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Full Download Ebook PDF Principles of Highway Engineering Traffic Analysis 6th PDF
Full Download Ebook PDF Principles of Highway Engineering Traffic Analysis 6th PDF
The sixth edition of Principles of Highway Engineering and Traffic Analysis has
evolved from nearly three decades of teaching introductory transportation
engineering classes at the University of Washington, University of Florida,
Purdue University, University of South Florida, and the Pennsylvania State
University, feedback from users of the first five editions, and experiences in
teaching civil engineering licensure exam review courses. The book’s material
and presentation style (which is characterized by the liberal use of example
problems, and now practice problems) are largely responsible for transforming
much-maligned introductory transportation engineering courses into courses
that students consistently rate among the best civil engineering courses.
The book begins with a short introductory chapter that stresses the
significance of highway transportation to the social and economic underpinnings
of society. Also discussed are environmental impacts including climate change
and emerging technologies including connected and automated vehicles. This
chapter provides students a basic overview of the problems facing the field of
highway engineering and traffic analysis. The chapters that follow are arranged
in sequences that focus on highway engineering (Chapters 2, 3, and 4) and traffic
analysis (Chapters 5, 6, 7, and 8).
Chapter 2 introduces the basic elements of road vehicle performance. This
chapter represents a major departure from the vehicle performance material
presented in all other transportation and highway engineering books, in that it is
far more involved and detailed. The additional level of detail is justified on two
grounds. First, because students own and drive automobiles, they have a basic
interest that can be linked to their freshman and sophomore coursework in
physics, statics, and dynamics. Traditionally, the absence of such a link has been
a common criticism of introductory transportation and highway engineering
courses. Second, it is important that engineering students understand the
principals involved in vehicle technologies and the effect that continuing
advances in vehicle technologies will have on engineering practice.
Chapter 3 presents current design practices for the geometric alignment of
highways. This chapter provides details on vertical curve design and the basic
elements of horizontal curve design. This edition of the book includes the latest
design guidelines (Policy on Geometric Design of Highways and Streets,
American Association of State Highway and Transportation Officials,
Washington, DC, 2011).
Preface vii
This edition includes practice problems as a new pedagogical tool. At the end of
chapters that require mathematical solutions to problems (Chapters 2 through 8
inclusive), several partially solved problems are provided for students to practice
their problem-solving techniques and more fully understand the material
presented in the text. This enables students to follow the thought process
involved in solving problems in the chapter, while also engaging them in the
solution (as opposed to the traditional example problems, also provided, which
present the complete solution). There are also many new and revised end-of-
chapter problems relative to the fifth edition, as well as several new
traditional example problems. Users of the book will find the new practice and
viii Preface
In this edition we have once again made several enhancements to the content
and visual presentation, based on suggestions from instructors. Some new
features in this edition of the book include:
WEBSITE
Lecture Slides. Lecture slides developed by the authors, which also include all of
the figures and tables from the text.
In-Class Design Problems. Design problems developed by the authors for in-class
use by students in a cooperative learning context. The problems support the
material presented in the chapters and the end-of-chapter problems.
Sample Exams. Sample midterm and final exams are provided to give instructors
class-proven ideas relating to successful exam format and problems.
Visit the Instruction Companion Site section of the book website to register for a
password to download these resources.
Fred L. Mannering
Scott S. Washburn
Contents
Preface v
Index 393
Chapter 1
1
2 Chapter 1 Introduction to Highway Engineering and Traffic Analysis
air transportation), nearly 80% of the dollar value of all goods is transported by
commercial trucks.
While highways play a dominant role in both passenger and freight
movement, in many applications there are critical interfaces among the various
transportation modes. For example, many air, rail, water and pipeline freight
movements involve highway transportation at some point for their initial
collection and final distribution. Interfaces between modes, such as those at
water ports, airports and rail terminals, create interesting transportation
problems but, if handled correctly, can greatly improve the efficiency of the
overall transportation system. However, inter-modal coordination can be
problematic because institutional, regulatory, and other barriers.
However, such programs have the adverse effect of directing people toward
travel modes that inherently provide lower levels of mobility because no other
mode offers the departure-time and destination-choice flexibility provided by
private, single-occupant vehicles. Managing traffic congestion is an extremely
complex problem with significant economic, social, environmental and political
implications.
overall complexity of the highway safety problem, and the trade-offs that must be
made with regard to cost, safety, and mobility (speed).
{671}
"The Government of the United States has been vested not with
all powers but only with certain particular powers. These
particular delegated powers are in some respects limited and
confined in scope and operation, but in other respects they
are entirely unlimited. So that the real and practical
question is whether there is any limitation preventing the
particular thing here complained of.
{672}
"This was the form in which the article stood when the whole
draft was referred to the committee of eleven, but when
reported back September 12, it constituted the second clause
of the sixth article and declared that the Constitution and
laws and the treaties made and to be made should be 'the
supreme law of the land,' and so it now stands as part of the
Constitution. If the clause had been adopted in the form
agreed to in the committee and inserted in the first draft,
there would have been at least a certain degree of
plausibility in the argument made here for the Government, but
even in that case we think the powers of Congress would have
been limited whenever and wherever it might attempt to
exercise them. But it is argued here that the history of the
Constitution and the language employed in the preamble, and in
some other places, show that it was intended to establish a
government only for such of the States then existing as might
ratify it, and such other States as might thereafter be
admitted into the Union, and that, therefore, while it confers
power upon Congress to govern Territories, it does not require
that body to govern them in accordance with the supreme law of
the land; that is, in accordance with the instrument from
which the power to govern is derived. Even if the premises
were true, the conclusion would not follow; but is it true
that the Constitution was ordained and established for the
government of the States only? If so, how did it happen that
the great men who framed that instrument made it confer the
power to govern Territories as well as States? It is true that
the Constitution was ordained and established by the people of
the States, but it created a National Government for national
purposes, not a mere league or compact between the States, and
jurisdiction was conferred upon that Government over the whole
national domain, whatever its boundaries might be. It is not
true that the Government was established only for the States,
their inhabitants or citizens, but if it were true, then it
could exercise no power outside of the States, and this court
would have to put a new construction upon that provision which
authorizes Congress to dispose of and make all needful rules
and regulations respecting the territory, or other property,
belonging to the United States. The necessary construction of
that clause would be that it conferred power only to dispose
of land or other property, and to make necessary rules and
regulations respecting land or other property belonging to the
United States; that is, belonging to the several States
composing the Union. It would confer no power whatever to
govern the people outside of the States."
{673}
"Nor is it true that at the time this declaration was made all
independent states or nations claimed and exercised the right
to acquire, hold and govern foreign dependencies, and no state
or nation then recognized its obligation to confer on the
people of such acquired territory the privileges and
immunities enjoyed by the people of the home government,
except at its own will and discretion. It is true that all
independent states claimed and exercised the right to acquire
territory, but if it were important in this case I think the
arguments of Pitt, Camden and Barre could be used to establish
the proposition that under the British Constitution as it
then was, that nation had, from the time of King John and the
Great Charter until King George, recognized that its subjects
had essential rights not dependent upon the 'will and
discretion' of the home government. It is unnecessary to
follow that subject here. It is sufficient that the
Declaration of Independence was brought about by the assertion
on the part of King George and his ministers of precisely the
present doctrine of this administration and its
representatives in this court. If value is to be attached to
contemporary history that fact cannot be lost sight of. The
speeches of Grenville and Townshend in favor of unlimited
power on the part of Parliament over the American colonists
and their affairs have been substantially parodied in Congress
by the advocates of unrestrained power over our 'colonies,' as
it is now unfortunately fashionable to denominate them. The
signers of the Declaration of Independence held that as
subjects of the British Constitution there was no right to
impose taxes upon them without their consent, to deprive them
of trial by jury, to deprive them of their legislatures, and
to declare Parliament in vested with power to legislate for
them 'in all cases whatsoever.' These and other grievances
were held denials of rights belonging to every British subject
as such and to justify rebellion and war. It seems impossible
that a people who rebelled for such reasons established a
State invested with the very power which they had denied to
the British government and the assertions of which made
rebellion necessary.
"In fact, we submit that this court has already held that
sovereign power in the sense that the words are used in the
law of nations as prerogative rights of the King or Emperor,
not only is not vested in the United States or in any branch
of its government, but cannot be so vested. The sovereign
power is with the people. In leaving it with the people our
government marked a departure from all that had previously
existed."
Supreme Court of the United States,
October Term, 1900, Number 419:
C. H. Aldrich, Argument in reply.
{674}
{675}
Said another: "How would anybody find out how many people in
the State of Mississippi were disfranchised for the reasons
stated in this resolution? There is there an educational
qualification. How are you to determine how many of the men in
the State of Mississippi who did not vote, did not vote
because they were disfranchised under the educational
qualification? Then there is a qualification in extension and
not in limitation of the suffrage, saying that even those who
can not read and write may still vote, provided they can give
an understanding interpretation of the Constitution or any
part of it. How are you going to determine how many are
disqualified by that? And then there is a qualification which
says that those can not vote who shall not by a certain time
have paid their poll tax. Out of the number of people who did
not vote, how are you going to determine which of them have
not voted because of the educational qualification? Which
because of the understanding qualification? Which because of
the poll-tax qualification? Which because of the registration
qualification? How many because of the pure Australian ballot
which exists in the State of Mississippi? … There is not a
State in the Union which has the Australian ballot which by
the very fact and the necessity of voting according to that
Australian ballot does not prevent the citizen who can not
read and write from voting if he votes a split ticket of any
sort."
"We will not review the past by any discussion of the question
as to whether the provisions of the fourteenth amendment
should have been made effective when the last apportionment
was made ten years ago. We find to-day conditions existing
which make its enforcement imperative. I do not propose to
discuss at this time whether the reasons given for these
abridgments by the people of the various States are valid or
not. … I am simply pointing out the conditions as they exist;
I am simply pointing out that the time has come when the
tendency of the States to abridge their electorates has grown
to such proportions as to demand that this Congress shall
proceed in a constitutional manner in making the new
apportionment. I do not say that States have not the right to
establish educational qualifications for their electors, but I
do maintain that when they have done so they must pay the penalty
prescribed in the Constitution, and have their representation
abridged proportionately.
{676}
I do not say that we shall punish only Louisiana;
I do not say that we shall punish only Massachusetts;
I do not say that we shall punish only California;
but I do say and insist, as the representative of a State in
which every male member 21 years of age and over is guaranteed
the sacred right of franchise, that there is a constitutional
remedy prescribed for their acts, and I do demand that that
remedy be applied."
STATES.
REQUIREMENTS AS TO CITIZENSHIP. [First paragraph]
ALABAMA.
Citizen of United States, or alien who has declared intention.
ARKANSAS.
Citizen of United States, or alien who has declared intention.
CALIFORNIA.
Citizen by nativity, naturalization, or treaty of Queretaro.