Design and propose cast in-place pile foundation for a tower-building project - Free Essay Example

Sample details Pages: 34 Words: 10200 Downloads: 10 Date added: 2017/06/26 Category Statistics Essay Did you like this example? CHAPTER 1 1 Introduction Pile foundations are used to carry a load and transfer the load of a given structure to the ground bearing, which is found below the ground at a considerable depth. The foundation consists of several piles and pile-caps. Pile foundations are generally long and lean, that transfers the structure load to the underlying soil (at a greater depth) or any rock having a great load-bearing ability. The main types of materials used for piles are Wood, steel and concrete. Piles made from these materials are driven, drilled or jacked into the ground and connected to pile caps. Depending upon type of soil, pile material and load transmitting characteristic piles are classified accordingly. (Pile Foundation Design: A Student Guide by Ascalew Abebe Dr Ian GN Smith). Don’t waste time! Our writers will create an original "Design and propose cast in-place pile foundation for a tower-building project" essay for you Create order The objective of this project is to identify the design use of a cast-in-place pile foundation, for the tower-building project. The tower building project is called the Gemini Towers. The purpose of this construction (building) is to facilitate office spaces. This also resides on a rocky area. The building has been designed as per state-of-the-art designing concepts which are basically to attract foreign investors to invest in Oman. The Gemini Building has 1 basement, 1 ground and 19 floors. Cast-in-place concrete piles are shafts of concrete cast in thin shell pipes, top driven in the soil, and usually closed end. Such piles can provide up to a 200-kip capacity. The chief advantage over precast piles is the ease of changing lengths by cutting or splicing the shell. The material cost of cast-in-place piles is relatively low. They are not feasible when driving through hard soils or rock. 1.1 Aim The aim of this project is to design and propose cast in-place pile foundation for a tower-building project and study the efficiency for the same. To achieve this aim the following objective has to be achieved. 1.2 Objectives The objectives of this project are as following: To study the field soil condition, suitability of pile and investigate the soil. To study the advantages and efficiency of using cast-in-place pile for the building. To study the guidelines for the design of cast in-place structure according to BS 8004, 8110, 8002, etc. To design the pile foundation as per the guidelines and the soil conditions (analyse the load, calculate the moment and determine the length and diameter and reinforcement). To use computer structural designing program for performing design (CAD and STAD). 1.3 Methods The methods followed in preparing this project is by collecting the project plan and the soil investigation report. Then after that, research has been done on in-situ pile foundation type, to identify its characteristics. The next step is to study the pile designing criteria by referring to BS 8004, 8110 8002 codes to understand the guidelines, which shall be followed to accomplish the pile design. For this, the structural loads have to be analysed and identified using ultimate state design method. Then the design is processed depending on the data gathered on soil conditions, design loads and BS code guidelines. Thus, a proposal for the suitable pile will be prepared by identifying the reasons over the proposal. The commonest function of piles is to transfer a load that cannot be adequately supported at shallow depths to a depth where adequate support becomes available, also against uplift forces which cause cracks and other damages on superstructure. Chapter 2 Literature Review 2 Pile Foundation Pile foundations are used extensively in bridges, high-rise buildings, towers and special structures. In practice, piles are generally used in groups to transmit a column load to a deeper and stronger soil stratum. Pile may respond to loading individually or as a group. In the latter case, the group and the surrounding soil will formulate a block to resist the column load. This may lead to a group capacity that is different from the total capacity of individual piles making up the group. (Adel M. Hanna et al, 2004). Pile foundations are the part of a structure used to carry and transfer the load of the structure to the bearing ground located at some depth below ground surface. The main components of the foundation are the pile cap and the piles. Piles are long and slender members which transfer the load to deeper soil or rock of high bearing capacity avoiding shallow soil of low bearing capacity. The main types of materials used for piles are Wood, steel and concrete. Piles made from these materials are driven, drilled or jacked into the ground and connected to pile caps. Depending upon type of soil, pile material and load transmitting characteristic piles are classified accordingly. (Ascalew Abebe et al, 2005) 2.1 Functions of Piles The purposes of pile foundations are: to transmit a foundation load to a solid ground. to resist vertical, lateral and uplift load. A structure can be founded on piles if the soil immediately beneath its base does not have adequate bearing capacity. If the results of site investigation show that the shallow soil is unstable and weak or if the magnitude of the estimated settlement is not acceptable a pile foundation may become considered. Further, a cost estimate may indicate that a pile foundation may be cheaper than any other compared ground improvement costs. Piles can also be used in normal ground conditions to resist horizontal loads. Piles are a convenient method of foundation for works over water, such as jetties or bridge piers. (Pile Foundation Design: A Student Guide, by Ascalew Abebe Dr Ian GN Smith, 2003). 2.2 Classification of Piles 2.2.1 Classification of pile with respect to load transmission End-bearing. Friction-piles. Mixture of cohesion piles friction piles. 2.2.1.1 End bearing piles This type of piles is designed to transfer the structural load to a stable soil layer which is found at a greater depth below the ground. The load bearing capacity of this stratum is found by the soil penetration resistance from the pile-toe (as in figure 1.2.1.1). The pile normally has attributes of a normal column, and should be designed as per the guidelines. The pile will not collapse in a weak soil, and this should be studied only if a part of the given pile is unsupported. (Eg: If it is erected on water / air). Load transmission occurs through cohesion / friction, into the soil. At times, the soil around the pile may stick to the pile surface and starts negative skin friction. This phenomenon may have an inverse effect on the pile capacity. This is mainly caused due to the soil consolidation and ground water drainage. The pile depth is determined after reviewing the results from the soil tests and site investigation reports. 2.2.1.2 Friction piles (cohesion) The bearing capacity is calculated from the soil friction in contact with the pile shaft. (as in Figure 1.2.1.2). 2.2.1.3 Mixture of cohesion piles friction piles. This is an extended end-bearing pile, when the soil underneath it is not hard, which bears the load. The pile is driven deep into the soil to create efficient frictional resistance. A modified version of the end-bearing pile is to have enlarged bearing base on the piles. This can be achieved by immediately pushing a large portion of concrete into the soft soil layer right above the firm soil layer, to have an enlarged base. Similar result is made with bored-piles by creating a bell / cone at the bottom by the means of reaming tools. Bored piles are used as tension piles as they are provided with a bell which has a high tensile-strength. (as in figure 1.2.1.3) 2.3 Cast-in-Place Pile Foundation Cast-in-place piles are installed by driving to the desired penetration a heavy-section steel tube with its end temporarily closed. A reinforcing cage is next placed in a tube which is filled with concrete. The tube is withdrawn while placing the concrete or after it has been placed. In other types of pile, thin steel shells or precast concrete shells are driven by means of an internal mandrel, and concrete, with or without reinforcement, is placed in the permanent shells after withdrawing the mandrel. 2.3.1 Advantages Length of the pile can be freely altered to cater varying ground conditions. Soil removed during the boring process can be verified and further tests can be made on it. Large diameter installations are possible. End enlargements up to two or three diameters are possible in clays. Pile materials are independent during driving / handling. Can be installed to greater depths in the soil. Vibration-free and noise-free while installation. Can be installed in conditions of very low headroom. Ground shocks are completely nil. 2.3.2 Disadvantages Susceptible to necking or wasting in pressing ground. Concrete is not pumped under suitable conditions and cannot be inspected. The cement on the pile shaft will be washed up, if there is a sudden surge of waster from any pressure caused underground. Special techniques need to be used to ensure enlarged pile ends. Cannot be easily prolonged above ground-level especially in river and marine structures. Sandy soils may loosen due to boring methods and base grouting may be required for gravely soils to improve base resistance. Sinking piles may result in ground-loss, leading to settlement of nearby structures. CHAPTER 3 3 Load Distribution To a great extent the design and calculation (load analysis) of pile foundations is carried out using computer software. The following calculations are also performed, assuming the following conditions are met: The pile is rigid. The pile is pinned at the top and at the bottom. Each pile receives the load only vertically (i.e. axially applied). The force P acting on the pile is proportional to the displacement U due to compression. Therefore, P = k U Since P = E A E A = k U k = (E A ) / U Where: P = vertical load component k = material constant U = displacement E = elastic module of pile material A = cross-sectional area of pile (Figure 3 load on single pile) The length L should not necessarily be equal to the actual length of the pile. In a group of piles. If all piles are of the same material, have same cross-sectional area and equal length L, then the value of k is the same for all piles in the group 3.1 Pile foundations: vertical piles only 3.1.1 Neutral axis load The pile cap is causing the vertical compression U, whose magnitude is equal for all members of the group. If Q (the vertical force acting on the pile group) is applied at the neutral axis of the pile group, then the force on a single pile will be as follows: Pv = Q / n Where Pv = vertical component of the load on any pile from the resultant load Q n = number of vertical piles in the group (see figure 3.1.2) Q = total vertical load on pile group 3.1.2 Eccentric Load If the same group of piles are subjected to an eccentric load Q which is causing rotation around axis z (see fig 3.1b); then for the pile i at distance rxi from axis z: Ui = rxi . tan Ui = rxi = Pi = k . r xi . is a small angle tan (see figure 3.1.2). Pi = force (load on a single pile i). Ui = displacement caused by the eccentric force (load) Q. rxi = distance between pile and neutral axis of pile group. rxi positive measured the same direction as e and negative when in the opposite direction. e = distance between point of intersection of resultant of vertical and horizontal loading with underside of pile. (Figure 3.1.2 Example of a pile foundation vertical piles) The sum of all the forces acting on the piles should be zero Mxi = Pi . rxi = k . rxi . rxi = k . r2xi = = Mxi = From previous equation, Mz = Mz Applying the same principle, in the x direction we get equivalent equation. If we assume that the moment MX and MZ generated by the force Q are acting on a group of pile, then the sum of forces acting on a single pile will be as follows: If we dividing each term by the cross-sectional area of the pile, A, we can establish the working stream : CHAPTER 4 4 Load on Pile 4.1 Introduction Piles can be arranged in a number of ways so that they can support load imposed on them. Vertical piles can be designed to carry vertical loads as well as lateral loads. If required, vertical piles can be combined with raking piles to support horizontal and vertical forces. (Pile Foundation Design: A Student Guide by Ascalew Abebe Dr Ian GN Smith) Often, if a pile group is subjected to vertical force, then the calculation of load distribution on single pile that is member of the group is assumed to be the total load divided by the number of piles in the group. (Pile Foundation Design: A Student Guide by Ascalew Abebe Dr Ian GN Smith) However, if a given pile group is subjected to eccentric vertical load or combination of lateral vertical load that can start moment force. Proper attention should be given during load distribution calculation. 4.2 Pile Arrangement Normally, pile foundations consist of pile cap and a group of piles. The pile cap distributes the applied load to the individual piles which, in turn, transfer the load to the bearing ground. The individual piles are spaced and connected to the pile cap. Or tie beams and trimmed in order to connect the pile to the structure at cut-off level, and depending on the type of structure and eccentricity of the load, they can be arranged in different patterns. (Pile Foundation Design: A Student Guide by Ascalew Abebe Dr Ian GN Smith) A) Pile Group Consist Of Only Vertical Piles. B) Pile Group Consist Of Both Vertical And Raking Piles C) Symmetrically Arranged Vertical And Raking Piles (Figure 2.2 Pile Foundation Design: A Student Guide by Ascalew Abebe Dr Ian GN Smith)) In this section, considering pile/soil interaction, calculations on the bearing capacity of single piles subjected to compressive axial load has been described. During pile design, the following factors should be taken into consideration: Pile material compression and tension capacity. Deformation area of pile, bending moment capacity. Condition of the pile at the top and the end of the pile. Eccentricity of the load applied on the pile. Soil characteristics. Ground water level. 4.3 The behaviour of piles under load Piles are designed in line with the calculations based on load bearing capacity. It is based on the application of final axial-load, as per the given soil conditions at the site, within hours after the installation. This ultimate load capacity can be determined by either: The use of empirical formula to predict capacity from soil properties determined by testing. or Load test on piles at the site. When increasing compressive load is applied on the pile, the pile soil system reacts in a linear elastic way to point A on the above figure (load settlement). The pile head rebounds to the original level if the load realises above this point. When the load is increase beyond point A there is yielding at, or close to, the pile-soil interface and slippage occurs until point B is reached, when the maximum skin friction on the pile shaft will have been mobilised. If the load is realised at this stage the pile head will rebound to point C, the amount of permanent settlement being the distance OC. When the stage of full mobilisation of the base resistance is reached (point D), the pile plunges downwards without any farther increase of load, or small increases in load producing large settlements. (Pile Foundation Design: A Student Guide). 4.4 Geotechnical design methods In order to separate their behavioural responses to applied pile load, soils are classified as either granular / noncohesive or clays/cohesive. The generic formulae used to predict soil resistance to pile load include empirical modifying factors which can be adjusted according to previous engineering experience of the influence on the accuracy of predictions of changes in soil type and other factors such as the time delay before load testing. From figure 4.1b, the load settlement response is composed of two separate components, the linear elastic shaft friction Rs and non-linear base resistance Rb. The concept of the separate evaluation of shaft friction and base resistance forms the bases of static or soil mechanics calculation of pile carrying capacity. The basic equations to be used for this are written as: Q = Qb + Qs Wp Rc = Rb + Rs Wp Rt = Rs + Wp Where: Q = Rc = the ultimate compression resistance of the pile. Qb = Rb = base resistance. Qs = Rs = shaft resistance. Wp = weight of the pile. Rt = tensile resistance of pile. In terms of soil mechanics theory, the ultimate skin friction on the pile shaft is related to the horizontal effective stress acting on the shaft and the effective remoulded angle of friction between the pile and the clay and the ultimate shaft resistance Rs can be evaluated by integration of the pile-soil shear strength a over the surface area of the shaft. a = Ca + n tan a Where: n = Ks v a = Ca + KS v tana where: p = pile perimeter L = pile length = angle of friction between pile and soil Ks = coefficient of lateral pressure The ultimate bearing capacity, Rb, of the base is evaluated from the bearing capacity theory: Ab = area of pile base. C = undrained strength of soil at base of pile. NC = bearing capacity factor. CHAPTER 5 5 Calculating the resistance of piles to compressive loads 5.1 Cast in Place Piles Shaft resistance These piles are installed by drilling through soft overburden onto a strong rock the piles can be regarded as end-bearing elements and their working load is determined by the safe working stress on the pile shaft at the point of minimum cross-section, or by code of practice requirements. Bored piles drilled down for some depth into weak or weathered rocks and terminated within these rocks act partly as friction and partly as end-bearing piles. The author Duncan C. Wyllie, gives a detailed account of the factors governing the development of shaft friction over the depth of the rock socket. The factors which govern the bearing capacity and settlement of the pile are summarized as the following: The length to diameter ratio of the socket. The strength and elastic modulus of the rock around and beneath the socket. The condition of the side walls, that is, roughness and the presence of drill cuttings or bentonite slurry. Condition of the base of the drilled hole with respect to removal of drill cuttings and other loose debris. Layering of the rock with seams of differing strength and moduli. Settlement of the pile in relation to the elastic limit of the side-wall strength. Creep of the material at the rock/concrete interface resulting in increasing settlement with time. The effect of the length/diameter ratio of the socket is shown in Figure 5.1a, for the condition of the rock having a higher elastic modulus than the concrete. It will be seen that if it is desired to utilize base resistance as well as socket friction the socket length should be less than four pile diameters. The high interface stress over the upper part of the socket will be noted. The condition of the side walls is an important factor. In a weak rock such as chalk, clayey shale, or clayey weathered marl, the action of the drilling tools is to cause softening and slurrying of the walls of the borehole and, in the most adverse case, the shaft friction corresponds to that typical of a smooth-bore hole in soft clay. In stronger and fragmented rocks the slurrying does not take place to the same extent, and there is a tendency towards the enlargement of the drill hole, resulting in better keying of the concrete to the rock. If the pile borehole is drilled through soft clay this soil may be carried down by the drilling tools to fill the cavities and smear the sides of the rock socket. This behaviour can be avoided to some extent by inserting a casing and sealing it into the rock-head before continuing the drilling to form the rock socket, but the interior of the casing is likely to be heavily smeared with clay which will be carried down by the drilling tools into the rock socket. As mentioned in Duncan C. Wyllie, suggests that if bentonite is used as a drilling fluid the rock socket shaft friction should be reduced to 25% of that of a clean socket unless tests can be made to verify the actual friction which is developed. It is evident that the keying of the shaft concrete to the rock and hence the strength of the concrete to rock bond is dependent on the strength of the rock. Correlations between the unconfined compression strength of the rock and rock socket bond stress have been established by Horvarth(4.50), Rosenberg and Journeaux(4.51), and Williams and Pells(4.52). The ultimate bond stress, fs, is related to the average unconfined compression strength, quc, by the equation: Where = reduction factor relating to, quc as shown in Figure 5.1b = correction factor associated with cut-off spacing in the mass of rock as shown in Figure 5.1c. The curve of Williams and Pells in Figure 5.1b is higher than the other two, but the factor is unity in all cases for the Horvarth and the Rosenberg and Journeaux curves. It should also be noted that the factors for all three curves do not allow for smearing of the rock socket caused by dragdown of clay overburden or degradation of the rock. The factor is related to the mass factor, j, which is the ratio of the elastic modulus of the rock mass to that of the intact rock as shown in Figure 5.1d. If the mass factor is not known from loading tests or seismic velocity measurements, it can be obtained approximately from the relationships with the rock quality designation (RQD) or the discontinuity spacing quoted by Hobbs (4.53) as follows: RQD (%) Fracture Frequency Per metre Mass Factor j 0 25 15 0.2 25 50 15 8 0.2 50 75 8 5 0.2 0.5 75 90 5 1 0.5 0.8 90 100 1 0.8 1 5.2 End Bearing Capacity Sometimes piles are driven to an underlying layer of rock. In such cases, the engineer must evaluate the bearing capacity of the rock. The ultimate unit point resistance in rock (Goodman, 1980) is approximately. N = tan2 (45 + / 2) qu = unconfined compression strength of rock = drained angle of friction qu Type of Rock MN / m2 lb / in2 Sandstone 70 140 10.000 20.000 Limestone 105 210 15.000 30.000 Shale 35 70 5000 10.000 Granite 140 210 20.000 30.000 Marble 60 70 8500 10.000 Table 5.2a Type of Rock Angle of Friction (deg) Sandstone 27 45 Limestone 30 40 Shale 10 20 Granite 40 50 Marble 25 30 Table 5.2b The unconfined compression strength of rock can be determined by laboratory tests on rock specimens collected during field investigation. However, extreme caution should be used in obtaining the proper value of qu, because laboratory specimens usually are small in diameter. As the diameter of the specimen increases, the unconfined compression strength decreases a phenomenon referred to as the scale effect. For specimens larger than about 1 m (3f) in diameter, the value of qu remains approximately constant. There appears to be fourfold to fivefold reduction of the magnitude of qu in the process. The scale effect in rock is caused primarily by randomly distributed large and small fractures and also by progressive ruptures along the slip lines. Hence, we always recommend that: The above table (Table 5.2a) lists some representative values of (laboratory) unconfined compression strengths of rock. Representative values of the rock friction angle are given in the above table (Table 5.2b). A factor of safety of at least 3 should be used to determine the allowable point bearing capacity of piles. Thus: CHAPTER 6 6 Pile Load Test (Vesics Method) A number of settlement analysis methods for single piles are available. These methods may be broadly classified into three categories: Elastic continuum methods Loadtransfer methods Numerical methods Examples of such methods are the elastic methods proposed by Vesic (1977) and Poulos and Davis (1980), the simplified elastic methods proposed by Randolph and Wroth (1978) and Fleming et al. (1992), the nonlinear loadtransfer methods proposed by Coyle and Reese (1966) and McVay et al. (1989), and the numerical methods based on advanced constitutive models of soil behaviour proposed by Jardine et al. (1986). In this paper, three representative methods are adopted for the calibration exercise: the elastic method proposed by Vesic (1977), the simplified analysis method proposed by Fleming et al. (1992), and a nonlinear loadtransfer method (McVay et al. 1989) implemented in program FB-Pier (BSI 2003). In Vesics method, the settlement of a pile under vertical loading, S, includes three components: S = S1 + S2 + S3 Where: S1 is the elastic pile compression. S2 is the pile settlement caused by the load at the pile toe. S3 is the pile settlement caused by the load transmitted along the pile shaft. If the pile material is assumed to be elastic, the elastic pile compression can be calculated by: S1 = (Qb + Qs)L / (ApEp) Where Qb and Qs are the loads carried by the pile toe and pile shaft, respectively; Ap is the pile cross-section area; L is the pile length; Ep is the modulus of elasticity of the pile material; and is a coefficient depending on the nature of unit friction resistance distribution along the pile shaft. In this work, the distribution is assumed to be uniform and hence = 0.5. Settlement S2 may be expressed in a form similar to that for a shallow foundation. S2 = (qbD / Esb) (1-v2)Ib Where: D is the pile width or diameter qb is the load per unit area at the pile toe qb = Qb /Ab Ab is the pile base area Esb is the modulus of elasticity of the soil at the pile toe is Poissons ratio Ib is an influence factor, generally Ib = 0.85 S3 = (Qs / pL) (D / Ess) (1 2) Is Where: p is the pile perimeter. Ess is the modulus of elasticity of the soil along the pile shaft. Is is an influence factor. The influence factor Is can be calculated by an empirical relation (Vesic 1977). Is = 2 + 0.35 (L/D) With Vesics method, both Qb and Qs are required. In this report, Qb and Qs are obtained using two methods. In the first method (Vesics method I), these two loads are determined from a nonlinear loadtransfer method, which will be introduced later. In the second method (Vesics method II), these two loads are determined using empirical ratios of Qb to the total load applied on pile Q based on field test data. Shek (2005) reported loadtransfer in 14 test piles, including 11 piles founded in soil and 3 piles founded on rock. The mean ratios of Qb /Q for the piles founded in soil and the piles founded on rock are summarized in Table 3 and applied in this calibration exercise. The mean values of Qb /Q at twice the design load and the failure load are very similar. Hence, the average of the mean values is adopted for calibration at both twice the design load and the failure load. In the Fleming et al. method, the settlement of a pile is given by the following approximate closed-form solution (Fleming et al. 1992): Where: n = rb / r0, r0 and rb are the radii of the pile shaft and pile toe, respectively (for H-piles, ro2 = rb2 = Dh, h is the depth of the pile cross-section) G = GL/Gb, GL is the shear modulus of the soil at depth L, and Gb is the shear modulus of the soil beneath the pile toe. = Gave/GL, Gave is the average shear modulus of the soil along the pile shaft p is the pile stiffness ratio p = Ep / GL; = ln{[0.25 +(2.5(1 v) 0.25) G] L/r0}; L = (2/)1/2(L/r0). If the slenderness ratio L/r0 is less than 0.5p1/2 (L/r0) the pile may be treated as effectively rigid and eq. [7] then reduces to: If the slenderness ratio L/r0 is larger than 3p1/2, the pile may be treated as infinitely long, and eq. [7] then reduces to: In this case, GL is the soil shear modulus at the bottom of the active pile length Lac, where Lac = 3r0p1/2. In the nonlinear loadtransfer method implemented in FB-Pier, the axial Z curve for modelling the pilesoil interaction along the pile is given as (McVay et al. 1989) At the intended design load At twice the design load or the failure load Piles founded in soil 0.19 0.32 Piles founded on rock 0.53 0.63 (Table 5a) Where: = r0 0 / f, 0 is the shear stress being transferred to the soil for a given settlement Z. f is the ultimate shear stress transferred to the soil. rm is the radius out from the pile shaft where axial loading effects on soil are negligible, assumed to be the pile length times (one minus the soils Poissons ratio). Times the ratio of the soils shear modulus at the pile center to the value at the pile toe. Gis is the initial shear modulus of the soil along the pile shaft. The nonlinear QZ relationship for the pile toe is given as (McVay et al. 1989). Where Qf is the ultimate toe resistance and Gib is the initial shear modulus of the soil at the pile toe. CHAPTER 7 7 Analysis of Pile Loads and Pile Caps 7.1 Rigid Pile Cap N = combined vertical load on pile cap unfactored Mx = combined moment about x x unfactored My = combined moment about y y unfactored (Figure 6.1a Loads and eccentricity on pile cap) (Figure 6.1b Plan views of pile cap and eccentricity on pile cap) Hx = combined horizontal load on pile cap unfactored in the x x direction Hy = combined horizontal load on pile cap unfactored in y y direction ex = eccentricity of N from CG of pile group in x x direction ey = eccentricity of N from CG of pile group in y y direction ehx = eccentricity of Hy from CG of pile group in x x direction ehy = eccentricity of Hx from CG of pile group in y y direction h = depth of pile cap 7.1.1 Loads on pile group P = vertical load on pile group = N + weight of pile cap + weight of backfill on pile cap + surcharge on backfill. Mxx = moment about x x on pile grup = Mx + Ney + Hyh + Mx Myy = moment about y y on pile group = My + Nex + Hxh + Mx (Figure 6.1c Typical pile foundation showing CG of groups and coordinates of piles) Where Mx and My are moments with respect to CG of pile group due to eccentric surcharge on backfill or pile cap. T = torsion on pile group = Hxehy + Hyehx Ixx = y2 about x x axis passing through CG of pile group. Iyy = x2 about y y axis passing through CG of pile group. Iz = Ixx + Iyy R = number of piles in group. Vertical load on a pile = Horizontal load on any pile = resultant of and 7.1.2 Sign convention Vertical loads: downwards positive Torsion on pile group: clockwise positive Moments on pile group: clockwise positive +ve Mxx produced compression in piles which have +ve y ordinates. +ve Myy produces compressiion in piles which have +ve x ordinates. Hx is positive in direction of increasing x in positive direction. Hy is positive in direction of increasing y in positive direction. Eccentricities are +ve for +ve x and +ve for +ve y. (Figure 6.1.2 Critical sections for bending moment in a pile cap) 7.1.3 Reinforcement area in pile cap M = bending moment as found in 6.1.1 at ultimate limit state K = Where : fcu = concrete characteristic cube strength at 28 days b = width of section over which moment acts d = effective depth to tension reinforcement If K is greater than 0.156, increase depth of pile cap. Ast = Distribute this area of reinforcement uniformly across the section. Note: The effective depth to tension reinforcement will be different in the two orthogonal directions. 7.1.4 Shear Stress in Pile Cap (Figure 6.1.4a Critical section for checking shear stress in pile cap) The critical section for checking shear stress in a pile cap is /5 into the pile. All piles with centres outside this line should be considered for calculating shear across this section in pile cap. For shear enhancement, av is from face to column to this critical section. No enhancement of shear 3 then enhancement of shear should be applied only on strips of width 3. The rest of the section will be limited to unenhanced shear stress. or enhanced vc1 if applicable. Where: P = sum of all pile reactions at ultimate loading on left of section. B = width of pile cap at critical section. d = average effective depth at critical section. (Figure 6.1.4b zones of enhanced shear stress on critical section) Shear capacity of section should be greater than or equal to applied shear. Ultimate limit state analysis result should be used for checking shear capacity. 7.1.5 Punching shear stress in pile cap (Figure 6.1.5a Perimeters for punching shear checks) When the spacing of piles is greater than 3 times the diameter of a pile then the punching shear plane for column should be considered. For rectangular piles the plane can be considered at face of pile. The stress on this punching shear plane should not exceed vc depending on the percentage of tensile reinforcement in pile cap. Check of punching shear stress is also required at perimeter at face of column or pile. This shear stress should not exceed 0.8cu or 5N/mm2. (Figure 6.1.5b Further perimeters for punching shear checks in a pile cap) The punching shear planes for piles will depend on location of pile with respect to edge of pile cap. Where: P = Ultimate vertical column load or ultimate vertical pile reaction. vc = design concrete shear stress obtained from the above diagram. Percentage area of tensile reinforcement for computation of design concrete shear stress will be average percentage across punching shear planes. 7.1.6 Minimum tension reinforcement in pile cap As 0.0013bh in both directions 7.1.7 Curtailment of bars in pile cap A minimum anchorage of 12 times diameter of bar should be provided at ends by bending bar up vertically. Additionally check that full tension anchorage bond length is provided from critical section for bending in a pile cap where design for flexure and requirement for flexural steel in tension is determined. In finding anchorage bond length beyond that section, actual area of steel provided may be taken into account. 7.1.8 Spacing of bars in pile cap Clear spacing of bars should not exceed 3d or 750 mm. CHAPTER 8 8 Pile load test The following reasons describe the need for pile load tests: To obtain back-figured soil data which is required to design other piles. To determine the length of Pile, similarly drafting the contact estimate value. To verify the results obtained theoretically (equations, forumals, etc). To analyse the piles load-settlement property. To ensure structural reliability of the pile. Test loading: There are four types of test loading: Compression test Uplift test Lateral-load test Torsion-load test Constant rate of penetration (CRP) test and the maintained load test (MLT) are the most widely used test types. 8.1 CRP (Constant Rate of Penetration) In the CRP (constant rate of penetration) method, the test pile is jacked into the soil. The load is adjusted to give a continual rate of downward movement. This is maintained until failure point is met. A pile failure is described in 2 ways: The load at which the pile continues to move downward without further increase in load. As per the British Standards, the load which the penetration reaches a value equal to 1/10th of the diameter of the pile at the base. Situations where compression tests are carried out, the following methods are normally performed to downward force or apply the load on the pile: A platform is constructed on the pile-head. A heavy material, known as kentledge is kept. Or a bridge is loaded with kentledge which is balanced on temporary supports constructed over the pile. 8.2 MLT, the maintained increment load test From Figure 7.2, the continued increment load-test, soil-anchors, adjacent tension piles or kentledge are used to deliver a reaction for the test-load applied by jacking positioned on the test-piles. A gradual increase on the load is performed, and is sustained at each level of loading until all settlements has stopped or does not exceed a specified amount within a given time. (Figure 7.2 Test load arrangement using kentledge) 8.3 Pile Integrity Test The Transient Dynamic Response (TDR) test is a rapid method of assessing the integrity of both pre-cast and cast in situ concrete piles. It is a natural evolution of the Steady State Vibration test first developed and applied to foundation testing by J Paquet in 1966. At that time a heavy (25Kg) vibrator was used to excite the pile at a range of frequencies. (Figure 7.3a Transient Dynamic Response test) Since that time there have been dramatic improvements and miniaturisation of the equipment, the most significant single step coming in 1982 when it was found that identical results could be obtained using a transient impulse on the pile top, using a small hand held hammer acting through a load cell in place of the heavy vibrator. Advances in micro processing meant that the time domain signal could be readily converted to frequency using the Fast Fourier Transform. This technique is now known as the Transient Dynamic Response and testing now only takes about 30 seconds per pile compared to about 15 minutes in 1965. It is now considered by many engineers to be the most appropriate test method for checking bored cast foundations. Equipment used is lightweight and portable and is very rapid in-operation. Analysis of results can be carried out instantly on site to confirm the length of the foundation and depth of any defects if they exist. The TDR system also has a powerful software analysis program, to enable more detailed analysis of changes in pile section and the influence of soil. It can also be used to predict the expected test result before even visiting site! The required preparation is minimal and in normal conditions up to 60 piles per day can easily be tested, increasing to 200 where access is very good. 8.3.1 Principle The method is based on measuring the frequency and amplitude response of a pile known as impulse. This response, known as Mechanical Admittance (or mobility), contains all the information necessary to check pile integrity and to analyse soil influences. At higher frequencies the resonating harmonics of the pile are detected, whereas at low frequency the response is generally linear allowing measurement of pile-head stiffness. The TDR method of assessing piles is able to analyse acoustic anomalies corresponding to the following: Pile Toe Level Shaft restraints Overbreak Cracks Reductions in section Zones of poor quality concrete 8.3.2 Working Methodology After ensuring that the concrete in the pile head is visually free of loose material and contaminants, a geophone sensor is placed in contact with the pile head, which is struck axially using the force response hammer. The response of both transducers is measured simultaneously, and these signals, velocity and force, are digitally processed and displayed on the test unit. When a pile top is struck with the hammer a longitudinal wave travels down the shaft it can be likened to a snake swallowing an egg. When the wave reaches the base of the pile it is reflected back up to the top. By assuming a wave speed velocity it is possible to calculate the pile length. Reflections can also be obtained from acoustic anomalies within the pile shaft. At low frequency the response is generally linear allowing measurement of the dynamic pile head stiffness. 8.3.3 Length Measurement Length measurements are calculated from the distance between resonating peaks, produced by the pile toe or acoustic anomalies along the shaft. Lateral soil restraints, overbreak, changes in shaft section, cracks and zones of poor quality concrete can all produce various types of acoustic anomaly which can be detected. Length, L = C/2df Where: C = velocity of longitudinal waves in concrete df = distance between two resonating peaks 8.3.4 Dynamic Pile Head Stiffness The dynamic pile head stiffness is measured at low frequencies, when the pile head and surrounding soil are moving as one unit and is the reciprocal of the slope of the initial part of the curve. Stiffness, E = 2 pi fm/(V/fm) Where: Fm = frequency at point of measurement V = Velocity 8.3.5 Mobility (inverse of impedance) Concrete density or conversely the cross-sectional area of the pile (if concrete strength is known) can be calculated from the mean Mobility (N) of the resonating part of the curve using the following formula. Mobility, N = 1 / pCA Where: p = concrete density. C = velocity of longitudinal waves in concrete. A = pile cross sectional area. 8.3.6 Pile Head Preparation In order to obtain the very best data possible when testing a pile, it is essential that the pile head is prepared properly prior to testing. Without good data any interpretation carried out will be meaningless. It is essential that the measurement transducers are mounted in the correct position and on sound concrete. The essentials of pile head preparation for integrity testing are given below: Piles should if possible be tested at the cut-off level and trimmed to sound concrete. Any weak, broken concrete that sounds hollow should be removed and the pile top left roughly horizontal over the complete cross section. Reinforcing bars should be bent slightly away if practicable and the helical removed to allow for a good swing of the test hammer. Two areas should be prepared for the transducers, one for the hammer in the centre of the pile and the other for the geophone close to the pile perimeter. The areas should be approximately 100 mm in diameter and prepared as flat and level as possible using a scabbler, scutch hammer or a hammer and chisel, then brushed free of debris with a wire brush. If at first you are unable to obtain a valid result, it is always advisable to re-prepare the pile and carry out a re-test, as cracking in the pile head is not always apparent but can affect the test result significantly. 8.3.7 Simulation of test results The Simulation software is a finite element programme that simulates the frequency response of a real concrete pile by defining it and the surrounding soil in up to 10 segments. For each segment, the following information can be input: length, diameter, concrete wave propagation velocity, concrete density, soil shear wave velocity, soil density and base soil details. With the TPAP simulation it is possible to super impose the simulated result onto a real frequency response curve. Soil and Concrete parameters can be changed using sliders and the simulation alters instantaneously in response. The operator is able to carry out curve matching to simulate the probable cause of any anomalies. Simulations are generally carried out on pile test results that have shown an intermediate response and enables a high degree of confidence in the interpretation. CHAPTER 9 DISCUSSION 9 General Design Related Information 9.1 Piles The pile foundation suggested by the consultant, Ref.1, consists of 1200 mm, 1000 mm, 900 mm and 750 mm diameter piles. The pile cut-off levels are varying and listed below. The pile loads given by the consultant are cited in the following list, table1. Based on expected structural behaviour horizontal loads are taken as 10% of the vertical working loads account for any inclination in the applied loads or any possible lateral movements. The vertical working compression loads are based on Ref. 1 TABLE 1 Pile Type D No. of Piles COL L Qw h3 (Qw x 10%) mm No. PBM m kN kN BP1 750 196 -4.50 15.00 2941 294.10 BP2 750 106 -4.50 18.00 3808 380.80 BP2a 750 18 -8.55 18.00 3808 380.80 BP3 1000 6 -4.50 18.00 5372 537.20 BP3a 1000 84 -6.00 18.00 5372 537.20 BP3b 1000 12 -6.50 18.00 5372 537.20 BP3c 1000 4 -7.15 18.00 5372 537.20 BP4 1200 18 -6.00 24.00 9029 902.90 BP4a 1200 32 -7.70 24.00 9029 902.90 D: diameter, COL: cut-off level, L: length of pile, Qw: vertical compression working load, Q: vertical working load on pile, PBM: Project Bench Mark, H: lateral working load expected on pile (10%Q), 9.2 Materials Concrete mix is suggested to have high durability. The minimum cube strength (fcu) is suggested to be 50 N/mm2 for all piles. These concrete grades are chosen to match the requirements of BS8004 for limiting the average stress on concrete piles to 0.25xfcu due to the high loads on the piles. Some BS8110 equations are followed in this report and the cube strength is required for design. Steel reinforcement is chosen as deformed bars having a yield strength fy of 460 N/mm2 and confirming with BS 4449: 1997. The cube strengths have been chosen such that any stresses in the concrete will not exceed 50% of the ultimate strength, according to ICE 1996, Ref. 6, during proof tests and to satisfy structural and durability requirements. 9.3 Soil and Rock Properties for Design. The strata in the vicinity of piles may be taken from site investigation borehole logs presented by GEOSCIENCE, Ref 2 shown in figure 2 below. The top layers are loose to very dense fine sands. These sand layers end at about -6.50 PBM where rocky layers start. The rocks are very weak to weak layers of sandstones and conglomerates. The Rock Quality Designation (RQD) of these rocks on average is very low and may be assumed as close as to zero for design purposes. From 6 nos. of boreholes for soil investigation, only 4 nos. of boreholes have core sample and with very low percentage recovery. 9.3.1 Rock Quality Designation (RQD): It is calculated by dividing (the length of the rock of each sample whose it length 10 cm) by (the length of the Bore hole) in percentage. The value of Rock Quality Designation (RQD) will give us the value of j where it is j=0.2 for strength, as the RQD value is less than 50%. From j value we get the value of =0.65 (Ref. 5, Figure 4.34, page 206). 9.3.2 Unconfined Compressive Strength (quc): The distribution of unconfined compressive strength (quc) with depth for the rocks is shown in figure below (from soil test report). The design quc values are chosen as 0.45 N/mm2, 1.04 N/mm2 and 0.55 N/mm2 for top of layers -6.50 PBM, -18.0 PBM and -28.0 PBM respectively for resistance calculations and 1.5 N/mm2 as an average for settlement calculations to estimate the modulus of deformation. (Figure 9.4 Soil Test Report Fiqure2 1 Mpa (Mega Pascal) = 1 N/mm2) The unconfined compressive strength (quc) gives us the value of (Ref. 5, Figure 4.33, and page 206) according to Williams and Pell Method. Hence its used to calculate the shaft resistance in rocks fs ult. 9.4 Determination Of Depth Of Penetration: The ultimate carrying capacity of a bored pile embedded in rock will be found through the skin resistance of the pile while end bearing will not be participating significantly. Generally, Qult= Ab * qb ult + As * fs ult [Ref.5, Ref.4] 9.4.1 For shaft resistance in rocks: fs ult = x x quc according to Williams and Pell Method. (Ref. 5, Equation 4.44, page 206). Where: =function of quc and may be found through a graph given in Ref.5. = function of the mass factor j found through a graph given in Ref.5. For rocks with RQD less than 50% a value for j is adopted as 0.2 and corresponding =0.65 (Ref. 5, Figure 4.34, page 207). For the value of quc=0.5 N/mm2 a value for is adopted =0.72 (Ref. 5, Figure 4.33, page 207). 9.4.2 For end bearing in fractured rock: qb ult= (N+1) quc/5, (Ref.7, Page 553, Equation 11.60) The value of N= tan2 (45+/2) is usually between 3 and 5.83 assuming = between 30 and 45 degrees (Ref.7, Page 553, Table 11.90), i.e. qb ult =0.8-1.37 x quc where, (quc=0.45, 1.04, 0.55 as mentioned earlier) For a safe end bearing it is assumed equal to qb ult = quc Then: Qs ult= fs ult * Asi where Asi= x D x L (surface area of the pile) Qb ult= qb ult * Ab where Ab=(/4)xd (base area of the pile) Qb all= {(N+1) quc xAb} / Fs (Ref.7, Page 553, Equation 11.61). I.e. (D=1m) Qb ult= factor qb x quc x Ab x1000= 0.45 x 1 x 3.14/4x 1 x 1000= 353.4 Kn. Qb factor is between 1-4.5, in our design we take it as 1 for more safety, because it will affect the required length of the pile, however it increase the required length of the pile will decrees. The length above the rock in the design and test level is during depending on the site condition excavation, and the pile cut off level from the site Bench Mark (The above calculation is regarded as Appendix 1) 9.5 The settlement calculation (by Vesics method cited in Ref.7) Modulus of deformation of the rock mass (Em), Em = j Mr quc = 0.4x225x1.5=135 Ref. (4) Modular ratio Mr = 225 (values of 150 and 300 are recommended by BS 8004 for rock group III and II respectively). Pile shaft deformation = QL/AE =0.34 or 0.5 for triangular or uniform friction at maximum test load based on distribution of frictional resistance mobilized. E for concrete may be used as 470 fc=470x40=2972.5 N/mm2 provided that 85-90% of design fcu is reached. The reinforcement of 1% increases the average pile Youngs modulus by ~5%. E av.= Ec (1+(n-1) ) where is the reinforcement percentage and n = Es/Ec Shaft surrounding settlement (s) s = Q(1-)I / ( L Es ) (Vesics method, Ref.(7)) : Poisons ratio ~ 0.3 L: Pile length Es: surrounding mass modulus of deformation An average at any level is found from the harmonic average of all Es values of the above layers. I = 2+0.35 (L/D) The modulus of deformation for the rock is based on BS8004, Ref.4, adopting a higher j value of 0.3. The settlement under working load: i.e. (D=1m) -wf= ( x Qw x length above rock-Design) / Area of pile / E pile wf= (0.34x5372x2)/0.785/31212= 0.149 ~0.15mm -wp (pile)= ( x Qs + Qb) / Socket Length / Area of pile / E pile wf= (0.34735.1+4636.9)/1/0.785/31212= 0.199 ~0.2mm -ws (shaft)= Qs/( xSocket Length) Em av. For skin x(1- ) x (2+0.35 (Socket Length /D)) ws=735.1(3.141)/135x(1-0.3)x(2+0.351/1))= 3.71mm -wb(base)= Qb/Ab xD/Eav. For base x (1- )x0.79 wb= 4636.9/0.7851/135x(1-0.3)x0.79= 31.44mm The above calculation is regarded as Appendix 1 Pile Length Settlement which are used for the expected settlement for each length are shown for the two cases: At working load At 1.5 times the working load. The pile lengths given in Table 1 are based on the Excel sheets. 9.6 Elastic Analysis Of Lateral Behaviour Of The Piles: The method suggested by Reese and Matlock, cited in [Ref.5, Ref. 7] is adopted. The value for the stiffness parameter nh is taken as 45MN/m3. In fact, this value is an average value for the surrounding sands overlaying rocks. This is usually conservative if compared to the values for the stiffness Khi suggested usually for sandstones in local area. Note that Khi may be assumed as nh*z/B. The stiffness factor (pilesoil) T=(EI/nh)1/5 = 1.593038m where; i.e.D=750mm, nh=45 (Ref.5) The depth factor Z= z/T where z is the depth in meters H is the service lateral load applied E = Youngs modulus for the pile concrete=0.2 + 0.2xFcu Fcu=48.625 Hence E=29.725 KN//mm2 I = D4 /64 the moment of inertia i.e. (D=750mm) I=0.01553m^4. L the length of the pile should be 4 T (to be considered as a long pile Ref.5) i.e. L= 41.593038=6.4m (ok but too short for a pile). At any depth, for the fixed head piles, -Lateral deflection: (Ref.5, Page: 336, Eq. 6.27) Y(mm)=fy H T3 /(EI)x1000 (as per the consultant decision or between 10mm-5mm) -Bending moment: (Ref.5, Page: 336, Eq. 6.28) M(Kn.m)=fm H Tx1000 (which will sets the area of steel bars required for pile) -Soil pressure: (Ref.5, Page: 336, Eq. 6.29) P(Kn/m) = fp H/ Tx1000 (for Rocky soil ~600 KN//mm2) Z(m)=depth x T Pressure Average: Pav.(Kn)= p(av.) x z(difference) Shear Force: V(Kn)=H X 1000 Pav. Lateral Bearing Pressure: q(Kn/m)=p/fcu (not exceeding 1000 Kn/m depending on soil characteristics). Coefficient of lateral subgrade reaction K(MPa/m)=q/Y (may be compared to Khi if available). Subgrade reaction k (MN/m/m)= p/y x100 (based on line load definition) Stiffness factor back calculated nh = k/z Modules of elasticity of concrtet: E(Mn/m)= 4700fcu Second Moment of inertia: I(m^4)= d^4/64 Stiffness factor: T(m)= 5EI/nh (for pile and soil) Hw(MN)= kN/1000 Bending Moment Diagram: Draw the bending moment diagram by the values of Moment M and Depth z. Note: its used to calculate the required amount of steel in the pile. Lateral Deflection: Draw the lateral deflection diagram by the values of Lateral Deflection Y and Depth z. Note: its shows how much the pile is lateraly moved (allowed between 10mm-25mm). Lateral Bearing Pressure: Draw the lateral bearing pressure diagram by the values of Lateral Bearing Pressure q and Depth z. Note: its indicate how much the pile is laterally pushing the surrounding soil, in our case its a rock soil so the value of lateral bending pressure can be up to 600 Kn/m. The values for fy, fm, fp are taken from graphs in (Ref.5. Figure: 6.28). Coefficients for fixed headed pile with lateral load in soil with linearly increasing modulus (after Reese and Matlock) (a) Coefficients for deflection (b) Coefficients for bending moment (c) Coefficients for soil resistance. The above calculation is regarded as Appendix 2 Pile Plastic Analysis for Lateral Loading, after applying the lateral load, the results of the analysis will be as shown in the sample EXCEL sheets in appendix 2. At each depth the value of nh is recalculated from the soil pressure and the deflection and listed at the last column of the tables. It may be seen that the assumed value for the nh is accepted. 9.7 Check the Bending Moment Capacity and Shear Strength The results of design for bending moment are given in table 3. Design is based on BS 8110 with an average load factor of 1.5 and using short column analysis with no magnification for buckling as buckling is not possible in bored piles under normal loads and medium to stiff soils, Ref.4. The design is made using ACECOMS GEAR 2003 software shown in Appendix 3 by providing the values of Qu, Mu, fy, fcu and clear cover (not less than 75mm) will automatically calculate the Number Diameter of Bars, and manual verification in table4. Available capacities of the sections are given for each pile. Capacities are more than the applied factored moments. Bending moments are approximately nil when the depth is about 4*T as shown in the Excel sheets for elastic analysis given in the appendix2. So, after this point there is theoretically no need for reinforcement but the reinforcement may be extended beyond this point with the same or a lower percentage. This will ensure all moments are vanished and will practically assist execution. The above calculation is regarded as Appendix 3 9.8 Helical Links: BS 8004 specifies a minimum spacing of 150 mm and a maximum spacing of D/2. No need to increase volume percentage of spirals as no driving stresses will take place. The spiral will be taken as [emailprotected]/* */ pitches for 750mm diameter piles while T12 @ 150mm pitches for the rest of the piles. For shear capacity the calculations are based on ACI 318 taking the effect of the axial forces. The circular section is substituted by a square section having equal area. Effective depth is based on this square side length. All piles checked and the calculations are shown in the (appendix 4). Here we put the value of Ultimate Load Qu, Lateral Load Hw, Diameter of the pile, Cover (not less than 75mm), Spiral Diameter, Bar Diameter, fcu, fy and the pitch distance, then the calculation in the Appendix4 will show us if the amount of shear reinforcement and the pitch distance are safe or not, also will calculate the minimum area of steel and maximum shear, as per the following formulas: i.e.: Qu=4412KN, Hw=333.31KN, D=750mm, Cover c=75mm, Spiral Diameter (db)=10mm, Bar Diameter= 20mm, fcu=40MPa, fy=460N/mm, Pitch=150mm, phi=0.85 Calculation: A(mm)= D/4 b(mm)=A d(mm)=(b-c-db-Bar Diameter)/2 Vc(KN)=1/6X(1+1/14XQux1000/A)xfcuxbxd/1000 Av(KN)= 2xdbx/4 Vs(KN)= Avxfyxd/Pitch/1000 If phi(Vc+Vs) Hw means the shear reinforcement are safe. If HwphxVc/2 the average minimum area of steel= 1/16xfcuxbxpitch/fy (ACI 318 eq11-13). If Hw= phxVc/2 the average minimum area of steel= 0.33xbxpitch/fy. Shear maximum (Vs. max)(KN)= 2/3fcuxbxd/1000 The above calculation is regarded as Appendix 4 9.9 Structural Design Of Piles It is important to count for some percentage of the vertical load as a lateral load on pile head due to possible earthquake or any inclination in the transferred loads. Here the lateral loads are taken as 10% of the compression ultimate loads given by the consultant as shown in Table 1 above. Additional lateral load from tolerable inclination of 1/75 of the pile shaft are added to the horizontal load at pile head. The final loads that are applied to the piles are cited in Table 2. 9.9.1 Table 2: Working Loads PILE TYPE D Number of Piles Fcu Qw h3 (Qw x 10%) h3 (Qw/75) Hw (h3+h3) mm mm N/mm2 kN kN kN kN BP1 750 196 50 2941 294.10 39.21 333.31 BP2 750 106 50 3808 380.80 50.77 431.57 BP2a 750 18 50 3808 380.80 50.77 431.57 BP3 1000 6 50 5372 537.20 71.63 608.83 BP3a 1000 84 50 5372 537.20 71.63 608.83 BP3b 1000 12 50 5372 537.20 71.63 608.83 BP3c 1000 4 50 5372 537.20 71.63 608.83 BP4 1200 18 50 9029 902.90 120.39 1023.29 BP4a 1200 32 50 9029 902.90 120.39 1023.29 9.9.2 Table 3: Ultimate Loads PILE TYPE D Fcu Qu (Qw x 1.5) Hw Mw Mu (Mw x 1.5) e e/D mm N/mm2 kN kN kN.m kN.m m BP1 750 50 4412 333.31 483.19 724.78 0.164 0.219 BP2 750 50 5712 431.57 625.63 938.45 0.164 0.219 BP2a 750 50 5712 431.57 625.63 938.45 0.164 0.219 BP3 1000 50 8058 608.83 1111.0 1666.5 0.207 0.207 BP3a 1000 50 8058 608.83 1111.0 1666.5 0.207 0.207 BP3b 1000 50 8058 608.83 1111.0 1666.5 0.207 0.207 BP3c 1000 50 8058 608.83 1111.0 1666.5 0.207 0.207 BP4 1200 50 13544 1023.29 2160.54 3240.81 0.239 0.199 BP4a 1200 50 13544 1023.29 2160.54 3240.81 0.239 0.199 9.9.2.1 Mw Calculation: Mw= Hw x T x fm i.e. Hw=333.31 KN, T=1.593038, fm=0.910 (D=750mm) Mw=333.311.5930380.91= 483.19 kN.m Hence Mu= 483.191.5=724.785 kN.M 9.9.2.2 Eccentricity e Calculation: Mu=Qu x e Hence e=Mu/Qu= 724.78/4412= 0.164m Hence e/D= 0.164/0.75= 0.219 Shown the eccentricity e and the ratio e/D (e/D0.125 means pile section is fully under compression and there is no tension in any part). But in our case the e/D value0.125 (there is tension on pile which it will be vanished while using shear reinforcement, also the lateral moment is not always available or we can say the pile existed in the rock that will minimize the moment so the value of e/D will be reduced automatically, and no cracks will be developed on the surface of the pile or it will be less than 0.1 or as per the Consultant requirement. 9.9.3 Table 4: Reinforcement PILE TYPE D Qu Mu Reinforcement applied for compression Reinf. Ratio Capacity as a short column Mn mm kN kN.m No. Diameter % kN.m BP1 750 4412 724.78 6 32 1.11 977.20 BP2 750 5712 938.45 8 40 2.30 1149.2 BP2a 750 5712 938.45 8 40 2.30 1149.2 BP3 1000 8058 1666.5 6 40 0.97 2283.3 BP3a 1000 8058 1666.5 6 40 0.97 2283.3 BP3b 1000 8058 1666.5 6 40 0.97 2283.3 BP3c 1000 8058 1666.5 6 40 0.97 2283.3 BP4 1200 13544 3240.81 9 40 1.01 4068.9 BP4a 1200 13544 3240.81 9 40 1.01 4068.9 Reinforcement applied for compression and Capacity as a short column Mn is being calculated by the ACECOMS GEAR Program. i.e. D=750mm 6 @ 32 mm, 977.2 Mn respectively, Capacity moment Applied Ultimate moment 977.2724.78 (OK). 9.9.3.1 Reinforcement Ratio %: (Area of bar x 6 No.) / (Area of pile) i.e. Reinforcement Ratio = (/4*Db x 6) / (/4*Dp) = (3.14 / 4 x 32 x 6) / ( 3.14/4 x 750) = 0.011 = 1.11 %. As per the code the reinforcement value should not be less than 1%, in our table the values of Reinforcement Ratio achieve the goal. -Distance between bars has to be between of clear distance of (80mm 180mm). CHAPTER 10 10 Conclusion From several tests performed in this project, the following are the conclusions drawn: Tables were created, which includes pile diameter (D), working (vertical) load (Q). As the length is being calculated from Appendix-1, I assumed the horizontal load on the pile is 10% of the working load and additional lateral load from tolerable inclination of 1/75 of the pile shaft are added to the horizontal load at pile head. Thus I obtained the working moment (Mw) and the ultimate moment (Mu) = Mw x 1.5. Similarly, I found the eccentricity (e) = Mu/Qu. The value of e/D should be less than 0.125. Using the ultimate moment (Mu) and the ultimate load (Qu) in the program ACECOMS GEAR, I obtained the number of piles and its diameter. Reinforcement ratio was calculated using Area of bars / Area of Pile, which should not be less than 1% as per BS. The concrete mix is suggested to have high durability as per the standard BS 8004 (50 MPa) for limiting the average stress on concrete pile to 0.25 fcu due to the high load on the pile. Where, the steel reinforcement is used to be having a high yield steel of 460 MPa as per BS 4449: 1997. The value of quc (unconfined compressive strength), was taken from the state surrounding the pile using the site investigation boreholes, which has been shown in the figure-9.4. Also it can be found from Appendix 5 (extracts from Soil Report), the value of RQD (Rock Quality Designation) has a very low percentage recovery (almost 2%).

Sexual And Sexual Education - 1151 Words

Sexual Education in Schools By Katelin Garchow Professor Delong English 111 October 10, 2015 Sexual Education in Schools Sexual intercourse is considered to be between two people that love each other very much. It is romanticized in movies and books, and is alluded to everywhere. As the age for sexual experimentation grow lower many question whether or not have sexual education in our school systems. Many argue that by educating the children at younger ages about sex, it promote the early experimentation. Also that it is not the school s job to teach about sexualatity and that what they would teach would be against their religion, beliefs, or values, but should promote abstinence. Others argue that the experimental rate is grong and if teens will have sex it is better to educate them on how to be safe. They also arguer that sex is everywhere and children will learn about sex in some way shape or form, whether it be from friends, family, or the media. The first argument made by those who are against schools teaching sexual education to their children state that the school has no right to teach their children about sex. Those parents argue that they can educate their child themselves about the dangers of sex. Parents fear what the schools are teaching their child, and fear that they will become â€Å"more accepting of sexual behavior† (Lenth). Another fear is that the classes will make students believe that all teens have sex, peer pressuring them into havingShow MoreRelatedSex Education And Sexual Education1253 Words   |  6 Pagesyou rather have public schools teach sexual education classes, or teach abstinence education classes? Pregnancy rates in America are slowly decreasing, but are still extremely high. According to K. F. Stanger-Hall (2011), Pregnancy rates in America are more than double the rates of other countries with 72.2% per 1000 girls between the ages of 15-19 becoming pregnant. The best way to lower teen pregnancy is to teach about prevention in schools with sex education or abstinence classes. Teenagers needRead MoreSexual Education And Sex Education1762 Words   |  8 Pagesimportance of sexual education and describe differences and similarities in some of the research done on this topic. Having sexual education available to youth is the key in reducing the number of unwanted situations in the sexual health of the individuals. Teaching adolescents about sex is beneficial because they become aware of consequence that might follow specific actions. This is a chance to ensure adolescents take safer routes when deciding to become sexually active. Youth sexual education has beenRead MoreSexual Education And Sex Education1358 Words   |  6 Pagesadults know the results of their choices? Sexual education teaches all of the following, and kids in the curriculum are more likely to defend themselves in a plot when they were approached by a stranger (â€Å"Teaching children in schools†¦Ã¢â‚¬ ). Sexual education teaches students about sexual health, abstinence, and information such as contraception, c ondoms, unplanned pregnancies, and sexually transmitted diseases (â€Å"Sex Education Programs†). Comprehensive sexual education provides students with tools they useRead MoreSex Education And Sexual Education991 Words   |  4 Pagesteachers, parents, media, or other sources. At some point most individuals receive an account of sex education. These lessons, connections, and knowledge we acquire impact our ideas about sex. The subject of my interview, whom we’ll refer to as Jessica, was no exception. Jessica is a 21-year-old, who grew up in a small, conservative North Carolina town. The public schools she attended taught sex education from an abstinence perspective and used scare tactics to deter the students from having sex. HoweverRead MoreThe Debate On Sexual Education909 Words   |  4 Pagesuring our last class, we learned about four different activism project ideas. Of the four, two focused on sexual education of young adults, one on sexual violence on colleg e campuses, and the last about increasing abortion access. All four projects were feminist in that they all had components of increasing women’s equality. Both sexual education programs as well as the project on sexual violence prevention would work to benefit women socially. The Abortion Access program covers all three groundsRead MoreSex Education And Sexual Education884 Words   |  4 Pagessustain from joining the system. Students devour lust, but do not know how to control themselves and sex education provides substantial advice. With this in mind, sex education provides preparedness, answers questions, and creates awareness. To begin with, sex education creates the state of readiness. One way it proves this is with preventing pregnancies. The article â€Å"Effective Sex Education† by Brigid McKeon states, â€Å"Though the teen birth rate has declined to its lowest levels since data collectionRead MoreSex Education And Sexual Education1632 Words   |  7 Pagessystems in the United states have been implementing sexual education into classrooms. Arguments are abundant when dealing with such fragile situations and there are many advantages and disadvantages of sexual education being taught in the public schools. It seems that most parents are either strongly for or against sex education classes, but there are a few parents that are on both sides. In fact, there are more parents that support sex education classes. However, there are pros and cons that mustRead MoreSex Education And Sexual Education1365 Words   |  6 PagesSex education is and always has been lacking in our country. An increase in sexual education would be greatly appreciated from almost everybody, especially with how high the sexually transmitted disease rate has raised in the past twenty years. Sex education can be used to teach young people how to have safe sex and show them the scary truths of sex that they are never taught otherwise. To lower STD rates and raise pregnancy awareness in younger people, schools and parents should be teaching childrenRead MoreSex Education And Sexual Education Essay1326 Words   |  6 Pagesalways affected the essence and teaching of sex education in the United States in different ways. Various sexual education methods exits, however comprehensive and abstinence-only programs are the most commonly know in public schools. Although many schools in the United States prefer to give an abstinence-only lecture, the results shown proof that these programs are ineffective because it simply does not fit the reality we live in, comprehensive sex education works better, and they do no t offer honestRead MoreSex Education And Sexual Education948 Words   |  4 Pagescomprehensive sex education taught in schools. One the other hand, the opponents believe that the reason for this decline is the sex education classes that teach about not having sex. Even when most schools are teaching abstinences only sex education about sixty-six percent of high school students says they are sexually active. Which concludes that the abstinences only sex education is not working and is not the proper way of teaching sex education in schools. Not teaching proper sex education may result

7 Organizational Approaches to studying the human body Free Essays

There are seven organizational approaches to studying the human body. The first would be body planes and body directions. The body can be divided up into three sections, front and back, top to bottom, and left to right. We will write a custom essay sample on 7 Organizational Approaches to studying the human body or any similar topic only for you Order Now The names of those three planes are the coronal, the transverse, and the sagittal planes. When you are studying organs or tissues you could use this approach to make sure the job gets done to the most accurate degree. Looking at the lungs, brains, and joints can be difficult sometimes so in that case you would use the body and planes approach. The body can be studied also according to the body cavity approach and by looking at the major internal organs. Most of the time that you see this approach being used the reasoning is to look deeper into the body and find disease. When conducting a physical exam on someone they may use an approach to identify where your internal organs are placed called the quadrants and regions approach. There are four quadrants, URQ, ULQ, LLQ, and LRQ. There are also nine regions. The nine regions are the right and left hypochondriac, the epigastric region, the right and left lumbar regions and the umbilical region; finally there is the right and left inguinal regions along with the hypogastric regions. This approach works the best when being given a physical exam for school sports or whatever. The next approach that may be used to study the human body would be the anatomy and physiology approach. This approach can be used for studying the structures in the body and how they react to certain things that you may or may not do on a daily basis. This approach is also good for examining and studying cells or the nervous system. Microscopic and macroscopic may sound similar but they are far different. This approach can be best exercised in looking to see how cells combine to make a larger cell. Next on the list is the body systems approach. In this approach you can easily study the circulatory system as well as the respiratory system. The last and final approach that you can study the human body with is the medical specialty approach. In this approach you are able to study the human body for medical use. How to cite 7 Organizational Approaches to studying the human body, Essay examples

Landmark Cases free essay sample

Landmark Cases: R. v. Feeney A. Summary of Case In 1991 while a murder investigation, police barged into the accused house when there was no answer at the door. The house was an equipment trailer and without any search warrant or permission the house was searched. For a better sight at the accused the police brought him to the front of the trailer and spotted blood stains on his shirt. The accused was asked several questions and his shirt was later seized. His fingerprints were taken and he was consulted with counsel at the police detachment. The accused, Mr. Feeney was convicted guilty of second degree murder. B.Explanations of rights that have been violated This is a charter case because the Canadian charter of Rights and Freedoms states every citizens rights and freedoms and in this case, Mr. Feeneys rights against unreasonable search and seizure were infringed upon. Mr. Feeney was unreasonably searched, therefore this violated his guaranteed rights under section 8 which states everyone has the right to be safe from unreasonable search and seizure, because the police did not have a search warrant while entering his house they infringed his rights by forcing themselves into the house and unlawfully detaining possessions that belonged to Mr. We will write a custom essay sample on Landmark Cases or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Feeney. Also, section 24(2) of the Charter had been taken into consideration which states any evidence received infringing any rights and freedoms listed in the Charter will be excluded. Since the police entered the accuseds house wrongfully the evidence they collected from the premises should be dismissed because of the error on the polices part. C. Analysis It is evident that Mr. Feeneys rights were violated because during the murder investigation, the police trespassed the accuseds property without any valid search warrant.Under section 8 of the Charter it clearly states that everyone has the right to be secure against unreasonable search or seizure. However the police did not follow procedures and entered the accuseds house unlawfully without a warrant. It is obvious that Mr. Feeneys rights were infringed upon because without a valid search warrant it was illegal for the police to enter and rummage the accuseds house. D. Discuss the final verdict Although Mr. Feeney was found guilty for second degree murder, all charges placed upon him were dropped due to his violation of rights. Mr.Feeneys rights had first been violated when the police had illicitly entered the accuseds house and seized his possessions. This violated his rights under section 8 of the Charter. Furthermore, section 24(2) of the Charter was taken in consideration while reaching the verdict. This section states, evidence obtained in a manner that infringed or denied any rights or freedoms guaranteed by this Charter, the evidence shall be excluded if it is established that. Since the police entered the accused house in an illegitimate manner this right had been violated because the police further seized Mr.Feeneys shirt. Due to this unlawful act, all charges opposing Mr. Feeney had the appropriate reasons to be dropped because all evidence gathered was received unjustly. I do not agree with the final verdict because the violation of rights of Mr. Feeneys was not acceptable enough to dismiss the case in my opinion. Just because the police entered the accused house unlawfully without a warrant, does not mean a murderer should be let free to go. Although his rights were infringed upon, his punishment should have been less severe rather than any at all.E. Why is this landmark case? This case is a landmark case because a possible murderer was able to walk out into the public without being presented in court due to the violation of his rights. Even if all evidence pointed fingers at the accused for the responsibility of the murder all charges had to be dropped since the police had unreasonably searched and seized his possessions. This case is important in Canadian legal history because search and arrests procedures have to be done correctly in order to place charges against an accused.Despite the fact the prosecutor may have all evidence against the accused to be proven guilty, if the rights of the accused are violated, the case can have a turnover. In this case it was evident that Mr. Feeney could have the murderer but since his rights listed under the Charter were violated, his appeal was dismissed. This case can also set future precedents to similar cases as this allowing the accused possible charges to be dropped if any rights are violated. This case also raises awareness towards police officers for being more attentive during a search next time.

Elements of the Academic Essay Essays - Writing, Education, Language

Elements of the Academic Essay by Gordon Harvey Associate Director of the Expository Writing Program Harvard University 1. Thesis: your main insight or idea about a text or topic, and the main proposition that your essay demonstrates. It should be true but arguable (not obviously or patently true, but one alternative among several), be limited enough in scope to be argued in a short composition and with available evidence, and get to the heart of the text or topic being analyzed (not be peripheral). It should be stated early in some form and at some point recast sharply (not just be implied), and it should govern the whole essay (not disappear in places). 2. Motive: the intellectual context that you establish for your topic and thesis at the start of your essay, in order to suggest why someone, besides your instructor, might want to read an essay on this topic or need to hear your particular thesis argued-why your thesis isn't just obvious to all, why other people might hold other theses (that you think are wrong). Your motive should be aimed at your audience: it won't necessarily be the reason you first got interested in the topic (which could be private and idiosyncratic) or the personal motivation behind your engagement with the topic. Indeed it's where you suggest that your argument isn't idiosyncratic, but rather is generally interesting. The motive you set up should be genuine: a misapprehension or puzzle that an intelligent reader (not a straw dummy) would really have, a point that such a reader would really overlook. Defining motive should be the main business of your introductory paragraphs, where it is usually introduced by a form of the complicating word "But." 3. Evidence: the data-facts, examples, or details-that you refer to, quote, or summarize to support your thesis. There needs to be enough evidence to be persuasive; it needs to be the right kind of evidence to support the thesis (with no obvious pieces of evidence overlooked); it needs to be sufficiently concrete for the reader to trust it (e.g. in textual analysis, it often helps to find one or two key or representative passages to quote and focus on); and if summarized, it needs to be summarized accurately and fairly. 4. Analysis: the work of breaking down, interpreting, and commenting upon the data, of saying what can be inferred from the data such that it supports a thesis (is evidence for something). Analysis is what you do with data when you go beyond observing or summarizing it: you show how its parts contribute to a whole or how causes contribute to an effect; you draw out the significance or implication not apparent to a superficial view. Analysis is what makes the writer feel present, as a reasoning individual; so your essay should do more analyzing than summarizing or quoting. 5. Keyterms: the recurring terms or basic oppositions that an argument rests upon, usually literal but sometimes a ruling metaphor. These terms usually imply certain assumptions-unstated beliefs about life, history, literature, reasoning, etc. that the essayist doesn't argue for but simply assumes to be true. An essay's keyterms should be clear in their meaning and appear throughout (not be abandoned half-way); they should be appropriate for the subject at hand (not unfair or too simple-a false or constraining opposition); and they should not be inert clichs or abstractions (e.g. "the evils of society"). The attendant assumptions should bear logical inspection, and if arguable they should be explicitly acknowledged. 6. Structure: the sequence of main sections or sub-topics, and the turning points between them. The sections should follow a logical order, and the links in that order should be apparent to the reader (see "stitching"). But it should also be a progressive order-should have a direction of development or complication, not be simply a list or a series of restatements of the thesis ("Macbeth is ambitious: he's ambitious here; and he's ambitious here; and he's ambitions here, too; thus, Macbeth is ambitious"). And the order should be supple enough to allow the writer to explore the topic, not just hammer home a thesis. (If the essay is complex or long, its structure may be briefly announced or hinted at after the thesis, in a road-map or plan sentence.) 7. Stitching: words that tie together the parts of an argument, most commonly (a) by using transition (linking or turning) words as signposts to indicate how a new section, paragraph, or sentence follows from the one immediately previous; but also (b) by recollection of an earlier idea or part of the essay, referring back to it either by explicit

Averse vs. Adverse

Averse vs. Adverse Averse vs. Adverse Averse vs. Adverse By Sharon It is easy to confuse adverse and averse but their meanings are totally different. Adverse means unfavorable, contrary or hostile, and can never be applied to humans. You often hear it used in the term adverse weather conditions, a phrase which is best avoided in favor of bad weather. Averse means unwilling or disinclined or loath and is always followed by the preposition to. It applies to a person and is used like this: He was averse to discussing the conference. Of course, it would be just as easy to say. He didnt want to discuss the conference. Overuse of both averse and adverse is likely to sound pompous. Its always better to keep it simple. The adjective aversion is much more common. Here are some quotations from the press to help you see those words being used it in context: But in fact, adolescents may be more risk-averse than adults, a new study has found. Their willingness to engage in risky behavior may have less to do with thrill-seeking per se than with a higher tolerance for uncertain consequences, researchers reported Monday. LA Times Many merger agreements contain provisions allowing buyers to withdraw from deals if the value of a transaction has been hurt by a significant development. In the case of the Verizon/Yahoo deal, such a change is defined as one that would â€Å"reasonably be expected to have a material adverse effect on the business, assets, properties, results of operation or financial condition of the Business, taken as a whole.† WSJ Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Redundant Phrases to AvoidThe Letter "Z" Will Be Removed from the English Alphabet1,462 Basic Plot Types

Reading discussion on Club Dead Essay Example | Topics and Well Written Essays - 500 words

Reading discussion on Club Dead - Essay Example He seems to want to be dominant and worries little about offending others. Masculinity? When the store clerk is assaulted, Sookie is quite assertive that she is going to shoot the assaulters. â€Å"You bet your ass I am†, she says. Sookie likes to give off confidence and aggressiveness, but always second-guesses herself and situations that occur. Is this an esteem issue associated with the traditional view of femininity? Eric strokes Sookie’s hair lovingly after she experienced a massive beating. Eric is a bit of a mystery when it comes to giving and giving off, showing both sensitivity and disregard which makes it difficult to characterize his gender performances. Should we be considering that vampires have such a complex life that they must illustrate both masculine-like and feminine-like behaviors to have a positive social life and a quality circle of friends? Something to consider when characterizing what gender actually means to the circle. Sookie does not seem to be comfortable in her own skin and questions the ethics of many different decisions throughout the novel. She clearly wants others to believe that she is strong and independent, but gives off susceptibility in many of her uncontrolled emotional outbursts. She needs to be comforted, a common theme throughout the book, but does not want others to see this sensitivity. As Sookie has evolved through the novel, she never distinctly loses her vulnerability which might point toward an inherent feminine personality under the typical view of this gender. This seems to make her social relationships with men more complicated where there is dominance versus passiveness tensions in Sookie’s relationships. However, the vampires are sensitive to Sookie’s legitimate emotional hyper-sensitivity and seem willing to be passive while she openly copes with her thin-skinned ways. This makes it difficult to classify, from a gender

Absorption costing and marginal costing Assignment

Absorption costing and marginal costing - Assignment Example Simpson Ltd has produced more than its estimated sales volume. Hence closing stock got piled up which could be avoided if they would have followed methods like just in time inventory system, regular delivery system etc to reduce the stock holding costs (Chadwick. L., 1998). As of now, in this case, since the sales volume is lower than the production volume, the profit is higher in absorption costing than in marginal costing. This is because of higher valuation for the closing stock in absorption costing than what is valued in the marginal costing. The difference of increase in closing stock valuation is attributable to the fixed expenses charged to the cost of goods manufactured in the absorption costing while in marginal costing, the same are not being charged as it is guided by the contribution principal of sales less variable costs. Hence, as the costs of goods manufactured is more in absorption costing, naturally, its closing stock valuation would also be higher which is deducted from the actual sales (through deduction in the cost of goods manufactured) indirectly thereby increasing the profit figure. In this way, the profit figure gets inflated in the case of absorption costing than in marginal costing thereby misleading the management about the higher profit figures than what is really earned if we observe the data for only one term. However, as this closing stock gets utilized in the next period, if the production is lesser in that period, the absorption costing would record lesser profits than that of the variable costing thus nullifying the differences arising in this term. In this way, there is no difference in the reporting of the profit figures if taken on a long term basis in both the systems. (Walker.J. & Burke. L., 2003). Absorption costing is used for external reporting purposes as mandated by the financial statements under the guidelines of the generally

Ethics and the War on Terrorism Personal Statement

Ethics and the War on Terrorism - Personal Statement Example Torture and targeted killing are a method of crime prevention and reduction (Heymann & Blum, 2010). The promotion international peace and security is an important component of the U.S constitution. President Bush vowed to protect and shield America and any other state that was prone to the terrorism. Terrorism became known as the gravest crime under international law that requires a harsh response. Torture and targeted killing is limited to terror suspects based on the findings of the homeland security and CIA and does not go beyond a particular race, religion, or country where the targeted terrorists reside. Civilians who are harmed in the course of targeted killings are normal victims of consequences of war. The government maintains that the war on crime targets criminals and not any bystander who is harmed by lethal force. Approaches of fighting terrorists may lead to innocent deaths (Heymann & Blum, 2010). Remarkably, the targeted persons feel the impact. However, the constitution maintains that law enforcement officers should not use lethal force when a high number of innocent deaths is at risk. Targeted killings are means to peaceful international relations. The mission does not take place in an active combat zone. U.S uses drones to carry out the operations where there is incriminating evidence about the causes of war or terrorism activities. The peace missions have been carried out before but in the form of assassinations. United States has taken up the practice following the 9/11 attacks. The 1998 bombings of US embassies set the ground for target killings, but they were not availed to the public. Additionally, the peace missions involved governments where the targeted suspects reside (OConnell, 2012). In 2002, a remotely operated predator was used to pin down a Yemen-based terrorist, Al-Aretha. US government executed the attack following approval of Yemen governments. U.S did not use lethal force to disturb the peace within

Assessing The Homestay Program In Malaysia

Assessing The Homestay Program In Malaysia Homestay is not a new phenomenon in Malaysia. Homestay has been discovered in early 1970 where a local lady called Mak long who took guests and provide them with food and accommodation within her humble kampong house (Amran,1997). Homestay is a program where tourists stay among local families and experience their actual lifestyle first-hand-how they prepare and eat their meals, go about their work, their leisure activities and much more. There were about 286 houses participating officially in this homestay programme in 1997 throughout the country and the number of homestay has been increased to 2000 homestays in 2011 (Dept. Statistic Malaysia,2011). Homestay program can thus be regarded as a rural-cultural-community-based tourism product. Rural tourism per se may have existed for a long time in Malaysia as quite a number of nature based and culture based tourism products are located in the rural areas. However, it has only received recognition as a tourism product with the launching of the Rural Tourism Master Plan in 2001. A market survey undertaken to formulate the master plan indicated that foreign tourists who came to Malaysia spent 15% of their stay in rural areas. In the eight month to August 2009, there are 102,934 visitors participate in the homestay program nationwide with a turnover of RM6.5 million compare to 57,658 visitors with a turnover of 3.3 million during the same period last year (The Star, 2009). The idea of the homestay program is to accommodate tourists in a village with a local family, thus enabling the tourist to learn about local lifestyle, culture, nature (Louise Gai Hjulmand et al: ARBEC 2003). The core component of the Malaysian homestay programs, which differentiates it with homestay elsewhere, is the element of staying together with host families or adopted families. The guests have the opportunities to interact, gain knowledge, and experience the life style and culture of the host family as well as the local community. This element involves the guests eating, cooking, and engaging in many activities together with their adopted families, thus allowing two parties with different cultural backgrounds to interact and learn from each other. Unlike regular bed and breakfast establishments, the homestay program in Malaysia allows the guests to participate in the hosts daily activities. Indeed, this can be considered as an important strength of this particular product; no other tourism product in Malaysia offers a similar experience of Malaysian rural societies as that offered by the homestay program (Kalsom, 2009). The uniqueness of the Malaysian program is the experiential element with the host families as well as communities. Communities are the basic reason for tourists to travel, to experience the way of life and material products of different communities. Communities also shape the natural and landscapes which many tourists consume (Richards and Hall 2000). The realization that the community itself has become an object of tourism consumption has in turn encouraged some communities to reproduce themselves specifically for tourists. Through homestay program, tourists would be able to experience the daily life of the ordinary people of a community. The homestay program is a non-commercialized entity, as opposed to a hotel, a bed and breakfast, or a homestay run by an individual homeowner in a residential area. Background study The government have given emphatic stress through the ministry of tourism to the homestay program as it is a tourism product. The program having so many potential, a master plan was formulated in 2011 to advance homestay program as a catalyst for rural community development. The number of homestay providers in Malaysia has rising because it has the ability of providing additional income and likewise employment (9th Malaysian plan, 2010). Moreover, the government in their effort in enhancing the homestay program have created websites, where all descriptions, booking details and contact number are been provided. Infrastructural development are also a factor that is been strengthen by government in rural area. They make sure good road are been contractedly, constant electricity supply, provision of clean water supply and upholding the community building. Furthermore in the 9th Malaysia plan, the government put its centre of attention into the development of rural area through the modernization and commercialization of agricultural acivities and creation of new economic activities that must especially through the system of One District One Industry program The guesthouse nowadays, which are called homestays are actually commercial home enterprise (CHE) which is define as a small housing enterprise that are identified as a new hospitality nowadays (Paul A. Lynch, 2005). A commercial home is type of accommodation in which payment is been made by guest to stay in private homes. In most guest houses or private homes, the host or family do not usually live on the property. Likewise there are limitation differentiating open area and closed area in the premises. Some spaces are restricted for visitors because they open to host only. While the real homestay is all about living and learning the local lifestyle in their local residents and their family and most homestay do not have restrictions to visitors, where there are free to move around the house as they please. In the homestay, visitor or tourist will experience the music and cultural activities, historical significance, arts and crafts (MaimumahAbdulRahim, 2009). Due to the misunderstanding between the guest house that is presumed to be home stay and the experiential home stay, it causes a lot of confusion in the mindset of people. Most people or tourist takes the guest house as the home stay, which in turn makes them not to take the real home stay as their first choice of holiday accommodation. The reason that brought about this research is to ensure the clarity between the experiential home stay and the guest house (CHE) called home stay. According to the host of a homestay in Melaka, there is lots of improvement that need to be executed. In other to make the name of the homestay unique and set a good perception and image of the homestay in the tourist mind through consistent theme, otherwise known as branding. This will help to establish a major presence in the market which will at all time attracts and maintain the customers. This wills also broadening the peoples understanding on the difference between the guest house (CHE) and homestay, because of its uniqueness due to branding. The host also pointed out that the marketing effort for the homestay is not enough. This is because most people do not know where homestay accommodation is situated. They have to refer to the web, which in most, cases tends to be tedious and might lead them changing their mind into going for hotel. It might also confuse their perception again on the difference between guest house (CHE) and homestay. So in light of this, the government should upgrade their marketing strategy for the real homestay creating more advertising campaigns through the media such as Television, radio station, newspaper and even roadside advertisement, Likewise in airports, so as to draw the attention of tourist into going for the homestay. Research objective Research shows that there is a growing body of knowledge on homestay, specifically in the area of tourism industry. So the main objective of this study to understands the state of homestay development in Melaka. In order to aim the question and to conduct the objective of the research, an exploratory study is conducted and this will be discussed in chapter 2. Chapter 2: Research Stance Inductive reasoning is logics based on experiences and observation acquired in the real world, in which it makes use of experiences and experiments to arrive at conclusion. The hypothesis of an inductive argument shows some degree of support for the conclusion, but they do not require it. In inductive reasoning, the hypothesis is mostly based on facts and observation. There is also the tendency that that the hypothesis could be true whereas the conclusion is false giving that a logical relationship between hypothesis and conclusion is not necessary. The reasoning through inductive logical argument begins with specific observation, then distinguish patterns and regularities, generate a timid hypothesis which we can explore and finally wind up emerging with some general conclusion. The most common type of inductive reasoning is when we gather evidence of some experimental phenomena, and then make a general conclusion on all such types of phenomena based on collected facts. An example of inductive reasoning through medical science. Scientist in their research discovered that the average human temperature is 98.6 degrees Fahrenheit. A person with 99.3 degrees temperature is considered to be having a fever and is given medication to bring the temperature to normal. This type of reasoning is inductive and obvious, nobody is entirely fit as an average human beign, not in weight, height or the talked about temperature. To make a conclusion that the right temperature of all human race is the same as the average temperature of a sample of individual members is incorrect. The advantage of inductive reasoning is able to asses hypothesis even if information contrary to the hypothesis is observed. It is flexible, more open minded and tentative most especially at the beginning. Inductive reasoning can be probable, believable, reasonable, because it benefit from a wide variety of probability. Moreover inductive reasoning takes place in lots of places, ranging from mere classroom to courtroom and even in the media. It is a reasoning that can start with nothing, and then make some observations which will lead to a conclusion. Inductive reasoning help us in providing new ideas that could increase our knowledge about the world. It helps in dealing with complications, likewise inductive reasoning allow us to deal with concepts with insufficient definition. Inductive reasoning is not the exact opposite to science or reasoning, it is the way science operates and progresses infect. In induction, most of the conclusions are uncertain and this is the disadvantage of induction. Truths and objectivity are been compromised in induction, so the need for the use of evidence arises. False analogy is also a disadvantage during argument from analogy and inductive reasoning cannot be rationally justified, because we rely on assumptions (David Hume). In philosophy, it is been contemplated that the use of inductive reasoning to justify beliefs is reasonable. Experiences gain from previous events or our memories allow us to prepare for the future. Even though the future is not certain through predictions and generalization, we can assume that what will happen tomorrow will most likely be the same as what happened today. We can make generalization based on previous information achieved, but it doesnt necessarily means it has the same amount of certainty as the argument. For example, all human that have been seen had exactly 10 fingers, 5 on each hand, so therefore can conclude that the next human that will see will have 10 fingers too. This conclusion is arrived at due to inductive reasoning and do not have the same certainty as the premises. Some human nay carry a certain gene that when born, may have 12 fingers, 6 fingers on each hand, Although the possibility of that occurring maybe low, but it is possible. So thereby makes the argument invalid. A prediction may turn out to right, but it does not necessarily mean the induction is reliable. There are several type of inductive reasoning, such as inductive generalization, simple induction, statistical syllogism and argument by analogy. Inductive generalization is a reasoning that advances from an argument about a sample to a conclusion about the population. It aims at concluding about events larger than the subdivision which serves as the basis for the induction. In other for this argument to work, there is need for careful collection of information. It is descriptive and exploratory. Simple induction is the induction that continues from an argument about a sample group to an inference about another individual. It is the combination of both generalization and statistical syllogism. Statistical syllogism is the reasoning that argues from generalization to an inference about an individual. It proceed from a generalization to a particular case. Argument by analogy is the argument from analogy is as reasoning in general it is not always in turn of an argument. It is mostly ab out learning or explaining things, description, solving of problems by broadening our thoughts from what that been understand to what that do not been understand. Reasoning by analogy is quite common in humanities, science and philosophy. Deductive reasoning is generally known as formal logic. This involves reasoning from genral argument, which are known or presumed to be true, into a specific and certain conclusion. Avalid argument is when the conclusion is most definitely true provided the theory are true, meaning that the conclusion directly follow the theory. The conclusion arrived atare inevitable, certain and inescapable,. Furthermore the conclusion is contained in the theory. It is a method of acquiring knowledge. A deductive reasoning is determined by its structure of the argument and moreover by the conclusion offered. Reasoning through deductive argument starts with a major hypothesis, and based on those ideas it draws the truth and conclusion about it. Deductive reasoning begins from the more general observations to the more specific. From a topic of interest, a theory is been formulated, then narrowed down to more specific hypothesis that can be tested and then further narrowed down after observation is collected to tackle the hypothesis. In the end, it eventually help us to be able to test the hypothesis with specific data which is a configuration of our original theories. It is considered sound argument if it is valid and its premises are true and it is unsound if it is invalid or it is valid but one premises is wrong at least. Hence, deductive reasoning is the logic used in proving things for certain. It is a formal argument that assumes one or more facts as self-evident, by following strict rules, it arrives at a conclusion. The verification of deductive reasoning conclusion depends on its correctness of the argument and the truth of the hypothesis. The correctness is determined by use of established rules. An example of deductive argument goes as follows: All mangoes are fruits All fruits grow on trees Therefore, all mangoes grow on trees In the above statement, the argument is valid and sound. An argument is correct even if its impossible for its theory to be true while the conclusion is false. Deductive argument can be correct even if the premise is wrong. An example of a correct but unsound argument is: All baseball players eat crab Lamar eats crab Hence, Lamar is a baseball player For this argument, the conclusion may or may not be true due to the premises being wrong, given that all baseball players dont have to eat crab, they can have other things as well. Despite the fact that meet deductive reasoning are based in particular on information and science logic, there are general ones also such as: Members of a family include: Yusuf, Selena, Bella Yusuf is rich Selena is rich Bella is rich Hence, all members of the family are rich Referring to the example above, we can see that deductive reasoning is based on a theory called syllogism. Syllogism is a form of argument that contains three categories. The first categories utter a tentative property that cannot be argued further. The second states that an exact item fits into the category and last step gives a conclusion by applying the deductive reasoning from step one and two. The advantage in deductive reasoning is that the truth it created are absolute. Many of the hypothesis are generally accepted because they are known to be self-evident truths, because they cannot or do not need to be proved. Deductive reasoning draws conclusions from proofs and not by assuming about an already determined clause. It is very valuable skill that helps a student in analyzing literature or even proving a mathematical theorem. Deductive reasoning allows a student to determine the correct answer to a question and moreover deductive reasoning can be taught. The disadvantage in deductive argument is that new facts are not arrived at because the conclusions are already contained in the premises. Before starting a deductive reasoning it must have some truths in hand or else it wont be valid. The most obvious risk in deductive argument is when creating the major premises. The assumption made must be self- evident truths whereby no reasonable person would disagree with it, or an assumption that can be proven through clinical studies and physical observation. There is two type of deductive reasoning, such as traditional deductive reasoning and modern symbolic logic. The traditional deductive reasoning is also known as categorical syllogism, it is a reasoning where facts and information are determined by combining statements. It is an ancient type of deductive reasoning. During ancient times, men usually presented their arguments in syllogism, but soon then they presented their arguments in a more abstract form. An example of lines of reasoning derived from this method is: All men are mortal Socrates is a men Therefore Socrates is mortal Modern symbolic logic is a deductive reasoning that develop to help create a more simple and useful method of translator ordinary arguments into a universal language of symbols. This type of reasoning can analyze longer arguments very quickly and check if it is valid. But this type of reasoning made logical argument mathematical and even made it uglier. In the conclusion, Induction reasoning is generally related to the future. It assemble specific facts and then bring about a general conclusion that assume what will be found in the future while deductive reasoning are generally relate to the past or present. Most likely, the hypothesis are already tested, therefore it draw from general information and then create an exact conclusion which it verifies the past or present. An inductive reasoning needs faith in its conclusion, while deductive reasoning needs faith in its hypothesis. Inductive argument takes events and creates generalization while deductive arguments make conclusion based on generalization. Positivist and anti positivist Positivism is universally known as the philosophy of knowledge and science. The concept asserts that the only true knowledge is that which is found in sense, perception and positive verification. All knowledge arrives from positive facts of experience being observed. It is a philosophy which has a lot of theories for the entire field of theology as well as metaphysics, because they cannot be proving to be true. Positivist theories include the theory of the mind, theory of society, the theory of language and likewise the theory of morality. Antipositivism is also known as the non-positivist or interpretive sociology and is the view in social science that academics must necessarily reject empiricism and the scientific method in the conduct of social theory and research. Antipostivism contend that only through the subjective interpretation of and intervention in reality can that reality be fully understood. The study of phenomena in their natural environment is key to the antiposotism philosophy, together with the Acknowledgement that scientists cannot avoid affecting those phenomena they study. They admit that there may be many interpretations of reality, but maintain that these interpretations are in themselves a part of the scientific knowledge they are pursuing. antipositivism has a tradition that is no less glorious than that of positivism, nor is it shorter. In this research the approach that have been used in carried out the research is the deductive and purely anti positivism. How the research is been conducted and the findings from doing the research will be discussed in the exploratory research section. Exploratory Research In the process of this research, interview from different homestay and guest house that assume to be homestay have been carried out. From the interview found out that homestay faces some problems which might affect its progress and its reputations. This problem is as follows: The government effort toward homestay The Malaysian government makes all effort possible in making the homestay more reliable. They make provision of training for the host on how to manage the homestay. Homestay managers are been send to gain more knowledge on how to make the homestay more efficient. Furthermore, they also provide infrastructural facilities to aid the development of the homestay area. Facilities such as provision of good road networks, clean and portable and standard electricity power supply. All this facilities will boost the image of the homestay to the tourist who might be willing to stay there. The provision of these amenities would not only attract more visitors but it will also make the villagers lifestyle to be improved. The government in its effort also perform safety inspection on each homestay, in other to make sure that it is suitable for tourist. This is to make sure that the environment surrounding the homestay is kept clean and kept safe for the tourist or visitors because a safe environment is a place to be. Moreover, the government have make available homestay information to visiting tourist in the website; in the website include the location of the homestay, contact number of the homestay and also the addresses of the homestay. All of this is provided to make it easier for visitors or tourist to find the homestay area. They will be able to call earlier, even to make a booking or reservation; this will enhance and promote the homestay. Besides of this tremendous effort government should have double up the effort in marketing strategy and aware of the new phenomenon which has spread widely where is a guest house that called homestay. The government should take a wise action on this phenomenon whether to abolish or rename the guest house that assumed to be homestay this is because the reputation of homestay have been down because of the guest house that assume to be homestay. Branding and Marketing An effective brand marketing strategy draw at the heartstring of prospective buyers to evoke an emotional response called loyalty. Consumers buy goods and services, not only because of the quality or ability of a product to perform as promised, but because of emotions products and services evoke. Branding is all about promoting the right perception to a target audience, which will convince that audience of the advertisers promise to bring comfort, safety, security, assurance, a sense of well being, or social acceptance. An advertisers brand is a name, symbol, graphic, or slogan which identifies the goods and services the advertiser sells, while setting them apart from the competition (christianet, 2008). So in light of this, the government should upgrade their marketing strategy for the real homestay creating more advertising campaigns through the media such as Television, radio station, newspaper and even roadside advertisement, Likewise in airports, so as to draw the attention of t ourist into going for the homestay. This is another problem faced by homestay in Melaka. Many homestay do not have even names, not to mention images to identify it. There is no uniqueness for some homestay. Many guest house have overshadowed the homestay. Each homestay should have a unique image or brand, which allows visitors or tourist to be able to determine where they want to stay, the exact homestay they require. Moreover, they should try to improve their marketing strategies. This could be done through advertising and marketing branding. By advertising the homestay, it is likely to bring in more visitors which will enhance the market value. Also by raising brand awareness and driving sales, present the homestay with a more good features, which will give tourists or visitor more urge to visit. Homestay should engage in promotions. Through promotions, more visitors are being worn over. Many guesthouse have overshadowed the homestay. Each homestay should have unique image or brand which allows visitors or tourist to be able to determine where they want to stay, the exact homestay they require. Moreover, they should try to improve their marketing strategies. This could be done through advertising and marketing branding. By advertising the homes, it is likely to bring in more visitors which will enhance the market value. Also by raising brand awareness and driving roles, present the homestay with a more good features, which will give tourist or visitor more urge to visit. Homestays should engage in promotions. Through promotions, more visitors are being worn over. Many tourist or visitors will tend to choose a home offering discounts as it is still a great and lovely home to stay in. Homestay offering promotions to visitors and this will lead to get more attention than others and this will enhance its finance. Commercial Home Enterprise The guesthouse nowadays, which are called homestays are actually commercial home enterprise (CHE) which is define as a small housing enterprise that are identified as a new hospitality nowadays (Paul A. Lynch, 2005). A commercial home is type of accommodation in which payment is been made by guest to stay in private homes. In most guest houses or private homes, the host or family do not usually live on the property. Likewise there are limitation differentiating open area and closed area in the premises. Some spaces are restricted for visitors because they open to host only. While the real homestay is all about living and learning the local lifestyle in their local residents and their family and most homestay do not have restrictions to visitors, where there are free to move around the house as they please. In the homestay, visitor or tourist will experience the music and cultural activities, historical significance, arts and crafts (MaimumahAbdulRahim, 2009). Confusions have always been a very bad omen for anything or to human themselves. In terms of this research, it was noted that many visitors or tourists have always taken the guest house (CHE) to be the homestay. It has reduce the level of visitors which the experiential homestay has get the impact drastically. In dealing with this confusion, it is better to either abolish the confusion guest house or rename it to commercial home enterprise, it completely so as not to cause anymore confusions among the tourist. The perception of tourists or visitors is very important, because when they go for the guest house instead of the homestay and do not get to meet the expectation they wanted, it might damage their perception on the homestay. This really is causing a major upset for homestay host or managers. This confusion also affects the marketing and financial aspects of homestay. So this research deduces that the confusion needs to be deal with. The popularity of homestay also is an aspect that needs to treat. Most homestays are located in rural areas, so it is very hard for urban visitors to know of some homestays, in which they can reside in. It will help the cause of the homestays if it is been popularise in the urban areas as it will enhance the medium at which visitors or tourist visits. The government have given emphatic stress through the ministry of tourism to the homestay program as it is a tourism product. The program having so many potential, a master plan was formulated in 2011 to advance homestay program as a catalyst for rural community development. The number of homestay providers in Malaysia has rising because it has the ability of providing additional income and likewise employment (9th Malaysian plan, 2010) Moreover, the government in their effort in enhancing the homestay program have created websites, where all descriptions, booking details and contact number are been provided. Infrastructural development are also a factor that is been strengthen by government in rural area. They make sure good road are been contractedly, constant electricity supply, provision of clean water supply and upholding the community building. Furthermore in the 9th Malaysia plan, the government put its centre of attention into the development of rural area through the modernization and commercialization of agricultural acivities and creation of new economic activities that must especially through the system of One District One Industry program. The guesthouse nowadays, which are called homestays are actually commercial home enterprise (CHE) which is define as a small housing enterprise that are identified as a new hospitality nowadays (Paul A. Lynch, 2005). A commercial home is type of accommodation in which payment is been made by guest to stay in private homes. In most guest houses or private homes, the host or family do not usually live on the property. Likewise there are limitation differentiating open area and closed area in the premises. Some spaces are restricted for visitors because they open to host only. While the real homestay is all about living and learning the local lifestyle in their local residents and their family and most homestay do not have restrictions to visitors, where there are free to move around the house as they please. In the homestay, visitor or tourist will experience the music and cultural activities, historical significance, arts and crafts (MaimumahAbdulRahim, 2009). Due to the misunderstanding between this two, it causes confusion in the mind set of people on the homestay. Many people or tourist visiting would think take the guest house as the homestay, which makes them not to take homestay as their first choice of holiday accomodation or activities. Chapter 3: Research Methodology 3.1 Introduction A research methodology clarifies what the activity of research is, how to proceed, how to measure progress, and what constitutes success. The main focus on this chapter is to demonstrate what the purpose of the research is, how the questionnaire is designed, in what way the data are collected and which areas are targeted. Analysis of the data is presented to obtain the results for objectives which are stated in chapter one. To this extent, the methodology is described with the objectives of this study, which are again stated: To access the effort of government that can enhance the success of homestay To investigate Malaysians perception on homestay To estimate the level of acceptance of Malaysian and foreign tourist toward homestay Research framework, hypothesis development and research design are presented in section 3.2, 3.3 and 3.4 respectively. The discussion of the research instrument involved is explained in section 3.5. The designing of the questionnaire for collecting data will be explained in section 3.6. Moreover, sampling method, data collection and data analysis method will discuss in this chapter also. 3.2 Research Framework