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Record W2051338414 · doi:10.3997/1873-0604.2012064

Towards geophysical and geotechnical integration for quick‐clay mapping in Norway

2012· article· en· W2051338414 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueNear Surface Geophysics · 2012
Typearticle
Languageen
FieldEarth and Planetary Sciences
TopicSeismic Waves and Analysis
Canadian institutionsnot available
Fundersnot available
KeywordsGeologyBoreholeElectrical resistivity tomographyGeotechnical investigationGeotechnical engineeringStandard penetration testLandslideGeophysicsEngineering

Abstract

fetched live from OpenAlex

ABSTRACT Quick clay is a known hazard in formerly‐glaciated coastal areas in e.g., Norway, Sweden and Canada. In this paper, we review the physical properties of quick clays in order to find a suitable, integrated and multi‐disciplinary approach to improve our possibilities to accurately identify the occurrence of quick clay and map its extent both vertically and laterally. As no single geophysical method yields optimal information, one should combine a variety of geophysical methods with geotechnical data ( in situ measurements using Cone Penetration Testing (CPTU), Seismic CPTU (SCPTU) and Resistivity CPTU (RCPTU); laboratory tests) for an in‐depth quick‐clay assessment at a given site. In this respect, geophysical data are used to fill the gaps between geotechnical boreholes providing ground‐truth. Such an integrated and multi‐disciplinary approach brings us closer to 2D or pseudo‐3D site characterization for quick clays and as such, an improved assessment of the potential hazard they pose. The integrated approach is applied in practice on two Norwegian quick‐clay sites. The first site, Hvittingfoss, was remediated against potential landslides in 2008 whereas the second one, Rissa, was the scene of a major quick‐clay landslide in 1978, quick clays being still present over a large area. The collected data and preliminary site characterizations illustrate the high diversity as well as the complexity and clearly emphasize the need for higher resolution, careful imaging and calibration of the data in order to accomplish the assessment of a quick‐clay hazard.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.488
Threshold uncertainty score0.502

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.018
GPT teacher head0.231
Teacher spread0.213 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it