Monitoring and Modeling of the Hydraulic and Sediment Processes at In-Stream Restoration Structures in the Vicinity of a Bridge Crossing

The long-term performance of infrastructure depends on reliable and sustainable designs. Many of Pennsylvania’s streams experience sediment transport problems that increase maintenance costs and lower structural integrity of bridge crossings. A stream restoration project is one common mitigation measure used to correct such problems at bridge crossings. Specifically, in an attempt to alleviate aggradation problems with the Old Route 15 Bridge crossing on White Deer Creek, in White Deer, PA, two in-stream structures (rock cross vanes) and several bank stabilization features were installed along with a complete channel redevelopment. The objectives of this research were to characterize the hydraulic and sediment transport processes occurring at the White Deer Creek site, and to investigate, through physical and mathematical modeling, the use of instream restoration structures. The goal is to be able to use the results of this study to prevent aggradation or other sediment related problems in the vicinity of bridges through improved design considerations. Monitoring and modeling indicate that the study site on White Deer Creek is currently unstable, experiencing general channel down-cutting, bank erosion, and several local areas of increased aggradation and degradation of the channel bed. An in-stream structure installed upstream of the Old Route 15 Bridge failed by sediment burial caused by the high sediment load that White Deer Creek is transporting as well as the backwater effects caused by the bridge crossing. The in-stream structure installed downstream of the Old Route 15 Bridge is beginning to fail because of the alignment of the structure with the approach direction of flow from upstream of the restoration structure.

The role of self-esteem in affective reactions to achievement-related situations

Investigated whether affective reactions in achievement settings were related to self-esteem in 308 undergraduates. Ss completed a self-esteem questionnaire and an affect questionnaire in which achievement outcomes and causal sources were manipulated within a short-story format. Affective reactions to various academic situations portrayed in the stories then were assessed and related to Ss' self-esteem. Resulting biserial correlations between the dichotomized affective reactions and self-esteem indicate that affective reactions to success and failure were related to Ss' level of self-esteem. An extrapolation from the present results and related research is that causal internalization with resulting self-referent affects may be facilitated by providing academic feedback consistent with self-esteem.