Observations and Analysis of Ground Motion and Pore Pressure at the Nees Instrumented Geotechnical Field Sites

The Garner Valley and Wildlife sites are producing a large data set that includes very interesting observations from earthquakes in the magnitude 4 to 7 range, with peak accelerations of ~10%g, at the threshold where nonlinear effects start to become important. In addition, hundreds of smaller earthquakes are recorded each month that provide the control data representing the linear behavior of the site. With the larger motions, we begin to see pore pressure build up on the liquefaction array at both the NEES Garner Valley Array site and at the NEES Wildlife Liquefaction Array site. We present the results of simulated pore pressure generation using the observed ground motions and a nonlinear anelastic hysteretic finite difference model of the soil response. We are able to reproduce this onset of pore pressure generation that occurs under the moderate strain levels associated with these ground motions. Additional work to be completed for this conference includes the development of an empirical model to predict pore pressure generation based on observed ground motions within a saturated soil column using data from the GVDA and WLA field sites. Correlations between pore pressure data and various ground motion parameters derived from accelerometers within the vertical arrays will be shown. Continuing studies on these unique data sets are improving our understanding of the physical process that drives liquefaction

Analysis of Site Effects at the Garner Valley Downhole Array Near the San Jacinto Fault

The Garner Valley downhole array is located in the geologically complicated and seismologically active San Jacinto fault zone. The choice of the site and the potential for a large earthquake there are discussed. The equipment is described in detail. The data recorded through the end of 1 April 1990 are summarized. Two large events at different locations are discussed in some detail and analyzed for amplification of the signal at the surface

Dynamic loads in layered halfspaces

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil Engineering, 1985.MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING.Bibliography: leaves 209-213.by Sandra Hull Seale.Ph.D

A systematic review and meta-synthesis of the impact of low back pain on people's lives

Copyright @ 2014 Froud et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited.Background - Low back pain (LBP) is a common and costly problem that many interpret within a biopsychosocial model. There is renewed concern that core-sets of outcome measures do not capture what is important. To inform debate about the coverage of back pain outcome measure core-sets, and to suggest areas worthy of exploration within healthcare consultations, we have synthesised the qualitative literature on the impact of low back pain on people’s lives. Methods - Two reviewers searched CINAHL, Embase, PsycINFO, PEDro, and Medline, identifying qualitative studies of people’s experiences of non-specific LBP. Abstracted data were thematic coded and synthesised using a meta-ethnographic, and a meta-narrative approach. Results - We included 49 papers describing 42 studies. Patients are concerned with engagement in meaningful activities; but they also want to be believed and have their experiences and identity, as someone ‘doing battle’ with pain, validated. Patients seek diagnosis, treatment, and cure, but also reassurance of the absence of pathology. Some struggle to meet social expectations and obligations. When these are achieved, the credibility of their pain/disability claims can be jeopardised. Others withdraw, fearful of disapproval, or unable or unwilling to accommodate social demands. Patients generally seek to regain their pre-pain levels of health, and physical and emotional stability. After time, this can be perceived to become unrealistic and some adjust their expectations accordingly. Conclusions - The social component of the biopsychosocial model is not well represented in current core-sets of outcome measures. Clinicians should appreciate that the broader impact of low back pain includes social factors; this may be crucial to improving patients’ experiences of health care. Researchers should consider social factors to help develop a portfolio of more relevant outcome measures.Arthritis Research U

TRIM32 Regulates Skeletal Muscle Stem Cell Differentiation and Is Necessary for Normal Adult Muscle Regeneration

Limb girdle muscular dystrophy type 2H (LGMD2H) is an inherited autosomal recessive disease of skeletal muscle caused by a mutation in the TRIM32 gene. Currently its pathogenesis is entirely unclear. Typically the regeneration process of adult skeletal muscle during growth or following injury is controlled by a tissue specific stem cell population termed satellite cells. Given that TRIM32 regulates the fate of mammalian neural progenitor cells through controlling their differentiation, we asked whether TRIM32 could also be essential for the regulation of myogenic stem cells. Here we demonstrate for the first time that TRIM32 is expressed in the skeletal muscle stem cell lineage of adult mice, and that in the absence of TRIM32, myogenic differentiation is disrupted. Moreover, we show that the ubiquitin ligase TRIM32 controls this process through the regulation of c-Myc, a similar mechanism to that previously observed in neural progenitors. Importantly we show that loss of TRIM32 function induces a LGMD2H-like phenotype and strongly affects muscle regeneration in vivo. Our studies implicate that the loss of TRIM32 results in dysfunctional muscle stem cells which could contribute to the development of LGMD2H

Impact of neuraminidase inhibitors on influenza A(H1N1)pdm09‐related pneumonia: an individual participant data meta‐analysis

BACKGROUND: The impact of neuraminidase inhibitors (NAIs) on influenza‐related pneumonia (IRP) is not established. Our objective was to investigate the association between NAI treatment and IRP incidence and outcomes in patients hospitalised with A(H1N1)pdm09 virus infection. METHODS: A worldwide meta‐analysis of individual participant data from 20 634 hospitalised patients with laboratory‐confirmed A(H1N1)pdm09 (n = 20 021) or clinically diagnosed (n = 613) ‘pandemic influenza’. The primary outcome was radiologically confirmed IRP. Odds ratios (OR) were estimated using generalised linear mixed modelling, adjusting for NAI treatment propensity, antibiotics and corticosteroids. RESULTS: Of 20 634 included participants, 5978 (29·0%) had IRP; conversely, 3349 (16·2%) had confirmed the absence of radiographic pneumonia (the comparator). Early NAI treatment (within 2 days of symptom onset) versus no NAI was not significantly associated with IRP [adj. OR 0·83 (95% CI 0·64–1·06; P = 0·136)]. Among the 5978 patients with IRP, early NAI treatment versus none did not impact on mortality [adj. OR = 0·72 (0·44–1·17; P = 0·180)] or likelihood of requiring ventilatory support [adj. OR = 1·17 (0·71–1·92; P = 0·537)], but early treatment versus later significantly reduced mortality [adj. OR = 0·70 (0·55–0·88; P = 0·003)] and likelihood of requiring ventilatory support [adj. OR = 0·68 (0·54–0·85; P = 0·001)]. CONCLUSIONS: Early NAI treatment of patients hospitalised with A(H1N1)pdm09 virus infection versus no treatment did not reduce the likelihood of IRP. However, in patients who developed IRP, early NAI treatment versus later reduced the likelihood of mortality and needing ventilatory support

Curriculum Exchange: Visualization Tools and Online Courses for Teaching about Earthquakes

As part of a national consortium of universities practicing and doing research in earthquake engineering, our site has developed several videos for use in outreach and education. Visualization tools are extremely useful when teaching about how earthquakes shake the ground and the response of buildings to that shaking. Here we present videos that are targeted to specific audiences: (1) Animations of the response of two model buildings to two earthquakes are targeted at grade 6-16 students. The videos were created with data recorded on these test structures from the two earthquakes. The two events were both located directly below the site and had magnitudes M3.1 and M3.6. Animation of the structures was created with Blender (http://www.blender.org/), an open source 3D content creation suite. The animation shows distinct resonances of the structures and seismic wave arrivals are clearly visible. (2) One of the model buildings has a shaker mounted on the underside of its roof. This shaker is a live experiment that runs nightly. We present animation of the vibration of the model building to the shaker experiment (more on this, below). (3) Visualization Services group at the San Diego Supercomputer Center created an animation of the ground excitation at the site from a M4.1 earthquake. Using data recorded in boreholes, the animation clearly shows the amplification of the earthquake signal as it approaches the ground surface. These visualizations created from actual earthquake data provide new insight into ground and structural response to strong shaking. The animations are available on the consortium website and are used as teaching tools for practitioners, K-12 students, and college-level engineering courses. (4) In the summer of 2012, three student interns produced “A Case Study of Earthquake Damage and Repair.” This is a film of the earthquake history a small city in California. In the film, original photographs of earthquake damage are shown along with contemporary views of these buildings. Earth science is part of the 6th grade framework for curriculum in California. This video is available to 6th-grade teachers in California, along with a student workbook. (5) We also present a demonstration of a teaching module for freshman-level college physics and earthquake engineering students. Students are able to log on live to an earthquake site and run the shaker experiment on the model building. After the completion of the experiment, the data from the experiment is stored for the students’ use in homework assignments. The presentation is a demonstration of the live experiment that runs over the internet

Curriculum Exchange: “Make Your Own Earthquake”

A consortium of American universities is involved in earthquake engineering practice and research. Each campus of the consortium participates in outreach and education activities for the local schools and the public. One campus of the consortium, which operates earthquake field sites, designed a K-12 activity called “Make Your Own Earthquake” (MYOE). MYOE involves setting up earthquake field equipment (seismic instruments, data loggers, and computers) in a classroom. Children jump for 10 seconds, see their earthquake trace live on a computer screen and then take home a printed copy of their personal earthquake. Software was developed specifically for this activity. MYOE is used as part of a presentation on plate tectonics and seismicity and also as a station in a science fair. In this activity, students (and their families) engage with earthquake practitioners and explore topics of acceleration, ground motion, building vibrations, geology, and tectonics. Students really enjoy their physical participation in MYOE and often ask to repeat their “earthquake”. Two years ago, a new device became available that made MYOE portable and easy to use. Anew MEMS accelerometer with a USB port can plug into any laptop computer. The device is small, lightweight, and inexpensive. MYOE software is free and downloads easily from the internet. Through outreach efforts, many more teachers and schools are able to run MYOE on their own. With the introduction of the new sensor, other campuses in the earthquake engineering consortium have developed sophisticated activities for Make Your own Earthquake that align with state science standards. The consortium shares educational materials through a central website and K-12 teaching modules are available to the public. Some examples of the use of the new sensor for teaching activities include • A shake table activity where students build small structures with K’NEX and test them • A shake table activity where students compete to build the strongest structure • An experiment where students examine how the amount of energy (amplitude) of a signal changes with distance from the source One campus of the consortium has designed a version of Make Your Own Earthquake that is a stand-alone exhibit in a science museum. The installation includes an instrumented permanent platform for jumping and a touch screen monitor for displaying the earthquake. In the curriculum exchange, we will demonstrate Make Your Own Earthquake on a laptop computer, exhibit videos of the new museum installation and other MYOE activities, and provide links to where the resources can be downloaded. Photographs of Make Your Own Earthquake Students watching while a classmate makes her own earthquake. Students proudly displaying their earthquakes

Curriculum Exchange: “Make Your Own Earthquake”

A consortium of American universities is involved in earthquake engineering practice and research. Each campus of the consortium participates in outreach and education activities for the local schools and the public. One campus of the consortium, which operates earthquake field sites, designed a K-12 activity called “Make Your Own Earthquake” (MYOE). MYOE involves setting up earthquake field equipment (seismic instruments, data loggers, and computers) in a classroom. Children jump for 10 seconds, see their earthquake trace live on a computer screen and then take home a printed copy of their personal earthquake. Software was developed specifically for this activity. MYOE is used as part of a presentation on plate tectonics and seismicity and also as a station in a science fair. In this activity, students (and their families) engage with earthquake practitioners and explore topics of acceleration, ground motion, building vibrations, geology, and tectonics. Students really enjoy their physical participation in MYOE and often ask to repeat their “earthquake”. Two years ago, a new device became available that made MYOE portable and easy to use. Anew MEMS accelerometer with a USB port can plug into any laptop computer. The device is small, lightweight, and inexpensive. MYOE software is free and downloads easily from the internet. Through outreach efforts, many more teachers and schools are able to run MYOE on their own. With the introduction of the new sensor, other campuses in the earthquake engineering consortium have developed sophisticated activities for Make Your own Earthquake that align with state science standards. The consortium shares educational materials through a central website and K-12 teaching modules are available to the public. Some examples of the use of the new sensor for teaching activities include • A shake table activity where students build small structures with K’NEX and test them • A shake table activity where students compete to build the strongest structure • An experiment where students examine how the amount of energy (amplitude) of a signal changes with distance from the source One campus of the consortium has designed a version of Make Your Own Earthquake that is a stand-alone exhibit in a science museum. The installation includes an instrumented permanent platform for jumping and a touch screen monitor for displaying the earthquake. In the curriculum exchange, we will demonstrate Make Your Own Earthquake on a laptop computer, exhibit videos of the new museum installation and other MYOE activities, and provide links to where the resources can be downloaded. Photographs of Make Your Own Earthquake Students watching while a classmate makes her own earthquake. Students proudly displaying their earthquakes