From Navier-Stokes To Einstein

We show by explicit construction that for every solution of the incompressible Navier-Stokes equation in $p+1$ dimensions, there is a uniquely associated "dual" solution of the vacuum Einstein equations in $p+2$ dimensions. The dual geometry has an intrinsically flat timelike boundary segment $\Sigma_c$ whose extrinsic curvature is given by the stress tensor of the Navier-Stokes fluid. We consider a "near-horizon" limit in which $\Sigma_c$ becomes highly accelerated. The near-horizon expansion in gravity is shown to be mathematically equivalent to the hydrodynamic expansion in fluid dynamics, and the Einstein equation reduces to the incompressible Navier-Stokes equation. For $p=2$, we show that the full dual geometry is algebraically special Petrov type II. The construction is a mathematically precise realization of suggestions of a holographic duality relating fluids and horizons which began with the membrane paradigm in the 70's and resurfaced recently in studies of the AdS/CFT correspondence.Comment: 15 pages, 2 figures, typos correcte

Customer Interaction and Innovation in Hybrid Offerings:Investigating Moderation and Mediation Effects for Goods and Services Innovation

Hybrid offerings are bundles of goods and services offerings provided by the same firm. Bundling value offerings affects how firms innovate, interact with customers, and customize their goods and services. However, it remains unclear how customer interaction might drive the innovation performance of various bundled components. Therefore, this study investigates the effects of customer interactions and service customization on both goods and services innovations in a hybrid offering context, using a unique data set of 146 information technology and manufacturing firms. Customer interaction appears beneficial to both goods and services innovation in a hybrid offerings context, but service customization has different direct effects on goods versus services innovation. As a potential mediator, customer knowledge mobilization resources exert different effects on the goods and services elements of hybrid offerings. Furthermore, for high-interaction customers, medium levels of technical modularity lead to most favorable innovation outcomes for services innovation. The results thus suggest that providers of hybrid offerings should foster customer interactions, to drive the innovation performance of the good and service components, while still making sure to implement service customization strategies. These findings have notable implications for service innovation research

SIG EN LA NUBE: WEBSIG PARA LA ENSEÑANZA DE LA GEOGRAFÍA

<p><strong><span style="font-family: Times New Roman; font-size: small;"> RESUMEN:</span></strong></p><p style="margin: 0cm 0cm 6pt; text-align: justify; line-height: normal; text-indent: 14.2pt;" class="MsoNormal"><span lang="EN-US" style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;"><span style="font-size: small;">Para la mayoría de los profesores dedicados a la enseñanza de la Geografía no hay duda de que el SIG es una herramienta importante en el proceso de enseñanza-aprendizaje, pero su uso se ha ido retrasando por problemas tales como el coste del software y la gestión de grandes archivos de datos espaciales. El movimiento hacia la computación en la nube, conocida como la nube de Internet, es una tendencia prometedora para los SIG en la educación. La "nube" se refiere a una red virtual que ofrece a los usuarios acceso a archivos, servicios y aplicaciones. En este artículo se pone de manifiesto que la nube de Internet y el WebSIG tienen un gran potencial para enriquecer la educación geográfica. Se presentan tres experiencias sustentadas en el uso de estas nuevas herramientas en las aulas en los EE.UU. con las conclusiones de carácter didáctico derivadas de cada caso. </span></span></p><p style="margin: 0cm 0cm 6pt; text-align: justify; line-height: normal; text-indent: 14.2pt;" class="MsoNormal"><span lang="EN-US" style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;"><span style="font-size: small;"><strong>PALABRAS CLAVE</strong> WEBSIG; SIG; enseñanza de la geografía; la nube de Internet; ArcGIS Online; ArcGIS Explorer Desktop (AGX). </span></span></p><p style="margin: 0cm 0cm 6pt; text-align: justify; line-height: normal; text-indent: 14.2pt;" class="MsoNormal"><span lang="EN-US" style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;"><span style="font-size: small;"><strong>ABSTRACT </strong>There is no doubt among most geography educators that GIS is an important tool for teaching and learning, but its use has been slowed by issues such as the cost of the software and the management of large spatial data files. The move to cloud computingis one trend that is promising for GIS in education. The "cloud" refers to a virtual network that provides many users with access to files, services, and applications. In this article I argue that cloud computing and WebGIS have the potential to transform geography education. I will describe three case studies that make use of these emerging tools in classrooms in the US, and discuss the lessons that we can learn from these cases. </span></span></p><p style="margin: 0cm 0cm 6pt; text-align: justify; line-height: normal; text-indent: 14.2pt;" class="MsoNormal"><span lang="EN-US" style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;"><span style="font-size: small;"><strong>KEY WORDS</strong> WEBGIS; GIS; cloud computing; ArcGIS Online; ArcGIS Explorer Desktop (AGX). </span></span></p><p style="margin: 0cm 0cm 6pt; text-align: justify; line-height: normal; text-indent: 14.2pt;" class="MsoNormal"><span lang="EN-US" style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;"><span style="font-size: small;"><strong>RÉSUMÉ</strong> Il n'ya aucun doute parmi les éducateurs les plus géographie que le SIG est un outil important pour l'enseignement et l'apprentissage, mais son utilisation a été ralentie par des problèmes tels que le coût du logiciel et la gestion des grands fichiers de données spatiales. Le passage au nuage de l'internet est une tendance qui est prometteur pour les SIG dans l'éducation. Le «nuage» se réfère à un réseau virtuel qui fournit de nombreux utilisateurs avec un accès aux fichiers, services et applications. Dans cet article, je soutiens que le nuage de l'internet et WebSIG ont le potentiel pour transformer l'éducation géographie. Je vais décrire trois études de cas qui font usage de ces outils émergents dans les salles de classe aux États-Unis, et de discuter des leçons que nous pouvons apprendre de ces cas. </span></span></p><p style="margin: 0cm 0cm 6pt; text-align: justify; line-height: normal; text-indent: 14.2pt;" class="MsoNormal"><span lang="EN-US" style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;"><span style="font-size: small;"><strong>MOTS-CLÉS </strong>WEBSIG; SIG; le nuage de l'internet; ArcGIS Online; ArcGIS Explorer Desktop (AGX). </span></span></p><p> </p

Digital Geography: GeoSpatial Technologies in the Social Studies Classroom

Marsha Alibrandi is a co-editor (with A. Milson) as well as a contributing author (with T. Baker), A brief social history of GIS in education, 1994-2006. . Book description: The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.https://digitalcommons.fairfield.edu/education-books/1031/thumbnail.jp

The Electronic Republic?: The Impact of Technology on Education for Citizenship

Marsha Alibrandi (with A. Milson) is a contributing author, Critical Map Literacy and Geographic Information Systems: The Spatial Dimension of Civic Decision-Making . Book description: In 1991, Lawrence Grossman wrote that a new political system is taking shape in the United States. As we approach the twenty-first century, America is turning into an electronic republic, a democratic system that is vastly increasing the people\u27s day-to-day influence on decisions of state. Grossman\u27s forecast implied a sea change in the way citizens would interact with, and participate in, their representative government; a revamping of the way Americans would \u27do\u27 citizenship. Harnessing the power of technology to promote the ideal of democracy that first pulsed through our nation over 230 years ago may be a feasible achievement in a technocratic age, but whether technology can help achieve a revolution as seismic as the political one that our founding fathers initiated may be a practical impossibility. Fusing the power of technology and democratic ideals opens opportunities for greater access to information and offers a medium for people to be heard and express their voice with dissemination to the masses through digital tools, such as blogs, podcasts, and wikis. Indeed, the emergence of the Internet as a nearly ubiquitous element of American society has brought about new opportunities to enhance citizen engagement in democratic politics and to increase the level of civic engagement among American citizens. Despite such rhetoric, however, research has indicated that Grossman\u27s electronic republic has, for the most part, failed to come to fruition.https://digitalcommons.fairfield.edu/education-books/1034/thumbnail.jp

Technology in Retrospect: Social Studies in the Information Age 1984-2009

Marsha Alibrandi (with A. Milson and E. Shin) is a contributing author, Where we’ve been; Where we are; Where we’re going: Geospatial Technologies in Social Studies . Book description: January 2009 marked the 25th anniversary of one of the most famous three minutes of television history. It was during half-time of the 1984 Super Bowl that APPLE show cased its new Macintosh Computer in an avant-guard commercial. In the following three weeks sales of the new computer, in both the public and private sectors, took off leading some to note this occasion as the true start of the information age. At the same time schools joined this so-called information revolution and began to use the new technology, in various forms, in a much more serious manner. Given both the changing nature of technology, as well as its classroom applications, over the past quarter century this work\u27s goal is to capture the historical trends of both use and application of information technology in the social studies during this era. This is done by providing a retrospective view , from 1984 through 2009 , of where we\u27ve been, where we are, and a view of new tools and strategies and possible studies that are emerging that can enhance our understanding of the effects that technology has and will have on the social studies.https://digitalcommons.fairfield.edu/education-books/1033/thumbnail.jp