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This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

Although deflectors are commonly used in fish habitat rehabilitation projects to create and/or maintain pools, there is a lack of understanding of the complex flow field and scour patterns around these structures. The objective of this research is to quantify the 3D flow dynamics and the bed morphology around various designs of flow deflectors in a laboratory flume over a plain and mobile bed. 3D velocity measurements were taken with an acoustic Doppler velocimeter. After comparing different methods of bed shear stress estimates, it was determined that the turbulent kinetic energy approach was best at capturing the shear stress amplification near the deflectors. Deflectors oriented perpendicular to the flow create the most important disturbance of the flow field, the greatest increase in turbulence intensity and the largest scour hole, followed by upstreamoriented deflectors (135°) and downstream-oriented ones (45°). 90° deflectors would therefore potentially provide the greatest benefit for fish habitat rehabilitation.

This thesis is set within a policy context, which contains inherent tensions and contradictions. These relate to changing systems of governance and control and to a Government driven 'Quality Initiative', which puts pressure on schools and education authorities. The implications of these changes for school improvement are explored by focusing on the relationship between secondary headteachers in Aberdeen and the Education Authority, and by considering concepts and theories drawn from the wider literature on quality and the research literature on accountability, power, organisation theory, school effectiveness and school improvement. Two sets of extended interviews were held with headteachers. The first set was conducted prior to the re-organisation of local government in Scotland in 1996. Second interviews were conducted in 1997. The interviews were recorded and transcribed. Analysis of the first data set, using analysis software, suggested that insufficient account is taken of the organisational context within which school improvement is expected. In a second set of interviews headteachers were therefore asked to comment on a series of vignettes depicting different forms of structural relationships. Emerging concepts were related to relevant concepts and theories in the literature. Extended interviews with the Director of the former Regional Authority, the Director of the new Authority and an Educational Officer with specific responsibilities relating to quality assurance provided insight into the perspectives of those in influential positions within the Authority. The findings question the extent to which control mechanisms are likely to support meaningful improvement, suggest a need for a radical shift in emphasis, and point towards an extended, collaborative and collegiate role for headteachers in formulating Education Authority policy on quality. In the final analysis, underlying managerialist assumptions about the rational nature of change are set against an alternative conception. This supports a process-based definition of quality.

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Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Lorna M. Earl.

Thesis (M.Sc.). / Written for the Dept. of Geography. Title from title page of PDF (viewed 2008/08/04). Includes bibliographical references.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 323-341). Also available via the Internet.