OASIS: a coupling software for next generation earth system modelling

In this article we present a new version of the Ocean Atmosphere Sea Ice Soil coupling software (OASIS4). With this new fully parallel OASIS4 coupler we target the needs of Earth system modelling in its full complexity. The primary focus of this article is to describe the design of the OASIS4 software and how the coupling software drives the whole coupled model system ensuring the synchronization of the different component models. The application programmer interface (API) manages the coupling exchanges between arbitrary climate component models, as well as the input and output from and to files of each individual component. The OASIS4 Transformer instance performs the parallel interpolation and transfer of the coupling data between source and target model components. As a new core technology for the software, the fully parallel search algorithm of OASIS4 is described in detail. First benchmark results are discussed with simple test configurations to demonstrate the efficiency and scalability of the software when applied to Earth system model components. Typically the compute time needed to perform the search is in the order of a few seconds and is only weakly dependant on the grid size

Hydrodynamic simulations with the Godunov SPH

We present results based on an implementation of the Godunov Smoothed Particle Hydrodynamics (GSPH), originally developed by Inutsuka (2002), in the GADGET-3 hydrodynamic code. We first review the derivation of the GSPH discretization of the equations of moment and energy conservation, starting from the convolution of these equations with the interpolating kernel. The two most important aspects of the numerical implementation of these equations are (a) the appearance of fluid velocity and pressure obtained from the solution of the Riemann problem between each pair of particles, and (b the absence of an artificial viscosity term. We carry out three different controlled hydrodynamical three-dimensional tests, namely the Sod shock tube, the development of Kelvin-Helmholtz instabilities in a shear flow test, and the "blob" test describing the evolution of a cold cloud moving against a hot wind. The results of our tests confirm and extend in a number of aspects those recently obtained by Cha (2010): (i) GSPH provides a much improved description of contact discontinuities, with respect to SPH, thus avoiding the appearance of spurious pressure forces; (ii) GSPH is able to follow the development of gas-dynamical instabilities, such as the Kevin--Helmholtz and the Rayleigh-Taylor ones; (iii) as a result, GSPH describes the development of curl structures in the shear-flow test and the dissolution of the cold cloud in the "blob" test. We also discuss in detail the effect on the performances of GSPH of changing different aspects of its implementation. The results of our tests demonstrate that GSPH is in fact a highly promising hydrodynamic scheme, also to be coupled to an N-body solver, for astrophysical and cosmological applications. [abridged]Comment: 19 pages, 13 figures, MNRAS accepted, high resolution version can be obtained at http://adlibitum.oats.inaf.it/borgani/html/papers/gsph_hydrosim.pd

Development and exploitation of a controlled vocabulary in support of climate modelling

There are three key components for developing a metadata system: a container structure laying out the key semantic issues of interest and their relationships; an extensible controlled vocabulary providing possible content; and tools to create and manipulate that content. While metadata systems must allow users to enter their own information, the use of a controlled vocabulary both imposes consistency of definition and ensures comparability of the objects described. Here we describe the controlled vocabulary (CV) and metadata creation tool built by the METAFOR project for use in the context of describing the climate models, simulations and experiments of the fifth Coupled Model Intercomparison Project (CMIP5). The CV and resulting tool chain introduced here is designed for extensibility and reuse and should find applicability in many more projects

Hydrodynamic capabilities of an SPH code incorporating an artificial conductivity term with a gravity-based signal velocity

This paper investigates the hydrodynamic performances of an SPH code incorporating an artificial heat conductivity term in which the adopted signal velocity is applicable when gravity is present. In accordance with previous findings it is shown that the performances of SPH to describe the development of Kelvin-Helmholtz instabilities depend strongly on the consistency of the initial condition set-up and on the leading error in the momentum equation due to incomplete kernel sampling. An error and stability analysis shows that the quartic B-spline kernel (M_5) possesses very good stability properties and we propose its use with a large neighbor number, between ~50 (2D) to ~ 100 (3D), to improve convergence in simulation results without being affected by the so-called clumping instability. SPH simulations of the blob test show that in the regime of strong supersonic flows an appropriate limiting condition, which depends on the Prandtl number, must be imposed on the artificial conductivity SPH coefficients in order to avoid an unphysical amount of heat diffusion. Results from hydrodynamic simulations that include self-gravity show profiles of hydrodynamic variables that are in much better agreement with those produced using mesh-based codes. In particular, the final levels of core entropies in cosmological simulations of galaxy clusters are consistent with those found using AMR codes. Finally, results of the Rayleigh-Taylor instability test demonstrate that in the regime of very subsonic flows the code has still several difficulties in the treatment of hydrodynamic instabilities. These problems being intrinsically due to the way in which in standard SPH gradients are calculated and not to the implementation of the artificial conductivity term.Comment: 26 pages, 15 figures, accepted for publication in A&

Leadership and decision-making practices in public versus private universities in Pakistan

The goal of this study is to examine differences in leadership and decision-making practices in public and private universities in Pakistan, with a focus on transformational leadership (TL) and participative decision-making (PDM). We conducted semi-structured interviews with 46 deans and heads of department from two public and two private universities in Pakistan. Our findings indicate that leadership and decision-making practices are different in public and private universities. While differences were observed in all six types of TL-behaviour, the following three approaches emerged to be crucial in both public and private universities: (1) articulating a vision, (2) fostering the acceptance of group goals, and (3) high-performance expectations. In terms of PDM, deans and heads of department in public and private universities adopt a collaborative approach. However, on a practical level this approach is limited to teacher- and student-related matters. Overall, our findings suggest that the leadership and decision-making practices in Pakistani public and private universities are transformational and participative in nature

The METAFOR project: preserving data through metadata standards for climate models and simulations

Climate modeling is a complex process, requiring accurate and complete metadata in order to identify, assess and use climate data stored in digital repositories. The preservation of such data is increasingly important given the development of ever-increasingly complex models to predict the effects of global climate change. The EU METAFOR project has developed a Common Information Model (CIM) to describe climate data and the models and modelling environments that produce this data. There is a wide degree of variability between different climate models and modelling groups. To accommodate this, the CIM has been designed to be highly generic and flexible, with extensibility built in. METAFOR describes the climate modelling process simply as "an activity undertaken using software on computers to produce data." This process has been described as separate UML packages (and, ultimately, XML schemas). This fairly generic structure canbe paired with more specific "controlled vocabularies" in order to restrict the range of valid CIM instances. The CIM will aid digital preservation of climate models as it will provide an accepted standard structure for the model metadata. Tools to write and manage CIM instances, and to allow convenient and powerful searches of CIM databases,. Are also under development. Community buy-in of the CIM has been achieved through a continual process of consultation with the climate modelling community, and through the METAFOR team’s development of a questionnaire that will be used to collect the metadata for the Intergovernmental Panel on Climate Change’s (IPCC) Coupled Model Intercomparison Project Phase 5 (CMIP5) model runs

Didactical use of a remote lab: a qualitative reflection of a teacher

This work describes the teacher reflections about a didactical implementation using a remote laboratory and their impact on his practice. These reflections are analyzed from three different perspectives: how the literature review influenced the design of the didactical implementation (namely the first); how his reflection upon his practice influenced its modifications; how his research activity impacted and affected his teaching practices in the subsequent implementations and guided the modifications made. The remote lab was introduced in a Physics Course in an Engineering degree and was intended to be a learning space where students had the opportunity to practice before the lab class, supporting the development of experimental competences, fundamental in an engineer profile. After the first implementation in 2016/17 academic year it has undergone two subsequent editions with adjustments and modifications. Some features previously reported in literature such as: teacher’s experience with VISIR, the importance of an introductory activity and defining VISIR tasks objectives, were corroborated by the teacher during his practice and research. Others, such as the difficulty some students have in understanding the difference between simulation and remote labs appeared directly from his practice and were pursued in his research in order to deeply understand its implications