The role of Qiongzhou Strait in the seasonal variation of the South China Sea circulation

An analysis of the water level and current data taken in Qiongzhou Strait in the South China Sea (SCS) over the last 37 years (1963 to 1999) was made to examine the characteristics of tidal waves and residual flow through the strait and their roles in the seasonal variation of the SCS circulation. The observations reveal that Qiongzhou Strait is an area where opposing tidal waves interact and a source of water transport to the Gulf of Beibu (Gulf of Tonkin), SCS. A year-round westward mean flow with a maximum speed of 10-40 cm s(-1) is found in Qiongzhou Strait. This accounts for water transport of 0.2-0.4 Sv and 0.1-0.2 Sv into the Gulf of Beibu in winter-spring and summer-autumn, respectively. The outflow from Qiongzhou Strait may cause up to 44% of the gulf water to be refreshed each season, suggesting that it has a significant impact on the seasonal circulation in the Gulf of Beibu. This finding is in contrast to our current understanding that the seasonal circulation patterns in the South China Sea are primarily driven by seasonal winds. Several numerical experiments were conducted to examine the physical mechanisms responsible for the formation of the westward mean flow in Qiongzhou Strait. The model provides a reasonable simulation of semidiurnal and diurnal tidal waves in the strait and the predicted residual flow generally agrees with the observed mean flow. An analysis of the momentum equations indicates that the strong westward flow is driven mainly by tidal rectification over variable bottom topography. Both observations and modeling suggest that the coastal physical processes associated with tidal rectification and buoyancy input must be taken into account when the mass balance of the SCS circulation is investigated, especially for the regional circulation in the Gulf of Beibu.

Davis, soldier missionary : a biography of Rev. Jerome D. Davis, D.D., Lieut-Colonel of volunteers and for thirty-nine years a missionary of the American Board of Commissioners for Foreign Missions in Japan

http://www.archive.org/details/davissoldiermiss00davirich

The life story of a leper : autobiography of John E. Davis, Canadian Baptist missionary among the Telugus.

http://www.archive.org/details/lifestoryleper00daviuoft

Metlakahtla : a true narrative of the red man / by George T.B. Davis.

http://www.archive.org/details/metlakahtltruena00davirich

Thomas Davis's education policies: theory and practice

This thesis explores the education policies of Thomas Davis. On the eve of the Great Famine Ireland was economically impoverished and politically dependent. The Irish people had a subservient mentality, were mainly uneducated and were unaware of their potential. He believed that education would develop a self-reliant, self-sufficient people; it would create a new generation of leaders and citizens necessary to transform Ireland into a prosperous, independent nation. This thesis explores his education philosophy which was political in orientation; he called for reform of university education so that it would educate leaders who were knowledgeable, patriotic and responsible. He formulated a curriculum which consisted of knowledge that would have direct use and application in public life; his curriculum included moral philosophy, oratory, philological studies and history. His contribution to the debate on the Queens Colleges bill, 1845, is explored including his public disagreement with Daniel O’Connell on the principle of multi-denominational education. This work also examines his policies on learning methodologies and teaching methods. It provides details of his thoughts on learning by experience, by observation, book learning and learning in the home. It focuses on the deficiencies evident in the system of teaching and learning that operated in Trinity College Dublin and it provides an analysis of his preferred method of instruction: Lyceum teaching. This thesis also explores his national curriculum in history and Irish culture which was designed to forge a sense of national identity, to win support for repeal and to develop the principle of nationality. He formulated a national curriculum to counteract the absence of national knowledge in the state schools, to provide the people with a positive self-image and ultimately to empower them to reclaim Ireland and to develop it. Davis knew the power of education and he used it as an instrument of political and social change.