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Musacchio, Gemma
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Musacchio, Gemma
Email
gemma.musacchio@ingv.it
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staff
ORCID
Scopus Author ID
6603329621
89 results
Now showing 1 - 10 of 89
- PublicationOpen AccessSTUDY ON THE NEAR-FIELD / FAR-FIELD BOUNDARY IN FINITE-FAULT STRONG MOTION SIMULATIONS(2010-09-06)
; ; ; ; ; ;Mai, P. Martin; King Abdullah University of Science & Technology (KAUST), Division of Physical Sciences & Engineering (Thuwal, Saudi Arabia) ;Musacchio, G.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia ;Meroni, F.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia ;Basili, R.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Roma1, Roma, Italia ;Zonno, G.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia; ; ; ; Near-field (NF) and far-field (FF) terms represent different properties of the wave-field: the near-source motions are more sensitive to the spatio-temporal details of the rupture process, while far-field terms carry the overall signature of a point-source. However, there is no clear distinction between far-field and near-field terms as their relative importance is frequency dependent. Due to their longer propagation path through complex Earth structure, the far-field wavefield is generally strongly affected by media properties and dominates at high frequencies. In contrast, the near-field terms have higher amplitudes at low frequency. In this study we compute full-wavefield near-field synthetics for a suite of earthquake scenarios, and compare those to corresponding finite-fault ray-theory seismograms that lack the near-field terms. This allows us to define the region around a fault in which NF-terms exert a strong influence on the radiated motions, and hence cannot be ignored. We analyze the simulations in terms of peak shaking levels (PGA, PGV, PGD) and response spectral values, but also consider the waveform characteristics in order to examine the engineering aspects of near-field and far-field components of the seismic wavefield.160 319 - PublicationOpen AccessTerremoti: Attenti agli Elementi! Dettagli che salvano la vita- Note illustrative(2019)
; ; ; ; ; ; ; ; ; Realizzata dall’Istituto Nazionale di Geofisica e Vulcanologia per l’edizione del Festival della Scienza di Genova 2019, è stata in seguito resa itinerante con un ricco programma di allestimenti in numerose città d’Italia. Consiste in un percorso interattivo per scoprire come i diversi elementi che compongono un edificio reagiscono alle scosse di terremoto e qual è il ruolo del terreno che si trova sotto le nostre case. Gli elementi strutturali di un edificio sono le parti portanti che, se danneggiate, possono provocarne il crollo; quelli non-strutturali sono gli impianti, le parti architettoniche - come muri divisori, pannelli, balconi - e gli arredi. Anche gli arredi, infatti, se non posizionati e fissati correttamente, possono causare feriti, ostruire le vie di fuga e procurare danni economici. Questa mostra svela dettagli poco noti al pubblico e semplici gesti che possono fare la diferenza in caso di terremoto.120 68 - ProductOpen AccessBrochure del progetto "Conosciamo la Terra"(2010-01)
; ;Musacchio, Gemma; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia179 2054 - PublicationOpen AccessEmpowering communities for non-structural seismic risk mitigation: the central role of communication(2021)
; ; ; ; ; ; ; This special issue of “Annals of Geophysics” concerns the dissemination of knowledge on the prevention of damage mainly due to non-structural elements during earthquakes and its practical application at houses, schools and offices by common citizens, companies and institutions. The seismic capacity of buildings and other civil engineering structures and infrastructures are object of regulations for design and construction, and in some cases also the design, fabrication and mounting of electrical and mechanical equipments. Consequently, even in strong earthquakes many collapses of buildings and infrastructures are avoided. However, with few exceptions, design procedures do not aim at avoiding seismic vibrations from being transferred to the structures, but enable the structures to resist to the effects of those vibrations223 26 - PublicationRestrictedGeohazards storytelling between reality and representation(2015-04-12)
; ;Candela, A ;Canel, S ;Roi, C ;Musacchio, G; Istituto Nazionale di Geofisica e Vulcanologia, Sezione AC, Roma, Italia ;Candela, A; Università dell'Insubria ;Canel, S; Università dell'Insubria ;Roi, C; Università dell'Insubria; ;Università dell'Insubria ;Università dell'InsubriaUniversità dell'InsubriaEthics towards geohazards might start at early age and it might radicate on narratives occuring in the media, as disfuctional ideas and perception are passed from school or society to children. In this paper we study the representations and imaginaries of natural hazards as they are in the media and how they are passed on chidren and laypeople. The investigation is led on an experimental basis on primary schools in Northern Italy (Varese province), where data concerning school education are collected. The approach is that of the storytelling that allow evaluation of children perception of hazard and risk. Narratives (news, rhetorics, images and pictures, symbols, metaphores and interpretations) that mass media and education generally used in order to explain and represent geohazards (earthquakes, volcanoes, hydrogeological instability, climate change and so on) are also analysed. They are responsible for certain individual and collective perceptions, indeed. The research has attempted to analyze how imaginaries and common “wrong” ideas can influence environmental education and public communication of natural hazards. A better understanding of feelings (fears and hopes), and all cultural behaviours included in the social construction of collective narratives and representations of environmental emergencies could be useful in order to re-orient education and communication strategies on the basis of more targeted and participatory approaches.104 21 - PublicationRestrictedEducation: can a bottom-up strategy help for earthquake disaster prevention?(2016)
; ; ; ; ; ; ; ;Musacchio, G.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione AC, Roma, Italia ;Falsaperla, S.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Catania, Catania, Italia ;Bernharðsdóttir, A. E.; Earthquake Engineering Research Centre, Selfoss, Iceland ;Ferreira, M. A.; Instituto Superior Tecnico, Lisbon, Portugal ;Sousa, M. L.; Laboratório Nacional de Engenharia Civil, Portugal ;Carvalho, A.; Laboratório Nacional de Engenharia Civil, Portugal ;Zonno, G.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia; ; ; ; ; ; To comply with the need to spread the culture of earthquake disaster reduction, we rely on strategies that involve education. Risk education is a long-term process that passes from knowledge, through understanding, to choices and actions thrusting preparedness and prevention, over recovery. We set up strategies for prevention that encompass child and adult education, as a bottom-up approach, from raising awareness to reducing potential effects of disruption of society. Analysis of compulsory school education in three European countries at high seismic risk, namely Portugal, Iceland and Italy, reveals that generally there are a few State-backed plans. The crucial aspects of risk education concerning natural hazards are starting age, incompleteness of textbooks, and lack of in-depth studies of the pupils upon completion of their compulsory education cycle. Hands-on tools, immersive environments, and learn-by-playing approaches are the most effective ways to raise interest in children, to provide memory imprint as a message towards a culture of safety. A video game, Treme-treme, was prepared to motivate, educate, train and communicate earthquake risk to players/pupils. The game focuses on do’s and don’ts for earthquake shaking, and allows children to think about what might be useful in the case of evacuation. Education of the general public was addressed using audio-visual products strongly linked to the social, historical and cultural background of each country. Five videos tackled rising of awareness of seismic hazards in Lisbon, the area surrounding Reykjavik, Naples, and Catania, four urban areas prone to earthquake disasters.653 41 - PublicationRestrictedThe multi-sensory approach as a geoeducational strategy(Copernicus Publications, 2014)
; ; ; ;Musacchio, G; Istituto Nazionale di Geofisica e Vulcanologia, Sezione AC, Roma, Italia ;Piangiamore, G L; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Roma2, Roma, Italia ;Pino, N A; Istituto Nazionale di Geofisica e Vulcanologia, Sezione OV, Napoli, Italia; ; Geoscience knowledge has a strong impact in modern society as it relates to natural hazards, sustainability and environmental issues. The general public has a demanding attitude towards the understanding of crucial geo-scientific topics that is only partly satisfied by science communication strategies and/or by outreach or school programs. A proper knowledge of the phenomena might help trigger crucial inquiries when approaching mitigation of geohazards and geo-resources, while providing the right tool for the understanding of news and ideas floating from the web or other media, and, in other words, help communication to be more efficient. Nonetheless available educational resources seem to be inadequate in meeting the goal, while research institutions are facing the challenge to experience new communication strategies and non-conventional way of learning capable to allow the understanding of crucial scientific contents. We suggest the use of multi-sensory approach as a successful non-conventional way of learning for children and as a different perspective of learning for older students and adults. Sense organs stimulation are perceived and processed to build the knowledge of the surrounding, including all sorts of hazards. Powerfully relying in the sense of sight, Humans have somehow lost most of their ability for a deep perception of the environment enriched by all the other senses. Since hazards involve emotions we argue that new ways to approach the learning might go exactly through emotions that one might stress with a tactile experience, a hearing or smell stimulation. To test and support our idea we are building a package of learning activities and exhibits based on a multi-sensory experience where the sight is not allowed.106 19 - PublicationOpen AccessAwareness on Seismic Risk: How can Augmented Reality help?(2017-06-12)
; ; ; ; ; ; ; To communicate the importance of knowing the risk of non-structural damage caused by earthquakes, we developed applications based on Augmented Reality (AR) features. These applications run on mobile devices, such as tablets and smartphones, by using their video camera and other on-board sensors, such as GPS, accelerometer, and gyrocompass, from which AR users do take advantage. Combined with a specifically designed exhibit, our AR applications can contribute to increase the common awareness on seismic risk, providing useful information on how to have safer homes in case of an earthquake. Building codes do not take into account non-structural elements, leaving communities at risk of injuries, blocking escapes and even causing deaths. In this framework, the personal preparedness is of paramount importance. The development of our AR applications is supported by the European project KnowRISK (Know your city, Reduce seISmic risK through non-structural elements).102 119 - PublicationOpen AccessTHE 9TH JULY 1998 FAIAL EARTHQUAKE: COMPARISON OF STOCHASTIC FINITE FAULT DAMAGE SIMULATION WITH SURVEYED DATA(2008-07-09)
; ; ; ; ; ; ;Zonno, G.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia ;Musacchio, G.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia ;Meroni, F.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia ;Oliveira, C. S.; Istituto Superior Tècnico, Lisbon, Portugal ;Ferreira, M. A.; Istituto Superior Tècnico, Lisbon, Portugal ;Neves, F.; Istituto Superior Tècnico, Lisbon, Portugal; ; ; ; ; ; ; ; ; ;Oliveira, C. S.; Instituto Superior Técnico, UTL ;Costa, A.; Universidade de Aveiro ;Nunes, J. C.; Department of Geosciences, Universidade dos Azores; ; The Azores earthquake, July 9, 1998 (Mw 6.2) caused a large damage to the stock of old masonry buildings, with maximum felt intensity Is=VIII (MMI). A stochastic strong ground motion (SM) was simulated on the islands struck by the earthquake using published fault solution, to derive maps of average Peak Ground Acceleration (PGA) at bedrock. Detailed analysis was done at the Horta station comparing stochastic-computed and observed PGA, PGV, Response Acceleration Spectra and Response Spectrum Intensity (SI) values. Although recordings on Faial (Horta) and Terceira Islands are not enough to fully constrain the simulation parameters, they can define the range of possible variation. Relationships between PGA and MMI were used to retrieve intensity. Retrieved and observed intensities allowed to derive an average damage index according to the EMS-98 classification.185 466 - PublicationOpen AccessScientist in the classroom: Earth Science outreach experiences(2012)
; ; ; ;Musacchio, G.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia ;Maistrello, M.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia ;Piccarreda, D.; Istituto Nazionale di Geofisica e Vulcanologia, Sezione Milano-Pavia, Milano, Italia; ; ; Spreading Earth Science knowledge, and specifically concerning Earthquakes and Volcanoes, is a way to trigger fundamental changes in attitude towards our Planet and Natural Hazards. The Milano-Pavia division of Istituto Nazionale di Geofisica e Vulcanologia (INGV) is working towards this end within the frame of “Conosciamo la Terra”, an International Year of Planet Earth (IYPE) 2008 project intended to address school kids and to fill the gap between science and school world . The work was done in low risk areas, where earthquakes and volcanoes do not belong to daily life and the topics could be presented in a way that enable to involve mainly the cognitive component of learning. Lectures were done directly in school so that students could be easily lead by the scientist in a trip towards knowledge. We tested the procedure in 16 different schools spanning the whole range of school education and involved 42 classes for more than a thousand students and highlight that the interest towards the topics we deal with in the project might not be directly linked to the geology of the area where addressed people live. Thanks to the work done here we could challenge the dialogue between science and society and promote the role of scientist in society as well as that of institution, like INGV, that support a new public images of science and researchers.369 135