"The American Meteorological Society Education Program"--T.p. verso.

Fluid dynamics is fundamental to our understanding of the atmosphere and oceans. Although many of the same principles of fluid dynamics apply to both the atmosphere and oceans, textbooks tend to concentrate on the atmosphere, the ocean, or the theory of geophysical fluid dynamics (GFD). This textbook provides a comprehensive unified treatment of atmospheric and oceanic fluid dynamics. The book introduces the fundamentals of geophysical fluid dynamics, including rotation and stratification, vorticity and potential vorticity, and scaling and approximations. It discusses baroclinic and barotropic instabilities, wave-mean flow interactions and turbulence, and the general circulation of the atmosphere and ocean. Student problems and exercises are included at the end of each chapter. Atmospheric and Oceanic Fluid Dynamics: Fundamentals and Large-Scale Circulation will be an invaluable graduate textbook on advanced courses in GFD, meteorology, atmospheric science and oceanography, and an excellent review volume for researchers. Additional resources are available at www.cambridge.org/9780521849692.

This volume covers a wide range of topics and summarizes our present knowledge in ocean modeling, ocean observing systems, and data assimilation. The Global Ocean Data Assimilation Experiment (GODAE) provides a framework for these efforts: a global system of observations, communications, modeling, and assimilation that will deliver regular, comprehensive information on the state of the oceans, engendering wide utility and availability for maximum benefit to the community.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

MATLAB scripts (M-files) are provided on the accompanying CD.

For advanced undergraduate and beginning graduate students in atmospheric, oceanic, and climate science, Atmosphere, Ocean and Climate Dynamics is an introductory textbook on the circulations of the atmosphere and ocean and their interaction, with an emphasis on global scales. It will give students a good grasp of what the atmosphere and oceans look like on the large-scale and why they look that way. The role of the oceans in climate and paleoclimate is also discussed. The combination of observations, theory and accompanying illustrative laboratory experiments sets this text apart by making it accessible to students with no prior training in meteorology or oceanography. * Written at a mathematical level that is appealing for undergraduates and beginning graduate students * Provides a useful educational tool through a combination of observations and laboratory demonstrations which can be viewed over the web * Contains instructions on how to reproduce the simple but informative laboratory experiments * Includes copious problems (with sample answers) to help students learn the material.

Mary Grace Soccio. My writing could not please this kindhearted woman, no matter how hard I tried. Although Gifed and Talented seventh-grade math posed no problem for me, the same was not true for Mrs. Soccio’s English class. I was frustrated that my frst assignment only netted me a C. I worked harder, making re- sion afer revision, a concept I had never really put much faith in before. At last, I produced an essay that seemed the apex of what I was capable of wr- ing. Although the topic of that essay is now lost to my memory, the grade I received was not: a B?. “Te best I could do was a B??” Te realization sank in that maybe I was not such a good writer. In those days, my youthful hubris did not understand abouc t apacity bui- ing. In other words, being challenged would result in my intellectual growth— an academic restatement of Nietzsche’s “What does not destroy me, makes me stronger.” Consequently, I asked to be withdrawn from Gifed and Talented English in the eighth grade.