A version for elves is offered, but it just uses a faux-elvish font (Tengwar or something like it) rather than a translation to Quenya or one of its variants. (which would have been very difficult requiring an extention of the language).
The Climate of Middle Earth
Radagast the Brown1,2
1Rhosgobel, nr. Carrock, Mirkwood, Middle Earth.
2The Cabot Institute, University of Bristol, UK.
Correspondence to: email@example.com
Abstract. In this paper, I present and discuss results from a climate model simulation of the ‘Middle Earth’ of elves, dwarves, and hobbits (and not forgetting wizards such as myself). These are put into context by also presenting simulations of the climate of the ‘Modern Earth’ of humans, and of the ‘Dinosaur Earth’, when dinosaurs ruled the Earth 65 million years ago.
Several aspects of the Middle Earth simulation are discussed, including the importance of prevailing wind drection for elvish sailing boats, the effect of heat and drought on the vegetation of Mordor, and the rainshadow effects of the Misty Mountains. I also identify those places in the Modern Earth which have the most similar climate to the regions of The Shire and Mordor.
The importance of assessing ‘climate sensitivity’ (the re- sponse of the Earth to a doubling of atmospheric carbon diox- ide concentrations) is discussed, including the utility of mod- elling and reconstructing past climate change over timescales of millions of years. I also discuss the role of the Intergov- ernmental/Interkingdom Panel on Climate Change (IPCC) in assessing climate change, and the responsibilities placed on policymakers.
Ashish Dhawan, an Ashoka trustee who formerly directed ChrysCapital, a private equity firm, said many are missing what he calls a “21st-century skill set.”
“Forget inquiry,” he said. “These are young people who have never even read a book outside of school. They may have technical ability, but what about their ability to learn and adapt?”
Many also recounted board of trustee meetings where members collectively shuddered at the idea that students who wanted to experience a “liberal” education should have to leave India to do so.
“Ashoka is for those who’ve said, ‘To hell with the current system we have, and to hell with going abroad,’ ” said Mr. Sinha. “This education needs to be attainable in India itself.”
The quality of a university education depends upon a strong faculty, and while Ashoka has succeeded in recruiting renowned educators from across the world, the cost of doing so puts it at a major disadvantage to its publicly funded competitors in India. At 500,000 rupees per year, or about $8,000, including room and board, the price tag of an Ashoka education is at least 20 times as much as Delhi University and five times as much as I.I.T.
However, for middle- and upper-class parents of prospective applicants, Ashoka provides a cheaper way to get a liberal arts education than sending their child to the United States or Britain. For instance, Ashoka’s annual fees are a measly 14 percent of the full annual tuition at its partner institution Carleton.
In the 1950s and 60s chemistry sets were common presents to encourage an interest in science. You couldn't sell one like the old ones these days as many of the chemicals and experiments are now considered hazardous. And while some of it was interesting, much was misdirected - I never enjoyed mine, although there were other science and engineering kits.
A reasonable question is what could be done today. Greg points out a competition aimed at discovering just that. I sat down and thought of about twenty rough ideas in a couple of minutes. This seems like rich territory for Kickstarter funded operations. There is a clear need.
For those who like lists (via the New York Times) The problem is that such lists miss much of the real value and can encourage moves in the wrong direction. It reminds me of car and stereo magazines which reduced performance to a small set of numbers that could easily be compared on a list often missing the point of what might be of real value to the reader.
BLOOMINGTON, Ind.-- The National Science Foundation has awarded over $999,000 to three Indiana University faculty members for a unique effort intended to shed light on how children best learn about complex systems and how new technologies can best serve that learning.
The NSF is granting the money to Kylie Peppler and Joshua Danish, both assistant professors in the Learning Sciences program at the IU School of Education, and Armin Moczek, associate professor in the Department of Biology in the IU College of Arts and Sciences. Specifically, the project will develop electronically enhanced puppets, or "e-puppets," that allow students to simulate biological phenomena such as honeybees collecting nectar or ants scavenging for food. Work on "Design and Implementation (DIP) BioSim: Developing a Wearable Toolkit for Teaching Science Through Embodied Play" begins immediately.
Based on their prior work, the researchers found that children as young as kindergarten can understand complex systems such as those typically taught in STEM areas -- science, technology, engineering and mathematics -- even though they often prove difficult for older students and adults. The key to helping young children learn these systems is employing appropriate and familiar learning strategies.
"Young children are already apt to explore the world through play-acting and games, especially those that involve playground-like dynamics among a large group of peers," Peppler said. "We find a lot of commonalities between this type of play and the embodied exploration found in more advanced forms of scientific study."
The researchers will design e-puppets and accompanying curricular activities for students in kindergarten through third grade to experience biological simulations enhanced by computer technology. The goal is to create a toolkit of e-puppets with corresponding computer simulations that would lead to an early elementary school biology curriculum built around the tools.
The project builds on the successful "BeeSim" project, which demonstrated how such e-puppets could work in building a science curriculum. BeeSim employs e-puppets that look like honeybees and fit on a child's hand like a glove. The puppets contain a wearable computer and wireless transmitter that have been sewn into the fabric.
In BeeSim, the e-puppets teach young children about how honeybees collect nectar from a complex systems perspective in their science classroom. Parts of the bee light up when the bee collects nectar from flowers, which are also e-puppets, and other lights indicate when the bee is growing tired.
With these constraints in mind and working in teams, children build empathy for the lives of bees because they are asked to non-verbally communicate complex amounts of information about nectar collection to fellow teammates in order to store enough food for winter. (To see a demonstration of the BeeSim in action and hear more from Peppler and Danish, watch this video.)
As part of the new project, BioSim, Peppler, Danish and Moczek will expand upon these early prototypes to build a more complex system that involves large groups of 30 to 40 children. Such expansion provides youth with an even richer understanding of the systems at play in the natural world, incorporating predators, supply and demand, and additional roles in the ecosystem. Furthermore, this project will explore these same concepts across a number of additional complex systems, such as army ants. The researchers aim to uncover how the study of systems in one ecosystem prepares youth to understand systems more globally.
"We are particularly interested in exploring how our technology will provide students with a new way of looking at a system," Danish said. "This allows us to determine how play-acting as a bee using an e-puppet may support them in reflecting on processes that are not as accessible when they view an entire honeybee hive in a traditional computer simulation and vice versa."
When the project is complete, the researchers intend to make "how to" instructions publicly available so teachers and designers can create these e-puppets through readily available parts. Additionally, the team will explore how to commercially create these systems for broader accessibility. They envision partnering with science museums to make BioSim kits available for classroom teacher checkout. A partnership is already underway with Bloomington's WonderLab Museum of Science, Health and Technology,
The project work should last over the next three years.