Abstract. We introduce MPAS-Albany Land Ice (MALI), a new, variable resolution land ice model that uses unstructured Voronoi grids on a plane or sphere. MALI is built using the Model for Prediction Across Scales (MPAS) framework for developing variable resolution Earth System Model components and the Albany multi-physics code base for solution of coupled systems of partial-differential equations, which itself makes use of Trilinos solver libraries. MALI includes a three-dimensional, first-order momentum balance solver ("Blatter-Pattyn") by linking to the Albany-LI ice sheet velocity solver, as well as an explicit shallow ice velocity solver. Evolution of ice geometry and tracers is handled through an explicit first-order horizontal advection scheme with vertical remapping. Evolution of ice temperature is treated using operator splitting of vertical diffusion and horizontal advection and can be configured to use either a temperature or enthalpy formulation. MALI includes a mass-conserving subglacial hydrology model that supports distributed and/or channelized drainage and can optionally be coupled to ice dynamics. Options for calving include "eigencalving", which assumes calving rate is proportional to extensional strain rates. MALI is evaluated against commonly used exact solutions and community benchmark experiments and shows the expected accuracy. We report first results for the MISMIP3d benchmark experiments for a Blatter-Pattyn type model and show that results fall in-between those of models using Stokes flow and L1L2 approximations. We use the model to simulate a semi-realistic Antarctic Ice Sheet problem for 1100 years at 20 km resolution. MALI is the glacier component of the Energy Exascale Earth System Model (E3SM) version 1, and we describe current and planned coupling to other components.
This review addresses Jacobsen and Hustedt Jacobsen's (2012) book on the role of religion in the academy. The authors note the dynamic nature of religion and argue for the continued use of the term in the academy. They also offer a framework for understanding six sites in which the university can engage religion. The volume is a helpful guide for educators wishing to understand the evolution of religion in higher education, and challenges readers to understand the multifaceted dimensions of religion in individual, community, and university life.
Jacobsen. Oxford: Oxford University Press, 2008. Pp. xii + 267. Cloth, $35.00. Bringing together authors from across American higher education from various disciplines, types of college or university, and professional institutions, this collection constitutes a strong contribution to the current debate about what the relation of religion and higher education has been, is, and should be. Addressing both faculty and curricular concerns, the volume raises important questions about if and how religion should be included in what the authors construe as the "new" circumstances of postsecular America, following what most see as an unduly secularist higher education of past decades. While skewed toward those arguing for inclusion of religious perspectives, the essays are uniformly helpful. Amanda Portfield's critical engagement with religious pluralism stands out as one of the few that resists the too-easy inclusion of religion, while Robert Wuthnow's essay argues that faith can "be more than a sideshow in the contemporary academy." Other equally well-known authors offer insight into the history of particular institutions, the situation in public universities, data on faculty and student religiosity, church-related higher education, and the complications of attending to religious (and/or spiritual) perspectives in the classroom. Lee Schulman's essay on Judaism serves as a particularly good antidote to the (unsurprising) emphasis on hegemonic Christianity. The perspectives of secularists and other religions are more or less absent. Overall, though, the questions raised are crucial for our time-and the book makes a worthwhile read for scholars of the field and all who care about the state of higher education for the twenty-first century. Written by a senior at Brown University on a "term abroad" visiting what, for him, seems the highly unfamiliar culture of Liberty University, this is a readable, quasiethnographic quasi-memoir of Roose's semester at Jerry Falwell's university. Roose attends as a deceptive participant observer (never admitting he is not an evangelical), knowing he will write about the experience. Living in a men's-only dorm, and taking classes, Roose is fully immersed, struggling with family uncertainty (verging on disapproval). From the significant differences in rules for dormitory life and dating to the not-so-different focus on Facebook and video games, Roose offers a glimpse of college life at Liberty. Two notable points are his struggle with academics and various aspects of sexuality. In the former regard, Roose enters with relatively little knowledge (as compared to his evangelical peers), and finds the Old Testament, New Testament, and related courses challenging; in addition, he finds the teaching against evolution difficult to accept (and therefore finds it difficult to do well in related classes). Roose notes both the relief of a less pressured dating scene and what feels like obsessive emphasis on sex among peers and campus ministers worried more about masturbation than world hunger. Most tro...
What is the relationship between the academic knowledge of the guild and the formation of students in the classroom? This Forum gathers four essays originally presented at a Special Topics Session at the 2009 conference of the American Academy of Religion (Atlanta, Georgia), with a brief introductory essay by Fred Glennon explaining the genesis of the panel. Douglas Jacobsen and Rhonda Hustedt Jacobsen clarify some of the issues at stake in undergraduate liberal arts classrooms by distinguishing between four dimensions of what they refer to as "the (in)formation teaching matrix: institutional context, course content, faculty roles, and student outcomes. John Thatamanil argues that all learning necessarily presupposes formation. Amanda Porterfield argues against using the word "formation" because it complicates and undermines her teaching goals to historicize religion and narratives about it through open-ended inquiry.
The book examines the various ways Christian scholars incorporate faith into their academic endeavors. Literature in this area has frequently assumed a Reformed and evangelical style that links Christianity and academic study under the rubric of “the integration of faith and learning.” In contrast, Scholarship and Christian Faith argues that there are many different ways that faith and scholarship can interact with each other. Catholic, Lutheran, Episcopal, Wesleyan, Anabaptist, and Pentecostal alternatives are discussed. “Living the questions” of learning and faith is suggested as an approach that allows Christians (and, by analogy, persons of other faiths) to be constructively involved in the academy. The work of Ernest L. Boyer is used as an example. Scholarship and Christian Faith also discusses the role that scholarship can play in personal faith and in the life of the church. Finally, this book explores the idea of scholarship itself, drawing distinctions between analytic, strategic and empathic forms of scholarship. Four essays by other scholars embody and elucidate the themes of the book, including hope, hospitality, the relationship of science and religion, and the imbrication of learning and faith. A prologue (by Rodney Sawatsky) and an epilogue (by Kim Phipps) relate the discussion more explicitly to church-related higher education.
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