The Whittier Narrows, California Earthquake of October 1, 1987—Preliminary Assessment of Strong Ground Motion Records

1988 ◽  
Vol 4 (1) ◽  
pp. 55-74 ◽  
Author(s):  
A. G. Brady ◽  
E. C. Etheredge ◽  
R. L. Porcella
Keyword(s):  
Strong Motion ◽  
Mode Shapes ◽  
University Of Southern California ◽  
Preliminary Assessment ◽  
Resonant Modes ◽  
Basic Performance ◽  
Ground Motion Records ◽  
The University ◽  
Strong Ground

More than 250 strong-motion accelerograph stations were triggered by the Whittier Narrows, California, earthquake of 1 October 1987. Considering the number of multichannel structural stations in the area of strong shaking, this set of records is one of the more significant in history. Three networks, operated by the U.S. Geological Survey, the California Division of Mines and Geology, and the University of Southern California produced the majority of the records. The excellent performance of the instruments in these and the smaller arrays is attributable to the quality of the maintenance programs and their funding and personnel requirements. Readiness for a magnitude 8 event is directly related to these maintenance programs. Prior to computer analysis of the analog film records, a number of important structural resonant modes can be identified, and frequencies and simple mode shapes have been scaled. The structural records form a basic performance measurement for comparison with larger earthquake response in the future.

i1-net: The Iran Strong Motion Network

2021 ◽  
Author(s):  
Mohammad Pourmohammad Shahvar ◽  
Esmaeil Farzanegan ◽  
Attiyeh Eshaghi ◽  
Hossein Mirzaei
Keyword(s):  
Earthquake Engineering ◽  
Strong Motion ◽  
Current Status ◽  
Primary Input ◽  
The Road ◽  
Leading Position ◽  
Hazard And Risk ◽  
Ground Motion Records ◽  
Strong Motion Network ◽  
Strong Ground

Abstract Strong ground-motion records are the primary input data in earthquake engineering studies to improve understanding of seismic hazard and risk. As the overseer of the Iran Strong Motion Network (i1-net), the Road, Housing, and Urban Development Research Center occupies the leading position in this field in the country. With more than 1260 active accelerometers and a collection of over 14,129 earthquake recordings since 1973, the Iran Strong Motion Network is the major Iranian source of information for engineering seismology and earthquake engineering. The present article describes the current status and developments of the i1-net in the last 46 yr.

Empirical Attenuation Equations for Vertical Ground Motion in Turkey

2004 ◽  
Vol 20 (3) ◽  
pp. 853-882 ◽  
Author(s):  
Erol Kalkan ◽  
Polat Gülkan
Keyword(s):  
Ground Motion ◽  
Strong Ground Motion ◽  
Strong Dependence ◽  
Strong Motion ◽  
Vertical Acceleration ◽  
Data Set ◽  
Attenuation Relationships ◽  
Geological Conditions ◽  
Ground Motion Records ◽  
Strong Ground

In the aftermath of two destructive urban earthquakes in 1999 in Turkey, empirical models of strong motion attenuation relationships that have been previously developed for North American and European earthquakes have been utilized in a number of national seismic hazard studies. However, comparison of empirical evidence and estimates present significant differences. For that reason, a data set created from a suite of 100 vertical strong ground motion records from 47 national earthquakes that occurred between 1976 and 2002 has been used to develop attenuation relationships for strong ground motion in Turkey. A consistent set of empirical attenuation relationships was derived for predicting vertical peak and pseudo-absolute vertical acceleration spectral ordinates in terms of magnitude, source-to-site distance, and local geological conditions. The study manifests the strong dependence of vertical to horizontal (V/H) acceleration ratio on spectral periods and relatively weaker dependence on site geology, magnitude, and distance. The V/H ratio is found to be particularly significant at the higher frequency end of the spectrum, reaching values as high as 0.9 at short distances on soil sites. The largest long-period spectral ratios are observed to occur on rock sites where they can reach values in excess of 0.5. These results raise misgivings concerning the practice of assigning the V/H ratio a standard value of two-thirds. Hence, nonconservatism of this value at short periods and its conservatism at long periods underline the need for its revision, at least for practice in Turkey.

Inter-generational role investments of great-grandparents: consequences for psychological well-being

2004 ◽  
Vol 24 (1) ◽  
pp. 95-111 ◽  
Author(s):  
LINDA M. DREW ◽  
MERRIL SILVERSTEIN
Keyword(s):  
Structural Equation ◽  
Later Life ◽  
Well Being ◽  
Family Roles ◽  
University Of Southern California ◽  
Family Identity ◽  
Psychological Well Being ◽  
Parent Role ◽  
The University

Identity theory suggests that individuals who perceive their family roles as salient and feel competent in their performance have greater psychological well-being than others. This paper assesses the ways in which aspects of parent, grandparent and great-grandparent role investments affect self-esteem, levels of depression and affect-balance. The 188 respondents with an average age of 73 years were participants in the University of Southern California Longitudinal Study of Generations and occupied all three roles at the time of measurement. They self-assessed quality of performance, importance to one's identity and satisfaction in their family roles. Overall, levels of role investment declined consistently with greater lineage distance from parent to great-grandparent. Latent correlations showed that parent role investment was most highly associated with well-being, followed by investment in grandparent and great-grandparent roles. Structural equation modelling, however, revealed no unique effects on well-being for any of the three roles (as a result of high inter-correlations). All three role structures formed a single meta-construct that was positively related to psychological well-being. It is concluded that the strength and consequences of inter-generational role investments were hierarchically structured by relational proximity, but also manifested in a single integrated family identity, which suggests that there are two competing and complementary views of family role structures in later life.

The Effects of Presentation on Noise and Dental Appliances on Speech

1981 ◽  
Vol 24 (1) ◽  
pp. 151-151
Author(s):  
Lillian Glass ◽  
Sharon R. Garber ◽  
T. Michael Speidel ◽  
Gerald M. Siegel ◽  
Edward Miller
Keyword(s):  
Southern California ◽  
University Of Southern California ◽  
University Of Minnesota ◽  
School Of Medicine ◽  
Southern California School ◽  
School Of Dentistry ◽  
The University

An omission in the Table of Contents, December JSHR, has occurred. Lillian Glass, Ph.D., at the University of Southern California School of Medicine and School of Dentistry, was a co-author of the article "The Effects of Presentation on Noise and Dental Appliances on Speech" along with Sharon R. Garber, T. Michael Speidel, Gerald M. Siegel, and Edward Miller of the University of Minnesota, Minneapolis.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

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