2015年職稱(chēng)英語(yǔ)考試綜合類(lèi)B級(jí)閱讀材料(5)
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2015年職稱(chēng)英語(yǔ)考試綜合類(lèi)B級(jí)閱讀材料(5)
建筑設(shè)計(jì)能使建筑抵御恐怖襲擊嗎?
在世貿(mào)中心遭受恐怖襲擊后一段時(shí)間內(nèi),建筑工程師們?cè)噲D解決一個(gè)在一個(gè)月前人們從未想過(guò)的問(wèn)題:建筑設(shè)計(jì)能使建筑具有抵御恐怖襲擊的性能嗎?
恐怖分子襲擊世貿(mào)中心10天后,布法羅大學(xué)的建筑工程師和總部設(shè)在UB多學(xué)科中心的地震工程研究所作為國(guó)家科學(xué)基金出資的一個(gè)項(xiàng)目的一部分來(lái)到了世貿(mào)中心被毀現(xiàn)場(chǎng)。參觀(guān)了地震研究所部分人員考察的地點(diǎn),他們用了2天時(shí)間開(kāi)始將如何設(shè)計(jì)抵抗襲擊的建筑的想法系統(tǒng)化并且在那些已損壞但未倒塌的建筑中尋找如何設(shè)計(jì)的線(xiàn)索。
“我們考察被毀現(xiàn)場(chǎng)的目的是去看看世貿(mào)中心周?chē)慕ㄖ?,那些被損壞但沒(méi)倒塌的建筑。” M. Brunean博士說(shuō)?!拔覀儺?dāng)前的愿望是能對(duì)那些建筑沒(méi)倒塌的原因有更好的認(rèn)識(shí),而我們的長(zhǎng)遠(yuǎn)目標(biāo)是看能否將抗震技術(shù)與現(xiàn)有建筑技術(shù)結(jié)合以提高在恐怖襲擊事件中建筑的性能?!彼a(bǔ)充說(shuō)。
研究者拍攝的照片以驚人的細(xì)節(jié)展示了恐怖襲擊使世貿(mào)中心及其附近建筑造成的嚴(yán)重?fù)p壞,一幢離世貿(mào)中心一街區(qū)遠(yuǎn)的建筑雖被嚴(yán)重?fù)p壞但未倒塌?!斑@幢建筑離世貿(mào)中心數(shù)英里遠(yuǎn),然而我們?cè)诒粴КF(xiàn)場(chǎng)還看到過(guò)去曾是其一部分的一個(gè)圓柱?!盇. Whittaker博士說(shuō),“這個(gè)圓柱充當(dāng)了一枚發(fā)射物,跨過(guò)了道路,穿過(guò)了窗戶(hù)和樓層?!?/P>
據(jù)工程師們說(shuō),在被毀現(xiàn)場(chǎng)的考察也發(fā)現(xiàn)了一些令人驚奇的事。例如,附近一幢建筑的樓板骨架系統(tǒng)非常堅(jiān)固,這使那些被成噸的殘片擊穿的樓板得以完整無(wú)缺?!案叨鹊模浞值纳煺沟墓羌芟到y(tǒng)可以為具有抵爆炸性能提供簡(jiǎn)單而有效的方法他補(bǔ)充說(shuō)。其他方法可以包括在承重部分失去作用時(shí)為重力的下落提供多種途徑?!拔覀円残枰玫卣J(rèn)識(shí)倒塌的過(guò)程?!盇. Whittaker說(shuō),“我們需要找到是什么引起建筑倒塌和如何對(duì)其進(jìn)行預(yù)測(cè)。”
A. Reinhorn博士特別提到“在過(guò)去,地震造成的震動(dòng)使許多建筑物倒塌。它引起動(dòng)力的反應(yīng)、極強(qiáng)的壓力和建筑結(jié)構(gòu)部分的變形??拐鹦阅茉O(shè)計(jì)的發(fā)展也許可直接適用于爆炸工程和抗襲擊性能的設(shè)計(jì),我們?cè)赨B任務(wù)的一部分是吸收這些解決方法并找到未知的新方法。
Can Buildings Be Designed to Resist Terrorist Attack?
In the aftermath of the terrorist attack on the World Trade Center, structural engineers are trying hard to solve a question that a month ago would have been completely unthinkable: Can building be designed to withstand catastrophic blasts inflicted by terrorists?
Ten days after the terrorist attacks on the twin towers, structural engineers from the University at Buffalo and the Multidisciplinary Center for Earthquake Engineering Research (MCEER) headquartered at UB traveled to ground zero as part of a project funded by the National Science Foundation. Visiting the site as part of an MCEER reconnaissance visit, they spent two days beginning the task of formulating ideas about how to design such structures and to search for clues on how to do so in buildings that were damaged, but still are standing.
“Our objective in visiting ground zero was to go and look at the buildings surrounding the World Trade Center, those buildings that are still standing, but that sustained damage4,” said M. Bruneau, Ph. D. “Our immediate hope is that we can develop a better understanding as to why those buildings remain standing, while our long-term goal is to see whether earthquake engineering technologies can be married to existing technologies to achieve enhanced performance of buildings in the event of terrorist attacks,” he added.
Photographs taken by the investigators demonstrate in startling detail the monumental damage inflicted on the World Trade Center towers and buildings in the vicinity. One building a block away from the towers remains standing, but was badly damaged. “This building is many meters away from the World Trade Center and yet we see a column there that used to be part of that building,” explained A. Whittaker, Ph. D. “The column became a missile that shot across the road, through the window and through the floor.”
The visit to the area also revealed some surprises, according to the engineers. For example, the floor framing system in one of the adjacent buildings was quite rugged, allowing floors that were pierced by tons of falling debris to remain intact. “Highly redundant ductile framing systems may provide a simple, but robust strategy for blast resistance,” he added. Other strategies may include providing alternate paths for gravity loads in the event that a load-bearing column fails. “We also need a better understanding of the mechanism of collapse,” said A. Whittaker. “We need to find out what causes a building to collapse and how you can predict it. ”
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編輯推薦:
2015年職稱(chēng)英語(yǔ)考試綜合類(lèi)B級(jí)閱讀材料匯總
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