The blow-up rates of derivatives of the curvature function will be presented when the closed curves contract to a point in finite time under the general curve shortening flow. In particular, this generalizes a theorem of M.E. Gage and R.S. Hamilton about mean curvature flow in R2.
Preface This report describes a new program of general education at Harvard College—the set of requirements, outside the concentration, that all students must meet before they can receive a Harvard degree. We believe that the program complements ongoing initiatives in undergraduate education: changes in the concentrations and the creation of secondary fields; the mounting of new courses in the sciences and humanities; efforts to renew and reward faculty commitments to teaching and pedagogical innovation; and the many opportunities Harvard offers for extracurricular experiences that can be linked to learning in the formal curriculum. The ambition of the program of general education we describe in this report is to enable undergraduates to put all the learning they are doing at Harvard, outside as well as inside the classroom, in the context of the people they will be and the lives they will lead after college. In the pages that follow, we propose: • a new rationale for general education at Harvard; • eight subject areas for courses in general education; • new guidelines for determining which courses may be used for general education, allowing students more choice in finding ways to satisfy their requirements; • wider adoption of innovative pedagogical techniques in general education courses and throughout the curriculum; • an activity-based learning initiative to explore procedures for linking extracurricular activities to the classroom experience. General education is one distinct component of a liberal education, and it is effective only when the other components of the undergraduate experience are working in concert with it. In conjunction with our proposals for general education, we therefore enthusiastically support ongoing efforts by our Faculty to promote: • a fresh examination of the structure and requirements of the concentrations; • a broader commitment by concentrations to instruction in written and oral communication; • the development of more departmental electives that meet the needs and interests of non-concentrators; • the further development of interdisciplinary and divisional courses and the creation of nimble administrative structures to support them; • opportunities for increased contact between undergraduates and ladder faculty. Our Task Force has had the advantage of looking back over the history of the Harvard College Curricular Review; we have also observed the many fresh initiatives in teaching and learning that are currently underway in Harvard College. The Faculty is making great progress in revitalizing the undergraduate experience. We have undertaken our work in a spirit of partnership with these enterprises, and we hope that our proposals will make some contribution toward bringing all of this good work into focus. 原文见 http://isites.harvard.edu/fs/docs/icb.topic830823.files/Report%20of%20the%20 Taskforce%20on %20 General% 20Education.pdf
In England the currency is made up of pound, , and pence, p, and there are eight coins in general circulation: 1p, 2p, 5p, 10p, 20p, 50p, 1 (100p) and 2 (200p). It is possible to make 2 in the following way: 1 1 + 1 50p + 2 20p + 1 5p + 1 2p + 3 1p How many different ways can 2 be made using any number of coins? mat = cbind(matrix(1,201,1),matrix(0,201,7)) coins = c(1,2,5,10,20,50,100,200) for ( i in 1:201) { for (j in 2:ncol(mat)) { if ( i coins ) { mat = mat + mat mat = mat + mat ,j] } else { mat = mat } } } mat 73682
For normal spin polarized calculations, and if lorbit=11, the general layout for the procar file is: spin up{ k-point: i kx ky kz weight { band 1: energy: E1 { atom1: s py pz px dxy dyz dz2 dxz dx2 total (all atoms) total ..... } {all bands} } {all kpoints} } {spin down} to view it with a normal data plotter ( i. e. gnuplot, origin, etc) you need to parse these data into a table arranged like this (or watever you find useful) for every band: (kpoint distance) Energy (s py pz px dxy dyz dz2 dxz dx2)_totals This layout changes a little if you perform spin-orbit calculations. Instead of having spin up and spin down datablocks, for each band you have four blocks with m_tot, m_x, m_y and m_z contributions for all atoms. Hope This helps! if this is wrong, I will also be grateful to anyone who can point me to the section in the manual where this is clearly explained! About p4v, it is a great tool if you can make it run in your system, so I recommend you to try!
由于进入FDA要安检，加上进去后会议室绕来绕去才找到，还要现场领取标牌，所以进入会议室的时候前面的开幕式结束了，正在开始学术报告： 08:30 – 09:00 Tentative Title: In-vivo studies on Mg implants in musculoskeletal and cardiovascular applications: Current and past experiences. Speaker: Frank Witte, Hannover Medical School, Germany Topics to address: General concept of Biodegradable Metals Mg implants has been used in humans already Challenges of in-vivo and in-vitro testing (general) Methods to measure corrosion in-vivo Corrosion control in-vivo Corrosion products and elemental distribution Frank一如既往的讲的很基础，不过很清晰地介绍了体外和体内降解的各种测试方法及其新进展，包括在体的PH检测和气体成分分析等。 （看到Frank引用我们的工作在大谈腐蚀机理，很happy） 09:15 – 09:45 Tentative Title: Biodegradable Iron implants for cardiovascular applications - and outlook on musculoskeletal applications Speaker: Diego Mantovani, Uni. Laval, Quebec, Canada Topics: Idea of biodegradable stents, advantage of metals Production of pure iron stents and iron alloys Influence of microstructure Results of in-vitro and in-vivo studies Diego一如既往的幽默，经常像猫头鹰一样闭上一只他的大眼睛，呵呵，抱歉，Diego，你太可爱了。（这里也提醒下各位，第四届可降解金属会议的拟参加会议代表，请尽快提交abstrac，因为很快第一批要签证的参会者的摘要会被第一批送审，然后发邀请信）。 Diego最酷的就是对镁的没兴趣，他说从2006年开始他就不做镁了，就做铁，然后分3个层次讲了铁的医用的研究，我会后问他对如何加快铁的降解速度的看法，他没有回答。看来他也没有什么特别的办法。 10:30 – 11:00 Tentative Title: Production of Mg alloys for biomedical purposes: the influence of microstructure and impurities on mechanical and corrosion properties Speaker: Norbert Hort, Helmholtz Zentrum Geesthacht, Germany Topics: Production routes for magnesium and its alloys Influence of production route on impurities and microstructure Designing biodegradable Mg Norbert的报告是最基本的镁合金的材料学，包括合金化元素的选择等，其中对于稀土的价格变化，导致镁合金的价格的变动倒是很关注，同时借用工程界使用一种新镁合金情况下可能提到的问题，移到医用镁合金上，提出可能要关心的问题包括铸造性能、室温力学性能、腐蚀抗力、生物相容性、价格等。 我个人认为Nobert没有他在Quebec city讲的好。 11:15 – 11:45 Tentative Title: From material to device design with biodegradable metals Speaker: William Wagner, University of Pittsburgh, PA, USA Topics: Alloy design and characterization Coatings and surface modification Sensors to evaluate biocompatibility Orthopedic, craniofacial and cardiopulmonary devices Bill的报告是对ERC的工作整体介绍，包括很多教授的工作。他总结了近年来在镁和不锈钢方面的文章和引用情况，看到最近3-5年的快速增长。估计这也是他又一次同意我们的第四届可降解金属会议可以在Acta Biomaterialia上发专刊的原因。 13:00 – 13:45 Tentative Title: Cytotoxicity and in-vitro test-systems for evaluation of biodegradable metals Speaker: Frank Feyerabend, Helmholtz Zentrum Geesthacht, Germany Topics: Challenges of in-vitro tests for biodegradable Mg How to modify existing ISO standards for cytotoxicity to test biodegradable metals Jag Sankar介绍的时候说他把GKSS 的Frank叫 other Frank以便和Frank Witte区别开来。Other Frank的报告是我认为最有吸引力的报告，尤其是关于各种影响体外生物相容性等的测试方面的问题和挑战说的很透。包括元代细胞作为模型测试细胞毒性。
Fornew readers and those who request to be “ 好友 good friends” please read my 公告 栏 first. This is a general talk given by John Maeda, president of the Rhode Island School of Design (RISD) www.risd.edu and former professor of computer science and media arts at MIT, in ourtown recently. RISD is a small but well known college of arts and design in the US. Her graduates are engaged in commercial, graphics, and computer arts and design. STEM stand for S cience, T echnology, E ngineering,and M athematics. The need for STEM in modern education is without question. It is in fact part of the educational policy of the US government in her effort to improve citizen’s knowledge and competence in the modern world. Maeda’s message is that STEM is not enough, we need to add A RTS to STEM and push for STEAM instead. Of course, he is helping to publicize his school.But he has a point when we realize that the iPhone probably would not have been invented just by STEM but only with STEAM. Without the arts, our world will be far less interesting. There are more materials on the web for RISD and STEM toSTEAM. Just google the subjects.
The normally docile faculty and well-behaved students who gathered at Sproul Plaza to observe a general strike in November were taken by surprise by the thwack of police clubs on flesh and bone. So was our former poet laureate, Robert Hass, whose soulful response to having been bludgeoned in the belly with a University of California policeman’s truncheon tells part of the tragic story. But why were faculty and students being knocked around and dragged by the hair by the campus police? The crisis at the University of California is not about faculty and staff pay cuts (which we have had to swallow), faculty bonuses (they don’t exist), or academic perks (if they ever existed). Faculty at large public institutions like the University of California at Berkeley buy their own notebooks, pencils, and pens. Those who still use chalk steal it from their toddlers’ cubbies and bring it to class in their pockets. We use our own cellphones for business calls. Faculty under pressure University professors (unless they have a large research grant) have no secretaries to prepare their manuscripts for publication or the hundreds of letters of recommendation, the purgatorial price professors pay for the opportunity to teach and shape the next generation of scholars. We no longer write those letters on embossed university letterhead, also a thing of the past. Despite what you might think, professors at public universities grade most of their undergraduate student papers and all of their graduate student theses and dissertations without assistance. University professors are dedicated, hard-working people, with largely old-time values. Most are not on the make or “on the market” for higher salaries and better perks. We’re there for the long haul, seeing graduate students through seven or eight years of specialized training. The crisis at Berkeley is about the failed promise of reasonably attainable higher education. It is about the escalating costs of college that are turning a younger generation into debt-peons, and about the difficulty of obtaining jobs after graduation. The current crisis is fundamentally about privatization and the dismantling of a national public treasure. The students and professors who were whacked by billy clubs want to preserve a grand public university that took a century to build to its present pre-eminence and is taking just a few years to destroy. Held hostage to attacks on public institutions Although public universities are under attack throughout the United States, the University of California is taking a particularly hard beating, metaphorically and literally. In California, the public university (the 10 campuses of UC, the state-college system, and the community colleges)—like public libraries and day-care centers—is being held hostage to citizens who have waged tax rebellions since 1978 and whose heirs still refuse to support any civic institution that doesn’t directly affect their private lives or needs. (“Who needs a public library?”; “Our children attend private schools”; “Public housing is a nuisance.”) Consequently, our children are less literate, and our streets are filling up with homeless warriors returned from the battlefields of the Middle East. Meanwhile, state support for the University of California is steadily shrinking, undergraduate tuition has almost doubled since 2007 , and classroom spaces once reserved for California residents are being sold to affluent students from out of state and abroad. Diversity is good for any institution, but a diversity limited to those who can buy it is not diversity at all. Cut to the bone Outsourcing is another survival strategy. The much-heralded agreement to open a Berkeley-Shanghai campus is one solution to bankruptcy, but will it help our struggling undergraduates—most of whom work double shifts, carrying a full plate of demanding courses and working at outside jobs more than 20 hours a week—defray the expenses of room and board and Wi-Fi? Digital, long-distance learning is another vaunted solution, but what might work for basic language, math, and science classes won’t work for the give and take of face-to-face undergraduate classes, not to mention the hyperinteractiveness of science labs or the intellectually combative graduate seminars that teach students to think on their feet. Public higher education is dying. As senior faculty retire, their positions and programs are going with them, not to be replaced. There is always talk about closing “expensive” departments: the humanities, the arts, and the social sciences in particular. Gov. Rick Scott of Florida recently declared that anthropologists were not needed in his state: “It’s a great degree if people want to get it, but we don’t need them here.” On another occasion he said, “Do you want to use your tax money to educate more people who can’t get jobs in anthropology? I don’t.” And there are other signs of institutional decline, at least in California. Custodial staff, cut to the bone, do their best, but university hallways, stairwells, and bathrooms are unsanitary, elevators are out of order for six months at a time, and “smart” classrooms (those with PowerPoint and video capacity) are scarcer than hen’s teeth. Against the backdrop of a deep recession, a failing war in Afghanistan, stalled efforts to overhaul American health care, the sudden appearance of the “new” working-class poor in shelters and food kitchens, why should anyone give a hoot about a crisis in public higher education? Conflicting views on the role of a university There are two views of the university. One is the university as a critical institution engaged in the political and social transformation of the society of which it is a part. The second sees the university as a cloister, a secular monastery of reclusive scribes and writers, safely removed from the influence of the larger society and the world. That view has been advanced most forcefully by President John Sexton of New York University, who has referred to the university as a “sacred space,” drawing on Cardinal Newman’s essay “The Idea of the University,” published in 1852. Newman described the university as a place for preserving and teaching “universal knowledge.” But in truth the university has never been isolated. It always responds to external interests—sometimes for patronage and gain, sometimes for power and political clout. Higher education also has the responsibility to support and drive economic growth, as it did so forcefully in California throughout most of the 20th century. During World War II, for example, UC served the war effort in ways that today would make many progressive professors cringe. After the war, the U.S. Department of State and the California legislature considered the public university a weapon—hence the tense and often faculty-contested incorporation of federally financed nuclear research at UC—as well as an engine for fueling economic and political prowess, through advancing technological dominance. Area-studies programs focusing on Latin America, Europe, the Middle East, Asia, and Africa were developed to protect American interests and to keep our educated citizens informed of foreign affairs. But the public university is hamstrung if state government and its citizens won’t support it. Its once proud and powerful influence is shrinking partly through lack of financial support and partly through threats to academic freedom. For example, the legal Catch-22s within “homeland security” expose visiting professors and scholars from other countries to invasive screening and background checks. Many are denied entry without just cause. Others receive their visas so late that they cannot attend the conferences at which they were scheduled to speak or accept the postdoctoral research fellowships offered to them. Thus we lose the contributions of some of the world’s most gifted students and scholars, diminishing our capacity to understand other societies and cultures and to see ourselves in relation to the rest of the world. Global intellectual exchange on our campuses is in grave danger. Meanwhile, the infiltration of corporate business models into every aspect of academic life has led to the devaluation of the arts, humanities, and social sciences, which are seen either as luxuries or intellectual enemies of the global economy. Harvard University President Drew Gilpin Faust noted in 2009 the growing dominance of economic justifications for the existence of universities, to the exclusion of its other missions, such as fostering a broad, liberal education, disinterested scholarship, and social citizenship. Higher education, she wrote, is not about delivering a commodity—a university degree—but about fostering public good. Universities are meant to produce skepticism as well as knowledge. They should afflict the comfortable but unexamined notions that often undermine democratic societies. Universities, said Faust, should be “creative and unruly places, safe spaces for dissent, allowing for a polyphony of disparate voices.” Struggling to keep the promise of Berkeley The prospects are grim, but Berkeley faculty and students are struggling to keep their promise—of an open, free, independent, and diverse public institution—to the people of California, even while the public has not kept its promises to them. It took a faculty rebellion in 1919-20 to force the California legislature and UC regents to recognize the Academic Senate and its role in shared governance of the university. Clark Kerr, Berkeley’s chancellor from 1952 to 1958, fought against the firing of faculty who refused to sign the anti-communist loyalty oath the regents required employees to sign during the McCarthy era. And Chancellor Chang-Lin Tien fought against the regents’ 1995 ban on affirmative action in undergraduate admissions by raising more than a billion dollars, part of which was used to recruit and prepare disadvantaged minorities for admission to the Berkeley campus. Berkeley students started the free-speech movement in 1964, and students and faculty fought against military recruitment on campus during the Vietnam War, held anti-apartheid divestment strikes, and fought for affirmative action. Not all these struggles were successful, but all of them were worthy fights. Today faculty and students are trying to prevent tuition increases that would erode a public university and change it into a public-private enterprise. They are also committed to preventing further police brutality against demonstrators and protecting their constitutional right of nonviolent civil disobedience. Nonviolent resistance has lost some of its luster in recent decades, overshadowed by the “war against terror” and a resurgence of what used to be called authoritarianism. Faculty members tend to embrace a decorous civility. Civil disobedience doesn’t come easily to most people of good conscience. We are raised to be accommodating. But now is not the time for accommodation. 原文见 http://blogs.berkeley.edu/2011/12/20/promise-of-berkeley/
The gauge transformations for classical (i.e., non-quantum mechanical) general relativity are arbitrary coordinate transformations.The onlyrequirement isthe transformations must be invertible. But in fact,both the transformation and its inverseare unreasonablely assumed tobe smooth, in the sense of being differentiable an arbitrary number of times. Only coordinate systems related through sufficiently differentiable transformations are considered. This has no physical reason! Only because mathematicans can't deal with genearl arbitrary coordinate transformations... So, General relativity is not completed...
Abstract #7389 Analysis on the General Characteristics of Teacher Development Research in America: Based on the Selected Translation and Comments on Classics from Eight Experts Liu Qiong Jr. , Dalian University, Dalian, China Abstract Text: By adopting the method of computer-assisted bilingual information processing to efficiently translate and comment on classics about teacher development from eight distinguished American experts who have great distribution to the field, this study is aimed at revealing the general characteristics of research on teacher development in America, and further more, helping readers to grasp the original idea of those experts, who are Frances Fuller, Lilian Katz, Burden Paul, Betty Steffy, Burke Ralph Fessler, Allan Glatthorn, David Berliner and Robert Sternberg. This study proposes that there are three general characteristics underlying the research on teacher development in America: practicalness, scientific inherence of empirical way and interdisciplinary studies, which are concerned diachronically and individually from the practical, historical and theoretical point of view, hoping to providing certain implications to those countries or regions where less studies are done in the field of teacher development. Title: Analysis on the General Characteristics of Teacher Development Research in America: Based on the Selected Translation and Comments on Classics from Eight Experts Subject Category: Social Sciences Submitter's E-mail Address: 623522521@qq.com Session Selection: AAAS Student Poster Competition Slot: : Saturday, February 18, 2012: 1:00 PM-5:00 PM First author Presenter Liu Qiong Jr. Dalian University English Language Department Dalian economic technological development zone, Xue Fu Avenue 10, Liaoning Dalian, 116622 China Phone Number: 86-0-15942425667 Email: 623522521@qq.com Alternate Email: qhkjy@yahoo.com.cn -- Will not be published Advisor Zou Xiaohui Sr. Visiting Professor in CUGBHEI; Visiting Scholar in PKU China University of Geosciences (Beijing) Xue Yuan Lu 29 ,100083 Beijing, 100083 China Phone Number: 15300239971 Fax Number: 82321006 Email: qhkjy@yahoo.com.cn Alternate Email: geneculture@gmail.com -- Will not be published http://aaas.confex.com/aaas/2012/poster/papers/index.cgi?username=7389password=266314 AAAS Abstract #7389 - 2012 AAAS Annual Meeting (16-20 February 2012) 发件人： aaas@confex.com 收件人： 623522521@qq.com qhkjy@yahoo.com.cn 有标示的邮件 2011年10月5日, 星期三, 下午 4:22 邮件内文 Dear LIU Qiong Jr., Your poster submission, "Analysis on the General Characteristics of Teacher Development Research in America: Based on the Selected Translation and Comments on Classics from Eight Experts," has been received. By submitting this poster your submission is complete and you are confirming that you and your co-authors conducted the research, used experimental methods/methodology, and developed the results. In regard to a large research project involving post-doctoral scholars, principal investigators, or other professionals, you are confirming that you and your co-author(s) are presenting the portion of the experiment for which you and your co-authors are responsible. If the you and your co-authors do not meet this criteria, the poster should be withdrawn. For the purposes of this poster competion, co-authors are defined as additional undergraduate or graduate students who also participated in the research project under the supervision of an advisor or principal investgator. Note: Advisors, program directors, other professionals, doctoral candidates, and post-doctoral scholars cannot be listed as co-authors. To view, edit, or for a print-friendly summary of your submission go here: http://aaas.confex.com/aaas/2012/poster/papers/index.cgi?username=7389password=266314 If you are challenged for a username and password, enter the following: Username: 7389 Password: 266314 Click the link below to view the Poster Presentation and Design. http://www.aaas.org/meetings If you have any questions, please contact Cassandra Jones at (202) 326-6410 or cjones@aaas.org . Thank you for your submission, AAAS Meetings AAAS Abstract #7388 - 2012 AAAS Annual Meeting (16-20 February 2012) 发件人： aaas@confex.com 收件人： 623522521@qq.com qhkjy@yahoo.com.cn 有标示的邮件 2011年10月5日, 星期三, 下午 4:23 邮件内文 Dear LIU Qiong Jr., Your poster submission, "CAI Bilingually on Teacher Development Research in America: Based on the Selected Translation and Comments from Eight Experts," has been received. By submitting this poster your submission is complete and you are confirming that you and your co-authors conducted the research, used experimental methods/methodology, and developed the results. In regard to a large research project involving post-doctoral scholars, principal investigators, or other professionals, you are confirming that you and your co-author(s) are presenting the portion of the experiment for which you and your co-authors are responsible. If the you and your co-authors do not meet this criteria, the poster should be withdrawn. For the purposes of this poster competion, co-authors are defined as additional undergraduate or graduate students who also participated in the research project under the supervision of an advisor or principal investgator. Note: Advisors, program directors, other professionals, doctoral candidates, and post-doctoral scholars cannot be listed as co-authors. To view, edit, or for a print-friendly summary of your submission go here: http://aaas.confex.com/aaas/2012/poster/papers/index.cgi?username=7388password=814684 If you are challenged for a username and password, enter the following: Username: 7388 Password: 814684 Click the link below to view the Poster Presentation and Design. http://www.aaas.org/meetings If you have any questions, please contact Cassandra Jones at (202) 326-6410 or cjones@aaas.org . Thank you for your submission, AAAS Meetings AAAS 2012 Student Poster Session 发件人： meetings@aaas.org 收件人： 623522521@qq.com qhkjy@yahoo.com.cn 有标示的邮件 2011年11月17日, 星期四, 上午 12:13 邮件内文 Dear Poster Submitter: Congratulations! You have been invited to present your poster at the 2012 AAAS Annual Meeting in Vancouver, Canada. The Student Poster Session is scheduled for Saturday, 18 February 2012, 1:00 pm - 5:00 pm at the Vancouver Convention Centre, West Exhibit Hall A-B1. Please read the following email in full. Please note that since your poster has been accepted based on a review process no substantive changes may be made to the poster. Read below for very Important Information. Meeting Registration As a poster presenter you are responsible for your own hotel and travel arrangements. ALL student poster presenters must be registered in a paid registration category, unless a student presenter is confirmed and registered as a session aide. Meeting Attendee Badges MUST be shown at poster check-in. Co-authors are expected to pay if they are presenting as well. There are NO EXCEPTIONS. If you have not already registered for the Annual Meeting, please go to Meeting Registration here: http://registration3.experient-inc.com/ShowAAA121/Default.aspx Go to the RED General Attendee Box and register as a general attendee. Your name badge will be mailed to you in advance, and you will pick up your badge holder and meeting materials at the Advanced Registration kiosk in the Vancouver Convention Centre outside Exhibit Hall A-B1. If it doesn't arrive in time, a new one can be made on-site; please bring your registration confirmation. If you signed up to be a student session aide, you will pick up your badge and meeting materials at orientation. We're still taking applications for student session aides (you can volunteer at the meeting in exchange for free meeting registration). For details visit: http://www.aaas.org/meetings/2012/ts/aides.shtml The deadline to sign up to be a student session aide is Tuesday, January 24. Advance registration ends on January 26. After this date, you can still register online or onsite but higher registration rates will be in effect. For on-site registration, please go to the Registration counters in the Vancouver Convention Centre outside Exhibit Hall A-B1. There will be lines so leave yourself ample time if you plan on checking in at meeting registration on the day of your Poster Session. If you have a balance due, all fees must be paid in full prior to the start of the Poster Session. Poster Check-in You must check-in to receive your poster board assignment. Please be wearing your Meeting Badge. Check-in will start 12 noon on Saturday, 18 February 2012, in the Exhibit Hall (next to the AAAS Job Zone). Poster Presentation All posters must be confined to the 4 ft high x 8 ft wide display board provided. Computer display equipment, sound or projection equipment, or freestanding displays are not permitted. All material must be removable. You may not write, paint, or use paste on the display board. All posters must be set up in the time allotted before the session, and must remain up until the Student Poster Session ends at 5PM. At 5 pm materials must be removed promptly from the board and your area cleaned up. AAAS will not be responsible for material left on boards after any of the poster sessions. If you want your materials back, take them with you when you leave. Items to Bring 1. BRING YOUR OWN PUSH PINS or Velcro to affix your poster material to the display board. 2. Water and a snack is suggested since you will be in the hall for a at least 4 hours, and there won't be time to leave for snack breaks. 3. Any handouts you want to have available for judges or meeting attendees. Poster Design Specifications http://www.aaas.org/meetings/2012/program/posters/media/student_poster_guidelines_2012.pdf Judging for Student Poster Competition You are expected to be at your poster during the entire 4 hour session. At least two judges will review your poster. Please be brief when speaking to a judge (no more than 10 minutes) so they can ask questions as well as review all entries in the allotted time. Poster winners will be announced 4 weeks AFTER the annual meeting and you will be notified by e-mail. General conference attendees will also be walking around the hall at all times, and you will want to be at your poster and available to take questions as much as possible. For example, students have received job leads to pursue after graduation. If you have business cards, bring them with you. We are so pleased that you will be part of the AAAS Annual Meeting. You can get updates on the meeting by checking the AAAS website ( http://www.aaas.org/meetings ) or by following us on Twitter and/or Facebook ( http://www.aaas.org/meetings/2012/#networking ) If you have any questions, please contact the Meetings Office, at meetings@aaas.org or 202-326-6450. Look forward to seeing you in Vancouver! AAAS Meetings 1200 New York Ave., NW Washington, DC 20005 Phone: (202) 326-6450 Fax: (202) 326-4021 http://www.aaas.org/meetings/
Huw Edwards Partial and General Equilibrium Resources Page http://www-staff.lboro.ac.uk/~ecthe/General%20Equilibrium%20Resources%20Page.htm Modelling tools For any but the simplest general equilibrium and partial equilibrium work, I would recommend people use GAMS . This is a language which sets up multi-equation economic models for solution by a system solver. Good solvers include: CONOPT3 (for large, nonlinear, static models). PATH (for mixed integer models or dynamic models). GAMS is available online for small (limited model size) applications, and we have a full license for a limited number of users within Loughborough. Standard equation formats : most general equilibrium models use either Leontief (fixed input-output coefficient), Cobb-Douglas or CES functional forms. Some notes on the latter two are available here. Short lecture course on GE modelling 1 . Basics of Taxation Models 2 . Basics of CGE 3 . Exercise 4 . Social Accounting Matrices for a Climate Model 5 . Solving GE models 6 . Calibrated versus estimated models in economics 7 . Specimen GE model in Excel Dawkins, Srinivasan and Whalley’s chapter on Calibration (in Handbook of Econometrics). Link. James Markusen’s webpage , with background material on GAMS/CGE modelling and phd level trade material. A list of CGE references , kindly sent me by Mark Horridge. Link to the GTAP network (Global Trade Analysis Project) – a collaborative database and modelling network, based in Purdue University. Mark Horridge’s information on GEMPACK (an alternative, more specialised General Equilibrium Solver package, frequently used with the GTAP model): http://www.monash.edu.au/policy/archivep.htm http://www.monash.edu.au/policy/gempack.htm
GMT-The Generic Mapping Tools ，即通用制图工具，是一个开源的工具集，主要用于 XY 和 XYZ 数据的处理和显示，包括栅格化、过滤和各种地图投影等操作。 GMT 最初是由哥伦比亚大学的两位毕业生 Paul Wessel 和 Walter H. F. Smith 于 1988 年创建的，至今已经发展到版本 4.5.0 。 经过这段时间的了解，感觉该软件主要有以下几个优点：（ 1 ）完全免费；（ 2 ）源代码是开放的，可以进行二次开发；（ 3 ）可以在多种系统下安装和使用，如 UNIX ， Linux ， MkLinux ， Mac OS 9 ， Windows 和 OS/2 ，但是每个系统下的安装要求是不一样的；（4） GMT 好比一个工具箱，每个工具之间相对独立，操作起来更为灵活，这也是 GMT 研究小组的一个特别考虑；（ 5 ）有很多免费数据资源都可以被 GMT 调用，尤其是 NOAA , USGS , NGDC , NEIC 等；（ 6 ）制作出来的图形图像精美，感觉比 ArcGis 和 MapGis 等软件成图的效果要好。正是由于以上诸多优点，该软件已经被较为广泛应用于医学，工程，物理，数学，地球科学，社会科学等领域。 由于该软件的最初是在 UNIX 系统上发展的，所以对于初学者来说早期的版本安装和使用方面还是有点麻烦的，我也是学习第一次安装该软件，经过摸索，终于在 Windows XP 系统下安装成功。习惯了 Windows 操作的人来说，突然要用 DOS 操作，确实需要一段时间的适应，故可以安装一个 GUI （图形交互界面）软件 Win4GMT 。具体安装过程如下： 1. Install GMT 3 (E g : C : \GMT\ ) . As you will see GMT3 programs will be installed in C : \GMT\ bin and rivers, border, shorelines, patterns etc in C:\GMT\share\coast and gmtenv.bat in C : \GMT\ ( Note: I n GMT 4 .5.0 , gmtenv.bat cant be need any more, and the installer has done the work and set the path. ) 2. S et Home: Modify gmtenv.bat with an ASCII editor in order to set your home dir . SET NETCDF= C : \GMT\ SET GMTHOME= C : \GMT\ SET HOME= C : \ USERS \ USERS \ PROJECTS or C :\ GMT \ TEMP SET PATH=%PATH%; %GMTHOME%\BIN; %NETCDF%\LIB 3. R un cmd command to open this window i n a DOS window . I n GMT 4 .5.0 , .gmtdefaults is created by default in C : \ GMT \bin, you should copy it to C : \GMT\. Then c lose the window . 4. if necessary, install Ghostsview or other postscript viewer or editor . 5. Put netcdf.dll in C : \GMT\. 6. Unzip the Win4GMT and r un setup.exe to install it . To avoid problems , Please install Win4GMT in the GMT Home Directory ( C : \GMT ). 7. Reboot the computer . 8. Configure folders in Preferences menu when starts the program or edit win4gmt.ini in C:\WINDOWS or C:\WINNT folder . Notes: Setup will create a subdirectory ( man ) where will be installed the html version of the GMT manuals. If you have problems with OLEAUT32.DLL (in some cases, problems has been reported) . R ename your oleaut32.dll (just in case) and copy the ftp file in your system directory ( C : \WINDOWS\S ystem) . Then r estart the computer. 其它： GMT下载地址： http://gmt.soest.hawaii.edu/ Win4GMT下载地址： http://www.icm.csic.es/gma
标签: General
