<br />
<br />
===Creating the geometry===<br />
If you are doing 1D modeling, it's quite easy to create the model domain, or geometry. All you need to do is <br />
#Make sure you are in '''draw mode''', this is done by clicking the pencil on top of a blue triangle icon that is sixth from the right on the horizontal bar of icons across the top. Recognize that the interface is ''modal'', meaning that you can do different things in different modes. eg, one creates geometry in the '''draw mode''', one specifies physics in the '''sub-domain mode''', etc. There is typically a dialog box associated with each mode.<br />
#Select the '''line''' drawing tool. This is the second from the top in the leftmost vertical stack of icons. It looks like two red dots connected by a black line.<br />
#Create a line from 0 to 1 by left clicking end points<br />
# The domain will be off centered in the viewing window. Click the '''Zoom extents''' icon, seventh from the left on the top horizontal bar. It looks like a red coordinate axes with a small magnifying glass on it.<br />
<br />
===Specifying the physics===<br />
After the commonly used notation of <math>\Omega</math> for the domain, and <math>\partial \Omega</math> for the boundary, COMSOL marks two more important ''modes'' for specification of the field equations and boundary specification. Because we are in a fairly specific application mode, convection diffusion, there are limited choices for the specification of field equations and boundary conditions. Later that will change.<br />
====The field equations==== <br />
#Open the '''Subdomains Settings...''' dialog from under the '''Physics''' menu.<br />
#Select subdomain 1, the only subdomain you have specified for this problem.<br />
#We want to solve a non-dimensional form of the convection-diffusion equation<br />
:<math>\frac{\partial \phi}{\partial t} + u \phi - \frac{\partial }{\partial x}\mathrm{Pe}^{-1} \frac{\partial }{\partial x} \phi = q </math><br />
so, '''D''' in Comsol's dialog corresponds to <math>\mathrm{Pe}^{-1} </math>, the inverse of the [[Wikipedia:Peclet number|Peclet number]], the ratio of the velocity scale <math>U</math> times the length scale <math>L</math> to the diffusivity <math>D</math>, <br />
:<math> \mathrm{Pe} = \frac{UL}{D}.</math><br />
# While still in the dialog for '''subdomain settings''', set the u, or velocity to 1.<br />
<br />
====The boundary conditions====<br />
# Now open the '''Boundary Settings...''' dialog from under the '''Physics''' menu. Set the left boundary to "a", and the right boundary to "b". We will specify a and b in just a moment.<br />
====Constants and expressions====<br />
# Open the '''Options''' and then '''Constants...''' dialog. Specify a= .2, b=1, and Pe = 10.<br />
# Open the '''Options''' and then '''Scalar Expressions...''' dialog. Specify that <math>c_a(x)</math>, the analytic solution of the equation, is<br />
:<math> c_a(x) = a + (b-a)*\frac{\exp((x-1)\mathrm{Pe}) - \exp(\mathrm{-Pe})}{1-\exp(\mathrm{-Pe})} </math><br />
note that Comsol allows you to use coordinate axes in formulas. Call this expression '''ca'''.<br />
<br />
====Create a mesh====<br />
To create a mesh for this problem, simply push the third icon from the right, the mesh mode icon. It looks like a circle with a tiny mesh in it.<br />
<br />
====Solve the problem====<br />
To solve the problem, press the icon with an equals on it. <br />
====Understanding the result====<br />
The result will be displayed on the screen. To see how accurate this result is, open the plot dialog (12th from right, it looks like a colored contour plot with a question mark on it). Under the '''Line''' tab, change things so that '''abs(c-ca)''' is now plotted.<br />
==Exercises==<br />
You now know enough about the software that you can probably start exploring ways to reduce the error. Try getting the mesh to change. See how the error changes when the Peclet number changes. See if you can find how to use different basis functions, or '''elements'''. As you improve the solution, observe the number of degrees of freedom that is displayed in the lower left as you solve. The goal is always to obtain maximal accuracy with minimal degrees of freedom. See how you can do.</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Summer_Modeling_SchoolSummer Modeling School2009-08-06T20:48:50Z<p>Chulbe: /* Lectures and Planned Activities */</p>
<hr />
<div>[[Image:Portland.jpg|thumb|right|400 px|The summer ice sheet modeling school will be held in Portland Oregon, August 3-14, 2009]]<br />
<br />
==Overview==<br />
The Summer Modeling School will be an intensive Summer School that will bring current and future ice-sheet scientists together to develop better models for the projection of future sea-level rise (slr). The IPCC Fourth Assessment Report [http://www.ipcc.ch/ipccreports/ar4-syr.htm] acknowledged that current models do not adequately treat the dynamic response of ice sheets to climate change, and that this is the largest uncertainty in assessing potential rapid sea-level rise. Recognizing this, an ice-sheet modelling Workshop was held during the July 2008 SCAR/IASC [https://www.comnap.aq/content/events/osc2008] meeting, in St. Petersburg, Russia. This meeting developed a community strategy on how best to (i) improve the physical understanding of ice-sheet processes responsible for rapid change; (ii) incorporate improved physical understanding into numerical models; (iii) assimilate appropriate data into the models for calibration and validation; and (iv) develop prognostic whole ice-sheet models that better incorporate non-linear ice-sheet response to environmental forcing (such as change in surface mass balance, loss of buttressing from floating ice shelves and ice tongues, and rising sea level). <br />
<br />
The two-week Summer School is a first step towards implementing this strategy. It will bring scientists from differing backgrounds together and allow more extensive and in-depth interactions between the relevant scientific research communities. A series of general background lectures as well as discussions of more specialized and advanced topics during this Summer School will provide the foundation for cross-disciplinary research, particularly for early career scientists. We anticipate publication of lecture notes both in hard copy and on a dedicated home page, to provide the glaciological community with an up-to-date overview of the science and observational techniques that will serve to guide further research efforts. Direct beneficiaries will be young researchers; indirect beneficiaries will be coastal zone communities who will gain improved sea level change forecasts to underpin their plans for sustainable development.<br />
<br />
===Venue===<br />
The modeling school will be held on the campus of [[Wikipedia:Portland State University|Portland State University]] in [[Wikipedia:Portland, Oregon|Portland, Oregon]] August 3-14, 2009.<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=Portland+Airport&daddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&geocode=&hl=en&mra=ls&dirflg=r&date=07%2F28%2F09&time=8:59am&ttype=dep&noexp=0&noal=0&sort=&tline=&sll=45.54878,-122.629155&sspn=0.092445,0.144367&ie=UTF8&ll=45.548679,-122.619438&spn=0.092445,0.144367&z=13&start=0 Map] from airport to [http://cegs.pdx.edu/stay/upl/ University Place Hotel] using public transport (note that the directions in your travel letter are better than the Google generated instructions here).<br />
<br />
* [http://maps.google.com/maps?f=d&source=s_d&saddr=310+SW+Lincoln+St,+Portland,+OR+97201-5007+(University+Place-Portland)&daddr=1721+SW+Broadway,+Portland,+OR+97201+(Cramer+Hall)&hl=en&geocode=FdVhtgIdZwqw-CHO0mMQPCwi0Q%3BFRN3tgIdvP2v-CHxCBg32xEzXA&mra=ls&dirflg=w&sll=45.51029,-122.681675&sspn=0.005782,0.009023&ie=UTF8&ll=45.510091,-122.68232&spn=0.005782,0.009023&z=17 Map] from [http://cegs.pdx.edu/stay/upl/ University Place Hotel] to [http://www.pdx.edu/campus-map Cramer Hall].<br />
<br />
=== Student Participants ===<br />
<br />
*[[Student Presentation]]<br />
*[[Groups]] example of [[connections in groups]]<br />
*[[Terminology]]<br />
*[[Questions]]<br />
<br />
===Lectures and Planned Activities===<br />
<br />
For information about editing this page, see [[Wikipedia:How to edit]].<br />
<br />
{| border="1" cellpadding="5" cellspacing="0"<br />
|-valign="top" style="background:RoyalBlue"<br />
!width="20%"|Dates<br />
!width="25%"|Lecture Topics<br />
!width="15%"|Lecturers<br />
!width="25%"|Laboratory Topics<br />
!width="15%"|Laboratory Instructors <br />
|-valign="top" style="background:AliceBlue"<br />
| [[4-5 August]]<br />
| Introduction to and theoretical basis for ice sheet modeling. <br />
| Kees van der Veen, [[Nina Kirchner]] <br />
| [[Finite differencing|Finite differencing]] and [[Pragmatic Programming|pragmatic programming]] using Fortran[http://en.wikipedia.org/wiki/Fortran] 95...<br />
computing divergence and gradient...<br />
from conservation equation to matrix algebra...<br />
rheology and that which makes ice ice...<br />
simple, ideal models...<br />
that which makes ice-sheet modeling hard...<br />
| Gethin Williams, [[Ian Rutt]], [[Jesse Johnson]]<br />
|-valign="top" style="background:PowderBlue"<br />
| 6 August <br />
| [[Basal Conditions]], [[Data sets for ice sheet modeling]]<br />
| Alan Rempel, Slawek Tulaczyk and Ken Jezek<br />
| COMSOL Multiphysics<br />
| Olga Sergienko and Jesse Johnson<br />
|-valign="top" style="background:AliceBlue"<br />
| 7 August<br />
| The world of [[ice shelves]] and 'distributed stress-field solutions'.[[Modelling mountain glaciers]].<br />
| Todd Dupont, Olga Sergienko, and Brian Anderson<br />
| Linear Algebra of ice-sheet modeling, relaxation methods, finite-element methodology, solution of Laplace equation in arbitrary domain, creation of an ice-shelf flow-field model (snap shot of flow field), Models of the Ross Ice Shelf<br />
| Olga Sergienko and Todd Dupont<br />
<br />
|-valign="top" style="background:PowderBlue"<br />
| 8 August<br />
| [[Student Presentation]]<br />
| Modeling School Students<br />
| open work day with breakfast at 8 am & student presentation at 9 am<br />
| go to the farmer's market<br />
|-valign="top" style="background:AliceBlue"<br />
| 9 August<br />
| Free day; possible PDX tour<br />
|<br />
|<br />
|<br />
|-valign="top" style="background:PowderBlue"<br />
| 10 August<br />
| Excursion to Mt. Hood and [[Eliot Glacier field trip]]<br />
| Guided by [http://web.pdx.edu/~basagic/ Hassan Basagic]<br />
|<br />
|<br />
|-valign="top" style="background:AliceBlue"<br />
| 11 August<br />
| [[Quantifying model uncertainty]]<br />
| Charles Jackson and Patrick Heimbach<br />
| Uncertain lab, [[Dynamic response to the enhanced basal flow in the Greenland ice sheet]] Weli Wang<br />
| Charles Jackson, Patrick Heimbach, and Weli Wang<br />
|-valign="top" style="background:PowderBlue"<br />
| [[12-13 August]]<br />
| Introduction to Glimmer-CISM ([[Introduction to Glimmer I|Part I]], [[Introduction to Glimmer II|Part II]] and [[Glimmer-CISM|Part III]]); [[Higher order velocity schemes|Higher-order models]]<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], [[Stephen Price]], Bill Lipscomb, [[Jesse Johnson]]<br />
| Software development and [[Adding a module to Glimmer I|creating a module for Glimmer]], [[representing and manipulating data]]. [[Grounding line treatments]], presented by Sophie Nowicki. [[Verifying ice sheet models]], presented by Aitbala Sargent<br />
| [[Ian Rutt]], [[Magnus Hagdorn]], Gethin Williams, Stephen Price, Bill Lipscomb, [[Jesse Johnson]]<br />
|-valign="top" style="background:AliceBlue"<br />
| 14 August<br />
| [[Coupling the Cryosphere to other Earth systems]]<br />
| Bill Lipscomb and [[Ian Rutt]]<br />
| Community Climate System Model (CCSM) Lab<br />
| Bill Lipscomb, [[Jesse Johnson]], Stephen Price and [[Ian Rutt]]<br />
|}<br />
<br />
====[[Typical Daily Schedule]]====<br />
<br />
===Resources===<br />
<br />
Additional student/instructor resources for the Summer School:<br />
* List of [[Computing Resources and Room Description]]<br />
* Details of [[Eliot Glacier field trip]]<br />
* An outline [[Reading List]]<br />
* [[Notes]] from daily lectures<br />
* Portland [[dining and brewpub suggestions]]<br />
* [[PDX afterhours]]<br />
<br />
===Application and Registration===<br />
''The window for receipt of student applications has closed. Thank you for your interest in the program. ''<br />
<br />
The registration fee for the course is US $350.<br />
<br />
===Funding Agencies===<br />
<br />
<br />
{|<br />
|-valign="top"<br />
|[[Image:iscu.jpg|300 px]]<br />
|[[Image:scar.jpg|150 px]]<br />
|-valign="top"<br />
|[[Image:wcrp.jpg|200 px]]<br />
|[[Image:nsf_logo.gif|300px]]<br />
|-valign="top"<br />
|[[Image:cresis.jpg|100 px]]<br />
|[[Image:cires.jpg|350 px]]<br />
|-valign="top"<br />
|[[Image:IASC_logo_07_RGB.jpg|100 px]]<br />
|}<br />
<br />
===Organizing Committee===<br />
Christina Hulbe, Jesse Johnson, Cornelis van der Veen</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-06T15:29:19Z<p>Chulbe: </p>
<hr />
<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia].<br />
<br />
* [http://en.wikipedia.org/wiki/Roughness Roughness]: deviation of a real surface and its ideal shape.<br />
<br />
* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume.<br />
<br />
* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation. <br />
<br />
* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
<br />
* Strain rate: change in strain over time.<br />
<br />
* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point.</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/Student_BiosStudent Bios2009-08-06T14:43:29Z<p>Chulbe: </p>
<hr />
<div>*[[User:Mankoff|Ken Mankoff]] will begin his PhD. this fall at UCSC and as such does not have a very well defined research topic. He will likely work on projects involving subglacial lakes and grounding lines. He is currently analyzing data from the terminal face of Pine Island Glacier, and oceanographic and sea ice data from the larger Amundsen Sea area.<br />
<br />
*[http://www.victoria.ac.nz/antarctic/people/jeremy-fyke/index.aspx Jeremy Fyke] is working on a PhD with the Antarctic Research Centre in Wellington, New Zealand. My project involves coupling an ice sheet model to an Earth System model 'of intermediate complexity' (the University of Victoria Earth System Climate Model) in order to have a go at simulating coupled climate/ice sheet interactions over millennial time scales.<br />
<br />
*[http://flo-colleoni.ifrance.com/ Florence Colleoni] will defend her Ph.D. in paleoclimate modeling at [http://www-lgge.obs.ujf-grenoble.fr/ LGGE] (Grenoble, Fr) in early September. She will then start a post-doctorate at the [http://www.cmcc.it/welcome-at-cmccs-web-site?set_language=en Centro Euro-Mediterraneo per i Cambiamenti Climatici] in Bologna (Italy) to couple the CISM Glimmer to the Earth System model composed of the AGCM of NCAR and of the OGCM NEMO. The final aim is to carry out transient paleoclimate simulations to understand and reproduce the interglacial/glacial transition mechanisms. This will be done in collaboration with NCAR. - My entire Ph.D. thesis is available [ftp://ftp-lgge.obs.ujf-grenoble.fr/pub/depot/florence/ here]-<br />
<br />
* [http://homepages.ucalgary.ca/~adhikars/ Surendra Adhikari] is currently in his second year of PhD at the University of Calgary, Canada. He is trying to develop a 3-D higher-order numerical ice-flow model applied to valley glaciers and alpine ice-fields. This HO-model will then be coupled to the traditional SIA-model to simulate the large ice sheets such as Greenland Ice Sheet.<br />
<br />
*[http://bigice.apl.washington.edu/people_poinar.html Kristin Poinar] is a second-year Ph.D. student at the University of Washington who is working on two "learning curve" ice sheet modelling projects. One is writing a thermal model to apply to the Greenland ice sheet, where surface lake drainages make basal thermodynamics interesting; the second is your standard model-perturbations-at-the-terminus study, on Petermann Glacier in NW Greenland.<br />
<br />
*[[User:adamc|Adam Campbell]] is entering a PhD program at the University of Washington in Fall 2009. I have just completed a Masters Degree in Geology at Portland State University where I examined the physics of the reaction of Crane Glacier to the disintegration of the Larsen B Ice Shelf using a steady state 2-D flow model with a basal sliding law. I am presently investigating structures on the Kamb Ice Shelf to determine if they were developed by a pinch and swell mechanism. I am also uncomfortable writing about myself in the third person.<br />
<br />
*[[User:papplega|Patrick Applegate]]: I am a glacial geomorphologist and geochronologist with a taste for modeling. My Ph. D. work involves the use of geomorphic process modeling to parse out the real meaning of cosmogenic exposure dates from moraines. I am asymptotically approaching the completion of my Ph. D. at Penn State. I'm attending the Summer School because I anticipate taking a new direction for my research in the near future.<br />
<br />
*[[User:hoffman|Matt Hoffman]] is in his fifth and final (?) year of a PhD at Portland State University. I am developing a spatially-distributed energy balance model for the glaciers of the McMurdo Dry Valleys, Antarctica. The glaciers of the Dry Valleys are near the threshold of melt during summer, such that sublimation and melt are of similar magnitude. I anticipate the Summer School will develop my skills as a modeler and help me think about the relationships between surface mass balance and ice dynamics.<br />
<br />
*[[User:Dlindsey|Daniel Seneca Lindsey]]: I am beginning my second year in the department of Earth System Science at the University of California Irvine. I am primarily interested in modeling ice dynamics for Greenland and Antarctica. I have dabbled in subglacial hydrology and finding a basal friction field by inverting surface ice velocities. I am currently working on a model which applies the numerical level set method to track an ice-shelf ice/ocean interface through time.<br />
<br />
*[[Toby Meierbachtol]]: I am beginning my PhD at The University of Montana this fall. While still in the beginning stages, my research will likely be focused on the subglacial hydrology of the Greenland ice sheet and controls on sliding through direct borehole observations. Additionally, I anticipate a modeling component to my research that could include incorporating field findings to constrain model results, or investigating uncertainties in boundary conditions. The Summer School is a great way for me to jump in with both feet.<br />
<br />
*[http://www.civil.uwaterloo.ca/our_people/dept_person.asp?id=sdnorman Stefano Normani]: I am a Civil Engineer and recently completed my PhD in the Department of Civil and Environmental Engineering at the University of Waterloo, Canada. My PhD work focused on the movement of pore fluids in deep subsurface environments, both in crystalline and sedimentary rock, which are affected by continental ice-sheets. I have a strong background in the modeling of flow and transport processes in fractured and porous media, and I'm attending this Summer School to gain a broader and deeper understanding of the physics and modeling of ice-sheets.<br />
<br />
*[[User:mcgovej|Jonathan McGovern]]: I am finishing my first year of PhD in Swansea University, UK. The project investigates the sensitivity of Greenland ice sheet models. This will involve doing geometry sensitivity tests with the Glimmer model with respect to basal boundary conditions in particular. I have written a simple EISMINT program code. Depending on feasibility and practicality, the project will involve either using the adjoint model or more likely running ensembles.<br />
<br />
*[[Doug Brinkerhoff]]: I will (with any luck) be beginning my work towards an MS beginning in January of 2010. This work will most likely be centered around improving approximations of fluxes in basal hydrology through the incorporation of empirically derived flow relationships between substrate and velocity into an ice sheet model. My background is in fluvial geomorphology, and my experience in modeling is limited to the last year; this said, I look forward to the opportunity to participate in an intensive course such as this, and improve my skills in the various topics covered in the course.<br />
<br />
*[http://www.vaw.ethz.ch/people/gz/werderm Mauro Werder]: I just finished my PhD on the jökulhlaups (glacier lake outburst floods) of Gornersee, an ice marginal lake on Gornergletscher, Switzerland. I studied the evolution of the glacial drainage system prior, during and after the outburst with tracer experiments, measurements of subglacial water pressure, proglacial and lake discharge. I simulated the measured tracer transit speeds with existing and new hydraulic models. At the beginning of next year I'll start a postdoc at Simon Fraser University, Vancouver, where I am planning to develop a new hydraulic model of the glacial drainage system to simulate seasonal and daily evolution as well as jökulhlaups.<br />
<br />
* [[Yuanxiang Wang]]: I just finished my Ph.D in Chinese Academy of Meteorology Sciences. My major is to study the effect of climate on glacier in the Tibetan Plateau using a model under different climate drivers. I have studied some for present glacier,the ice sheet at LGM and little ice age, and predict the variability of glaciers in this century SRES climate scenarios.I hope to further study the model GLIMMER to simulate the mountain glaciers, especially its dynamic feature.<br />
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*[[Fiona Seifert]]: I will begin working on an MS at Portland State University this fall, after completing degrees in Geology and in Math. I will be working on a problem involving the groundling line region of Kamb Ice Stream in West Antarctica.</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-05T23:39:23Z<p>Chulbe: </p>
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<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia].<br />
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* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume.<br />
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* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation. <br />
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* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
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* Strain rate: change in strain over time.<br />
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* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point.</div>Chulbehttp://websrv.cs.umt.edu/isis/index.php/TerminologyTerminology2009-08-05T23:37:38Z<p>Chulbe: </p>
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<div>* [http://en.wikipedia.org/wiki/Continuous_function Continuous function] One that is everywhere differentiable. Also [http://en.wikipedia.org/wiki/Continuous_function|here, in Wikipedia].<br />
<br />
* [http://en.wikipedia.org/wiki/Stress_(mechanics)#Stress_deviator_tensor Deviatoric stress]: difference between the full [http://en.wikipedia.org/wiki/Stress_(mechanics) stress] and the spherical stress in a volume.<br />
<br />
* [http://en.wikipedia.org/wiki/Stencil_(numerical_analysis) Stencil]: node arrangement used to pass information through a numerical solution to a differential equation. <br />
<br />
* Strain: measure of relative displacement between particles in a continuous material body; [http://en.wikipedia.org/wiki/Deformation_(mechanics) deformation] of the material. Note the distinction between [http://en.wikipedia.org/wiki/Finite_strain finite] and [http://en.wikipedia.org/wiki/Infinitesimal_strain_theory infinitesimal] strain theory.<br />
<br />
* Strain rate: change in strain over time.<br />
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* [http://en.wikipedia.org/wiki/Taylor_series Taylor Series]: representation of a continuous function as the sum of an infinite series of terms. The terms are derivatives of the function at a point.<br />
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* Some math(s): <br />
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:<math>\frac{\partial \phi}{\partial x}</math><br />
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* This paper was/is fantastic: <ref name="MyPaper">Bloggs J and F Smith (2007) A great paper. ''Journal of Wonderfulness'', '''78''', 568-3472</ref><br />
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* No, really it is <ref name="MyPaper"/><br />
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==Papers you should read==<br />
<references/></div>Chulbe