The development of artesian and pumped wells as a source of irrigation water has created the need for a measuring device which will be accurate for small discharges. The thin edged weir has been accepted as one of the most accurate and desirable measuring devices for this work. Three types of weirs are now commonly used: the Rectangular, the Cipolleti, and the Triangular Notch weir. Of these types the triangular notch is probably the best suited for small discharges (under 3 second feet). The various formulae for discharge over 90% Triangular weirs have been accurately determined for heads over two tenths of a foot. It is the purpose of this investigation to determine the coefficients for use in the general formula for discharge resulting from heads under 0.3 foot.

Beef cattle production in the southeastern United States differs in size, practice, and production type from other U.S. regions. Smaller, cow-calf type operations dominate in this region because the climate, forage availability, and other land use practices of farmers make this type of cattle operation more ideal for the Southeast. This research summarizes the current practices and characteristics that define the Southeastern cow-calf operation of today’s market and operating environment; it also examines the factors that influence the variability of beef production in these operations. Results indicate the following major points: 1.) 53.0% of respondents with commercial cows have fewer than 50 head. 2.) Weaning weight and its variability tend to increase as calves get older. 3.) Calves on seedstock operations wean heavier than those typical of cow-calf operations. 4.) Operators that are more financially invested in their operation seem to be more attentive to outcomes of their production process.

A modified vortex lattice method is developed to solve for the nonlinear three-dimensional unsteady incompressible flow over delta wings. Symmetric motions (pitching, heaving) and asymmetric motions (roll, yaw) are considered. Then the method is generalized to treat the nonlinear three-dimensional steady flow for bodies and wing body combinations. Numerical examples include variety of shapes and comparison with existing experimental data and other numerical methods over a wide range of angle of attack shows good agreement. For bodies alone the results deteriorate downstream of the separation region, while for wing-body combinations the agreement with the experimental data is good as long as the body separation effect is not large. The developed computer codes should provide a useful tool in the design of aircraft and missiles. / Ph. D.

Yes / Solutions for dam-break flow mainly developed for rectangular channels are not applicable to prediction of the propagation of the dam-break wave in frictional triangular channels. This study presents an approximate solution considering the frictional effect on the dam-break flow in a dry horizontal triangular channel. Wave tip velocity is solved by an implicit formula for the product of time and resistance coefficients. All other hydraulic properties in the wave tip region can be expressed as explicit functions of wave tip velocity. Meanwhile, laboratory experiments have been performed for obtaining water surface profiles of dam-break flow from which the position and velocity of the wave tip front have been derived. Results show that retardation of the wave front position is more significant with the increases in both resistance and time. The proposed analytical solution shows satisfactory agreement with measurements, and clarifies how the behavior of the dam-break wave tip is affected by channel geometry.

In this thesis, we present new superconvergence properties of discontinuous Galerkin (DG) methods for two-dimensional hyperbolic problems. We investigate the superconvergence properties of the DG method applied to scalar first-order hyperbolic partial differential equations on triangular meshes. We study the effect of finite element spaces on the superconvergence properties of DG solutions on three types of triangular elements. Superconvergence is described for structured and unstructured meshes. We show that the DG solution is O(hp+1) superconvergent at Legendre points on the outflow edge on triangles having one outflow edge using three p- degree polynomial spaces. For triangles having two outflow edges the finite element error is O(hp+1) superconvergent at the end points of the inflow edge for an augmented space of degree p. Furthermore, we discovered additional mesh-orientation dependent superconvergence points in the interior of triangles. The dependence of these points on orientation is explicitly given. We also established a global superconvergence result on meshes consisting of triangles having one inflow and one outflow edges. Applying a local error analysis, we construct simple, efficient and asymptotically correct a posteriori error estimates for discontinuous finite element solutions of hyperbolic problems on triangular meshes. A posteriori error estimates are needed to guide adaptive enrichment and to provide a measure of solution accuracy for any numerical method. We develop an inexpensive superconvergence-based a posteriori error estimation technique for the DG solutions of conservation laws. We explicitly write the basis functions for the error spaces corresponding to several finite element solution spaces. The leading term of the discretization error on each triangle is estimated by solving a local problem where no boundary conditions are needed. The computed error estimates are shown to converge to the true error under mesh refinement in smooth solution regions. We further present a numerical study of superconvergence properties for the DG method applied to time-dependent convection problems. We also construct asymptotically correct a posteriori error estimates by solving local hyperbolic problems with no boundary conditions on general unstructured meshes. The global superconvergence results are numerically confirmed. Finally, the a posteriori error estimates are tested on several linear and nonlinear problems to show their efficiency and accuracy under mesh refinement. / Ph. D.

Ph. D.

We study Hessenberg varieties in type A via their local defining equations, called patch ideals. We focus on two main classes of Hessenberg varieties: those associated to a regular nilpotent operator and to those associated to a semisimple operator. In the setting of regular semisimple Hessenberg varieties, which are known to be smooth and irreducible, we determine that their patch ideals are triangular complete intersections, as defined by Da Silva and Harada. For semisimple Hessenberg varieties, we give a partial positive answer to a conjecture of Insko and Precup that a given family of set-theoretic local defining ideals are radical. A regular nilpotent Hessenberg Schubert cell is the intersection of a Schubert cell with a regular nilpotent Hessenberg variety. Following the work of the author with Da Silva, Harada, and Rajchgot, we construct an embedding of the regular nilpotent Hessenberg Schubert cells into the coordinate chart of the regular nilpotent Hessenberg variety corresponding to the longest-word permutation in Bruhat order. This allows us to use work of Da Silva and Harada to conclude that regular nilpotent Hessenberg Schubert cells are also local triangular complete intersections. / Thesis / Master of Science (MSc) / Algebraic varieties provide a generalization of curves in the plane, such as parabolas and ellipses. One such family of these varieties are called Hessenberg varieties, and they are known to have connections to other areas of pure and applied mathematics, including to numerical linear algebra, combinatorics, and geometric representation theory. In this thesis, we view Hessenberg varieties as a collection of subvarieties, called coordinate charts, and study the computational geometry of each coordinate chart. Although this is a local approach, we recover global geometric data on Hessenberg varieties. We also provide a partial positive answer to an open question in the area.

O ensino da Arte para alunos surdos no Brasil remonta ao período Imperial, por meio do Imperial Instituto de Surdos-Mudos, no Rio de Janeiro. À época, a disciplina de Arte, então nomeada de Desenho, estava incorporada ao currículo, contribuindo para a formação dos alunos surdos. Além disso, presente nas escolas primárias, secundárias e Liceus de Artes e Ofícios, o ensino de Desenho e Arte para surdos acompanhou a tendência da educação nos séculos XIX, XX e XXI. Nas duas últimas décadas, acompanhando o processo de democratização do país, educadores da educação formal e não formal aprofundaram o processo de discussão sobre as bases do ensino da Arte, sustentados pelas proposições da arte/educação e da Abordagem Triangular do ensino da Arte, promovendo reflexões acerca das possibilidades de mediação cultural e social em diferentes espaços educativos para todas as pessoas. Já no início do século XXI, o estreito diálogo entre a escola, o museu e as políticas de inclusão culminaram em ações na perspectiva da educação inclusiva, com vistas a atender aos diferentes públicos e, dentre eles, alunos surdos, estabelecendo novos fluxos e proposições de mediação cultural e ensino da Arte. Diante disso, a presente pesquisa teve por objetivo investigar como se configuram as interconexões na relação entre a escola e o museu de Arte, tendo como foco a educação bilíngue de surdos. As discussões apresentadas encontraram subsídios nos referenciais teóricos apresentados por Barbosa (2008; 2009; 2012; 2012b; 2015), Bourdieu (2007), Bredariolli (2008), Coutinho (2008; 2009; 2013), D´Horta (1995), Falcão (2009), Ferraz e Fusari (2009; 2010), Jannuzzi (2006), Huerta (2010); Lopes (1991), Marandino (2009), Mazzota (2011), Migliaccio (2000), Ott (1989), Richter (2008), Rizzi (2008), Rocha (2007; 2008; 2014), Sarraf (2013), Saviani (2005; 2007), Soares (1999), Silva (2011), Sofiato (2011) Souza (2007) e Tojal (2007; 2014). A pesquisa, de caráter qualitativo, tem por base a análise bibliográfica, além de pesquisa documental e empírica. Foram realizadas entrevistas semiestruturadas em escolas bilíngues para surdos e Museu de Arte na cidade de São Paulo. Dentre as contribuições para a área, destacamos a compreensão das ressignificações no ensino da Arte na educação de surdos ao longo dos séculos, considerando que na perspectiva inclusiva novas interconexões educativas e culturais vêm sendo ampliadas, favorecendo a acessibilidade cultural e uma aprendizagem em Arte mais significativa a todos. / The Art education for deaf students in Brazil dates back to the Imperial period, through the Imperial Instituto de Surdos-Mudos, in Rio de Janeiro. At the time, the discipline of Art, then named Drawing was incorporated into the curriculum, contributing to the education of deaf students. Also present in the elementary and high schools and Arts and Crafts liceus, teaching drawing and art for deaf followed the trend of education of the XIX, XX and XXI centuries. In the past two decades, following the country\'s democratization process, formal and non formal education teachers increased the process of discussion of the art teaching, sustained by propositions and the Abordagem Triangular do ensino da Arte, promoting reflections about the possibilities of cultural and social mediation in different educational spaces for all people. In the early XXI century, the close dialogue among the school, the museum and social inclusion policies culminated in actions from the perspective of inclusive education, in order to cater to different audiences and, among them, deaf students, establishing new flows and propositions mediation of cultural and art education. Therefore, this study aimed to investigate how to configure the interconnections in the relationship between the school and the Art Museum, focusing on bilingual education of the deaf students. The discussions presented were based on the theoretical frameworks presented by Barbosa (2008; 2009; 2012; 2012b; 2015), Bourdieu (2007), Bredariolli (2008), Coutinho (2008; 2009; 2013), D\'Horta (1995), Hawk (2009), Ferraz and Fusari (2009; 2010), Jannuzzi (2006), Huerta (2010); Lopes (1991), Marandino (2009), Mazzota (2011), Migliaccio (2000), Ott (1989), Richter (2008), Rizzi (2008), Rocha (2007; 2008; 2014), Sarraf (2013), Saviani (2005; 2007), Smith (1999), Smith (2011), Sofiato (2011) Souza (2007) Tojal (2007; 2014). The qualitative research is based on the literature review, as well as documentary and empirical research. Semi-structured interviews were conducted in bilingual schools for the deaf and Art Museum in the city of São Paulo. Among the contributions to the area, we highlight the understanding of new meanings in the art of teaching in the education of deaf over the centuries, considering the inclusive perspective, new educational and cultural interconnections being expanded, favoring cultural accessibility and art learning more meaningful.

Em meio à infinidade de tipologias de museus e teorias acerca do potencial educacional dessas instituições, essa pesquisa pretende destacar o primeiro projeto museológico do museu Casa Guilherme de Almeida, museu biográfico e literário de São Paulo, de autoria de Waldisa Rússio Camargo Guarnieri. Orientada pela produção teórica de Waldisa e pelo campo de estudo da Museologia, a pesquisa visa construir o diálogo entre a Arte/Educação e as proposições da Museologia, para ampliar as referências sobre a ação educativa em museus-casa. Indicando como a Abordagem Triangular do Ensino da Arte formulada por Ana Mae Barbosa é teoria essencial para aplicação das propostas da Museologia no cotidiano das visitas do público nessas instituições. / Among the great number of museums typologies and theories about the educational potential of these institutions, this research aims to highlight the first museological project of the House Museum Guilherme de Almeida, which was developed by Waldisa Rússio Camargo Guarnieri, to this biographical and literary museum located in São Paulo Following Guarnieri\'s theoretical production and the studies in the field of Museology, this research focuses on building a dialogue between Art/Education and the propositions of Museology, aiming to expand the references about the educational action in house museums. The research finally indicating how the Triangular Approach to Art Education, formulated by Ana Mae Barbosa, is essential theory to the application of the museological proposals in these institutions daily public visiting routine.

Em meio à infinidade de tipologias de museus e teorias acerca do potencial educacional dessas instituições, essa pesquisa pretende destacar o primeiro projeto museológico do museu Casa Guilherme de Almeida, museu biográfico e literário de São Paulo, de autoria de Waldisa Rússio Camargo Guarnieri. Orientada pela produção teórica de Waldisa e pelo campo de estudo da Museologia, a pesquisa visa construir o diálogo entre a Arte/Educação e as proposições da Museologia, para ampliar as referências sobre a ação educativa em museus-casa. Indicando como a Abordagem Triangular do Ensino da Arte formulada por Ana Mae Barbosa é teoria essencial para aplicação das propostas da Museologia no cotidiano das visitas do público nessas instituições. / Among the great number of museums typologies and theories about the educational potential of these institutions, this research aims to highlight the first museological project of the House Museum Guilherme de Almeida, which was developed by Waldisa Rússio Camargo Guarnieri, to this biographical and literary museum located in São Paulo Following Guarnieri\'s theoretical production and the studies in the field of Museology, this research focuses on building a dialogue between Art/Education and the propositions of Museology, aiming to expand the references about the educational action in house museums. The research finally indicating how the Triangular Approach to Art Education, formulated by Ana Mae Barbosa, is essential theory to the application of the museological proposals in these institutions daily public visiting routine.