The earthquake-resistant design of lifelines, such as pipelines, tunnels and bridges, is based on the reliable representation and estimation of the seismic loading. In the case of lifeline–fault crossings, the design fault displacement is typically derived from estimates based on fault dimensions via empirical fault scaling relations for a given “design” scenario event. This approach comes with an unknown level of safety because the fault productivity and the actual distribution of earthquake events are essentially disregarded. To overcome this challenge, a simplified approach is proposed by statistically analyzing the outcome of probabilistic fault displacement hazard analyses (PFDHAs). A selection of faults from the 2020 European Fault-Source Model is used to build the logic tree and to set the range of parameters considered in the PFDHAs. The methodology allows the (mostly conservative) approximation of the fault displacement corresponding to any given return period based on readily available data, namely fault productivity, fault mechanism, fault length, and lifeline crossing location on the fault. The proposed methodology has been proposed and adopted as an informative Annex in prEN 1998-4:2022.
Adjustment to conditions surrounding the first year of studies in tertiary education can be highly stressful. Because of the pertinent challenges, University freshmen evidently run risks for developing mental and physical ailments probably undermining their entire wellbeing. Aims: This study evaluates effects of two preventive or/and corrective intervention methods dealing with their difficulties. Sample: Freshmen (N=60). Methods: In a parallel quasi-experimental design the above freshmen were randomly sub-grouped for attending to 8 consecutive weekly sessions of either Pythagorean Self-Awareness Intervention (PSAI) or Stress Management Techniques Intervention (SMTI). Several self-report measures were administered at pre- and post-intervention phases. Assessment included various factors: (a) psychological: stress, anxiety, depression, anger, emotionality, (b) physiological: Body-Mass-Index (BMI) via engaging in healthy habits, lifestyle, sleep, (c) basic cognitive: visuospatial memory, verbal learning and (d) complex mental: fatigue-vs-coherence, speed processing, self-efficacy. Results: Significant post-intervention improvements were noted for most dimensions, irrespective of group allocation. SMTI was superior to PSAI for reducing BMI and improving basic cognitive features, whereas PSAI was superior for improving psychological and complex mental processes. Conclusions: Results are encouraging to suggest these interventions be introduced in academic settings as effective meta-cognitive multifaceted procedures for stress management, to help students become more successful in their personal as well as academic lives.