From The University of Oxford (UK)
5.2.24
The new findings will help researchers to run Earth System Models more efficiently and to generate more robust predictions of future climate change. Image credit: Trifonov_Evgeniy, Getty Images.
Professor Samar Khatiwala, from the University of Oxford’s Department of Earth Sciences, has led a major advance to solve a critical issue in modelling future climate change. The findings have been published in Science Advances.
See the science paper for instructive material with images.
Earth System Models – complex computer models which describe Earth processes and how they interact – are critical for predicting future climate change. By simulating the response of our land, oceans, and atmosphere to manmade greenhouse gas emissions, these models form the foundation for predictions of future extreme weather and climate event scenarios, including those issued by the UN Intergovernmental Panel on Climate Change (IPCC).
However, climate modellers have long faced a major problem. Because Earth System Models integrate many complicated processes, they cannot immediately run a simulation; they must first ensure that it has reached a stable equilibrium representative of real-world conditions before the industrial revolution. Without this initial settling period – referred to as the “spin-up” phase – the model can “drift”, simulating changes that may be erroneously attributed to manmade factors.
Unfortunately, this process is extremely slow as it requires running the model for many thousands of model years which, for IPCC simulations, can take as much as two years on some of the world’s most powerful supercomputers.
However, a new study published in Science Advances by a University of Oxford scientist funded through the Agile Initiative describes a new computer algorithm which can be applied to Earth System Models to drastically reduce spin-up time. During tests on models used in IPCC simulations, the algorithm was on average 10 times faster at spinning up the model than currently-used approaches, reducing the time taken to achieve equilibrium from many months to under a week.
Study author Samar Khatiwala, Professor of Earth Sciences at the University of Oxford’s Department of Earth Sciences, who devised the algorithm, said: ‘Minimizing model drift at a much lower cost in time and energy is obviously critical for climate change simulations, but perhaps the greatest value of this research may ultimately be to policy makers who need to know how reliable climate projections are.’
Currently, the lengthy spin-up time of many IPCC models prevents climate researchers from running their model at a higher resolution and defining uncertainty through carrying out repeat simulations. By drastically reducing the spin-up time, the new algorithm will enable researchers to investigate how subtle changes to the model parameters can alter the output – which is critical for defining the uncertainty of future emission scenarios.
Professor Khatiwala’s new algorithm employs a mathematical approach known as sequence acceleration, which has its roots with the famous mathematician Euler. In the 1960s this idea was applied by D. G. Anderson to speed-up the solution of Schrödinger’s equation, which predicts how matter behaves at the microscopic level. So important is this problem that more than half the world’s supercomputing power is currently devoted to solving it, and ‘Anderson Acceleration’, as it is now known, is one of the most commonly used algorithms employed for it.
Professor Khatiwala realized that Anderson Acceleration might also be able to reduce model spin-up time since both problems are of an iterative nature: an output is generated and then fed back into the model many times over. By retaining previous outputs and combining them into a single input using Anderson’s scheme, the final solution is achieved much more quickly.
Not only does this make the spin-up process much faster and less computationally expensive, but the concept can be applied to the huge variety of different models that are used to investigate, and inform policy on, issues ranging from ocean acidification to biodiversity loss. With research groups around the world beginning to spin-up their models for the next IPCC report, due in 2029, Professor Khatiwala is working with a number of them, including the UK Met Office, to trial his approach and software in their models.
See the full article here.
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The University of Oxford
Universitas Oxoniensis
The University of Oxford [a.k.a. The Chancellor, Masters and Scholars of the University of Oxford] is a collegiate research university in Oxford, England. There is evidence of teaching as early as 1096, making it the oldest university in the English-speaking world and the world’s second-oldest university in continuous operation. It grew rapidly from 1167 when Henry II banned English students from attending the University of Paris [Université de Paris] (FR). After disputes between students and Oxford townsfolk in 1209, some academics fled north-east to Cambridge where they established what became the The University of Cambridge (UK). The two English ancient universities share many common features and are jointly referred to as Oxbridge.
The university is made up of thirty-nine semi-autonomous constituent colleges, six permanent private halls, and a range of academic departments which are organized into four divisions. All the colleges are self-governing institutions within the university, each controlling its own membership and with its own internal structure and activities. All students are members of a college. It does not have a main campus, and its buildings and facilities are scattered throughout the city centre. Undergraduate teaching at Oxford consists of lectures, small-group tutorials at the colleges and halls, seminars, laboratory work and occasionally further tutorials provided by the central university faculties and departments. Postgraduate teaching is provided predominantly centrally.
Oxford operates the world’s oldest university museum, as well as the largest university press in the world and the largest academic library system nationwide.
Oxford has educated a wide range of notable alumni, including prime ministers of the United Kingdom and many heads of state and government around the world. Nobel Prize laureates, Fields Medalists, and Turing Award winners have studied, worked, or held visiting fellowships at the University of Oxford, while its alumni have won many Olympic medals. Oxford is the home of numerous scholarships, including the Rhodes Scholarship, one of the oldest international graduate scholarship programmes.
The University of Oxford’s foundation date is unknown. It is known that teaching at Oxford existed in some form as early as 1096, but it is unclear when a university came into being.
It grew quickly from 1167 when English students returned from The University of Paris-Sorbonne [Université de Paris-Sorbonne] (FR). The historian Gerald of Wales lectured to such scholars in 1188, and the first known foreign scholar, Emo of Friesland, arrived in 1190. The head of the university had the title of chancellor from at least 1201, and the masters were recognized as a universitas or corporation in 1231. The university was granted a royal charter in 1248 during the reign of King Henry III.
The students associated together on the basis of geographical origins, into two ‘nations’, representing the North (northerners or Boreales, who included the English people from north of the River Trent and the Scots) and the South (southerners or Australes, who included English people from south of the Trent, the Irish and the Welsh). In later centuries, geographical origins continued to influence many students’ affiliations when membership of a college or hall became customary in Oxford. In addition, members of many religious orders, including Dominicans, Franciscans, Carmelites and Augustinians, settled in Oxford in the mid-13th century, gained influence and maintained houses or halls for students. At about the same time, private benefactors established colleges as self-contained scholarly communities. Among the earliest such founders were William of Durham, who in 1249 endowed University College, and John Balliol, father of a future King of Scots; Balliol College bears his name. Another founder, Walter de Merton, a Lord Chancellor of England and afterwards Bishop of Rochester, devised a series of regulations for college life. Merton College thereby became the model for such establishments at Oxford, as well as at the University of Cambridge. Thereafter, an increasing number of students lived in colleges rather than in halls and religious houses.
In 1333–1334, an attempt by some dissatisfied Oxford scholars to found a new university at Stamford, Lincolnshire, was blocked by the universities of Oxford and Cambridge petitioning King Edward III. Thereafter, until the 1820s, no new universities were allowed to be founded in England, even in London; thus, Oxford and Cambridge had a duopoly, which was unusual in large western European countries.
The new learning of the Renaissance greatly influenced Oxford from the late 15th century onwards. Among university scholars of the period were William Grocyn, who contributed to the revival of Greek language studies, and John Colet, the noted biblical scholar.
With the English Reformation and the breaking of communion with the Roman Catholic Church, recusant scholars from Oxford fled to continental Europe, settling especially at the University of Douai. The method of teaching at Oxford was transformed from the medieval scholastic method to Renaissance education, although institutions associated with the university suffered losses of land and revenues. As a centre of learning and scholarship, Oxford’s reputation declined in the Age of Enlightenment; enrollments fell and teaching was neglected.
In 1636, William Laud, the chancellor and Archbishop of Canterbury, codified the university’s statutes. These, to a large extent, remained its governing regulations until the mid-19th century. Laud was also responsible for the granting of a charter securing privileges for The University Press, and he made significant contributions to the Bodleian Library, the main library of the university. From the beginnings of the Church of England as the established church until 1866, membership of the church was a requirement to receive the BA degree from the university and “dissenters” were only permitted to receive the MA in 1871.
The university was a centre of the Royalist party during the English Civil War (1642–1649), while the town favoured the opposing Parliamentarian cause. From the mid-18th century onwards, however, the university took little part in political conflicts.
Wadham College, founded in 1610, was the undergraduate college of Sir Christopher Wren. Wren was part of a brilliant group of experimental scientists at Oxford in the 1650s, the Oxford Philosophical Club, which included Robert Boyle and Robert Hooke. This group held regular meetings at Wadham under the guidance of the college’s Warden, John Wilkins, and the group formed the nucleus that went on to found the Royal Society.
Before reforms in the early 19th century, the curriculum at Oxford was notoriously narrow and impractical. Sir Spencer Walpole, a historian of contemporary Britain and a senior government official, had not attended any university. He said, “Few medical men, few solicitors, few persons intended for commerce or trade, ever dreamed of passing through a university career.” He quoted the Oxford University Commissioners in 1852 stating: “The education imparted at Oxford was not such as to conduce to the advancement in life of many persons, except those intended for the ministry.” Nevertheless, Walpole argued:
“Among the many deficiencies attending a university education there was, however, one good thing about it, and that was the education which the undergraduates gave themselves. It was impossible to collect some thousand or twelve hundred of the best young men in England, to give them the opportunity of making acquaintance with one another, and full liberty to live their lives in their own way, without evolving in the best among them, some admirable qualities of loyalty, independence, and self-control. If the average undergraduate carried from university little or no learning, which was of any service to him, he carried from it a knowledge of men and respect for his fellows and himself, a reverence for the past, a code of honour for the present, which could not but be serviceable. He had enjoyed opportunities… of intercourse with men, some of whom were certain to rise to the highest places in the Senate, in the Church, or at the Bar. He might have mixed with them in his sports, in his studies, and perhaps in his debating society; and any associations which he had this formed had been useful to him at the time, and might be a source of satisfaction to him in after life.”
Out of the students who matriculated in 1840, 65% were sons of professionals (34% were Anglican ministers). After graduation, 87% became professionals (59% as Anglican clergy). Out of the students who matriculated in 1870, 59% were sons of professionals (25% were Anglican ministers). After graduation, 87% became professionals (42% as Anglican clergy).
M. C. Curthoys and H. S. Jones argue that the rise of organized sport was one of the most remarkable and distinctive features of the history of the universities of Oxford and Cambridge in the late 19th and early 20th centuries. It was carried over from the athleticism prevalent at the public schools such as Eton, Winchester, Shrewsbury, and Harrow.
All students, regardless of their chosen area of study, were required to spend (at least) their first year preparing for a first-year examination that was heavily focused on classical languages. Science students found this particularly burdensome and supported a separate science degree with Greek language study removed from their required courses. This concept of a Bachelor of Science had been adopted at other European universities. (The University of London (UK) had implemented it in 1860) but an 1880 proposal at Oxford to replace the classical requirement with a modern language (like German or French) was unsuccessful. After considerable internal wrangling over the structure of the arts curriculum, in 1886 the “natural science preliminary” was recognized as a qualifying part of the first-year examination.
At the start of 1914, the university housed about 3,000 undergraduates and about 100 postgraduate students. During the First World War, many undergraduates and fellows joined the armed forces. By 1918 virtually all fellows were in uniform, and the student population in residence was reduced to 12 per cent of the pre-war total. The University Roll of Service records that, in total, 14,792 members of the university served in the war, with 2,716 (18.36%) killed. Not all the members of the university who served in the Great War were on the Allied side; there is a remarkable memorial to members of New College who served in the German armed forces, bearing the inscription, ‘In memory of the men of this college who coming from a foreign land entered into the inheritance of this place and returning fought and died for their country in the war 1914–1918’. During the war years the university buildings became hospitals, cadet schools and military training camps.
Reforms
Two parliamentary commissions in 1852 issued recommendations for Oxford and Cambridge. Archibald Campbell Tait, former headmaster of Rugby School, was a key member of the Oxford Commission; he wanted Oxford to follow the German and Scottish model in which the professorship was paramount. The commission’s report envisioned a centralized university run predominantly by professors and faculties, with a much stronger emphasis on research. The professional staff should be strengthened and better paid. For students, restrictions on entry should be dropped, and more opportunities given to poorer families. It called for an enlargement of the curriculum, with honours to be awarded in many new fields. Undergraduate scholarships should be open to all Britons. Graduate fellowships should be opened up to all members of the university. It recommended that fellows be released from an obligation for ordination. Students were to be allowed to save money by boarding in the city, instead of in a college.
The system of separate honour schools for different subjects began in 1802, with Mathematics and Literae Humaniores. Schools of “Natural Sciences” and “Law, and Modern History” were added in 1853. By 1872, the last of these had split into “Jurisprudence” and “Modern History”. Theology became the sixth honour school. In addition to these B.A. Honours degrees, the postgraduate Bachelor of Civil Law (B.C.L.) was, and still is, offered.
The mid-19th century saw the impact of the Oxford Movement (1833–1845), led among others by the future Cardinal John Henry Newman. The influence of the reformed model of German universities reached Oxford via key scholars such as Edward Bouverie Pusey, Benjamin Jowett and Max Müller.
Administrative reforms during the 19th century included the replacement of oral examinations with written entrance tests, greater tolerance for religious dissent, and the establishment of four women’s colleges. Privy Council decisions in the 20th century (e.g. the abolition of compulsory daily worship, dissociation of the Regius Professorship of Hebrew from clerical status, diversion of colleges’ theological bequests to other purposes) loosened the link with traditional belief and practice. Furthermore, although the university’s emphasis had historically been on classical knowledge, its curriculum expanded during the 19th century to include scientific and medical studies. Knowledge of Ancient Greek was required for admission until 1920, and Latin until 1960.
The University of Oxford began to award doctorates for research in the first third of the 20th century. The first Oxford D.Phil. in mathematics was awarded in 1921.
The mid-20th century saw many distinguished continental scholars, displaced by Nazism and communism, relocating to Oxford.
The list of distinguished scholars at the University of Oxford is long and includes many who have made major contributions to politics, the sciences, medicine, and literature. Nobel laureates and more than 50 world leaders have been affiliated with the University of Oxford.
To be a member of the university, all students, and most academic staff, must also be a member of a college or hall. There are thirty-nine colleges of the University of Oxford (including Reuben College, planned to admit students in 2021) and six permanent private halls (PPHs), each controlling its membership and with its own internal structure and activities. Not all colleges offer all courses, but they generally cover a broad range of subjects.
The colleges are:
All-Souls College
Balliol College
Brasenose College
Christ Church College
Corpus-Christi College
Exeter College
Green-Templeton College
Harris-Manchester College
Hertford College
Jesus College
Keble College
Kellogg College
Lady-Margaret-Hall
Linacre College
Lincoln College
Magdalen College
Mansfield College
Merton College
New College
Nuffield College
Oriel College
Pembroke College
Queens College
Reuben College
St-Anne’s College
St-Antony’s College
St-Catherines College
St-Cross College
St-Edmund-Hall College
St-Hilda’s College
St-Hughs College
St-John’s College
St-Peters College
Somerville College
Trinity College
University College
Wadham College
Wolfson College
Worcester College
The permanent private halls [PPH] were founded by different Christian denominations. One difference between a college and a PPH is that whereas colleges are governed by the fellows of the college, the governance of a PPH resides, at least in part, with the corresponding Christian denomination. The six current PPHs are:
Blackfriars
Campion Hall
Regent’s Park College
St Benet’s Hall
St-Stephen’s Hall
Wycliffe Hall
The PPHs and colleges join as the Conference of Colleges, which represents the common concerns of the several colleges of the university, to discuss matters of shared interest and to act collectively when necessary, such as in dealings with the central university. The Conference of Colleges was established as a recommendation of the Franks Commission in 1965.
Teaching members of the colleges (i.e. fellows and tutors) are collectively and familiarly known as dons, although the term is rarely used by the university itself. In addition to residential and dining facilities, the colleges provide social, cultural, and recreational activities for their members. Colleges have responsibility for admitting undergraduates and organizing their tuition; for graduates, this responsibility falls upon the departments. There is no common title for the heads of colleges: the titles used include Warden, Provost, Principal, President, Rector, Master and Dean.
Oxford is regularly ranked very highly in the world and has been ranked first in the world in the Times Higher Education World University Rankings, as well as the Forbes’s World University Rankings. It held the number one position in The Times Good University Guide for eleven consecutive years, and the medical school has also maintained first place in the “Clinical, Pre-Clinical & Health” table of The Times Higher Education World University Rankings. In Oxford ranked highly among the universities around the world by SCImago Institutions Rankings. The Times Higher Education has also recognized Oxford as one of the world’s “six super brands” on its World Reputation Rankings, along with The University of California-Berkeley, The University of Cambridge (UK), Harvard University, The Massachusetts Institute of Technology, and Stanford University. The university is highly ranked worldwide on the US News ranking. Its Saïd Business School came in highly in the world in The Financial Times Global MBA Ranking.
Oxford has been ranked highly in the world by The Nature Index, which measures the largest contributors to papers published in 82 leading journals. It is ranked highly worldwide for forming CEOs according to The Professional Ranking World Universities, and first in the UK for the quality of its graduates as chosen by the recruiters of the UK’s major companies.
In The Complete University Guide, all 38 subjects offered by Oxford rank within the top 10 nationally meaning Oxford was one of only two multi-faculty universities (along with Cambridge) in the UK to have 100% of their subjects in the top 10. Computer Science, Medicine, Philosophy, Politics and Psychology were ranked first in the UK by the guide.
According to The QS World University Rankings by Subject, the University of Oxford also ranks very highly in the world for four Humanities disciplines: English Language and Literature, Modern Languages, Geography, and History. It also ranks second globally for Anthropology, Archaeology, Law, Medicine, Politics & International Studies, and Psychology.
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