From The Jackson School of Geosciences at University of Texas-Austin And The University of California-San Diego: “Air Pollution Can Amplify Negative Effects of Climate Change”

From The Jackson School of Geosciences at University of Texas-Austin

University of Texas-Austin

And

The University of California-San Diego

9.23.22
Anton Caputo
Jackson School of Geosciences
210-602-2085
anton.caputo@jsg.utexas.edu

A new study looks at the combined effects of air pollution and climate change.

Fig. 1. Steady-state distributions of aerosols and their physical impacts relative to control condition.
Each column shows the global impacts due to identical aerosol emissions from the listed region. (A) Changes in surface PM2.5 show that the surface particulate burden remains concentrated locally, with different characteristic dispersion distances across regions; (B) changes in total column AOD span larger spatial scales; and (C) changes in average annual surface temperature show strong variation, with northern latitude emissions locations exerting the strongest global cooling impacts. (D) Average annual precipitation impacts are heterogeneous, with stronger reductions in the tropics. Stippling indicates a difference between perturbation from control conditions at the 95% confidence level.

Fig. 2. The social impacts of aerosols from each source region.
Each experimental condition compared equivalent aerosol emissions from one region (A) to control conditions; here, impacts are aggregated both locally (total within the emission region) and globally. Because the global total includes local impacts, location on the 1:1 line indicates purely localized impacts (local = global), while departures above or below the line indicate exported effects. (B) Excess infant deaths are large proximal to the source, although aerosol transport over populated and/or vulnerable regions creates distal impacts. (C) The geographic distribution of crop production changes varies widely, with heterogeneous radiation, temperature, and precipitation effects creating substantial distal impacts. (D) Economic impacts include both positive and negative effects, with positive impacts arising from cooling of countries above the economically optimal temperature under the control condition. Gray error bars show the uncertainty [95% confidence interval (CI)] due to natural climate variability present in simulations, and black bars show uncertainty (95% CI) from damage function parameter estimation. $B PPP, billions of dollars based on purchasing power parity (PPP). Point colors for (B) to (D) correspond to the emission regions colors in (A). Values are shown in table S5, and values normalized to per teragram (per-Tg) aerosol are shown in table S6.

The impacts of air pollution on human health, economies and agriculture differ drastically depending on where on the planet the pollutants are emitted, according to a new study that could potentially incentivize certain countries to cut climate-changing emissions.

Led by The University of Texas-Austin and the University of California-San Diego, the study is the first to simulate how pollutants affect both climate and air quality for locations around the globe.

The research, which is published in Science Advances [below], analyzed the climate and air quality impacts of aerosols — tiny solid particles and liquid droplets that contribute to smog and are emitted from industrial factories, power plants and vehicle tailpipes. Aerosols create unique global patterns of impact on human health, agricultural and economic productivity when compared with carbon dioxide (CO2) emissions, which are the focus of efforts to mitigate climate change.

Although CO2 and aerosols are often emitted at the same time during the combustion of fuel the two substances behave differently in Earth’s atmosphere, said co-lead author Geeta Persad, an assistant professor in UT Austin’s Jackson School of Geosciences.

“Carbon dioxide has the same impact on climate no matter who emits it,” Persad said. “But for these aerosol pollutants, they tend to stay concentrated near where they’re emitted, so the effect that they have on the climate system is very patchy and very dependent on where they’re coming from.”

The researchers found that, depending on where they are emitted, aerosols can worsen the social costs of carbon – an estimate of the economic costs greenhouse gasses have on society — by as much as 66%.

The scientists looked at eight key regions: Brazil, China, East Africa, western Europe, India, Indonesia, United States and South Africa.

“This research highlights how the harmful effects of our emissions are generally underestimated,” said Jennifer Burney, co-lead author and the Marshall Saunders Chancellor’s Endowed Chair in Global Climate Policy and Research at the UC San Diego School of Global Policy and Strategy. “CO2 is making the planet warmer, but it also gets emitted with a bunch of other compounds that impact people and plants directly and cause climate changes in their own right.”

The work, which was supported by the National Science Foundation, represents a collaboration between Persad and Burney, who are physical scientists, and a group of economists and public health experts. Co-authors include Marshall Burke, Eran Bendavid and Sam Heft-Neal at Stanford University and Jonathan Proctor at Harvard University.

Aerosols can directly affect human health and the climate on their own. They are associated with negative health impacts when inhaled and can affect the climate by influencing temperature, precipitation patterns and how much sunlight reaches the Earth’s surface.

To study aerosols’ influence in comparison to CO2, the team created a set of climate simulations using the Community Earth System Model version 1 developed by the National Center for Atmospheric Research. They ran simulations in which each of the eight regions produced identical aerosol emissions and mapped how temperature, precipitation and surface air quality were affected across the globe. Then they connected this data with known relationships between climate and air quality and infant mortality, crop productivity, and gross domestic product across the eight regions. Finally, they compared the total societal costs of these aerosol-driven impacts against the societal costs of CO2 emitted in each of the eight regions.

The outcome paints a varied and complicated picture. Emissions from some regions produce climate and air quality effects that range from two to more than 10 times as strong as others and social costs that sometimes affect neighboring regions more than the region that produced the aerosol emissions. For example, in Europe local emissions result in four times as many infant deaths outside Europe as within.

But the researchers note that aerosol emissions are always bad for both the emitter and the planet overall.

“While we might think about aerosols, which cool the climate, as having the silver lining of counteracting CO2-driven warming, when we look at all these effects in combination, we find that no region experiences overall local benefits or generates overall global benefits by emitting aerosols,” Persad said.

Science paper:
Science Advances

See the full article here .

five-ways-keep-your-child-safe-school-shootings

Please help promote STEM in your local schools.

Stem Education Coalition

The University of California- San Diego, is a public research university located in the La Jolla area of San Diego, California, in the United States. The university occupies 2,141 acres (866 ha) near the coast of the Pacific Ocean with the main campus resting on approximately 1,152 acres (466 ha). Established in 1960 near the pre-existing Scripps Institution of Oceanography, The University of California-San Diego is the seventh oldest of the 10 University of California campuses and offers over 200 undergraduate and graduate degree programs, enrolling about 22,700 undergraduate and 6,300 graduate students. The University of California-San Diego is one of America’s “Public Ivy” universities, which recognizes top public research universities in the United States. The University of California-San Diego was ranked 8th among public universities and 37th among all universities in the United States, and rated the 18th Top World University by U.S. News & World Report’s 2015 rankings.

The University of California-San Diego is organized into seven undergraduate residential colleges (Revelle; John Muir; Thurgood Marshall; Earl Warren; Eleanor Roosevelt; Sixth; and Seventh), four academic divisions (Arts and Humanities; Biological Sciences; Physical Sciences; and Social Sciences), and seven graduate and professional schools (Jacobs School of Engineering; Rady School of Management; Scripps Institution of Oceanography; School of Global Policy and Strategy; School of Medicine; Skaggs School of Pharmacy and Pharmaceutical Sciences; and the newly established Wertheim School of Public Health and Human Longevity Science). University of California-San Diego Health, the region’s only academic health system, provides patient care; conducts medical research; and educates future health care professionals at the University of California-San Diego Medical Center, Hillcrest; Jacobs Medical Center; Moores Cancer Center; Sulpizio Cardiovascular Center; Shiley Eye Institute; Institute for Genomic Medicine; Koman Family Outpatient Pavilion and various express care and urgent care clinics throughout San Diego.

The university operates 19 organized research units (ORUs), including the Center for Energy Research; Qualcomm Institute (a branch of the California Institute for Telecommunications and Information Technology); San Diego Supercomputer Center; and the Kavli Institute for Brain and Mind, as well as eight School of Medicine research units, six research centers at Scripps Institution of Oceanography and two multi-campus initiatives, including the Institute on Global Conflict and Cooperation. The University of California-San Diego is also closely affiliated with several regional research centers, such as the Salk Institute; the Sanford Burnham Prebys Medical Discovery Institute; the Sanford Consortium for Regenerative Medicine; and the Scripps Research Institute. It is classified among “R1: Doctoral Universities – Very high research activity”. According to the National Science Foundation, UC San Diego spent $1.265 billion on research and development in fiscal year 2018, ranking it 7th in the nation.

The University of California-San Diego is considered one of the country’s “Public Ivies”. As of February 2021, The University of California-San Diego faculty, researchers and alumni have won 27 Nobel Prizes and three Fields Medals, eight National Medals of Science, eight MacArthur Fellowships, and three Pulitzer Prizes. Additionally, of the current faculty, 29 have been elected to the National Academy of Engineering, 70 to the National Academy of Sciences, 45 to the National Academy of Medicine and 110 to the American Academy of Arts and Sciences.

History

When the Regents of the University of California originally authorized the San Diego campus in 1956, it was planned to be a graduate and research institution, providing instruction in the sciences, mathematics, and engineering. Local citizens supported the idea, voting the same year to transfer to the university 59 acres (24 ha) of mesa land on the coast near the preexisting Scripps Institution of Oceanography. The Regents requested an additional gift of 550 acres (220 ha) of undeveloped mesa land northeast of Scripps, as well as 500 acres (200 ha) on the former site of Camp Matthews from the federal government, but Roger Revelle, then director of Scripps Institution and main advocate for establishing the new campus, jeopardized the site selection by exposing the La Jolla community’s exclusive real estate business practices, which were antagonistic to minority racial and religious groups. This outraged local conservatives, as well as Regent Edwin W. Pauley.

University of California President Clark Kerr satisfied San Diego city donors by changing the proposed name from University of California, La Jolla, to University of California-San Diego. The city voted in agreement to its part in 1958, and the University of California approved construction of the new campus in 1960. Because of the clash with Pauley, Revelle was not made chancellor. Herbert York, first director of DOE’s Lawrence Livermore National Laboratory, was designated instead. York planned the main campus according to the “Oxbridge” model, relying on many of Revelle’s ideas.

According to Kerr, “San Diego always asked for the best,” though this created much friction throughout the University of California system, including with Kerr himself, because University of California-San Diego often seemed to be “asking for too much and too fast.” Kerr attributed University of California-San Diego’s “special personality” to Scripps, which for over five decades had been the most isolated University of California unit in every sense: geographically, financially, and institutionally. It was a great shock to the Scripps community to learn that Scripps was now expected to become the nucleus of a new University of California campus and would now be the object of far more attention from both the university administration in Berkeley and the state government in Sacramento.

The University of California-San Diego was the first general campus of the University of California to be designed “from the top down” in terms of research emphasis. Local leaders disagreed on whether the new school should be a technical research institute or a more broadly based school that included undergraduates as well. John Jay Hopkins of General Dynamics Corporation pledged one million dollars for the former while the City Council offered free land for the latter. The original authorization for the University of California-San Diego campus given by the University of California Regents in 1956 approved a “graduate program in science and technology” that included undergraduate programs, a compromise that won both the support of General Dynamics and the city voters’ approval.

Nobel laureate Harold Urey, a physicist from the University of Chicago, and Hans Suess, who had published the first paper on the greenhouse effect with Revelle in the previous year, were early recruits to the faculty in 1958. Maria Goeppert-Mayer, later the second female Nobel laureate in physics, was appointed professor of physics in 1960. The graduate division of the school opened in 1960 with 20 faculty in residence, with instruction offered in the fields of physics, biology, chemistry, and earth science. Before the main campus completed construction, classes were held in the Scripps Institution of Oceanography.

By 1963, new facilities on the mesa had been finished for the School of Science and Engineering, and new buildings were under construction for Social Sciences and Humanities. Ten additional faculty in those disciplines were hired, and the whole site was designated the First College, later renamed after Roger Revelle, of the new campus. York resigned as chancellor that year and was replaced by John Semple Galbraith. The undergraduate program accepted its first class of 181 freshman at Revelle College in 1964. Second College was founded in 1964, on the land deeded by the federal government, and named after environmentalist John Muir two years later. The University of California-San Diego School of Medicine also accepted its first students in 1966.

Political theorist Herbert Marcuse joined the faculty in 1965. A champion of the New Left, he reportedly was the first protester to occupy the administration building in a demonstration organized by his student, political activist Angela Davis. The American Legion offered to buy out the remainder of Marcuse’s contract for $20,000; the Regents censured Chancellor William J. McGill for defending Marcuse on the basis of academic freedom, but further action was averted after local leaders expressed support for Marcuse. Further student unrest was felt at the university, as the United States increased its involvement in the Vietnam War during the mid-1960s, when a student raised a Viet Minh flag over the campus. Protests escalated as the war continued and were only exacerbated after the National Guard fired on student protesters at Kent State University in 1970. Over 200 students occupied Urey Hall, with one student setting himself on fire in protest of the war.

Early research activity and faculty quality, notably in the sciences, was integral to shaping the focus and culture of the university. Even before The University of California-San Diego had its own campus, faculty recruits had already made significant research breakthroughs, such as the Keeling Curve, a graph that plots rapidly increasing carbon dioxide levels in the atmosphere and was the first significant evidence for global climate change; the Kohn–Sham equations, used to investigate particular atoms and molecules in quantum chemistry; and the Miller–Urey experiment, which gave birth to the field of prebiotic chemistry.

Engineering, particularly computer science, became an important part of the university’s academics as it matured. University researchers helped develop The University of California-San Diego Pascal, an early machine-independent programming language that later heavily influenced Java; the National Science Foundation Network, a precursor to the Internet; and the Network News Transfer Protocol during the late 1970s to 1980s. In economics, the methods for analyzing economic time series with time-varying volatility (ARCH), and with common trends (cointegration) were developed. The University of California-San Diego maintained its research intense character after its founding, racking up 25 Nobel Laureates affiliated within 50 years of history; a rate of five per decade.

Under Richard C. Atkinson’s leadership as chancellor from 1980 to 1995, the university strengthened its ties with the city of San Diego by encouraging technology transfer with developing companies, transforming San Diego into a world leader in technology-based industries. He oversaw a rapid expansion of the School of Engineering, later renamed after Qualcomm founder Irwin M. Jacobs, with the construction of the San Diego Supercomputer Center and establishment of the computer science, electrical engineering, and bioengineering departments. Private donations increased from $15 million to nearly $50 million annually, faculty expanded by nearly 50%, and enrollment doubled to about 18,000 students during his administration. By the end of his chancellorship, the quality of The University of California-San Diego graduate programs was ranked 10th in the nation by the National Research Council.

The university continued to undergo further expansion during the first decade of the new millennium with the establishment and construction of two new professional schools — the Skaggs School of Pharmacy and Rady School of Management—and the California Institute for Telecommunications and Information Technology, a research institute run jointly with University of California Irvine. The University of California-San Diego also reached two financial milestones during this time, becoming the first university in the western region to raise over $1 billion in its eight-year fundraising campaign in 2007 and also obtaining an additional $1 billion through research contracts and grants in a single fiscal year for the first time in 2010. Despite this, due to the California budget crisis, the university loaned $40 million against its own assets in 2009 to offset a significant reduction in state educational appropriations. The salary of Pradeep Khosla, who became chancellor in 2012, has been the subject of controversy amidst continued budget cuts and tuition increases.

On November 27, 2017, the university announced it would leave its longtime athletic home of the California Collegiate Athletic Association, an NCAA Division II league, to begin a transition to Division I in 2020. At that time, it will join the Big West Conference, already home to four other UC campuses (Davis, Irvine, Riverside, Santa Barbara). The transition period will run through the 2023–24 school year. The university prepares to transition to NCAA Division I competition on July 1, 2020.

Research

Applied Physics and Mathematics

The Nature Index lists The University of California-San Diego as 6th in the United States for research output by article count in 2019. In 2017, The University of California-San Diego spent $1.13 billion on research, the 7th highest expenditure among academic institutions in the U.S. The university operates several organized research units, including the Center for Astrophysics and Space Sciences (CASS), the Center for Drug Discovery Innovation, and the Institute for Neural Computation. The University of California-San Diego also maintains close ties to the nearby Scripps Research Institute and Salk Institute for Biological Studies. In 1977, The University of California-San Diego developed and released The University of California-San Diego Pascal programming language. The university was designated as one of the original national Alzheimer’s disease research centers in 1984 by the National Institute on Aging. In 2018, The University of California-San Diego received $10.5 million from the DOE National Nuclear Security Administration to establish the Center for Matters under Extreme Pressure (CMEC).

The university founded the San Diego Supercomputer Center (SDSC) in 1985, which provides high performance computing for research in various scientific disciplines. In 2000, The University of California-San Diego partnered with The University of California-Irvine to create the Qualcomm Institute , which integrates research in photonics, nanotechnology, and wireless telecommunication to develop solutions to problems in energy, health, and the environment.

The University of California-San Diego also operates the Scripps Institution of Oceanography, one of the largest centers of research in earth science in the world, which predates the university itself. Together, SDSC and SIO, along with funding partner universities California Institute of Technology, San Diego State University, and The University of California-Santa Barbara, manage the High Performance Wireless Research and Education Network.

The Jackson School of Geosciences at The University of Texas at Austin unites the Department of Geological Sciences with two research units, the Institute for Geophysics and the Bureau of Economic Geology.

The Jackson School is both old and new. It traces its origins to a Department of Geology founded in 1888 but became a separate unit at the level of a college only on September 1, 2005. The school’s formation resulted from gifts by the late John A. and Katherine G. Jackson initially valued at $272 million. The school’s endowment as of December 31, 2015 is $442.3 million.

The Department of Geological Sciences offers the following undergraduate degree programs: Bachelor of Arts, Bachelor of Science in General Geology, Bachelor of Science in Environmental Science, Bachelor of Science in Geophysics, Bachelor of Science in Hydrogeology/Environmental Geology, Bachelor of Science in Teaching, Bachelor of Science in Geosystems Engineering and Hydrogeology. There is also an undergraduate Geological Sciences Honors Program. In the 2006-2007 academic year, the department awarded 49 undergraduate degrees.

The department offers the following graduate degree programs: Master of Science (with thesis), Master of Arts (with report), and Doctoral Degree. In the 2006-2007 academic year, the department awarded 52 graduate degrees.

In 2018, U.S. News & World Report ranked the Jackson School of Geosciences No. 7 among U.S. earth science graduate programs. In addition to the overall ranking, the Jackson School earned top 10 rankings in two of four earth science specialty areas, placing No. 1 in geology and No. 7 in geophysics and seismology. Other areas in which the school is actively involved are paleontology, sedimentology, stratigraphy, hydrology, environmental geology, climate, petroleum exploration, petrology, geochemistry, structural geology and tectonics.

Students may also graduate with an interdisciplinary Master of Arts Degree through the Energy & Earth Resources (EER) Graduate Program. The EER Graduate Program provides the opportunity for students to prepare themselves in management, finance, economics, law and policy leading to analytical and leadership positions in resource–related fields. Private sector and government organizations face a growing need for professionals that can plan, evaluate, and manage complex resource projects, commonly international in scope, which often include partners with a variety of professional backgrounds. This program is well suited for those looking towards 21st century careers in energy, mineral, water, and environmental resources. Dual degrees in Energy & Earth Resources and Public Affairs are also available through the Jackson School and the Lyndon B. Johnson School of Public Affairs.

The Jackson School’s faculty and research scientists pursue 200 active research projects a year with annual funding of over $25 million. Research is often collaborative across the three scientific units and interdisciplinary with other departments at The University of Texas at Austin.

University Texas at Austin

U Texas Austin campus

The University of Texas-Austin is a public research university in Austin, Texas and the flagship institution of the University of Texas System. Founded in 1883, the University of Texas was inducted into the Association of American Universities in 1929, becoming only the third university in the American South to be elected. The institution has the nation’s seventh-largest single-campus enrollment, with over 50,000 undergraduate and graduate students and over 24,000 faculty and staff.

A Public Ivy, it is a major center for academic research. The university houses seven museums and seventeen libraries, including the LBJ Presidential Library and the Blanton Museum of Art, and operates various auxiliary research facilities, such as the J. J. Pickle Research Campus and the McDonald Observatory. As of November 2020, 13 Nobel Prize winners, four Pulitzer Prize winners, two Turing Award winners, two Fields medalists, two Wolf Prize winners, and two Abel prize winners have been affiliated with the school as alumni, faculty members or researchers. The university has also been affiliated with three Primetime Emmy Award winners, and has produced a total of 143 Olympic medalists.

Student-athletes compete as the Texas Longhorns and are members of the Big 12 Conference. Its Longhorn Network is the only sports network featuring the college sports of a single university. The Longhorns have won four NCAA Division I National Football Championships, six NCAA Division I National Baseball Championships, thirteen NCAA Division I National Men’s Swimming and Diving Championships, and has claimed more titles in men’s and women’s sports than any other school in the Big 12 since the league was founded in 1996.

Establishment

The first mention of a public university in Texas can be traced to the 1827 constitution for the Mexican state of Coahuila y Tejas. Although Title 6, Article 217 of the Constitution promised to establish public education in the arts and sciences, no action was taken by the Mexican government. After Texas obtained its independence from Mexico in 1836, the Texas Congress adopted the Constitution of the Republic, which, under Section 5 of its General Provisions, stated “It shall be the duty of Congress, as soon as circumstances will permit, to provide, by law, a general system of education.”

On April 18, 1838, “An Act to Establish the University of Texas” was referred to a special committee of the Texas Congress, but was not reported back for further action. On January 26, 1839, the Texas Congress agreed to set aside fifty leagues of land—approximately 288,000 acres (117,000 ha)—towards the establishment of a publicly funded university. In addition, 40 acres (16 ha) in the new capital of Austin were reserved and designated “College Hill”. (The term “Forty Acres” is colloquially used to refer to the University as a whole. The original 40 acres is the area from Guadalupe to Speedway and 21st Street to 24th Street.)

In 1845, Texas was annexed into the United States. The state’s Constitution of 1845 failed to mention higher education. On February 11, 1858, the Seventh Texas Legislature approved O.B. 102, an act to establish the University of Texas, which set aside $100,000 in United States bonds toward construction of the state’s first publicly funded university (the $100,000 was an allocation from the $10 million the state received pursuant to the Compromise of 1850 and Texas’s relinquishing claims to lands outside its present boundaries). The legislature also designated land reserved for the encouragement of railroad construction toward the university’s endowment. On January 31, 1860, the state legislature, wanting to avoid raising taxes, passed an act authorizing the money set aside for the University of Texas to be used for frontier defense in west Texas to protect settlers from Indian attacks.

Texas’s secession from the Union and the American Civil War delayed repayment of the borrowed monies. At the end of the Civil War in 1865, The University of Texas’s endowment was just over $16,000 in warrants and nothing substantive had been done to organize the university’s operations. This effort to establish a University was again mandated by Article 7, Section 10 of the Texas Constitution of 1876 which directed the legislature to “establish, organize and provide for the maintenance, support and direction of a university of the first class, to be located by a vote of the people of this State, and styled “The University of Texas”.

Additionally, Article 7, Section 11 of the 1876 Constitution established the Permanent University Fund, a sovereign wealth fund managed by the Board of Regents of the University of Texas and dedicated to the maintenance of the university. Because some state legislators perceived an extravagance in the construction of academic buildings of other universities, Article 7, Section 14 of the Constitution expressly prohibited the legislature from using the state’s general revenue to fund construction of university buildings. Funds for constructing university buildings had to come from the university’s endowment or from private gifts to the university, but the university’s operating expenses could come from the state’s general revenues.

The 1876 Constitution also revoked the endowment of the railroad lands of the Act of 1858, but dedicated 1,000,000 acres (400,000 ha) of land, along with other property appropriated for the university, to the Permanent University Fund. This was greatly to the detriment of the university as the lands the Constitution of 1876 granted the university represented less than 5% of the value of the lands granted to the university under the Act of 1858 (the lands close to the railroads were quite valuable, while the lands granted the university were in far west Texas, distant from sources of transportation and water). The more valuable lands reverted to the fund to support general education in the state (the Special School Fund).

On April 10, 1883, the legislature supplemented the Permanent University Fund with another 1,000,000 acres (400,000 ha) of land in west Texas granted to the Texas and Pacific Railroad but returned to the state as seemingly too worthless to even survey. The legislature additionally appropriated $256,272.57 to repay the funds taken from the university in 1860 to pay for frontier defense and for transfers to the state’s General Fund in 1861 and 1862. The 1883 grant of land increased the land in the Permanent University Fund to almost 2.2 million acres. Under the Act of 1858, the university was entitled to just over 1,000 acres (400 ha) of land for every mile of railroad built in the state. Had the 1876 Constitution not revoked the original 1858 grant of land, by 1883, the university lands would have totaled 3.2 million acres, so the 1883 grant was to restore lands taken from the university by the 1876 Constitution, not an act of munificence.

On March 30, 1881, the legislature set forth the university’s structure and organization and called for an election to establish its location. By popular election on September 6, 1881, Austin (with 30,913 votes) was chosen as the site. Galveston, having come in second in the election (with 20,741 votes), was designated the location of the medical department (Houston was third with 12,586 votes). On November 17, 1882, on the original “College Hill,” an official ceremony commemorated the laying of the cornerstone of the Old Main building. University President Ashbel Smith, presiding over the ceremony, prophetically proclaimed “Texas holds embedded in its earth rocks and minerals which now lie idle because unknown, resources of incalculable industrial utility, of wealth and power. Smite the earth, smite the rocks with the rod of knowledge and fountains of unstinted wealth will gush forth.” The University of Texas officially opened its doors on September 15, 1883.

Expansion and growth

In 1890, George Washington Brackenridge donated $18,000 for the construction of a three-story brick mess hall known as Brackenridge Hall (affectionately known as “B.Hall”), one of the university’s most storied buildings and one that played an important place in university life until its demolition in 1952.

The old Victorian-Gothic Main Building served as the central point of the campus’s 40-acre (16 ha) site, and was used for nearly all purposes. But by the 1930s, discussions arose about the need for new library space, and the Main Building was razed in 1934 over the objections of many students and faculty. The modern-day tower and Main Building were constructed in its place.

In 1910, George Washington Brackenridge again displayed his philanthropy, this time donating 500 acres (200 ha) on the Colorado River to the university. A vote by the regents to move the campus to the donated land was met with outrage, and the land has only been used for auxiliary purposes such as graduate student housing. Part of the tract was sold in the late-1990s for luxury housing, and there are controversial proposals to sell the remainder of the tract. The Brackenridge Field Laboratory was established on 82 acres (33 ha) of the land in 1967.

In 1916, Gov. James E. Ferguson became involved in a serious quarrel with the University of Texas. The controversy grew out of the board of regents’ refusal to remove certain faculty members whom the governor found objectionable. When Ferguson found he could not have his way, he vetoed practically the entire appropriation for the university. Without sufficient funding, the university would have been forced to close its doors. In the middle of the controversy, Ferguson’s critics brought to light a number of irregularities on the part of the governor. Eventually, the Texas House of Representatives prepared 21 charges against Ferguson, and the Senate convicted him on 10 of them, including misapplication of public funds and receiving $156,000 from an unnamed source. The Texas Senate removed Ferguson as governor and declared him ineligible to hold office.

In 1921, the legislature appropriated $1.35 million for the purchase of land next to the main campus. However, expansion was hampered by the restriction against using state revenues to fund construction of university buildings as set forth in Article 7, Section 14 of the Constitution. With the completion of Santa Rita No. 1 well and the discovery of oil on university-owned lands in 1923, the university added significantly to its Permanent University Fund. The additional income from Permanent University Fund investments allowed for bond issues in 1931 and 1947, which allowed the legislature to address funding for the university along with the Agricultural and Mechanical College (now known as Texas A&M University). With sufficient funds to finance construction on both campuses, on April 8, 1931, the Forty Second Legislature passed H.B. 368. which dedicated the Agricultural and Mechanical College a 1/3 interest in the Available University Fund, the annual income from Permanent University Fund investments.

The University of Texas was inducted into The Association of American Universities in 1929. During World War II, the University of Texas was one of 131 colleges and universities nationally that took part in the V-12 Navy College Training Program which offered students a path to a Navy commission.

In 1950, following Sweatt v. Painter, the University of Texas was the first major university in the South to accept an African-American student. John S. Chase went on to become the first licensed African-American architect in Texas.

In the fall of 1956, the first black students entered the university’s undergraduate class. Black students were permitted to live in campus dorms, but were barred from campus cafeterias. The University of Texas integrated its facilities and desegregated its dorms in 1965. UT, which had had an open admissions policy, adopted standardized testing for admissions in the mid-1950s at least in part as a conscious strategy to minimize the number of Black undergraduates, given that they were no longer able to simply bar their entry after the Brown decision.

Following growth in enrollment after World War II, the university unveiled an ambitious master plan in 1960 designed for “10 years of growth” that was intended to “boost the University of Texas into the ranks of the top state universities in the nation.” In 1965, the Texas Legislature granted the university Board of Regents to use eminent domain to purchase additional properties surrounding the original 40 acres (160,000 m^2). The university began buying parcels of land to the north, south, and east of the existing campus, particularly in the Blackland neighborhood to the east and the Brackenridge tract to the southeast, in hopes of using the land to relocate the university’s intramural fields, baseball field, tennis courts, and parking lots.

On March 6, 1967, the Sixtieth Texas Legislature changed the university’s official name from “The University of Texas” to “The University of Texas at Austin” to reflect the growth of the University of Texas System.

Recent history

The first presidential library on a university campus was dedicated on May 22, 1971, with former President Johnson, Lady Bird Johnson and then-President Richard Nixon in attendance. Constructed on the eastern side of the main campus, the Lyndon Baines Johnson Library and Museum is one of 13 presidential libraries administered by the National Archives and Records Administration.

A statue of Martin Luther King Jr. was unveiled on campus in 1999 and subsequently vandalized. By 2004, John Butler, a professor at the McCombs School of Business suggested moving it to Morehouse College, a historically black college, “a place where he is loved”.

The University of Texas at Austin has experienced a wave of new construction recently with several significant buildings. On April 30, 2006, the school opened the Blanton Museum of Art. In August 2008, the AT&T Executive Education and Conference Center opened, with the hotel and conference center forming part of a new gateway to the university. Also in 2008, Darrell K Royal-Texas Memorial Stadium was expanded to a seating capacity of 100,119, making it the largest stadium (by capacity) in the state of Texas at the time.

On January 19, 2011, the university announced the creation of a 24-hour television network in partnership with ESPN, dubbed the Longhorn Network. ESPN agreed to pay a $300 million guaranteed rights fee over 20 years to the university and to IMG College, the school’s multimedia rights partner. The network covers the university’s intercollegiate athletics, music, cultural arts, and academics programs. The channel first aired in September 2011.

From Stanford University: “Stanford researchers model thawing at base of Antarctic ice sheet”

From Stanford University

9.14.22

Eliza Dawson
Stanford Doerr School of Sustainability
ejdawson@stanford.edu

Dustin Schroeder,
Stanford Doerr School of Sustainability
(650) 725-7861
Cell (440) 567-8343 (cell)
dustin.m.schroeder@stanford.edu

Danielle Torrent Tucker
Stanford Doerr School of Sustainability
(650) 497-9541
dttucker@stanford.edu

Missing Crucial Component of Sea Level Rise

Recent efforts using computational modeling to understand how melting ice in Antarctica will impact the planet’s oceans have focused on ice-sheet geometry, fracture, and surface melting – processes that could potentially trigger or accelerate ice-sheet mass loss. Now, researchers have identified an additional process that could have a similarly significant effect on the ice sheet’s future: thawing of the bed, known as basal thaw, at the interface of the land and the miles-thick ice sheet above it.

Map of Antarctica. (Image credit: Wikimedia Commons)

The new study identifies areas that are not currently losing large amounts of mass but could be poised to match some of the largest contributors to sea-level rise – such as Thwaites Glacier – if they thawed. Antarctica is roughly the size of the United States, and the susceptible regions comprise an area greater than California. The research was published Sept. 14 in Nature Communications [below].

“You can’t necessarily assume that everywhere that’s currently frozen will stay frozen,” said senior study author Dustin Schroeder, an associate professor of geophysics at the Stanford Doerr School of Sustainability. “These regions may be under-appreciated potential contributors.”

Unusual suspects

The simulations were built on recent theoretical work showing that basal thaw could occur over short time scales. Using numerical ice sheet models, the study co-authors tested hypotheses about whether the onset of such thaw could lead to significant ice loss within a 100-year period. They found that triggering thaw led to mass loss in regions of the ice sheet that are not usually associated with instability and sea-level contributions at that time scale.

“There really has been little to no continental-wide work that looks at the onset of thawing – that transition from frozen ice to ice at the melting point, where a little bit of water at the bed can cause the ice to slide,” said lead study author Eliza Dawson, a PhD student in geophysics. “We were interested in learning how big an effect thawing could have and what regions of the ice sheet were potentially most susceptible.”

The researchers modeled temperature changes at Antarctica’s base according to shifts in friction caused by the ice sheet sliding over the land beneath it. The simulations revealed that in East Antarctica which is currently considered a relatively stable region compared to West Antarctica, the Enderby-Kemp and George V Land areas would be most sensitive to thawing at their beds. Within George V Land, they also highlighted the Wilkes Basin as capable of becoming a leading sea-level contributor if thawing were to occur – a feature comparable in size to the rapidly evolving and likely unstable Thwaites Glacier in West Antarctica.

“The whole community is really focusing on Thwaites right now,” said Schroeder, who is also an associate professor of electrical engineering. “But some of the regions that are the usual suspects for big, impactful changes aren’t the most provocative and impactful areas in this study.”

Temperature matters

Because of Antarctica’s location and extreme conditions information about the ice sheet is sparse. Even less is known about the land beneath its frozen façade.

“Measuring the bed is a massive effort in these remote places – we have the technology to do it, but you really need to pick the spot, and sometimes it takes years, and field camps, and special equipment to go do that,” Schroeder said. “It’s difficult and expensive.”

To fill in information gaps, the researchers relied on the physics of how ice slides – how changes in temperature affect the way the ice sheet flows and evolves. In follow-on work, the authors plan to develop and apply radar-based analysis approaches to study the temperature of the ice sheet bed in these critical areas.

“You need to know the regions where it matters, and that’s the transformative contribution of Eliza’s paper,” Schroeder said. “It asks these broad questions: Does this matter? And if it matters, where? We hope this approach gives the community some priorities into where to look and why, and to avoid going down blind alleys.”

Sleeping giants?

Scientists do not currently know what forces are most capable of triggering thawing at the bed in the potentially susceptible regions identified in this study – or how soon they may be able to do so. One possible driver could be changing ocean conditions, which is the case elsewhere in Antarctica.

“Warm ocean water does not necessarily reach these East Antarctica regions as it does in parts of West Antarctica, but it’s nearby, so there’s potential that could change,” Schroeder said. “When you consider the recent theoretical work showing that thermal processes at the bed can be easy to activate – even spontaneous – it makes near-term thawing of the ice-sheet bed seem like a far easier switch to flip than we’d thought.”

The study shows that measuring and understanding and modeling the temperature at the base of ice sheets is important for understanding our future, as the biggest uncertainty in sea-level rise projections is the contribution from processes that can shift the behavior of massive ice sheets like Greenland and Antarctica.

“Follow-on work will be needed to take a closer look at these regions that this paper identified,” Dawson said. “Showing that thawing at the bed can result in mass loss from the ice sheet is a process that the community needs to understand and really start looking at – especially in these potentially vulnerable areas.”

Science paper:
Nature Communications

See the full article here .

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Stanford University campus

Leland and Jane Stanford founded Stanford University to “promote the public welfare by exercising an influence on behalf of humanity and civilization.” Stanford opened its doors in 1891, and more than a century later, it remains dedicated to finding solutions to the great challenges of the day and to preparing our students for leadership in today’s complex world. Stanford, is an American private research university located in Stanford, California on an 8,180-acre (3,310 ha) campus near Palo Alto. Since 1952, more than 54 Stanford faculty, staff, and alumni have won the Nobel Prize, including 19 current faculty members.

Stanford University, officially Leland Stanford Junior University, is a private research university located in Stanford, California. Stanford was founded in 1885 by Leland and Jane Stanford in memory of their only child, Leland Stanford Jr., who had died of typhoid fever at age 15 the previous year. Stanford is consistently ranked as among the most prestigious and top universities in the world by major education publications. It is also one of the top fundraising institutions in the country, becoming the first school to raise more than a billion dollars in a year.

Leland Stanford was a U.S. senator and former governor of California who made his fortune as a railroad tycoon. The school admitted its first students on October 1, 1891, as a coeducational and non-denominational institution. Stanford University struggled financially after the death of Leland Stanford in 1893 and again after much of the campus was damaged by the 1906 San Francisco earthquake. Following World War II, provost Frederick Terman supported faculty and graduates’ entrepreneurialism to build self-sufficient local industry in what would later be known as Silicon Valley.

The university is organized around seven schools: three schools consisting of 40 academic departments at the undergraduate level as well as four professional schools that focus on graduate programs in law, medicine, education, and business. All schools are on the same campus. Students compete in 36 varsity sports, and the university is one of two private institutions in the Division I FBS Pac-12 Conference. It has gained 126 NCAA team championships, and Stanford has won the NACDA Directors’ Cup for 24 consecutive years, beginning in 1994–1995. In addition, Stanford students and alumni have won 270 Olympic medals including 139 gold medals.

As of October 2020, 84 Nobel laureates, 28 Turing Award laureates, and eight Fields Medalists have been affiliated with Stanford as students, alumni, faculty, or staff. In addition, Stanford is particularly noted for its entrepreneurship and is one of the most successful universities in attracting funding for start-ups. Stanford alumni have founded numerous companies, which combined produce more than $2.7 trillion in annual revenue, roughly equivalent to the 7th largest economy in the world (as of 2020). Stanford is the alma mater of one president of the United States (Herbert Hoover), 74 living billionaires, and 17 astronauts. It is also one of the leading producers of Fulbright Scholars, Marshall Scholars, Rhodes Scholars, and members of the United States Congress.

Stanford University was founded in 1885 by Leland and Jane Stanford, dedicated to Leland Stanford Jr, their only child. The institution opened in 1891 on Stanford’s previous Palo Alto farm.

Jane and Leland Stanford modeled their university after the great eastern universities, most specifically Cornell University. Stanford opened being called the “Cornell of the West” in 1891 due to faculty being former Cornell affiliates (either professors, alumni, or both) including its first president, David Starr Jordan, and second president, John Casper Branner. Both Cornell and Stanford were among the first to have higher education be accessible, nonsectarian, and open to women as well as to men. Cornell is credited as one of the first American universities to adopt this radical departure from traditional education, and Stanford became an early adopter as well.

Despite being impacted by earthquakes in both 1906 and 1989, the campus was rebuilt each time. In 1919, The Hoover Institution on War, Revolution and Peace was started by Herbert Hoover to preserve artifacts related to World War I. The Stanford Medical Center, completed in 1959, is a teaching hospital with over 800 beds. The DOE’s SLAC National Accelerator Laboratory (originally named the Stanford Linear Accelerator Center), established in 1962, performs research in particle physics.

DOE’s SLAC National Accelerator Laboratory campus with world’s first x-ray laser- the Linac Coherent Light Source (LCLS) unveiled in 2009.

Land

Most of Stanford is on an 8,180-acre (12.8 sq mi; 33.1 km^2) campus, one of the largest in the United States. It is located on the San Francisco Peninsula, in the northwest part of the Santa Clara Valley (Silicon Valley) approximately 37 miles (60 km) southeast of San Francisco and approximately 20 miles (30 km) northwest of San Jose. In 2008, 60% of this land remained undeveloped.

Stanford’s main campus includes a census-designated place within unincorporated Santa Clara County, although some of the university land (such as the Stanford Shopping Center and the Stanford Research Park) is within the city limits of Palo Alto. The campus also includes much land in unincorporated San Mateo County (including the SLAC National Accelerator Laboratory and the Jasper Ridge Biological Preserve), as well as in the city limits of Menlo Park (Stanford Hills neighborhood), Woodside, and Portola Valley.

Non-central campus

Stanford currently operates in various locations outside of its central campus.

On the founding grant:

Jasper Ridge Biological Preserve is a 1,200-acre (490 ha) natural reserve south of the central campus owned by the university and used by wildlife biologists for research.

SLAC National Accelerator Laboratory is a facility west of the central campus operated by the university for the Department of Energy. It contains the longest linear particle accelerator in the world, 2 miles (3.2 km) on 426 acres (172 ha) of land. Golf course and a seasonal lake: The university also has its own golf course and a seasonal lake (Lake Lagunita, actually an irrigation reservoir), both home to the vulnerable California tiger salamander. As of 2012 Lake Lagunita was often dry and the university had no plans to artificially fill it.

Off the founding grant:

Hopkins Marine Station, in Pacific Grove, California, is a marine biology research center owned by the university since 1892., in Pacific Grove, California, is a marine biology research center owned by the university since 1892.
Study abroad locations: unlike typical study abroad programs, Stanford itself operates in several locations around the world; thus, each location has Stanford faculty-in-residence and staff in addition to students, creating a “mini-Stanford”.

Redwood City campus for many of the university’s administrative offices located in Redwood City, California, a few miles north of the main campus. In 2005, the university purchased a small, 35-acre (14 ha) campus in Midpoint Technology Park intended for staff offices; development was delayed by The Great Recession. In 2015 the university announced a development plan and the Redwood City campus opened in March 2019.

The Bass Center in Washington, DC provides a base, including housing, for the Stanford in Washington program for undergraduates. It includes a small art gallery open to the public.

China: Stanford Center at Peking University, housed in the Lee Jung Sen Building, is a small center for researchers and students in collaboration with Beijing University [北京大学](CN) (Kavli Institute for Astronomy and Astrophysics at Peking University(CN) (KIAA-PKU).

Administration and organization

Stanford is a private, non-profit university that is administered as a corporate trust governed by a privately appointed board of trustees with a maximum membership of 38. Trustees serve five-year terms (not more than two consecutive terms) and meet five times annually.[83] A new trustee is chosen by the current trustees by ballot. The Stanford trustees also oversee the Stanford Research Park, the Stanford Shopping Center, the Cantor Center for Visual Arts, Stanford University Medical Center, and many associated medical facilities (including the Lucile Packard Children’s Hospital).

The board appoints a president to serve as the chief executive officer of the university, to prescribe the duties of professors and course of study, to manage financial and business affairs, and to appoint nine vice presidents. The provost is the chief academic and budget officer, to whom the deans of each of the seven schools report. Persis Drell became the 13th provost in February 2017.

As of 2018, the university was organized into seven academic schools. The schools of Humanities and Sciences (27 departments), Engineering (nine departments), and Earth, Energy & Environmental Sciences (four departments) have both graduate and undergraduate programs while the Schools of Law, Medicine, Education and Business have graduate programs only. The powers and authority of the faculty are vested in the Academic Council, which is made up of tenure and non-tenure line faculty, research faculty, senior fellows in some policy centers and institutes, the president of the university, and some other academic administrators, but most matters are handled by the Faculty Senate, made up of 55 elected representatives of the faculty.

The Associated Students of Stanford University (ASSU) is the student government for Stanford and all registered students are members. Its elected leadership consists of the Undergraduate Senate elected by the undergraduate students, the Graduate Student Council elected by the graduate students, and the President and Vice President elected as a ticket by the entire student body.

Stanford is the beneficiary of a special clause in the California Constitution, which explicitly exempts Stanford property from taxation so long as the property is used for educational purposes.

Endowment and donations

The university’s endowment, managed by the Stanford Management Company, was valued at $27.7 billion as of August 31, 2019. Payouts from the Stanford endowment covered approximately 21.8% of university expenses in the 2019 fiscal year. In the 2018 NACUBO-TIAA survey of colleges and universities in the United States and Canada, only Harvard University, the University of Texas System, and Yale University had larger endowments than Stanford.

In 2006, President John L. Hennessy launched a five-year campaign called the Stanford Challenge, which reached its $4.3 billion fundraising goal in 2009, two years ahead of time, but continued fundraising for the duration of the campaign. It concluded on December 31, 2011, having raised a total of $6.23 billion and breaking the previous campaign fundraising record of $3.88 billion held by Yale. Specifically, the campaign raised $253.7 million for undergraduate financial aid, as well as $2.33 billion for its initiative in “Seeking Solutions” to global problems, $1.61 billion for “Educating Leaders” by improving K-12 education, and $2.11 billion for “Foundation of Excellence” aimed at providing academic support for Stanford students and faculty. Funds supported 366 new fellowships for graduate students, 139 new endowed chairs for faculty, and 38 new or renovated buildings. The new funding also enabled the construction of a facility for stem cell research; a new campus for the business school; an expansion of the law school; a new Engineering Quad; a new art and art history building; an on-campus concert hall; a new art museum; and a planned expansion of the medical school, among other things. In 2012, the university raised $1.035 billion, becoming the first school to raise more than a billion dollars in a year.

Research centers and institutes

DOE’s SLAC National Accelerator Laboratory
Stanford Research Institute, a center of innovation to support economic development in the region.
Hoover Institution, a conservative American public policy institution and research institution that promotes personal and economic liberty, free enterprise, and limited government.
Hasso Plattner Institute of Design, a multidisciplinary design school in cooperation with the Hasso Plattner Institute of University of Potsdam [Universität Potsdam](DE) that integrates product design, engineering, and business management education).
Martin Luther King Jr. Research and Education Institute, which grew out of and still contains the Martin Luther King Jr. Papers Project.
John S. Knight Fellowship for Professional Journalists
Center for Ocean Solutions
Together with UC Berkeley and UC San Francisco, Stanford is part of the Biohub, a new medical science research center founded in 2016 by a $600 million commitment from Facebook CEO and founder Mark Zuckerberg and pediatrician Priscilla Chan.

Discoveries and innovation

Natural sciences

Biological synthesis of deoxyribonucleic acid (DNA) – Arthur Kornberg synthesized DNA material and won the Nobel Prize in Physiology or Medicine 1959 for his work at Stanford.
First Transgenic organism – Stanley Cohen and Herbert Boyer were the first scientists to transplant genes from one living organism to another, a fundamental discovery for genetic engineering. Thousands of products have been developed on the basis of their work, including human growth hormone and hepatitis B vaccine.
Laser – Arthur Leonard Schawlow shared the 1981 Nobel Prize in Physics with Nicolaas Bloembergen and Kai Siegbahn for his work on lasers.
Nuclear magnetic resonance – Felix Bloch developed new methods for nuclear magnetic precision measurements, which are the underlying principles of the MRI.

Computer and applied sciences

ARPANET – Stanford Research Institute, formerly part of Stanford but on a separate campus, was the site of one of the four original ARPANET nodes.

Internet—Stanford was the site where the original design of the Internet was undertaken. Vint Cerf led a research group to elaborate the design of the Transmission Control Protocol (TCP/IP) that he originally co-created with Robert E. Kahn (Bob Kahn) in 1973 and which formed the basis for the architecture of the Internet.

Frequency modulation synthesis – John Chowning of the Music department invented the FM music synthesis algorithm in 1967, and Stanford later licensed it to Yamaha Corporation.

Google – Google began in January 1996 as a research project by Larry Page and Sergey Brin when they were both PhD students at Stanford. They were working on the Stanford Digital Library Project (SDLP). The SDLP’s goal was “to develop the enabling technologies for a single, integrated and universal digital library” and it was funded through the National Science Foundation, among other federal agencies.

Klystron tube – invented by the brothers Russell and Sigurd Varian at Stanford. Their prototype was completed and demonstrated successfully on August 30, 1937. Upon publication in 1939, news of the klystron immediately influenced the work of U.S. and UK researchers working on radar equipment.

RISC – ARPA funded VLSI project of microprocessor design. Stanford and University of California- Berkeley are most associated with the popularization of this concept. The Stanford MIPS would go on to be commercialized as the successful MIPS architecture, while Berkeley RISC gave its name to the entire concept, commercialized as the SPARC. Another success from this era were IBM’s efforts that eventually led to the IBM POWER instruction set architecture, PowerPC, and Power ISA. As these projects matured, a wide variety of similar designs flourished in the late 1980s and especially the early 1990s, representing a major force in the Unix workstation market as well as embedded processors in laser printers, routers and similar products.
SUN workstation – Andy Bechtolsheim designed the SUN workstation for the Stanford University Network communications project as a personal CAD workstation, which led to Sun Microsystems.

Businesses and entrepreneurship

Stanford is one of the most successful universities in creating companies and licensing its inventions to existing companies; it is often held up as a model for technology transfer. Stanford’s Office of Technology Licensing is responsible for commercializing university research, intellectual property, and university-developed projects.

The university is described as having a strong venture culture in which students are encouraged, and often funded, to launch their own companies.

Companies founded by Stanford alumni generate more than $2.7 trillion in annual revenue, equivalent to the 10th-largest economy in the world.

Some companies closely associated with Stanford and their connections include:

Hewlett-Packard, 1939, co-founders William R. Hewlett (B.S, PhD) and David Packard (M.S).
Silicon Graphics, 1981, co-founders James H. Clark (Associate Professor) and several of his grad students.
Sun Microsystems, 1982, co-founders Vinod Khosla (M.B.A), Andy Bechtolsheim (PhD) and Scott McNealy (M.B.A).
Cisco, 1984, founders Leonard Bosack (M.S) and Sandy Lerner (M.S) who were in charge of Stanford Computer Science and Graduate School of Business computer operations groups respectively when the hardware was developed.[163]
Yahoo!, 1994, co-founders Jerry Yang (B.S, M.S) and David Filo (M.S).
Google, 1998, co-founders Larry Page (M.S) and Sergey Brin (M.S).
LinkedIn, 2002, co-founders Reid Hoffman (B.S), Konstantin Guericke (B.S, M.S), Eric Lee (B.S), and Alan Liu (B.S).
Instagram, 2010, co-founders Kevin Systrom (B.S) and Mike Krieger (B.S).
Snapchat, 2011, co-founders Evan Spiegel and Bobby Murphy (B.S).
Coursera, 2012, co-founders Andrew Ng (Associate Professor) and Daphne Koller (Professor, PhD).

Student body

Stanford enrolled 6,996 undergraduate and 10,253 graduate students as of the 2019–2020 school year. Women comprised 50.4% of undergraduates and 41.5% of graduate students. In the same academic year, the freshman retention rate was 99%.

Stanford awarded 1,819 undergraduate degrees, 2,393 master’s degrees, 770 doctoral degrees, and 3270 professional degrees in the 2018–2019 school year. The four-year graduation rate for the class of 2017 cohort was 72.9%, and the six-year rate was 94.4%. The relatively low four-year graduation rate is a function of the university’s coterminal degree (or “coterm”) program, which allows students to earn a master’s degree as a 1-to-2-year extension of their undergraduate program.

As of 2010, fifteen percent of undergraduates were first-generation students.

Athletics

As of 2016 Stanford had 16 male varsity sports and 20 female varsity sports, 19 club sports and about 27 intramural sports. In 1930, following a unanimous vote by the Executive Committee for the Associated Students, the athletic department adopted the mascot “Indian.” The Indian symbol and name were dropped by President Richard Lyman in 1972, after objections from Native American students and a vote by the student senate. The sports teams are now officially referred to as the “Stanford Cardinal,” referring to the deep red color, not the cardinal bird. Stanford is a member of the Pac-12 Conference in most sports, the Mountain Pacific Sports Federation in several other sports, and the America East Conference in field hockey with the participation in the inter-collegiate NCAA’s Division I FBS.

Its traditional sports rival is the University of California, Berkeley, the neighbor to the north in the East Bay. The winner of the annual “Big Game” between the Cal and Cardinal football teams gains custody of the Stanford Axe.

Stanford has had at least one NCAA team champion every year since the 1976–77 school year and has earned 126 NCAA national team titles since its establishment, the most among universities, and Stanford has won 522 individual national championships, the most by any university. Stanford has won the award for the top-ranked Division 1 athletic program—the NACDA Directors’ Cup, formerly known as the Sears Cup—annually for the past twenty-four straight years. Stanford athletes have won medals in every Olympic Games since 1912, winning 270 Olympic medals total, 139 of them gold. In the 2008 Summer Olympics, and 2016 Summer Olympics, Stanford won more Olympic medals than any other university in the United States. Stanford athletes won 16 medals at the 2012 Summer Olympics (12 gold, two silver and two bronze), and 27 medals at the 2016 Summer Olympics.

Traditions

The unofficial motto of Stanford, selected by President Jordan, is Die Luft der Freiheit weht. Translated from the German language, this quotation from Ulrich von Hutten means, “The wind of freedom blows.” The motto was controversial during World War I, when anything in German was suspect; at that time the university disavowed that this motto was official.
Hail, Stanford, Hail! is the Stanford Hymn sometimes sung at ceremonies or adapted by the various University singing groups. It was written in 1892 by mechanical engineering professor Albert W. Smith and his wife, Mary Roberts Smith (in 1896 she earned the first Stanford doctorate in Economics and later became associate professor of Sociology), but was not officially adopted until after a performance on campus in March 1902 by the Mormon Tabernacle Choir.
“Uncommon Man/Uncommon Woman”: Stanford does not award honorary degrees, but in 1953 the degree of “Uncommon Man/Uncommon Woman” was created to recognize individuals who give rare and extraordinary service to the University. Technically, this degree is awarded by the Stanford Associates, a voluntary group that is part of the university’s alumni association. As Stanford’s highest honor, it is not conferred at prescribed intervals, but only when appropriate to recognize extraordinary service. Recipients include Herbert Hoover, Bill Hewlett, Dave Packard, Lucile Packard, and John Gardner.
Big Game events: The events in the week leading up to the Big Game vs. UC Berkeley, including Gaieties (a musical written, composed, produced, and performed by the students of Ram’s Head Theatrical Society).
“Viennese Ball”: a formal ball with waltzes that was initially started in the 1970s by students returning from the now-closed Stanford in Vienna overseas program. It is now open to all students.
“Full Moon on the Quad”: An annual event at Main Quad, where students gather to kiss one another starting at midnight. Typically organized by the Junior class cabinet, the festivities include live entertainment, such as music and dance performances.
“Band Run”: An annual festivity at the beginning of the school year, where the band picks up freshmen from dorms across campus while stopping to perform at each location, culminating in a finale performance at Main Quad.
“Mausoleum Party”: An annual Halloween Party at the Stanford Mausoleum, the final resting place of Leland Stanford Jr. and his parents. A 20-year tradition, the “Mausoleum Party” was on hiatus from 2002 to 2005 due to a lack of funding, but was revived in 2006. In 2008, it was hosted in Old Union rather than at the actual Mausoleum, because rain prohibited generators from being rented. In 2009, after fundraising efforts by the Junior Class Presidents and the ASSU Executive, the event was able to return to the Mausoleum despite facing budget cuts earlier in the year.
Former campus traditions include the “Big Game bonfire” on Lake Lagunita (a seasonal lake usually dry in the fall), which was formally ended in 1997 because of the presence of endangered salamanders in the lake bed.

Award laureates and scholars

Stanford’s current community of scholars includes:

19 Nobel Prize laureates (as of October 2020, 85 affiliates in total)
171 members of the National Academy of Sciences
109 members of National Academy of Engineering
76 members of National Academy of Medicine
288 members of the American Academy of Arts and Sciences
19 recipients of the National Medal of Science
1 recipient of the National Medal of Technology
4 recipients of the National Humanities Medal
49 members of American Philosophical Society
56 fellows of the American Physics Society (since 1995)
4 Pulitzer Prize winners
31 MacArthur Fellows
4 Wolf Foundation Prize winners
2 ACL Lifetime Achievement Award winners
14 AAAI fellows
2 Presidential Medal of Freedom winners

From Brown University: “Study finds melting Arctic ice could transform international shipping routes”

From Brown University

June 22, 2022 [Just found this.]
Jill Kimball
jill_kimball@brown.edu
401-863-5450

Melting ice in the Arctic Ocean could yield new trade routes in international waters, reducing the shipping industry’s carbon footprint and weakening Russia’s control over trade routes through the Arctic, a study found.

Credit: Brown University.

With climate change rapidly warming the world’s oceans, the future of the Arctic Ocean looks grim. Climate models show that parts of the Arctic that were once covered in ice year-round are warming so quickly that they will be reliably ice-free for months on end in as few as two decades. The Arctic’s changing climate will endanger countless species that thrive in sub-zero temperatures, scientists say.

Another critical consequence of melting ice in the Arctic? The potential for shorter, more eco-friendly maritime trade routes that bypass the Russian-controlled Northern Sea Route.

In a new study, a pair of climate scientists at Brown University worked with a legal scholar at the University of Maine School of Law to predict how Arctic Ocean ice melt could affect the regulation of shipping routes over the next few decades. They projected that by 2065, the Arctic’s navigability will increase so greatly that it could yield new trade routes in international waters — not only reducing the shipping industry’s carbon footprint but also weakening Russia’s control over trade in the Arctic.

The study was published on Monday, June 20, in the PNAS [below].

“There is no scenario in which melting ice in the Arctic is good news,” said Amanda Lynch, the study’s lead author and a professor of Earth, environmental and planetary sciences at Brown. “But the unfortunate reality is that the ice is already retreating, these routes are opening up, and we need to start thinking critically about the legal, environmental and geopolitical implications.”

Lynch, who has studied climate change in the Arctic for nearly 30 years, said that as a first step, she worked with Xueke Li, a postdoctoral research associate at the Institute at Brown for Environment and Society, to model four navigation scenarios based on four likely outcomes of global actions to halt climate change in the coming years. Their projections showed that unless global leaders successfully constrain warming to 1.5 degrees Celsius over the next 43 years, climate change will likely open up several new routes through international waters by the middle of this century.

One critical consequence of melting ice in the Arctic: the potential for shorter, more eco-friendly maritime trade routes that bypass the Russian-controlled Northern Sea Route, shown here in green.

According to Charles Norchi — director of the Center for Oceans and Coastal Law at Maine Law, a visiting scholar at Brown’s Watson Institute for International and Public Affairs, and one of the study’s co-authors — those changes could have major implications for world trade and global politics.

Norchi explained that since 1982, the United Nations Convention on the Law of the Sea has given Arctic coastal states enhanced authority over primary shipping routes. Article 234 of the convention states that in the name of “the prevention, reduction and control of marine pollution from vessels,” countries whose coastlines are near Arctic shipping routes have the ability to regulate the route’s maritime traffic, so long as the area remains ice-covered for the majority of the year.

Norchi said that for decades, Russia has used Article 234 for its own economic and geopolitical interests. One Russian law requires all vessels passing through the Northern Sea Route to be piloted by Russians. The country also requires that passing vessels pay tolls and provide advance notice of their plans to use the route. The heavy regulation is one among many reasons why major shipping companies often bypass the route’s heavy regulations and high costs and instead use the Suez and Panama canals — longer, but cheaper and easier, trade routes.

But as the ice near Russia’s northern coast begins to melt, Norchi said, so will the country’s grip on shipping through the Arctic Ocean.

“The Russians will, I’m sure, continue to invoke Article 234, which they will attempt to back up with their might,” Norchi said. “But they will be challenged by the international community, because Article 234 will cease to be applicable if there’s no ice covered-area for most of the year. Not only that, but with melting ice, shipping will move out of Russian territorial waters and into international waters. If that happens, Russia can’t do much, because the outcome is driven by climate change and shipping economics.”

According to Lynch, previous studies have shown that Arctic routes are 30% to 50% shorter than the Suez Canal and Panama Canal routes, with transit time reduced by an estimated 14 to 20 days. That means that if international Arctic waters warm enough to open up new pathways, shipping companies could reduce their greenhouse gas emissions by about 24% while also saving money and time.

“These potential new Arctic routes are a useful thing to consider when you recall the moment when the Ever Given ship was stranded in the Suez Canal, blocking an important shipping route for several weeks,” Lynch said. “Diversifying trade routes — especially considering new routes that can’t be blocked, because they’re not canals — gives the global shipping infrastructure a lot more resiliency.”

And it’s better to ask questions about the future of shipping now, Lynch said, rather than later, given how long it can take to establish international laws. (For context, she said, it took 10 years for world governments to negotiate the Convention on the Law of the Sea.) Lynch hopes that kicking off the conversation on the Arctic’s trade future with well-researched scholarship might help world leaders make informed decisions about protecting the Earth’s climate from future harm.

“Flagging these coming changes now could help prevent them from emerging as a crisis that has to be resolved rapidly, which almost never turns out well,” Lynch said. “To actually craft international agreements with some forethought and deliberation is certainly a better way to go.”

Science paper:
PNAS

See the full article here .

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Welcome to Brown

Brown University is a private Ivy League research university in Providence, Rhode Island. Founded in 1764 as the College in the English Colony of Rhode Island and Providence Plantations, Brown is the seventh-oldest institution of higher education in the United States and one of the nine colonial colleges chartered before the American Revolution.

At its foundation, Brown University was the first college in North America to accept students regardless of their religious affiliation. The university is home to the oldest applied mathematics program in the United States, the oldest engineering program in the Ivy League, and the third-oldest medical program in New England. The university was one of the early doctoral-granting U.S. institutions in the late 19th century, adding masters and doctoral studies in 1887. In 1969, Brown adopted its “Open Curriculum” after a period of student lobbying. The new curriculum eliminated mandatory “general education” distribution requirements, made students “the architects of their own syllabus” and allowed them to take any course for a grade of satisfactory (Pass) or no-credit (Fail) which is unrecorded on external transcripts. In 1971, Brown’s coordinate women’s institution, Pembroke College, was fully merged into the university.

Admission is among the most selective in the United States; in 2021, the university reported an acceptance rate of 5.4%.

The university comprises the College; the Graduate School; Alpert Medical School; the School of Engineering; the School of Public Health and the School of Professional Studies. Brown’s international programs are organized through The Watson Institute for International and Public Affairs at Brown University , and the university is academically affiliated with the UChicago Marine Biological Laboratory in Woods Hole, Massachusetts (US) and The Rhode Island School of Design. In conjunction with the Rhode Island School of Design, Brown offers undergraduate and graduate dual degree programs.

Brown’s main campus is located in the College Hill neighborhood of Providence, Rhode Island. The university is surrounded by a federally listed architectural district with a dense concentration of Colonial-era buildings. Benefit Street, which runs along the western edge of the campus, contains one of the richest concentrations of 17th and 18th century architecture in the United States.

As of November 2019, nine Nobel Prize winners have been affiliated with Brown as alumni, faculty, or researchers, as well as seven National Humanities Medalists and ten National Medal of Science laureates. Other notable alumni include 26 Pulitzer Prize winners, 18 billionaires, one U.S. Supreme Court Chief Justice, four U.S. Secretaries of State, 99 members of the United States Congress, 57 Rhodes Scholars, 21 MacArthur Genius Fellows, and 37 Olympic medalists.

The foundation and the charter

In 1761, three residents of Newport, Rhode Island, drafted a petition to the colony’s General Assembly:

“That your Petitioners propose to open a literary institution or School for instructing young Gentlemen in the Languages, Mathematics, Geography & History, & such other branches of Knowledge as shall be desired. That for this End… it will be necessary… to erect a public Building or Buildings for the boarding of the youth & the Residence of the Professors.”

The three petitioners were Ezra Stiles, pastor of Newport’s Second Congregational Church and future president of Yale University; William Ellery, Jr., future signer of the United States Declaration of Independence; and Josias Lyndon, future governor of the colony. Stiles and Ellery later served as co-authors of the college’s charter two years later. The editor of Stiles’s papers observes, “This draft of a petition connects itself with other evidence of Dr. Stiles’s project for a Collegiate Institution in Rhode Island, before the charter of what became Brown University.”

The Philadelphia Association of Baptist Churches were also interested in establishing a college in Rhode Island—home of the mother church of their denomination. At the time, the Baptists were unrepresented among the colonial colleges; the Congregationalists had Harvard University and Yale University, the Presbyterians had the College of New Jersey (later Princeton University), and the Episcopalians had The William & Mary College and King’s College (later Columbia University). Isaac Backus, a historian of the New England Baptists and an inaugural trustee of Brown, wrote of the October 1762 resolution taken at Philadelphia:

“The Philadelphia Association obtained such an acquaintance with our affairs, as to bring them to an apprehension that it was practicable and expedient to erect a college in the Colony of Rhode-Island, under the chief direction of the Baptists; … Mr. James Manning, who took his first degree in New-Jersey college in September, 1762, was esteemed a suitable leader in this important work.”

James Manning arrived at Newport in July 1763 and was introduced to Stiles, who agreed to write the charter for the college. Stiles’ first draft was read to the General Assembly in August 1763 and rejected by Baptist members who worried that their denomination would be underrepresented in the College Board of Fellows. A revised charter written by Stiles and Ellery was adopted by the Rhode Island General Assembly on March 3, 1764, in East Greenwich.

In September 1764, the inaugural meeting of the corporation—the college’s governing body—was held in Newport’s Old Colony House. Governor Stephen Hopkins was chosen chancellor, former and future governor Samuel Ward vice chancellor, John Tillinghast treasurer, and Thomas Eyres secretary. The charter stipulated that the board of trustees should be composed of 22 Baptists, five Quakers, five Episcopalians, and four Congregationalists. Of the 12 Fellows, eight should be Baptists—including the college president—”and the rest indifferently of any or all Denominations.”

At the time of its creation, Brown’s charter was a uniquely progressive document. Other colleges had curricular strictures against opposing doctrines, while Brown’s charter asserted, “Sectarian differences of opinions, shall not make any Part of the Public and Classical Instruction.” The document additionally “recognized more broadly and fundamentally than any other [university charter] the principle of denominational cooperation.” The oft-repeated statement that Brown’s charter alone prohibited a religious test for College membership is inaccurate; other college charters were similarly liberal in that particular.

The college was founded as Rhode Island College, at the site of the First Baptist Church in Warren, Rhode Island. James Manning was sworn in as the college’s first president in 1765 and remained in the role until 1791. In 1766, the college authorized Rev. Morgan Edwards to travel to Europe to “solicit Benefactions for this Institution.” During his year-and-a-half stay in the British Isles, the reverend secured funding from benefactors including Thomas Penn and Benjamin Franklin.

In 1770, the college moved from Warren to Providence. To establish a campus, John and Moses Brown purchased a four-acre lot on the crest of College Hill on behalf of the school. The majority of the property fell within the bounds of the original home lot of Chad Brown, an ancestor of the Browns and one of the original proprietors of Providence Plantations. After the college was relocated to the city, work began on constructing its first building.

A building committee, organized by the corporation, developed plans for the college’s first purpose-built edifice, finalizing a design on February 9, 1770. The subsequent structure, referred to as “The College Edifice” and later as University Hall, may have been modeled on Nassau Hall, built 14 years prior at the College of New Jersey. President Manning, an active member of the building process, was educated at Princeton and might have suggested that Brown’s first building resemble that of his alma mater.

The College

Founded in 1764, the college is Brown’s oldest school. About 7,200 undergraduate students are enrolled in the college, and 81 concentrations are offered. For the graduating class of 2020 the most popular concentrations were Computer Science; Economics; Biology; History; Applied Mathematics; International Relations and Political Science. A quarter of Brown undergraduates complete more than one concentration before graduating. If the existing programs do not align with their intended curricular interests, undergraduates may design and pursue independent concentrations.

35 percent of undergraduates pursue graduate or professional study immediately, 60 percent within 5 years, and 80 percent within 10 years. For the Class of 2009, 56 percent of all undergraduate alumni have since earned graduate degrees. Among undergraduate alumni who go on to receive graduate degrees, the most common degrees earned are J.D. (16%), M.D. (14%), M.A. (14%), M.Sc. (14%), and Ph.D. (11%). The most common institutions from which undergraduate alumni earn graduate degrees are Brown University, Columbia University, and Harvard University.

The highest fields of employment for undergraduate alumni ten years after graduation are education and higher education (15%), medicine (9%), business and finance (9%), law (8%), and computing and technology (7%).

Brown and RISD

Since its 1893 relocation to College Hill, Rhode Island School of Design (RISD) has bordered Brown to its west. Since 1900, Brown and RISD students have been able to cross-register at the two institutions, with Brown students permitted to take as many as four courses at RISD to count towards their Brown degree. The two institutions partner to provide various student-life services and the two student bodies compose a synergy in the College Hill cultural scene.

Rankings

Brown University is accredited by the New England Commission of Higher Education. For their 2021 rankings, The Wall Street Journal/Times Higher Education ranked Brown 5th in the Best Colleges 2021 edition.

The Forbes Magazine annual ranking of America’s Top Colleges 2021—which ranked 600 research universities, liberal arts colleges and service academies—ranked Brown 26th overall and 23rd among universities.

U.S. News & World Report ranked Brown 14th among national universities in its 2021 edition.[162] The 2021 edition also ranked Brown 1st for undergraduate teaching, 20th in Most Innovative Schools, and 18th in Best Value Schools.

Washington Monthly ranked Brown 37th in 2020 among 389 national universities in the U.S. based on its contribution to the public good, as measured by social mobility, research, and promoting public service.

For 2020, U.S. News & World Report ranks Brown 102nd globally.

In 2014, Forbes Magazine ranked Brown 7th on its list of “America’s Most Entrepreneurial Universities.” The Forbes analysis looked at the ratio of “alumni and students who have identified themselves as founders and business owners on LinkedIn” and the total number of alumni and students.

LinkedIn particularized the Forbes rankings, placing Brown third (between The Massachusetts Institute of Technology and Princeton University) among “Best Undergraduate Universities for Software Developers at Startups.” LinkedIn’s methodology involved a career-path examination of “millions of alumni profiles” in its membership database.

In 2020, U.S. News ranked Brown’s Warren Alpert Medical School the 9th most selective in the country, with an acceptance rate of 2.8 percent.

According to 2020 data from The Department of Education, the median starting salary of Brown computer science graduates was the highest in the United States.

In 2020, Brown produced the second-highest number of Fulbright winners. For the three years prior, the university produced the most Fulbright winners of any university in the nation.

Research

Brown is member of The Association of American Universities since 1933 and is classified among “R1: Doctoral Universities – Very High Research Activity”. In FY 2017, Brown spent $212.3 million on research and was ranked 103rd in the United States by total R&D expenditure by The National Science Foundation.

From “Science Alert (AU)” : “A Foot of Sea Level Rise From Greenland’s Melting Ice May Already Be Locked in”

From “Science Alert (AU)”

8.30.22
Mike McRae

A boat navigates at night next to large icebergs in eastern Greenland on Aug. 15, 2019. Zombie ice from the massive Greenland ice sheet will eventually raise global sea level by at least 10 inches (27 centimeters) on its own, according to a study released Monday, Aug. 29, 2022. Zombie or doomed ice is still attached to thicker areas of ice, but it’s no longer getting fed by those larger glaciers. Credit: AP Photo/Felipe Dana, File.

In the recent (2000–2019) climate, the Greenland ice has built up a disequilibrium which will inevitably correct itself by reducing total mass by at least 3.3 percent in order to regain equilibrium at a new average snow line in a higher alteration. Credit: The Geological Survey of Denmark and Greenland, GEUS.

The minimum global sea level rise and likely global sea level rise resulting from the committed mass loss from the Greenland Ice Sheet. Credit: The Geological Survey of Denmark and Greenland, GEUS.

Second only to Antarctica’s frozen cap in size, Greenland’s ice sheet is several million cubic kilometers of fresh water held in check by a combination of rock and sub-zero temperatures.

Until the late 20th century, odds were the amount of ice lost to the sea would be replaced by a dusting of precipitation. Today there’s a 99 percent chance of more water going into the Atlantic than falling on land.

Just what determines Greenland’s annual ice budget depends on numerous geological and meteorological features, many of which scientists are still vague on. Now an international team of researchers has fine-tuned their estimates on factors that hold the island’s enormous reservoir of frozen water at bay.

Based on an analysis of the sheet’s fluctuations between 2000 and 2019, we can expect to lose a little over 3 percent of the existing ice, even if the climate were to stabilize.

To put that into perspective, we’re talking enough water being dumped into the oceans to force a rise of around 27.4 centimeters, or nearly a foot. That’s if the future climate was to loop through the past decade of temperatures and rainfall over and over again.

If the worst year in the past two decades were to become representative of Greenland’s water cycle, the commitment of ice loss could cause sea levels to creep up by around 78.2 centimeters (over 2.5 ft).

Being optimistic, more of the good years could even see a return to ice growth.

Based on Greenland’s history of ice loss and accumulation, these could be seen as long-term predictions based on cycles that take place over thousands of years.

Unfortunately we live in unprecedented times. While the new model doesn’t tell us precisely what kind of time-scale this transaction might occur on, the researchers suggest we could be looking at a window of maybe one or two centuries given what we know about our world today.

As for tomorrow? Just what our world will look like in coming years depends a lot on how we act now, of course.

But short of a spontaneous ice age occurring, Greenland is locked into a debt of slowly melting ice for the foreseeable future.

Key to the new method for understanding the equilibrium of ice accumulation and melting – what is known as surface mass balance – is to focus on changes in the geometry of the ice within a set climate.

The rate at which glaciers flow into the sea is constrained by the volume of ice pressing down over a certain area. By also taking into account the way Greenland’s glaciers break up around its coastline, it’s possible to calculate a committed loss of ice that’s already being squeezed into the Atlantic under its own pressure.

At some point the steady slide of glacial ice and meltwater might once again balance the weight of snow accumulating on Greenland’s peaks and plateaus.

Precisely what that point is will depend on whether we have more years like 2018 – with a relatively low amount of ice loss – or horror years like 2012, where there were days that 97 percent of the ice sheet showed signs of surface melting.

In that worst-case scenario, a much larger fraction of Greenland’s ice will end up in the drink, with glaciers trickling away at speeds precipitation just can’t match.

Were that to occur, it’s not just sea-level rise we’d need to worry about. Such a volume of fresh water being dumped into the north Atlantic would float on top of the denser salt water, effectively putting the brakes on a major ocean current that helps cool the planet’s equator.

Every fraction of a degree of temperature rise brings us closer to that grim possibility. Under a so-called ‘business as usual’ scenario, where regulations fail to mitigate growing emissions, we might expect Greenland to be far less frozen by the year 2200.

It’s a fate we can avoid. While a cut of Greenland’s ice is destined to vanish, it’s still in our power to keep its glaciers flowing for a long time to come.

This research was published in Nature Climate Change.

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From The University of Washington : “Newly documented population of polar bears in Southeast Greenland sheds light on the species’ future in a warming Arctic”

From The University of Washington

June 16, 2022
Hannah Hickey

A Southeast Greenland polar bear on glacier, or freshwater, ice at 61 degrees north in September 2016. Credit: Thomas W. Johansen/NASA Oceans Melting Greenland.

Scientists have documented a previously unknown subpopulation of polar bears living in Southeast Greenland. The polar bears survive with limited access to sea ice by hunting from freshwater ice that pours into the ocean from Greenland’s glaciers. Because this isolated population is genetically distinct and uniquely adapted to its environment, studying it could shed light on the future of the species in a warming Arctic.

“We wanted to survey this region because we didn’t know much about the polar bears in Southeast Greenland, but we never expected to find a new subpopulation living there,” said lead author Kristin Laidre, a polar scientist at the University of Washington’s Applied Physics Laboratory. “We knew there were some bears in the area from historical records and Indigenous knowledge. We just didn’t know how special they were.”

A polar bear stands on a snow-covered iceberg that is surrounded by fast ice, or sea ice connected to the shore, in Southeast Greenland in March 2016. Credit: Kristin Laidre/University of Washington.

The study, published in the June 17 issue of Science, combines seven years of new data collected along the southeastern coast of Greenland with 30 years of historical data from the island’s whole east coast. The remote Southeast region had been poorly studied because of its unpredictable weather, jagged mountains and heavy snowfall. The newly collected genetic, movement and population data show how these bears use glacier ice to survive with limited access to sea ice.

“Polar bears are threatened by sea ice loss due to climate change. This new population gives us some insight into how the species might persist into the future,” said Laidre, who is also a UW associate professor of aquatic and fishery sciences. “But we need to be careful about extrapolating our findings, because the glacier ice that makes it possible for Southeast Greenland bears to survive is not available in most of the Arctic.”

Fuel barrels were slung with a longline, shown here in March 2015, and deposited at strategic points so that the helicopter could reach polar bears in Southeast Greenland. The fieldwork required a four-hour daily helicopter commute from a Greenlandic coastal community or other bases to reach the bears’ habitat. Credit: Fernando Ugarte/”Greenland Institute of Natural Resources”.

The genetic difference between this group of bears and its nearest genetic neighbor is greater than that observed for any of the 19 previously known polar bear populations.

“They are the most genetically isolated population of polar bears anywhere on the planet,” said co-author Beth Shapiro, a professor and geneticist at the University of California, Santa Cruz and investigator at the Howard Hughes Medical Institute. “We know that this population has been living separately from other polar bear populations for at least several hundred years, and that their population size throughout this time has remained small.”

A fjord in Southeast Greenland, shown with marine-terminating glacier in the distance, filled with open water in April 2016. The Southeast Greenland coast can be ice-free for more than 250 days per year, much longer than polar bears are thought to be able to survive without hunting.Credit: Kristin Laidre/University of Washington.

Part of the reason the population is so isolated, researchers believe, is that the bears are hemmed in on all sides: by the sharp mountain peaks and massive Greenland Ice Sheet to the west, the open water of the Denmark Strait to the east, and by the fast-flowing East Greenland coastal current that poses a hazard offshore.

Before starting the fieldwork, the team spent two years soliciting input and gathering information from polar bear subsistence hunters in East Greenland. Hunters participated throughout the study, contributing their expertise, and providing harvest samples for genetic analysis.

The satellite tracking of adult females shows that unlike most other polar bears that travel far over sea ice to hunt Southeast Greenland bears are homebodies. They walk on ice inside protected fjords or scramble up mountains to reach neighboring fjords over the Greenland Ice Sheet. Half of the 27 tracked bears accidentally floated an average of 120 miles (190 kilometers) south on small ice floes caught in the East Greenland coastal current, but then hopped off and walked back north on land to their home fjord.

Satellite tracking shows that the Southeast and Northeast polar bear populations are distinct and have different behaviors. The blue lines show that Northeast Greenland polar bears travel across extensive sea ice to hunt. The red lines show that Southeast Greenland polar bears have more limited movements inside their home fjords or neighboring fjords.Laidre et al./Science

“In a sense, these bears provide a glimpse into how Greenland’s bears may fare under future climate scenarios,” Laidre said. “The sea ice conditions in Southeast Greenland today resemble what’s predicted for Northeast Greenland by late this century.”

Southeast Greenland bears have access to sea ice for only four months, between February and late May. Sea ice provides the platform that most of the Arctic’s roughly 26,000 polar bears use to hunt seals. But polar bears can’t fast for eight months. For two-thirds of the year, the Southeast Greenland polar bears rely on a different strategy: They hunt seals from chunks of freshwater ice breaking off the Greenland Ice Sheet.

“The marine-terminating glaciers in Southeast Greenland are a fairly unique environment,” said co-author Twila Moon, deputy lead scientist at the National Snow and Ice Data Center. “These types of glaciers do exist in other places in the Arctic, but the combination of the fjord shapes, the high production of glacier ice and the very big reservoir of ice that is available from the Greenland Ice Sheet is what currently provides a steady supply of glacier ice.”

An adult female polar bear (left) and two 1-year-old cubs walk over snow-covered freshwater glacier ice in Southeast Greenland in March 2015.Kristin Credit: Laidre/University of Washington.

The fact that bears can survive here suggests that marine-terminating glaciers, and especially those regularly calving ice into the ocean, could become small-scale climate refugia — places where some polar bears could survive as sea ice on the ocean’s surface declines. Similar habitats exist at marine-terminating glaciers on other parts of Greenland’s coast and the island of Svalbard, a Norwegian territory located east of Greenland.

“Even with rapid changes happening on the ice sheet, this area in Greenland has the potential to continue to produce glacial ice, with a coast that may looks similar to today, for a long time,” Moon said.

The authors estimate that there are roughly a few hundred bears in Southeast Greenland, similar to other small populations. Body measurements suggest that adult females are smaller than in most regions. They also have fewer cubs, which may reflect the challenge of finding mates in the complex landscape of fjords and mountains. Laidre cautioned, however, that longer-term monitoring is needed to know the future viability of Southeast Greenland bears and to understand what happens to polar bear subpopulations as they become increasingly cut off from the rest of the Arctic by declining sea ice.

“If you’re concerned about preserving the species, then yes, our findings are hopeful — I think they show us how some polar bears might persist under climate change,” Laidre said. “But I don’t think glacier habitat is going to support huge numbers of polar bears. There’s just not enough of it. We still expect to see large declines in polar bears across the Arctic under climate change.”

The government of Greenland will decide on any protection and management measures. The International Union for Conservation of Nature, which helps oversee protected species, is responsible for determining whether Southeast Greenland bears are internationally recognized as a separate population, the 20th in the world.

“Preserving the genetic diversity of polar bears is crucial going forward under climate change,” Laidre said. “Officially recognizing these bears as a separate population will be important for conservation and management.”

The dots on the left map show the locations where samples from Greenland polar bears were collected. The new Southeast Greenland population, shown as red dots, is located between 60 and 64 degrees north. The map at the right shows the 19 current polar bear subpopulations, with colored dots showing the location of other samples used in the analysis.Credit: Laidre et al./Science.

This research was funded by NASA, the U.S. National Science Foundation, the government of Denmark; the government of Greenland; the UW; the University of Oslo; the Leo Model Foundation and the Vetlesen Foundation. Other co-authors are Eric Regehr, Benjamin Cohen and Harry Stern at the UW; Megan Supple, Christopher Vollmers and Russ Corbett-Detig at UC Santa Cruz; Erik Born, Fernando Ugarte, Peter Hegelund and Carl Isaksen at the Greenland Institute of Natural Resources; Oystein Wiig at the University of Oslo; Jon Aars at the Norwegian Polar Institute; Rune Dietz and Christian Sonne at Arhus University in Denmark; Geir Akse, a helicopter pilot in Norway; and David Paetkau at Wildlife Genetics International in Canada.

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The University of Washington is one of the world’s preeminent public universities. Our impact on individuals, on our region, and on the world is profound — whether we are launching young people into a boundless future or confronting the grand challenges of our time through undaunted research and scholarship. Ranked number 10 in the world in Shanghai Jiao Tong University rankings and educating more than 54,000 students annually, our students and faculty work together to turn ideas into impact and in the process transform lives and our world. For more about our impact on the world, every day.

So what defines us —the students, faculty and community members at the University of Washington? Above all, it’s our belief in possibility and our unshakable optimism. It’s a connection to others, both near and far. It’s a hunger that pushes us to tackle challenges and pursue progress. It’s the conviction that together we can create a world of good. Join us on the journey.

The University of Washington is a public research university in Seattle, Washington, United States. Founded in 1861, University of Washington is one of the oldest universities on the West Coast; it was established in downtown Seattle approximately a decade after the city’s founding to aid its economic development. Today, the university’s 703-acre main Seattle campus is in the University District above the Montlake Cut, within the urban Puget Sound region of the Pacific Northwest. The university has additional campuses in Tacoma and Bothell. Overall, University of Washington encompasses over 500 buildings and over 20 million gross square footage of space, including one of the largest library systems in the world with more than 26 university libraries, as well as the UW Tower, lecture halls, art centers, museums, laboratories, stadiums, and conference centers. The university offers bachelor’s, master’s, and doctoral degrees through 140 departments in various colleges and schools, sees a total student enrollment of roughly 46,000 annually, and functions on a quarter system.

University of Washington is a member of the Association of American Universities and is classified among “R1: Doctoral Universities – Very high research activity”. According to the National Science Foundation, UW spent $1.41 billion on research and development in 2018, ranking it 5th in the nation. As the flagship institution of the six public universities in Washington state, it is known for its medical, engineering and scientific research as well as its highly competitive computer science and engineering programs. Additionally, University of Washington continues to benefit from its deep historic ties and major collaborations with numerous technology giants in the region, such as Amazon, Boeing, Nintendo, and particularly Microsoft. Paul G. Allen, Bill Gates and others spent significant time at Washington computer labs for a startup venture before founding Microsoft and other ventures. The University of Washington’s 22 varsity sports teams are also highly competitive, competing as the Huskies in the Pac-12 Conference of the NCAA Division I, representing the United States at the Olympic Games, and other major competitions.

The university has been affiliated with many notable alumni and faculty, including 21 Nobel Prize laureates and numerous Pulitzer Prize winners, Fulbright Scholars, Rhodes Scholars and Marshall Scholars.

In 1854, territorial governor Isaac Stevens recommended the establishment of a university in the Washington Territory. Prominent Seattle-area residents, including Methodist preacher Daniel Bagley, saw this as a chance to add to the city’s potential and prestige. Bagley learned of a law that allowed United States territories to sell land to raise money in support of public schools. At the time, Arthur A. Denny, one of the founders of Seattle and a member of the territorial legislature, aimed to increase the city’s importance by moving the territory’s capital from Olympia to Seattle. However, Bagley eventually convinced Denny that the establishment of a university would assist more in the development of Seattle’s economy. Two universities were initially chartered, but later the decision was repealed in favor of a single university in Lewis County provided that locally donated land was available. When no site emerged, Denny successfully petitioned the legislature to reconsider Seattle as a location in 1858.

In 1861, scouting began for an appropriate 10 acres (4 ha) site in Seattle to serve as a new university campus. Arthur and Mary Denny donated eight acres, while fellow pioneers Edward Lander, and Charlie and Mary Terry, donated two acres on Denny’s Knoll in downtown Seattle. More specifically, this tract was bounded by 4th Avenue to the west, 6th Avenue to the east, Union Street to the north, and Seneca Streets to the south.

John Pike, for whom Pike Street is named, was the university’s architect and builder. It was opened on November 4, 1861, as the Territorial University of Washington. The legislature passed articles incorporating the University, and establishing its Board of Regents in 1862. The school initially struggled, closing three times: in 1863 for low enrollment, and again in 1867 and 1876 due to funds shortage. University of Washington awarded its first graduate Clara Antoinette McCarty Wilt in 1876, with a bachelor’s degree in science.

19th century relocation

By the time Washington state entered the Union in 1889, both Seattle and the University had grown substantially. University of Washington’s total undergraduate enrollment increased from 30 to nearly 300 students, and the campus’s relative isolation in downtown Seattle faced encroaching development. A special legislative committee, headed by University of Washington graduate Edmond Meany, was created to find a new campus to better serve the growing student population and faculty. The committee eventually selected a site on the northeast of downtown Seattle called Union Bay, which was the land of the Duwamish, and the legislature appropriated funds for its purchase and construction. In 1895, the University relocated to the new campus by moving into the newly built Denny Hall. The University Regents tried and failed to sell the old campus, eventually settling with leasing the area. This would later become one of the University’s most valuable pieces of real estate in modern-day Seattle, generating millions in annual revenue with what is now called the Metropolitan Tract. The original Territorial University building was torn down in 1908, and its former site now houses the Fairmont Olympic Hotel.

The sole-surviving remnants of Washington’s first building are four 24-foot (7.3 m), white, hand-fluted cedar, Ionic columns. They were salvaged by Edmond S. Meany, one of the University’s first graduates and former head of its history department. Meany and his colleague, Dean Herbert T. Condon, dubbed the columns as “Loyalty,” “Industry,” “Faith”, and “Efficiency”, or “LIFE.” The columns now stand in the Sylvan Grove Theater.

20th century expansion

Organizers of the 1909 Alaska-Yukon-Pacific Exposition eyed the still largely undeveloped campus as a prime setting for their world’s fair. They came to an agreement with Washington’s Board of Regents that allowed them to use the campus grounds for the exposition, surrounding today’s Drumheller Fountain facing towards Mount Rainier. In exchange, organizers agreed Washington would take over the campus and its development after the fair’s conclusion. This arrangement led to a detailed site plan and several new buildings, prepared in part by John Charles Olmsted. The plan was later incorporated into the overall University of Washington campus master plan, permanently affecting the campus layout.

Both World Wars brought the military to campus, with certain facilities temporarily lent to the federal government. In spite of this, subsequent post-war periods were times of dramatic growth for the University. The period between the wars saw a significant expansion of the upper campus. Construction of the Liberal Arts Quadrangle, known to students as “The Quad,” began in 1916 and continued to 1939. The University’s architectural centerpiece, Suzzallo Library, was built in 1926 and expanded in 1935.

After World War II, further growth came with the G.I. Bill. Among the most important developments of this period was the opening of the School of Medicine in 1946, which is now consistently ranked as the top medical school in the United States. It would eventually lead to the University of Washington Medical Center, ranked by U.S. News and World Report as one of the top ten hospitals in the nation.

In 1942, all persons of Japanese ancestry in the Seattle area were forced into inland internment camps as part of Executive Order 9066 following the attack on Pearl Harbor. During this difficult time, university president Lee Paul Sieg took an active and sympathetic leadership role in advocating for and facilitating the transfer of Japanese American students to universities and colleges away from the Pacific Coast to help them avoid the mass incarceration. Nevertheless, many Japanese American students and “soon-to-be” graduates were unable to transfer successfully in the short time window or receive diplomas before being incarcerated. It was only many years later that they would be recognized for their accomplishments during the University of Washington’s Long Journey Home ceremonial event that was held in May 2008.

From 1958 to 1973, the University of Washington saw a tremendous growth in student enrollment, its faculties and operating budget, and also its prestige under the leadership of Charles Odegaard. University of Washington student enrollment had more than doubled to 34,000 as the baby boom generation came of age. However, this era was also marked by high levels of student activism, as was the case at many American universities. Much of the unrest focused around civil rights and opposition to the Vietnam War. In response to anti-Vietnam War protests by the late 1960s, the University Safety and Security Division became the University of Washington Police Department.

Odegaard instituted a vision of building a “community of scholars”, convincing the Washington State legislatures to increase investment in the University. Washington senators, such as Henry M. Jackson and Warren G. Magnuson, also used their political clout to gather research funds for the University of Washington. The results included an increase in the operating budget from $37 million in 1958 to over $400 million in 1973, solidifying University of Washington as a top recipient of federal research funds in the United States. The establishment of technology giants such as Microsoft, Boeing and Amazon in the local area also proved to be highly influential in the University of Washington’s fortunes, not only improving graduate prospects but also helping to attract millions of dollars in university and research funding through its distinguished faculty and extensive alumni network.

21st century

In 1990, the University of Washington opened its additional campuses in Bothell and Tacoma. Although originally intended for students who have already completed two years of higher education, both schools have since become four-year universities with the authority to grant degrees. The first freshman classes at these campuses started in fall 2006. Today both Bothell and Tacoma also offer a selection of master’s degree programs.

In 2012, the University began exploring plans and governmental approval to expand the main Seattle campus, including significant increases in student housing, teaching facilities for the growing student body and faculty, as well as expanded public transit options. The University of Washington light rail station was completed in March 2015, connecting Seattle’s Capitol Hill neighborhood to the University of Washington Husky Stadium within five minutes of rail travel time. It offers a previously unavailable option of transportation into and out of the campus, designed specifically to reduce dependence on private vehicles, bicycles and local King County buses.

University of Washington has been listed as a “Public Ivy” in Greene’s Guides since 2001, and is an elected member of the American Association of Universities. Among the faculty by 2012, there have been 151 members of American Association for the Advancement of Science, 68 members of the National Academy of Sciences, 67 members of the American Academy of Arts and Sciences, 53 members of the National Academy of Medicine, 29 winners of the Presidential Early Career Award for Scientists and Engineers, 21 members of the National Academy of Engineering, 15 Howard Hughes Medical Institute Investigators, 15 MacArthur Fellows, 9 winners of the Gairdner Foundation International Award, 5 winners of the National Medal of Science, 7 Nobel Prize laureates, 5 winners of Albert Lasker Award for Clinical Medical Research, 4 members of the American Philosophical Society, 2 winners of the National Book Award, 2 winners of the National Medal of Arts, 2 Pulitzer Prize winners, 1 winner of the Fields Medal, and 1 member of the National Academy of Public Administration. Among UW students by 2012, there were 136 Fulbright Scholars, 35 Rhodes Scholars, 7 Marshall Scholars and 4 Gates Cambridge Scholars. UW is recognized as a top producer of Fulbright Scholars, ranking 2nd in the US in 2017.

The Academic Ranking of World Universities (ARWU) has consistently ranked University of Washington as one of the top 20 universities worldwide every year since its first release. In 2019, University of Washington ranked 14th worldwide out of 500 by the ARWU, 26th worldwide out of 981 in the Times Higher Education World University Rankings, and 28th worldwide out of 101 in the Times World Reputation Rankings. Meanwhile, QS World University Rankings ranked it 68th worldwide, out of over 900.

U.S. News & World Report ranked University of Washington 8th out of nearly 1,500 universities worldwide for 2021, with University of Washington’s undergraduate program tied for 58th among 389 national universities in the U.S. and tied for 19th among 209 public universities.

In 2019, it ranked 10th among the universities around the world by SCImago Institutions Rankings. In 2017, the Leiden Ranking, which focuses on science and the impact of scientific publications among the world’s 500 major universities, ranked University of Washington 12th globally and 5th in the U.S.

In 2019, Kiplinger Magazine’s review of “top college values” named University of Washington 5th for in-state students and 10th for out-of-state students among U.S. public colleges, and 84th overall out of 500 schools. In the Washington Monthly National University Rankings University of Washington was ranked 15th domestically in 2018, based on its contribution to the public good as measured by social mobility, research, and promoting public service.

From The University of Miami-Rosenstiel School of Marine and Atmospheric Science: “Natural disasters can accelerate changes to tropical forests”

From The University of Miami-Rosenstiel School of Marine and Atmospheric Science

at

The University of Miami (FL)

06-15-2022
Janette Neuwahl Tannen

The Blue and John Crow Mountains National Park in Jamaica. Photo courtesy of the Jamaica Conservation and Development Trust/Blue and John Crow Mountains National Park.

Biology professor Kenneth Feeley conducted a lengthy study on forests in Jamaica and learned that hurricanes can magnify the effects of climate change, allowing species from warmer climates to replace those that prefer cooler temperatures.

It’s no surprise that warming temperatures across the earth are having a slow, yet profound impact on the forests of the world.

In a global process called thermophilization, the makeup of forests and other natural communities are changing as plants and trees slowly shift their ranges to higher, cooler altitudes. Species that favor cold climates are moving away from the hot lowlands and into colder highland areas or disappearing from landscapes entirely. While species that favor warmer conditions are moving up and replacing them, research indicates.

Although Kenneth Feeley, associate professor of biology, has documented this phenomenon throughout South and Central America, he wanted to explore whether natural disasters could impact thermophilization, which is driven by climate change. By collaborating with an international team of renowned ecologists, including Edmund Tanner, professor at the University of Cambridge; John Healey, professor at Bangor University; and Peter Bellingham, a professor at the University of Auckland, Feeley said they were able to chronicle the conditions of a Jamaican forest for 40 years and observed that a hurricane sped up the transformation of these tropical forests.

“We saw a consistent process of thermophilization through time, but we noticed the rate of this process was not consistent, and that the hurricane actually accelerated the process,” said Feeley, the University’s Smathers Chair of Tropical Biology. “The forest is resilient and tends to resist changes imposed by climate change, but when you get a large disturbance event like a hurricane, it can break down those barriers, open up the forest to change, and speed up the process of thermophilization.”

Their research, published recently in the scientific journal Ecography, marks one of the longest-running studies of its kind, Feeley noted, because they were able to scrutinize data that Tanner and his team collected periodically since 1974 in several forest plots in Jamaica’s Blue and John Crow Mountains National Park. The lush preserve was protected starting in 1993 and was named a UNESCO World Heritage site in 2015.

By carefully analyzing the data collected during the past decades, Feeley said it was clear that in 1988 when Hurricane Gilbert hit Jamaica, it had a massive impact on the makeup of the forest plots. The storm cleared out many species that prefer cooler climates, creating opportunities for the immigration of lowland plant and trees that thrive under the rising temperatures. The hurricane disturbances also made space for invasive species, like the mock orange tree in Jamaica, to move in and dominate the landscape.

“If you disturb the forest, you can accelerate the process thermophilization. And in some cases, invasive species can take advantage of the disturbance to gain a foothold and take over,” he said.

Feeley noted that their conclusions likely apply well beyond the island of Jamaica. Although hurricanes are the main disturbance in the Caribbean, Feeley pointed out that in places like the Andes a disturbance could mean landslides, while elsewhere heatwaves or drought can affect forests. Even human-created disturbances, like logging or deforestation, have a long-term influence on forests and can speed up or alter thermophilization, Feeley added.

“Climate change is pushing forests to change, but they are resilient,” he said. “However, if something else adds extra stress, it can make a forest more vulnerable to change.”

See the full article here.

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The Rosenstiel School of Marine and Atmospheric Science is an academic and research institution for the study of oceanography and the atmospheric sciences within the University of Miami. It is located on a 16-acre (65,000 m^²) campus on Virginia Key in Miami, Florida. It is the only subtropical applied and basic marine and atmospheric research institute in the continental United States.

Up until 2008, RSMAS was solely a graduate school within the University of Miami, while it jointly administrated an undergraduate program with UM’s College of Arts and Sciences. In 2008, the Rosenstiel School has taken over administrative responsibilities for the undergraduate program, granting Bachelor of Science in Marine and Atmospheric Science (BSMAS) and Bachelor of Arts in Marine Affairs (BAMA) baccalaureate degree. Master’s, including a Master of Professional Science degree, and doctorates are also awarded to RSMAS students by the UM Graduate School.

The Rosenstiel School’s research includes the study of marine life, particularly Aplysia and coral; climate change; air-sea interactions; coastal ecology; and admiralty law. The school operates a marine research laboratory ship, and has a research site at an inland sinkhole. Research also includes the use of data from weather satellites and the school operates its own satellite downlink facility. The school is home to the world’s largest hurricane simulation tank.

The University of Miami is a private research university in Coral Gables, Florida. As of 2020, the university enrolled approximately 18,000 students in 12 separate colleges and schools, including the Leonard M. Miller School of Medicine in Miami’s Health District, a law school on the main campus, and the Rosenstiel School of Marine and Atmospheric Science focused on the study of oceanography and atmospheric sciences on Virginia Key, with research facilities at the Richmond Facility in southern Miami-Dade County.

The university offers 132 undergraduate, 148 master’s, and 67 doctoral degree programs, of which 63 are research/scholarship and 4 are professional areas of study. Over the years, the university’s students have represented all 50 states and close to 150 foreign countries. With more than 16,000 full- and part-time faculty and staff, The University of Miami is a top 10 employer in Miami-Dade County. The University of Miami’s main campus in Coral Gables has 239 acres and over 5.7 million square feet of buildings.

The University of Miami is classified among “R1: Doctoral Universities – Very high research activity”. The University of Miami research expenditure in FY 2019 was $358.9 million. The University of Miami offers a large library system with over 3.9 million volumes and exceptional holdings in Cuban heritage and music.

The University of Miami also offers a wide range of student activities, including fraternities and sororities, and hundreds of student organizations. The Miami Hurricane, the student newspaper, and WVUM, the student-run radio station, have won multiple collegiate awards. The University of Miami’s intercollegiate athletic teams, collectively known as the Miami Hurricanes, compete in Division I of the National Collegiate Athletic Association. The University of Miami’s football team has won five national championships since 1983 and its baseball team has won four national championships since 1982.

Research

The University of Miami is classified among “R1: Doctoral Universities – Very high research activity”. In fiscal year 2016, The University of Miami received $195 million in federal research funding, including $131.3 million from the Department of Health and Human Services and $14.1 million from the National Science Foundation. Of the $8.2 billion appropriated by Congress in 2009 as a part of the stimulus bill for research priorities of The National Institutes of Health, the Miller School received $40.5 million. In addition to research conducted in the individual academic schools and departments, Miami has the following university-wide research centers:

The Center for Computational Science
The Institute for Cuban and Cuban-American Studies (ICCAS)
Leonard and Jayne Abess Center for Ecosystem Science and Policy
The Miami European Union Center: This group is a consortium with Florida International University (FIU) established in fall 2001 with a grant from the European Commission through its delegation in Washington, D.C., intended to research economic, social, and political issues of interest to the European Union.
The Sue and Leonard Miller Center for Contemporary Judaic Studies
John P. Hussman Institute for Human Genomics – studies possible causes of Parkinson’s disease, Alzheimer’s disease and macular degeneration.
Center on Research and Education for Aging and Technology Enhancement (CREATE)
Wallace H. Coulter Center for Translational Research

The Miller School of Medicine receives more than $200 million per year in external grants and contracts to fund 1,500 ongoing projects. The medical campus includes more than 500,000 sq ft (46,000 m^2) of research space and the The University of Miami Life Science Park, which has an additional 2,000,000 sq ft (190,000 m^2) of space adjacent to the medical campus. The University of Miami’s Interdisciplinary Stem Cell Institute seeks to understand the biology of stem cells and translate basic research into new regenerative therapies.

As of 2008, The Rosenstiel School of Marine and Atmospheric Science receives $50 million in annual external research funding. Their laboratories include a salt-water wave tank, a five-tank Conditioning and Spawning System, multi-tank Aplysia Culture Laboratory, Controlled Corals Climate Tanks, and DNA analysis equipment. The campus also houses an invertebrate museum with 400,000 specimens and operates the Bimini Biological Field Station, an array of oceanographic high-frequency radar along the US east coast, and the Bermuda aerosol observatory. The University of Miami also owns the Little Salt Spring, a site on the National Register of Historic Places, in North Port, Florida, where RSMAS performs archaeological and paleontological research.

The University of Miami built a brain imaging annex to the James M. Cox Jr. Science Center within the College of Arts and Sciences. The building includes a human functional magnetic resonance imaging (fMRI) laboratory, where scientists, clinicians, and engineers can study fundamental aspects of brain function. Construction of the lab was funded in part by a $14.8 million in stimulus money grant from the National Institutes of Health.

In 2016 the university received $161 million in science and engineering funding from the U.S. federal government, the largest Hispanic-serving recipient and 56th overall. $117 million of the funding was through the Department of Health and Human Services and was used largely for the medical campus.

The University of Miami maintains one of the largest centralized academic cyber infrastructures in the country with numerous assets. The Center for Computational Science High Performance Computing group has been in continuous operation since 2007. Over that time the core has grown from a zero HPC cyberinfrastructure to a regional high-performance computing environment that currently supports more than 1,200 users, 220 TFlops of computational power, and more than 3 Petabytes of disk storage.

From The University of Oxford (UK): “Rainforest trees may have been dying faster since the 1980s because of climate change”

From The University of Oxford (UK)

18 May 2022 [Just now in social media.]

Northeast Australia’s relict tropical rain forests, one of the oldest and most isolated rain forests in the world. Tree death rates have markedly increased across species in northeast Australia’s tropical rain forests, threatening the critical climate mitigation and other functions of these ecosystems. Credit: Alexander Schenkin.

Tropical trees in Australia’s rain forests have been dying at double the previous rate since the 1980s, seemingly because of climate impacts, according to the findings of a long-term international study published in Nature today. This research has found the death rates of tropical trees have doubled in the last 35 years, as global warming increases the drying power of the atmosphere.

Deterioration of such forests reduces biomass and carbon storage, making it increasingly difficult to keep global peak temperatures well below the target 2 °C, as required by the Paris Agreement. Today’s study, led by researchers from the Smithsonian Environmental Research Center and Oxford University, and French National Research Institute for Sustainable Development (IRD), has used uniquely long data records from across Australia’s rain forests.

It finds average tree death rates in these forests have doubled over the past four decades. Researchers found trees are living around half as long, which is a pattern consistent across species and sites across the region. And the impacts can be seen as far back as the 1980s, according to the team.

Dr David Bauman, a tropical forest ecologist at Smithsonian, Oxford and IRD, and lead author of the study maintains, “It was a shock to detect such a marked increase in tree mortality, let alone a trend consistent across the diversity of species and sites we studied. A sustained doubling of mortality risk would imply the carbon stored in trees returns twice as fast to the atmosphere.”

Dr Sean McMahon, Senior Research Scientist at Smithsonian and senior author of the study points out, “Many decades of data are needed to detect long-term changes in long-lived organisms, and the signal of a change can be overwhelmed by the noise of many processes.”

Drs Bauman and McMahon emphasise, “One remarkable result from this study is that, not only do we detect an increase in mortality, but this increase seems to have started in the 1980s, indicating the Earth’s natural systems may have been responding to changing climate for decades.”

Oxford Professor Yadvinder Malhi, a study co-author, points out, “In recent years the effects of climate change on the corals of the Great Barrier Reef have become well known.”

“Our work shows, if you look shoreward from the Reef, Australia’s famous rain forests are also changing rapidly. Moreover, the likely driving factor we identify, the increasing drying power of the atmosphere caused by global warming, suggests similar increases in tree death rates may be occurring across the world’s tropical forests. If that is the case, tropical forests may soon become carbon sources, and the challenge of limiting global warming well below 2 °C becomes both more urgent and more difficult.”

Susan Laurance, Professor of Tropical Ecology at James Cook University, adds, “Long-term datasets like this one are very rare and very important for studying forest changes in response to climate change. This is because rain forest trees can have such long lives and also that tree death is not always immediate.”

Recent studies in Amazonia have also suggested tropical tree death rates are increasing, thus weakening the carbon sink. But the reason is unclear.

Intact tropical rain forests are major stores of carbon and until now have been “carbon sinks”, acting as moderate brakes on the rate of climate change by absorbing around 12% of human-caused carbon dioxide emissions.

Examining the climate ranges of the tree species showing the highest death rates, the team suggests the main climate driver is the increasing drying power of the atmosphere. As the atmosphere warms, it draws more moisture from plants, resulting in increased water stress in trees and ultimately increased risk of death.

When the researchers crunched the numbers, it further showed the loss of biomass from this mortality increase over the past decades has not been offset by biomass gains from tree growth and recruitment of new trees. This implies the mortality increase has translated into a net decrease in the potential of these forests to offset carbon emissions.

The paper is published Wednesday, 18 May in Nature, the world’s leading multidisciplinary science journal. The study followed the fate of more than 8,300 trees over 50 years’ of data in 24 permanent moist tropical forest plots.

The research team included colleagues from Oxford University, James Cook University (Australia), and other institutions (UK, France, USA, Peru).

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 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 organised 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. In the fiscal year ending 31 July 2019, the university had a total income of £2.45 billion, of which £624.8 million was from research grants and contracts.

Oxford has educated a wide range of notable alumni, including 28 prime ministers of the United Kingdom and many heads of state and government around the world. As of October 2020, 72 Nobel Prize laureates, 3 Fields Medalists, and 6 Turing Award winners have studied, worked, or held visiting fellowships at the University of Oxford, while its alumni have won 160 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 recognised 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 he 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 organised 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.[43]

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 centralised 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. As of October 2020, 72 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 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 organising 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 within the top 5 universities in the world and is currently 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 for the past seven consecutive years. In 2021, it ranked sixth among the universities around the world by SCImago Institutions Rankings. The Times Higher Education has also recognised 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 fifth worldwide on the US News ranking. Its Saïd Business School came 13th in the world in The Financial Times Global MBA Ranking.

Oxford was ranked ninth in the world in 2015 by The Nature Index, which measures the largest contributors to papers published in 82 leading journals. It is ranked fifth best university worldwide and first in Britain 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 2018 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 as number one 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.

From The Chinese Academy of Sciences [中国科学院](CN): “Researchers Explore New Method for Glacial Melt Reduction”

From The Chinese Academy of Sciences [中国科学院](CN)

Jun 17, 2022
WANG Feiteng
Northwest Institute of Eco-Environment and Resources
wangfeiteng@lzb.ac.cn

Glaciers are experiencing fast and significant changes under global warming. Glacier shrinkage significantly impacts global sea level, regional water cycles, ecosystems, and natural hazards.

Many studies have considered glacier changes and the mechanisms driving such changes. However, few studies have focused on mitigating glacier ablation.

Recently, a research team from the Northwest Institute of Eco-Environment and Resources of the Chinese Academy of Sciences conducted the evaluation of glacier cover efficiency for melt reduction on the Urumqi Glacier No. 1, Tien Shan, China.

Related Results were published in Remote Sensing.

By combining two high-resolution digital elevation models derived from terrestrial laser scanning and unmanned aerial vehicles, albedo, and meteorological data, the researchers quantified the glacier ablation mitigation under three different cover materials.

The results showed that material-covered areas could slow down glacier melting by approximately 29%-56% compared with uncovered areas.

Besides, the researchers also found that the nanofiber material (56%) showed higher efficiency than the geotextiles used in the experiment.

The method of artificial reduction of glacial ice melt provides a scientific and practical basis for decision-making on mitigating and adapting to climate change.

Fig. 1 Ortho-mosaic on 28 August 2021 (left panel), hillshade generated from the DEM on 28 August 2021 (middle panel), and changes in elevation between 24 June and 28 August 2021 (right panel). Glacier ablation was monitored using ablation stakes (S1–S3). (Image by WANG Feiteng)

Fig. 2 Effectiveness of the nanofiber material on UG1: 1 July (a), 9 July (b), 25 July (c), and 15 August (d). (Image by WANG Feiteng)

See the full article here .

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The Chinese Academy of Sciences[中国科学院](CN) is the national academy for the natural sciences of the People’s Republic of China. It has historical origins in the Academia Sinica during the Republican era and was formerly also known by that name. Collectively known as the “Two Academies (两院)” along with the Chinese Academy of Engineering, it functions as the national scientific think tank and academic governing body, providing advisory and appraisal services on issues stemming from the national economy, social development, and science and technology progress. It is headquartered in Xicheng District, Beijing, with branch institutes all over mainland China. It has also created hundreds of commercial enterprises, Lenovo being one of the most famous.

It is the world’s largest research organization, comprising around 60,000 researchers working in 114 institutes, and has been consistently ranked among the top research organizations around the world. It also holds the University of Science and Technology of China and the University of Chinese Academy of Sciences.

The Chinese Academy of Sciences has been ranked the No. 1 research institute in the world by Nature Index since the list’s inception in 2016 by Nature Portfolio. It is the most productive institution publishing articles of sustainable development indexed in Web of Science from 1981 to 2018 among all universities and research institutions in the world.

The Chinese Academy originated in the Academia Sinica founded, in 1928, by the Republic of China. After the Communist Party took control of mainland China in 1949, the residual of Academia Sinica was renamed Chinese Academy of Sciences (CAS), while others relocated to Taiwan.

The Chinese Academy of Sciences has six academic divisions:

Chemistry (化学部)
Information Technological Sciences (信息技术科学部)
Earth Sciences (地学部)
Life Sciences and Medical Sciences (生命科学和医学学部)
Mathematics and Physics (数学物理学部)
Technological Sciences (技术科学部)

The CAS has thirteen regional branches, in Beijing, Shenyang, Changchun, Shanghai, Nanjing, Wuhan, Guangzhou, Chengdu, Kunming, Xi’an, Lanzhou, Hefei and Xinjiang. It has over one hundred institutes and four universities (the University of Science and Technology of China at Hefei, Anhui, the University of the Chinese Academy of Sciences in Beijing, ShanghaiTech University, and Shenzhen Institute of Adavanced Technology). Backed by the institutes of CAS, UCAS is headquartered in Beijing, with graduate education bases in Shanghai, Chengdu, Wuhan, Guangzhou and Lanzhou, four Science Libraries of Chinese Academy of Sciences, three technology support centers and two news and publishing units. These CAS branches and offices are located in 20 provinces and municipalities throughout China. CAS has invested in or created over 430 science- and technology-based enterprises in eleven industries, including eight companies listed on stock exchanges.

Being granted a Fellowship of the Academy represents the highest level of national honor for Chinese scientists. The CAS membership system includes Academicians (院士), Emeritus Academicians (荣誉院士) and Foreign Academicians (外籍院士).

The Chinese Academy of Sciences was ranked #1 in the 2016, 2017, 2018, 2019, and 2020 Nature Index Annual Tables, which measure the largest contributors to papers published in 82 leading journals.

Research institutes

Beijing Branch
University of the Chinese Academy of Sciences (UCAS)
Academy of Mathematics and Systems Science
Institute of Acoustics (IOA)
Institute of Atmospheric Physics
Institute of Botany, Chinese Academy of Sciences
Institute of Physics (IOPCAS)
Institute of Semiconductors
Institute of Electrical Engineering (IEE)
Institute of Information Engineering (IIE)
Institute of Theoretical Physics
Institute of High Energy Physics
Institute of Biophysics
Institute of Genetics and Developmental Biology
Institute of Electronics
National Astronomical Observatories
Institute of Computing Technology
Institute of Software
Institute of Automation
Beijing Institute of Genomics
Institute of Geographic Sciences and Natural Resources
Institute of Geology and Geophysics (IGG)
Institute of Remote Sensing and Digital Earth
Institute of Tibetan Plateau Research
Institute of Vertebrate Paleontology and Paleoanthropology
National Center for Nanoscience and Technology
Institute of Policy and Management
Institute of Psychology
Institute of Zoology
Changchun Branch
Changchun Institute of Optics, Fine Mechanics and Physics
Changchun Institute of Applied Chemistry
Northeast Institute of Geography and Agroecology
Changchun Observatory
Chengdu Branch
Institute of Mountain Hazards and Environment
Chengdu Institute of Biology
Institute of Optics and Electronics
Chengdu Institute of Organic Chemistry
Institute of Computer Application
Chongqing Institute of Green and Intelligent Technology
Guangzhou Branch
South China Botanical Garden
Shenzhen Institutes of Advanced Technology
South China Sea Institute of Oceanology
Guangzhou Institute of Energy Conversion
Guangzhou Institute of Geochemistry
Guangzhou Institute of Biomedicine and Health
Guiyang Branch
Institute of Geochemistry
Hefei Branch
Hefei Institutes of Physical Science
University of Science and Technology of China
Kunming Branch
Kunming Institute of Botany
Kunming Institute of Zoology
Xishuangbanna Tropical Botanical Garden
Institute of Geochemistry
Yunnan Astronomical Observatory
Lanzhou Branch
Institute of Modern Physics
Lanzhou Institute of Chemical Physics
Lanzhou Institute of Geology
Northwest Institute of Plateau Biology
Northwest Institute of Eco-Environment and Resources
Qinghai Institute of Salt Lakes Research
Nanjing Branch
Purple Mountain Observatory (Zijinshan Astronomical Observatory)
Institute of Soil Science
Nanjing Institute of Geology and Palaeontology
Nanjing Institute of Geography and Limnology
Nanjing Institute of Astronomical Optics and Technology
Suzhou Institute of Nano-tech and Nano-bionics (SINANO)
Suzhou Institute of Biomedical Engineering and Technology (SIBET)
Nanjing Botanical Garden, Memorial Sun Yat-Sen (Institute of Botany, Jiangsu Province and Chinese Academy of Science)
University of Chinese Academy of Sciences, Nanjing College
Shanghai Branch
Shanghai Astronomical Observatory
Shanghai Institute of Microsystem and Information Technology
Shanghai Institute of Technical Physics
Shanghai Institute of Optics and Fine Mechanics
Shanghai Institute of Ceramics
Shanghai Institute of Organic Chemistry
Shanghai Institute of Applied Physics
Shanghai Institutes for Biological Sciences
Shanghai Institute of Materia Medica
Institut Pasteur of Shanghai
Shanghai Advanced Research Institute, CAS
Institute of Neuroscience (ION)
ShanghaiTech University
Shenyang Branch
Institute of Metal Research
Shenyang Institute of Automation
Shenyang Institute of Applied Ecology, formerly the Institute of Forestry and Pedology
Shenyang Institute of Computing Technology
Dalian Institute of Chemical Physics
Qingdao Institute of Oceanology
Qingdao Institute of Bioenergy and Bioprocess Technology
Yantai Institute of Coastal Zone Research
Taiyuan Branch
Shanxi Institute of Coal Chemistry (ICCCAS)
Wuhan Branch
Wuhan Institute of Rock and Soil Mechanics
Wuhan Institute of Physics and Mathematics
Wuhan Institute of Virology
Institute of Geodesy and Geophysics
Institute of Hydrobiology
Wuhan Botanical Garden
Xinjiang Branch
Xinjiang Technical Institute of Physics and Chemistry
Xinjiang Institute of Ecology and Geography
Xi’an Branch
Xi’an Institute of Optics and Precision Mechanics
National Time Service Center
Institute of Earth Environment

From The University of Oxford (UK) via Science Alert : “Climate Change Has Been Killing Rainforest Trees For Longer Than We Realized”

From The University of Oxford (UK)

via

Science Alert

21 MAY 2022
DAVID NIELD

Northeast Australia’s relict tropical rainforests. (Alexander Schenkin)

Scientists have documented a worrying trend in the rainforests of Australia: Tree lifespans have halved in the last 35 years, and it appears to be due to the effects of climate change on the ecosystems.

With these forests acting as significant carbon sinks, the consequences for the planet could be devastating, creating a feedback loop that’s both caused by global warming and which then contributes to it.

The signs of the increased death rate go back to the 1980s, suggesting that Earth’s natural systems have responded to shifts in temperature and atmosphere for longer than we might have realized.

“It was a shock to detect such a marked increase in tree mortality, let alone a trend consistent across the diversity of species and sites we studied,” says ecologist and lead author David Bauman from the University of Oxford in the UK.

“A sustained doubling of mortality risk would imply the carbon stored in trees returns twice as fast to the atmosphere.”

Researchers collected more than 70,000 data points from existing records to put together the study, with 24 different forest plots included. The earliest information goes back to 1971, enabling the team to track tree deaths over an extended period.

Atmospheric water stress driven by global warming is to blame for the increase in tropical tree mortality, the researchers think: The warmer air dries out trees more quickly.

The study authors compared the stress that rainforests have experienced to what’s been happening to the Great Barrier Reef, another delicately balanced ecosystem that is struggling with higher temperatures.

“The likely driving factor we identify, the increasing drying power of the atmosphere caused by global warming, suggests similar increases in tree death rates may be occurring across the world’s tropical forests,” says ecologist Yadvinder Malhi from the University of Oxford.

“If that is the case, tropical forests may soon become carbon sources, and the challenge of limiting global warming well below 2°C becomes both more urgent and more difficult.”

Other research [Nature]suggests that a similar increased rate of tree death is happening in the Amazon rainforests, too, reducing the amount of carbon that the region is able to pull out of the atmosphere and store. The worry is that these forests will start contributing carbon to the atmosphere rather than taking it out.

The new study is particularly valuable because it uses a large pool of data gathered over many years – enabling scientists to cut through the noise of such busy and active ecosystems to spot these long-term trends.

As difficult as it is to put together research projects that last decades, more studies across a similar sort of timescale are urgently required to better understand the strain that the natural world is under.

“Long-term datasets like this one are very rare and very important for studying forest changes in response to climate change,” says ecologist Susan Laurance from James Cook University in Australia.

“This is because rainforest trees can have such long lives and also that tree death is not always immediate.”

The research has been published in Nature.

See the full article here.

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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 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 organised 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. In the fiscal year ending 31 July 2019, the university had a total income of £2.45 billion, of which £624.8 million was from research grants and contracts.

Oxford has educated a wide range of notable alumni, including 28 prime ministers of the United Kingdom and many heads of state and government around the world. As of October 2020, 72 Nobel Prize laureates, 3 Fields Medalists, and 6 Turing Award winners have studied, worked, or held visiting fellowships at the University of Oxford, while its alumni have won 160 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 recognised 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 he 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 organised 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.[43]

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 centralised 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. As of October 2020, 72 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 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 organising 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 within the top 5 universities in the world and is currently 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 for the past seven consecutive years. In 2021, it ranked sixth among the universities around the world by SCImago Institutions Rankings. The Times Higher Education has also recognised Oxford as one of the world’s “six super brands” on its World Reputation Rankings, along with The University of California-Berkeley (US), The University of Cambridge (UK), Harvard University (US), The Massachusetts Institute of Technology (US), and Stanford University (US). The university is fifth worldwide on the US News ranking. Its Saïd Business School came 13th in the world in The Financial Times Global MBA Ranking.

Oxford was ranked ninth in the world in 2015 by The Nature Index, which measures the largest contributors to papers published in 82 leading journals. It is ranked fifth best university worldwide and first in Britain 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 2018 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 as number one 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.

From University of Exeter (UK) : “Deep ocean warming as climate changes”

From University of Exeter (UK)

The subtropical North Atlantic. Credit Marie-Jose Messias.

Much of the “excess heat” stored in the subtropical North Atlantic is in the deep ocean (below 700m), new research suggests.

Oceans have absorbed about 90% of warming caused by humans. The study found that in the subtropical North Atlantic (25°N), 62% of the warming from 1850-2018 is held in the deep ocean.

The researchers – from the University of Exeter and the University of Brest – estimate that the deep ocean will warm by a further 0.2°C in the next 50 years.

Ocean warming can have a range of consequences including sea-level rise, changing ecosystems, currents and chemistry, and deoxygenation.

“As our planet warms, it’s vital to understand how the excess heat taken up by the ocean is redistributed in the ocean interior all the way from the surface to the bottom, and it is important to take into account the deep ocean to assess the growth of Earth’s ‘energy imbalance’,” said Dr Marie-José Messias, from the University of Exeter.

“As well as finding that the deep ocean is holding much of this excess heat, our research shows how ocean currents redistribute heat to different regions.

“We found that this redistribution was a key driver of warming in the North Atlantic.”

The researchers studied the system of currents known as the Atlantic Meridional Overturning Circulation (AMOC).

AMOC works like a conveyer belt, carrying warm water from the tropics north – where colder, dense water sinks into the deep ocean and spreads slowly south.

The findings highlight the importance of warming transferring by AMOC from one region to another.

Dr Messias said excess heat from the Southern Hemisphere oceans is becoming important in the North Atlantic – now accounting for about a quarter of excess heat.

The study used temperature records and chemical “tracers” – compounds whose make-up can be used to discover past changes in the ocean.

The paper is published in the Nature journal Communications Earth & Environment.

See the full article here.

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The University of Exeter (UK) is a public research university in Exeter, Devon, South West England, United Kingdom. It was founded and received its royal charter in 1955, although its predecessor institutions, St Luke’s College, Exeter School of Science, Exeter School of Art, and the Camborne School of Mines were established in 1838, 1855, 1863, and 1888 respectively. In post-nominals, the University of Exeter is abbreviated as Exon. (from the Latin Exoniensis), and is the suffix given to honorary and academic degrees from the university.

The university has four campuses: Streatham and St Luke’s (both of which are in Exeter); and Truro and Penryn (both of which are in Cornwall). The university is primarily located in the city of Exeter, Devon, where it is the principal higher education institution. Streatham is the largest campus containing many of the university’s administrative buildings. The Penryn campus is maintained in conjunction with Falmouth University (UK) under the Combined Universities in Cornwall (CUC) initiative. The Exeter Streatham Campus Library holds more than 1.2 million physical library resources, including historical journals and special collections. The annual income of the institution for 2017–18 was £415.5 million of which £76.1 million was from research grants and contracts, with an expenditure of £414.2 million.

Exeter is a member of the Russell Group of research-intensive UK universities and is also a member of Association of Commonwealth Universities, the European University Association (EU), and and an accredited institution of the Association of MBAs (AMBA).