Search results for: rocking

Authors: Haider AlAbadi, Joe Petrolito, Nelson Lam, Emad Gad

Abstract:

In areas of low to moderate seismicity many building contents and equipment are not positively fixed to the floor or tied to adjacent walls. Under seismic induced horizontal vibration, such contents and equipment can suffer from damage by either overturning or impact associated with rocking. This paper focuses on the estimation of shock on typical contents and equipment due to rocking. A simplified analytical model is outlined that can be used to estimate the maximum acceleration on a rocking object given its basic geometric and mechanical properties. The developed model was validated against experimental results. The experimental results revealed that the maximum shock acceleration can be underestimated if the static stiffness of the materials at the interface between the rocking object and floor is used rather than the dynamic stiffness. Excellent agreement between the model and experimental results was found when the dynamic stiffness for the interface material was used, which was found to be generally much higher than corresponding static stiffness under different investigated boundary conditions of the cushion. The proposed model can be a beneficial tool in performing a rapid assessment of shock sensitive components considered for possible seismic rectification. 

Keywords: Impact, shock, earthquakes, rocking, building contents, overturning.

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Authors: David A. Roke, M. R. Hasan

Abstract:

Conventional concentrically-braced frame (CBF) systems have limited drift capacity before brace buckling and related damage leads to deterioration in strength and stiffness. Self-centering concentrically-braced frame (SC-CBF) systems have been developed to increase drift capacity prior to initiation of damage and minimize residual drift. SC-CBFs differ from conventional CBFs in that the SC-CBF columns are designed to uplift from the foundation at a specified level of lateral loading, initiating a rigid-body rotation (rocking) of the frame. Vertically-aligned post-tensioning bars resist uplift and provide a restoring force to return the SC-CBF columns to the foundation (self-centering the system). This paper presents a parametric study of different prototype buildings using SC-CBFs. The bay widths of the SC-CBFs have been varied in these buildings to study different geometries. Nonlinear numerical analyses of the different SC-CBFs are presented to illustrate the effect of frame geometry on the behavior and dynamic response of the SC-CBF system.

Keywords: Earthquake resistant structures, nonlinear analysis, seismic analysis, self-centering structural systems.

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Authors: M. Jazouli, S. Elhoufi, A. Majda, A. Zarghili, R. Aalouane

Abstract:

Autism spectrum disorder is a complex developmental disability. It is defined by a certain set of behaviors. Persons with Autism Spectrum Disorders (ASD) frequently engage in stereotyped and repetitive motor movements. The objective of this article is to propose a method to automatically detect this unusual behavior. Our study provides a clinical tool which facilitates for doctors the diagnosis of ASD. We focus on automatic identification of five repetitive gestures among autistic children in real time: body rocking, hand flapping, fingers flapping, hand on the face and hands behind back. In this paper, we present a gesture recognition system for children with autism, which consists of three modules: model-based movement tracking, feature extraction, and gesture recognition using artificial neural network (ANN). The first one uses the Microsoft Kinect sensor, the second one chooses points of interest from the 3D skeleton to characterize the gestures, and the last one proposes a neural connectionist model to perform the supervised classification of data. The experimental results show that our system can achieve above 93.3% recognition rate.

Keywords: ASD, stereotypical motor movements, repetitive gesture, kinect, artificial neural network.

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Authors: H. Masaeli, R. Ziaei, F. Khoshnoudian

Abstract:

Shock response analysis of the soil–structure systems induced by near–fault pulses is investigated. Vibration transmissibility of the soil–structure systems is evaluated by shock response spectra (SRS). Medium–to–high rise buildings with different aspect ratios located on different soil types as well as different foundations with respect to vertical load bearing safety factors are studied. Two types of mathematical near–fault pulses, i.e. forward directivity and fling step, with different pulse periods as well as pulse amplitudes are selected as incident ground shock. Linear versus nonlinear soil–structure interaction (SSI) condition are considered alternatively and the corresponding results are compared. The results show that nonlinear SSI is likely to amplify the acceleration responses when subjected to long–period incident pulses with normalized period exceeding a threshold. It is also shown that this threshold correlates with soil type, so that increased shear–wave velocity of the underlying soil makes the threshold period decrease.

Keywords: Nonlinear soil–structure interaction, shock response spectrum, near–fault ground shock, rocking isolation.

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Authors: Masoume Pourmohamadreza-Tajrishi, Parviz Azadfallah

Abstract:

Autism spectrum disorders (ASD) involve myriad aberrant perceptual, cognitive, linguistic, and social behaviors. The term spectrum emphasizes that the disabilities associated with ASD fall on a continuum from relatively mild to severe. People with ASD may display stereotyped behaviors such as twirling, spinning objects, flapping the hands, and rocking. The individuals with ASD exhibit communication problems due to repetitive/restricted behaviors. Children with ASD who lack the motivation to learn, who do not enjoy physical challenges, or whose sensory perception results in confusing or unpleasant feedback from movement may not become sufficiently motivated to practice motor activities. As a result, they may show both a delay in developing certain motor skills. Additionally, attention is an important component of learning. As far as children with ASD have problems in joint attention, many education-based programs are needed to consider some aspects of attention and motor activities development for students with ASD. These programs focus on the basic movement skills that are crucial for the future development of the more complex skills needed in games, dance, sports, gymnastics, active play, and recreational physical activities. The purpose of the present research was to determine the effectiveness of therapeutic exercise on motor skills and attention of male students with ASD. This was an experimental study with a control group. The population consisted of 8-10 year-old male students with ASD and 30 subjects were selected randomly from an available center suitable for the children with ASD. They were evaluated by the Basic Motor Ability Test (BMAT) and Persian version of computerized Stroop color-word test and randomly assigned to an experimental and control group (15 students in per group). The experimental group participated in 16 therapeutic exercise sessions and received therapeutic exercise program (twice a week; each lasting for 45 minutes) designed based on the Spark motor program while the control group did not. All subjects were evaluated by BMAT and Stroop color-word test after the last session again. The collected data were analyzed by using multivariate analysis of covariance (MANCOVA). The results of MANCOVA showed that experimental and control groups had a significant difference in motor skills and at least one of the components of attention (correct responses, incorrect responses, no responses, the reaction time of congruent words and reaction time of incongruent words in the Stroop test). The findings showed that the therapeutic exercise had a significant effect on motor skills and all components of attention in students with ASD. We can conclude that the therapeutic exercise led to promote the motor skills and attention of students with ASD, so it is necessary to design or plan such programs for ASD students to prevent their communication or academic problems.

Keywords: Attention, autism spectrum disorder, motor skills, therapeutic exercise.

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