Macroseismic effects of the principal earthquakes occurring in the United States from 1568 through 1989 are described. Principal earthquakes are defined as those of Modified Mercalli intensity > VI or Richter magnitude > 4.5. Exceptions are the State of Alaska and the offshore areas of California, Oregon, and Washington, where the magnitude cutoff is > 5.5.

В брошюре освещен опыт применения сборного предварительно напряженного железобетона. при строительстве большепролетных конвейерных галерей на заводе железобетонных изделий имени 40-легия Ленинского комсомола в Ленинграде.
Приведены сравнительные технико-экономические показатели конструкций галерей и намечены пути дальнейшего внедрения сборного предварительно напряженного железобетона в строительство подобных сооружений.

At the outset of this book, it is important to articulate clearly what we mean by ‘coast’, because the term means different things to different people. For most holidaymakers, the coast is synonymous with the beach. For birdwatchers, the coast generally refers to the intertidal zone; while for cartographers, the coast is simply a line on the map separating the land from the sea. Coastal scientists and managers tend to take a broader view.According to our perspective, the coast represents that region of the Earth’s surface that has been affected by coastal processes, i.e. waves and tides, during the Quaternary geological period (the last 2.6M years).

Generic autogenic behaviour in fluvial systems: lessons from experimental studies

Climatic and tectonic controls on Triassic dryland terminal fluvial system architecture, central North Sea

Late Triassic to Early Jurassic climatic change, northern North Sea region: impact on alluvial architecture, palaeosols and clay mineralogy

Applying accommodation versus sediment supply ratio concepts to stratigraphic analysis and zonation of a fluvial reservoir

Investigating the autogenic process response to allogenic forcing: experimental geomorphology and stratigraphy

The autostratigraphic view of responses of river deltas to external forcing: a review of the concepts

Autogenic process change in modern deltas: lessons for the ancient

Skutterudites have been the subject of keen scientific studies for the past 40 years or so. The interest was precipitated by the discovery of Prof. Wolfgang Jeitschko and his colleagues (1977), revealing that an open structure of skutterudites typified by two large voids in the unit cell can be filled with foreign species (ions), giving rise to what are called filled skutterudites. Throughout the years, it has been shown that the filling dramatically modifies the physical properties of the original binary form of skutterudites and gives rise to a plethora of fascinating electronic, magnetic, and superconducting characteristics.

Mineralization, hydrocarbons and diagenesis
JOHNSTON, J. D., COLLER, D., MILLAR, G. & CRITCHLEY, M. F. Basement structural controls on Carboniferous-hosted base metal mineral deposits in Ireland
SHEARLEY, E., REDMOND, P., KING, M. & GOODMAN, R. Geological controls on mineralization and dolomitization of the Lisheen Zn-Pb-Ag Deposit, Co. Tipperary, Ireland
HOLLIS, C. & WALKDEN, G. The use of burial diagenetic calcite cements to determine the controls upon hydrocarbon emplacement and mineralization on a carbonate platform, Derbyshire, England
VEALE, C. & PARNELL, J. Metal-organic interactions in the Dinantian Solway Basin, UK: inferences for oil migration studies Carbonate buildups and Waulsortian mud-mounds
PICKARD, N. A. H. Evidence for microbial influence on the development of Lower Carboniferous buildups
AHR, W. M. & STANTON, R. J. JR. Constituent composition of Early Mississippian carbonate buildups and their level-bottom equivalents, Sacramento Mountains, New Mexico
KIRKBY, K. C. & HUNT, D. Episodic growth of a Waulsortian buildup: the Lower Carboniferous Muleshoe Mound, Sacramento Mountains, New Mexico, USA

Small children can distinguish different animal species from one another. Children encounter a wide range of plant and animal species in various ways: in illustrated books, in stories, in school, while drawing or engaged in handicrafts, and so on. From childhood on we are trained to distinguish plant and animal species from each other. But what is the situation with rocks and minerals? Rocks are simply “stones” or “rocks,” and “crystals” are understood to be simply well-formed and transparent rock crystals (quartz). We are not exposed to ways to engage with rocks to identify and classify them. That is certainly one initial disadvantage, even though children are usually fascinated by rocks. Place a small child on a gravel bank, and you will enjoy some quiet for quite a while. Geology is either not taught at all in schools, or taught very little. Since the subject matter is so complex, students (and frequently teachers) struggle to master the concepts. Even so, we are ready to face the world of rocks. <...>