INTERACTION BETWEEN FINITE STIFNESS STRUCTURES WITH THE DOUBLE-LAYERED SOIL BEDDING IN THE COURSE OF SEISMIC LOADS

Vestnik MGSU 4/2012
  • Ter-Martirosyan Zaven Grigor'evich - Moscow State University of Civil Engineering (MSUCE) , Moscow State University of Civil Engineering (MSUCE), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .
  • Jaro Mokhammed Nazeem - Moscow State University of Civil Engineering (MSUCE) postgraduate student, Department of Soil Mechanics, Beddings and Foundations, Moscow State University of Civil Engineering (MSUCE), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 121 - 125

In the paper, the authors present their research of the stress-strain behavior of the doublelayered soil bedding interacting with structures in the course of seismic excitation by taking account of elastic and plastic properties of the soil. Seismic excitation of soil causes irreversible residual stresses and settlements, local failure zones, cracks in the soil surface and structures that interact with it. The analysis of residual stresses and settlements caused by the seismic excitation is one of relevant problems of soil dynamics.
The factors that boost stresses and settlements in the course of seismic excitation include the intensity of the earthquake, the amplitude and frequency of vibrations of structures. In some cases, seismic excitation leads to resonance that may cause failure of the structure. The use of the elastic and plastic model makes it possible to identify the local zone of structural failure and residual deformations. The important factor of projecting the stress-strain state of soil during seismic excitation is the boundary condition of the model used for the analysis purposes. It is clear that the model used for seismic analysis purposes must be bigger than the one used for static analysis purposes. The results have proven that heterogeneous stresses and deformations originate in the soil bedding, and the heavier the structure, the longer the period of decay of vibrations.

DOI: 10.22227/1997-0935.2012.4.121 - 125

References
  1. Ishikhara K. Povedenie gruntov pri zemletryaseniyakh [Soil Behaviour in the course of Earthquakes]. St.Petersburg, NPO «Georekonstruktsiya-Fundament-Proekt» [Research and Production Association “Geological Structures — Foundations - Designs]. 2006, 384 p.
  2. SNiP II-7—81* Stroitel'stvo v seysmichnykh rayonakh. Normy proektirovaniya [Construction Norms and Rules II-7—81*. Construction in Seismic Areas. Norms of Design]. Moscow, Stroyizdat Publ., 1982.
  3. Stavnitser L.R. Seysmostoykost' osnovaniy i fundamentov [Seismic Resistance of Beddings and Foundations]. Moscow, ASV Publ., 2010, 446 p.
  4. Ter-Martirosyan Z. G. Mekhanika gruntov [Soil Mechanics]. Moscow, ASV Publ., 2009, 552 p.
  5. Chopra A.K. and Gutierrez J.A. Earthquake Response Analysis of Multistory Buildings including Foundation Interaction. Journal of Earthquake Engineering and Structural Dynamics, 1974, vol. 3, pp. 65-77.
  6. Lysmer J., Kuhlmeyer R.L. Finite Dynamic Model for Infinite Media. ASCE. J. of the Eng. Mech. Div., 1969, pp. 859-877.
  7. Naylor D.J. and Pande G.N. Finite Elements in Geomechanics. Pineridge Press Limited, 1981.

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LINGUISTIC TRAINING OF A BACHELOR

Vestnik MGSU 4/2012
  • Shvetsova Ol'ga Aleksandrovna - Moscow State University of Civil Engineering (MSUCE) Professor, Candidate of Pedagogical Sciences, Department of Foreign Languages, + 7 (499) 183-26-47, Moscow State University of Civil Engineering (MSUCE), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 235 - 239

The article is a brief generalization of methodical research in the field of higher education and the presentation in this aspect of special components of foreign language teaching in non-linguistic training of a civil engineer. It also considers communicative skills which bachelors should possess at the present stage of contemporary education. Among them are: analyzing synthesizing, argumentation, speculation and some other which can be useful in professional communication in foreign language .Some helpful advice is offered on how to develop professional communicative competence.
Currently, higher professional education is in the course of transition to the new federal state standards of education. According to the new standards, foreign language proficiency is identified as one of basic cultural competences of a graduate of higher education institutions, irrespective of his or her speciality or specialization. A foreign language course is retained among other obligatory basic courses in arts, social sciences, and economics. Moreover, the strategic concept of European cooperation in education through 2020 identifies the objectives of foreign language proficiency with regard to the need to strengthen and to develop the systemic interrelation between education and innovative research.
The term "competence building approach" is used in the Russian system of education. This term is widely used in official documents.
The competence building approach means transition from the assessment of knowledge as the dominant practice to the assessment of competences, or the capability to process the ever-growing amount of information (in the event of a foreign language course, the information is processed in a foreign language).
Currently, general and professional competencies are being identified.

DOI: 10.22227/1997-0935.2012.4.235 - 239

References
  1. Development of New Federal State Educational Standards of Higher Professional Education. Two-level Education at a Modern University. Proceedings of the Bologna process. Research Centre for Quality Training of Specialists. Moscow, 2003.
  2. Baydenko V.I. Osnovnye tendentsii razvitiya vysshego obrazovaniya: global'nye i Bolonskie izmereniya [Basic Trends of Higher Education Development: Global and Bologna Assessments]. Moscow, 2006.
  3. Baydenko V.I. Vyyavlenie sostava kompetentsiy vypusknikov VUZov kak neobkhodimyy etap proektirovaniya GOS VPO novogo pokoleniya [Identification of the Structure of Competences of Graduates of Higher Education Institutions as the Indispensable Stage of Development of the New Generation of State Standards of Higher Professional Education]. Moscow, 2006.
  4. Zimnyaya I.A. Klyuchevye kompetentnosti kak rezul'tativno-tselevaya osnova kompetentnostnogo podkhoda v obrazovanii [Key Competences as the Effective and Goal-Oriented Basis of the Competence-based Approach in Education]. Methodology Seminar “Russia in the Bologna Process. Problems, Tasks, Prospects”. Proceedings. Moscow, 2004.
  5. Tatur Yu.G. Kompetentnostnyy podkhod v opisanii rezul'tatov i proektirovanii standartov vysshego professional'nogo obrazovaniya [Competence-based Approach to Description of Results in Development of Higher Professional Education Standards]. Methodology Seminar “Russia in the Bologna Process. Problems, Tasks, Prospects”. Proceedings. Moscow, 2004.
  6. Shvetsova O.A., Ershova T.A. Programma podgotovki bakalavrov po spetsial'nosti «Prakticheskoe yazykoznanie» [Practical Linguistics Training Course Programme for Bachelor Students]. Moscow, Moscow State University of Civil Engineering, 2010.
  7. Shvetsova O.A. Programma podgotovki magistrov po spetsial'nosti «Prakticheskoe yazykoznanie» [Practical Linguistics Training Course Programme for Master Students]. Moscow, Moscow State University of Civil Engineering, 2010.
  8. Fallows S., Steveen C. Integrating Key Skills in Higher Education. London, 2000.

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