Ecologically Sensitive Hydraulic Design for Rivers: Lessons Learned in Coupled Modeling for Improved Fish Passage

2001 ◽  
Author(s):  
R. Andrew Goodwin ◽  
John M. Nestler ◽  
Larry Weber ◽  
Yong G. Lai ◽  
D. Peter Loucks
Keyword(s):  
Fish Passage ◽  
Lessons Learned ◽  
Coupled Modeling ◽  
Hydraulic Design

scholarly journals A Classification Method for Fish Swimming Behaviors under Incremental Water Velocity for Fishway Hydraulic Design

Water ◽  
2019 ◽  
Vol 11 (10) ◽  
pp. 2131 ◽  
Author(s):  
Mu ◽  
Cao ◽  
Gong ◽  
Baiyin ◽  
Li
Keyword(s):  
Body Length ◽  
Grass Carp ◽  
Fish Passage ◽  
Water Velocity ◽  
Classification Method ◽  
Water Tank ◽  
Fish Swimming ◽  
Hydraulic Design ◽  
Burst Swimming ◽  
Velocity Changes

In fishway design, the combination of fish swimming behaviors and suitable fishway hydraulic characteristics increases the fish passage efficiency. In this study, the most representative grass carp among the “four major Chinese carps” was selected. Under conditions similar to the time period for feeding migration, juvenile grass carps were targeted to study the swimming characteristic indicators (i.e., critical and burst swimming speeds) and swimming behaviors that were closely associated with fishway hydraulic design using the incremental water velocity method in a homemade test water tank. (1) The study results reveal that both the absolute critical (Ucrit) and burst (Uburst) swimming speeds increased linearly with increasing body length and both the relative critical (U’crit) and burst (U′burst) swimming speeds decreased linearly with increasing body length. There existed a quantitative relationship between Uburst and Ucrit, which could facilitate the fishway hydraulic design. (2) This study analyzed the effects of water velocity changes on fish swimming behaviors and proposed a classification method for four fish swimming behaviors—swimming freely, staying, dashing at a long distance, and dashing at a short distance—of tested fish during the process of adapting to water velocity changes interspersed with one another. The entire swimming process under the incremental water velocity was divided into four stages. (3) This study suggests that the maximum water velocity of the mainstream in a fishway using grass carp as the major passage fish should not exceed 52–60% Uburst at stage 1. For the high-water velocity areas of a fishway, such as vertical slots and orifices, the optimal water velocity should not be higher than 76–79% Uburst at stage 2 and should absolutely not exceed 90–96% Uburst at stage 3.

Culvert Hydraulics

2008 ◽  
Vol 2060 (1) ◽  
pp. 141-149 ◽  
Author(s):  
Rollin H. Hotchkiss ◽  
Elizabeth A. Thiele ◽  
E. James Nelson ◽  
Philip L. Thompson
Keyword(s):  
Best Practice ◽  
Fish Passage ◽  
Test Cases ◽  
Hydraulic Control ◽  
Analysis Program ◽  
Design Considerations ◽  
Hydraulic Design ◽  
Hydraulic Conditions ◽  
Environmentally Sensitive ◽  
Analysis System

Several computer programs are available to analyze culvert hydraulics, including HY-8, FishXing, Broken-back Culvert Analysis Program (BCAP), Hydraflow Express, CulvertMaster, Culvert, and Hydrologic Engineering Center River Analysis System (HEC-RAS). The use of slightly different methodologies to complete the analysis results in different estimates for headwater depth, flow control, and outlet velocity. This paper compares the available hydraulic features and tests the accuracy of these seven programs as part of an effort to update the HY-8 program. Four test cases were developed. The flow controls, headwater depths, and outlet velocities were compared with values obtained through calculations based on best practice as outlined in the FHWA publication, Hydraulic Design Series No. 5. Several limitations were identified. BCAP has limited ability to analyze straight barrel culverts operating under outlet control with high tailwater, CulvertMaster reports outlet control for some low discharges as a surrogate for what is referred to as “entrance control,” Culvert misidentifies the location of hydraulic control for lower discharges and overestimates headwater elevations, and HydraFlow Express incorrectly uses critical depth at the outlet for inlet control calculations. With the test cases used here, HY-8, HEC-RAS, and FishXing most consistently agreed with accepted empirical results. It is recommended that program providers improve their products to replicate better the hydraulic conditions simulated in this paper and to extend program capabilities to include more environmentally sensitive design considerations such as fish passage.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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