# Difference between revisions of "Newsletter Article"

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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. | 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. | ||

− | 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 | + | 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. |

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. | 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. | ||

368 words!!!!! | 368 words!!!!! |

## Revision as of 00:32, 4 September 2009

Hey Kristin,

Why don't you add something here?

-love Adam

## Afterword

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? 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 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.

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.

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.

368 words!!!!!