Qualites of an Effective Helper

QUALITES OF AN EFFECTIVE HELPER I believe that ill be an effective helper because I am caring trustful honest and open minded. I also know What its like self , family problems I also know the feelings of being unwanted and unloved is so Powerful that its hard to over come. I am motivated by desire to help all types of people work thought their problems no matter how big or little they are. The qualities that I have that will make me an effective helper are that I am a good listener, I am open- minded about all most everything even if I don’t really understand.I am honest and I don’t mind telling the truth to someone even if it hurts their feelings sometimes people need to hear the truth it helps them see it through someone’s else’s eyes, but I also know when to be respectful to other people needs, beliefs and values. I have had some personal problems that I think other people may have, I don’t mind sharing them with a client to show them that I have been down that road in life and with sharing I would hope that it will help our relationship.I don’t like to judge people because at some point in life everyone has had some kinds of problems and I have no right to judge we are all human we all live and learn. I have an happy go lucky presonallalliti so smiling and showing that I care comes easy for me, I have no problem putting myself on the spot to break the ice with a client. I am a patience person, I know that time is the key to help out with the relationship,, I know that it is hard to open up to someone that you think will judge you. I believe that helping a client find forgiveness it the key to most problems and that forgiving ourselves is one of the hardest things to do.I believe that everyone should have respect for all and be understanding, I try to understand everyone’s views, values and beliefs but when it comes to someone that has sexual abuse or killed a child would be really hard for me because I see ch ildren as the best gift in life, I don’t understand how any one would want to hurt them in any way. I know that they may have had it done to them . If I had to work with that has done one of those thing I would try really hard to put my feelings aside as best as I could. Nicki Prudhomme

Property ownership: the case of muslim women

AbstractionProperty ownership has been extremely debated in recent old ages particularly when it comes to adult females. The instance of Muslim adult females has been dismaying in certain Muslim states because though adult females are allowed to have belongings some traditions when set together with some Islamic Laws are extremely curtailing adult females ‘s ownership belongings. Property in this light includes land, house and other touchable belongingss. This paper based on exemplifying the different beginnings of belongings acquisition which has been hindered due to, in most instance calculated confusion of Islamic Torahs and customary Torahs which had restricted the ownership of belongings by Muslim adult females in different Islamic parts. IntroductionWomans in many states still face inequality at place, in their communities and the society at big. They are normally left in the background because of province Torahs, customary Torahs and spiritual beliefs. This inequality besides affects their right of belongings ownership. The rights of adult females to have, inherit, manage and dispose of belongings whether touchable or intangible has been minimized by persons, imposts and Torahs in many states of the universe today. These adult females who most frequently constitutes a greater population of the state, are non give the chance to ain land, houses, autos, bank history, cowss, harvests and many other signifiers of belongings. Women ‘s right to belongings most frequently depends on the relationship they portion with work forces around them. Religion excessively has besides had an impact on the ownership of belongings by adult females when set together with customary beliefs. These two when put together in utmost instances greatly limits the right of a adult females to ain belongings. Religion has been interpreted to the hurt of the Islamic adult female but to the advantage of the Islamic adult male. These several reading of Islam under different customary Torahs has reduced the rights of adult females to ain belongings. This paper hence brings out the function of Muslim faith on the ownership of belongings by Muslim adult females. Analyze what the Islamic faith says about adult females having belongings and what is the existent state of affairs at manus. That is how the Islamic faith is integrated with tradition and province jurisprudence and its impact on the ownership of belongings by Muslim adult females in Muslim parts. The Role of Islam in Property Ownership amongst Muslim WomenHistorically, the Quran acknowledges the right of adult females to ain belongings. The Quran explains of import station held by adult females during the period of the prophesier which made them to get belongings. In general footings the Islamic jurisprudence allows adult females to keep, usage and dispose of belongings but when you go into inside informations the footings become really complicated and this therefore restrict these adult females. The Islamic jurisprudence acknowledges the fact that a adult female should be given what she earns and which can be a adult male ‘s when she volitionally transfers it to the adult male. But when we consider the fact that Muslim adult females are suppose to be really reserve, their right of belongings ownership which can be gained merely when they are exposed is restricted. To have a belongings in any signifier means you need to pull off this belongings and this direction can no n be adequately established in the private infinite you need the public infinite. The undermentioned analyses discuss the different ways in which belongings can be acquired but which adult females are being restricted in societies where Islam and tradition are being practiced in extremes. InheritanceIn Islam the adult male is considered the caput of the household and has the right to ain belongings. Inheritance which is a signifier of belongings ownership extremely favors the adult male. Though adult females have the right to inherit belongings of a asleep member of their household, their ain portion is normally half of what the adult male inherits. Though adult females have the right to inherit from their male parent, it is normally two portions for work forces and one for adult females. They believe that adult females do non hold any duty to take attention of the household as the work forces do, therefore the work forces should be given more. In most traditional Muslim states the combination of customary and Muslim jurisprudence against adult females refering this issue makes adult females to be wholly refused the right of belongings ownership. For them since these adult females do non take attention of the household, they should non be given the right to have any b elongings. Besides in most jurisprudence tribunals like in Northern Nigeria where Islam is practiced, the right of adult females to inherit belongings is denied by some Judgess though Islam accepts these rights. Most frequently, the heritage is done in theory and non in patterns. The adult females are merely told that they have been assigned this part of belongings which in most instances is ne'er given to them. Property ownership is consider as a adult male ‘s concern since adult females are considered to be dependent and weak and needs the support of a adult male to manage belongings issues. Annelies Moors ( 1995 ) besides explains that while in Islamic jurisprudence adult females have heritage rights, these so are by and large more limited than those of work forces. This she explains that, looking into the portions of the widows and girls, the male penchant is normally really clear. This is because, in the instance where the hubby dies it is hard for the adult female to inherit the hubby ‘s belongings because she can acquire married to another adult male or better still she is suppose to remain under the protection of the work forces in the hubby ‘s household be it her b oies or the hubby ‘s brothers. Harmonizing to Islam, married womans are entitled to one-eighth of the belongings of their hubbies when the deceased hubbies have kids and to one-fourth if they are childless while girls on the other manus are entitled to merely half the portion of their brother ‘s portion. Besides, when there is an lone girl she gets half of the asleep male parent ‘s belongings and the remainder goes to the male parent ‘s male relations while an lone boy gets the full belongings of the asleep male parent demoing a biased against these adult females. This is because the belongings the adult female with kids owns goes to her kids particularly if they are male childs and if she does non acquire married, she is given less and most frequently refused because she can be remarried. The instance of a childless adult female is worst because she is left with nil as belongings even if she contributed in the acquisition of the belongings. Besides, having a belongings means giving the adult female an upper manus and altering her private infinite to a public infinite. A adult female is suppose to be really modesty in her private infinite and non exposed by having belongings to the public infinite which is considered a adult male ‘s infinite. This perceptual experience is different with urban and rural Muslim adult females. Annelies Moors ( 1995 ) , discusses that although the adult females in both country knew their rights of belongings ownership, some those in the urban countries accepted their ain portion of the estate but most in the rural countries stayed retrained from geting their ain portions. This I believe was the consequence of their customary jurisprudence in those rural countries which prohibited them.EducationEducation is a signifier of belongings acquisition because when you are educated you are exposed to issues of cognizing your rights. In most parts of Africa where Islam is practiced, the figure o f misss traveling to school has been comparatively low compared to the Christian countries. The people do non see the demand of educating the miss kid since she is believed to be the belongings of the adult male. Education is non a precedence but early matrimonies are encouraged. Traveling to school is meant for the male childs who will finally go a household caput and needs instruction and belongings to take attention of the household. This is really common with Muslims particularly in the rural countries who strongly believe in their customary and Islamic Torahs. Most of them are non cognizant of any province jurisprudence or international human rights Torahs or even the Islamic which give them the right to ain belongings. Vanessa Maher ( 1974 ) , explains that Berbers in Morocco equivalent of privacy, and continuing household award integral in maintaining their miss kid at place since schools are considered as a corrupting influence and giving entree to the populace sphere doing instruction really irrelevant.WorkHarmonizing to the Islamic jurisprudence, adult females are allowed to work but this is normally under certain fortunes and under really rigorous conditions. In many Islamic states, occupation chances for adult females and work forces are non the same. They are non given equal chances because adult females are extremely restricted from public life. A adult female is non supposed to work entirely with a adult male because harmonizing to the Quran they might be tempted. A adult female is non supposed to make any occupation that will expose her award of muliebrity but she is supposed to stay modest. Islam by and large recommends that adult females stay at place and take attention of the place. When Vanessa Maher carried out her field work on Women and Property in Morocco in 1974, she pointed out that adult females do non work for rewards because their engagement in the ‘public domain ‘ is considered immoral. This alone prohibits these adult females from making anything that will do them get belongings. Besides the adult male has is oblarged harmonizing to Islam to continue his duty of keeping the adult female. The hubby is responsible for keeping his married woman and the full household non the other manner round even when the married woman has the agencies, so this besides discourages Muslim adult females from working.Harmonizing to the Islamic jurisprudence, adult females are allowed to work but this is normally under certain fortunes and under really rigorous conditions. In many Islamic states, occupation chances for adult females and work forces are non the same. They are non given equal chances because adult females are extremely restricted from public life. A adult female is non supposed to work entirely with a adult male because harmonizing to the Quran they might be tempted. A adult female is non supposed to make any occupation that will expose her award of muliebrity but she is supposed to stay modest. Islam by and large recommends that adult females stay at place and take attention of the place. When Vanessa Maher carried out her field work on Women and Property in Morocco in 1974, she pointed out that adult females do non work for rewards because their engagement in the ‘public domain ‘ is considered immoral. This alone prohibits these adult females from making anything that will do them get belongings. Besides the adult male has is oblarged harmonizing to Islam to continue his duty of keeping the adult female. The hubby is responsible for keeping his married woman and the full household non the other manner round even when the married woman has the agencies, so this besides discourages Muslim adult females from working.Even the dowry and care gift in which the adult female is entitled to be given to her for matrimony is merely owned by her in theory and non in pattern. Annelies Moors 1995 when she carried out her research in Palestine explained that â€Å" younger small town adult females seldom expressed an involvement in selling their gold ( which was their dowry ) to purchase productive belongings ; they would instead put it in their hubby and his house † . This is because when she gets married to the adult male this belongings automatically goes back to the adult male since he is supposed to command the household ‘s resources. At times the dowry and care gift are orally given through promises and the adult female ne'er receives it. The dowry is bit by bit losing its value because most modern-day Muslim adult females will prefer their hubbies to put his resources in the up support of the household. They do non truly care about the dowry particularly in the urban countries. More so, in instance of divorce since the married woman does non hold any right of belongings compensation or sharing all what was given to her as dowry is taken by the hubby. This is because, during matrimony the belongingss she contributes to the household are non regarded as hers but the hubby ‘s belongings. Annelies Moors ( 1995 ) , in her research in Palestine explains that adult females no longer sell their gold dowry to purchase productive belongings because independent female ownership of such belongings clangs with their definition as dependent married womans. They alternatively use it to put in their households therefore cut downing their entree to belongings. DecisionThough attempts are being made to heighten belongings ownership by Muslim adult females, this issue is more complicated in the rural countries since there are strong customary Torahs which restrict adult females. When these customary Torahs are put together with the Islamic Torahs, these adult females are wholly isolated in the ownership of belongings. This is because there is a calculated confusion between Islamic Torahs and customary jurisprudence by work forces which suppress a adult female ‘s right of having belongings doing the customary jurisprudence to rule. Actual control of belongings has still remained in custodies of the work forces. Women ‘s less right of belongings harmonizing to Islamic ideas is seen to be compensated with the fact that they are under the detention of the work forces. Property is considered as power, and the more belongings you own the more powerful you are. MentionsDUPRET, B. , BERGER, M. , Al-ZWAINI, L. ( Eds. ) , Legal Pluralism in the Arab World, The Hague, Kluwer International, 1999 ROSEN, L. ( 2000 ) : The Justice of Islam. Comparative Perspectives on Islamic Law and Society, Oxford U.P Vanessa Maher ( 1974 ) ; Women and Property in Morocco: The Changing Relation to the Process of Social Stratification in the Middle Atlas. Cambridge University Press. Annelies Moors ( 1995 ) ; Women Property and Islam: Palestinian Experience 1920-1990. Cambridge Middle East Ngon & A ; eacute ; Diop Tine and Mohamadou Sy ( 2003 ) : Womans and Land in Africa: A instance Study from Senegal.

A Literary Analysis of 1984 and Fahrenheit 451

He had won the victory over himself. He loved Big Brother† (245). According to critic, Ralph A. Ranald, Winston is an â€Å"antihero† in the â€Å"antiworld† of Oceania, in an â€Å"antiuniverse,† created by the collective mind of the Party. â€Å"In that antiworld, there is no written law, and everything is, or can be, considered a crime at the pleasure of the State† (254). Winston is not heroic in the traditional sense. He rebels in secret, always afraid of the watchful eye of Big Brother; he betrays Julia at the slightest provocation in the Ministry of Love; he comes to love and support his persecutors.He is â€Å"passive and not self-aware. Winston, from the first moment we meet him, never makes a free decision† (Ranald). However, though he is not perfect, Winston does at least attempt to find truth and insist on it in the face of overwhelming opposition. Winston’s final defeat is discouraging. James E. Davis observes that Orwell â€Å"does express a mood of near but not complete despair. The mood is despair only if readers do not heed the warning of what will happen if we continue on some of our present courses. But we do not have to become soulless automatons.It is not foreordained† (248). Our own society does not repress freedom and truth in the same way or to the same degree as the Party in 1984. There is still hope that we will not allow the government or any institution to tell us lies and compromise our freedoms. Fahrenheit 451, by Ray Bradbury, is about a dystopian society in which firemen burn books, and the ideal citizen sits around and watches television all day, not thinking about anything too deeply and not caring about the consequences of his or her actions. Guy Montag is a fireman.He has lived most of his life believing that firemen are beneficial to society, enforcing a just law that protects everyone. His mind is opened to the reality of his miserable job when he meets a young girl named Clarisse McClellan. When his boss, the firehouse captain, realizes this change in him, Captain Beatty begins to fight back, trying to either return Montag to his previous state of ignorance or destroy him and the knowledge he represents. John Colmer is struck by Bradburys ability to convey horror. Bradbury is successful in creating the horror of mechanized anti-culture. The burning scenes have intense power† 149). Central to this â€Å"anti-culture† is a violent struggle between knowledge and ignorance. Montags job as a fireman is to destroy people’s homes and lives to eliminate knowledge and encourage ignorance, but when he meets Clarisse, knowledge begins to overpower ignorance inside his own mind, and he realizes that what he is doing is horrible. She asks him a simple question about his life: â€Å"Are you happy? † she said. â€Å"Am I what? † he cried. But she was gone—running in the moonlight. Her front door shut gently. â€Å"Happy! Of all the nonsense. † (10)Clarisse plays a critical role in alerting Montag to his blindness. Edward Eller credits this young â€Å"oddball† with creating a crisis in Montag’s life that upends his complacency: Clarisse prods him back into experiencing the outside worlds sensations, especially smells as simple as apricots and strawberries, old leaves and cinnamon, smells which up to now have always been dominated by the odor of kerosene. She ignores his authority by openly questioning whether he can even think and challenges his smug superiority by seeing through his mask of happiness and into his deeper discontent. (152)

High School vs College Essay Example | Topics and Well Written Essays - 1000 words

High School vs College - Essay Example Students in both community colleges and high schools tend to have some common and different experiences as far as school life is concerned. High school students in major occasions are usually younger than the community college students. This discourse tends to compare and contrast experiences in community colleges with that of high school. Students in community colleges tend to have few interactions with their teachers compared to those in high school. The community college students may be required to spend classes on certain intervals for a period like thrice a week. On the other hand, those in high school have a daily educative routine meaning they attend classes on a daily basis unless it is a public holiday or the school is in recession. This fact is attributed by the fact that high school has a determined curriculum and syllabus which must be completed in good time before the students sit their end semester examinations. This is different from community colleges as there is no c lear syllabus or even curriculum. Such schedule compel the students in high school to concentrate more on academics while those in community colleges may create some time for extra-curriculum activities like sports, art and technology among others. There are more students in classrooms in high school compared to community colleges. Being few enable students in community colleges to have good interactions with teachers and ask relevant questions as far as education is concerned. However, this may be impossible with the high school students as their teachers may not have all that time to have a private teaching session with each student. This is a big disadvantage to the academically weaker students who may require some special tutor after the normal classes. Some parents have really blamed the routines and traditions in high school since weaker students are not well taken care of. Community colleges tend to help students grow their talents and passions as there is ample time for one to practice and research more on the talents. Researches indicate that the majority of innovative individuals, gifted athletes, and musicians went through community colleges. Community colleges tend to help the students identify their areas of interest while high school prepare them to join universities among other units of tertiary education and pursue their dream courses. Students in high school tend to pursue general courses in their first years but they later concentrate in their majors after the second year. It takes some good grades to major in certain courses and this compels the students to work extra hard and meet such targets. This does not apply with the community students as they have no specific targets or competitions. College life between community college students and those in high school tend to have some differences. Students in high school may live in some dormitories or hostels which enable them to mingle and promote their social lives. However, some students may opt to commute from their homes to cut the accommodation charges. However, the majority of community colleges reside from their respective homes meaning there is limited time to mingle, learn from one another, and generally develop their social skills. High schools have various clubs like debating, drama, art, social affairs, science and mathematics clubs among others where students tend to meet on regular intervals. Students tend to make new friends, break monotony, and develop their personal skills as they mingle together (Hamed, 79). However, this does not apply in the community colleges as there is no such clubs and the fact that there are few students to create such forums. High school is never an alternative but a

Research/Source analysis task on Genetically Modified Organisms (GMOs) Research Paper

/Source analysis task on Genetically Modified Organisms (GMOs) in Agriculture - Research Paper Example Presently advanced crop technology is being assisted majorly by genetic engineering. Reference: Discovering Biology by Michael Meaney - Mentor Publications http://www.biology-online.org/dictionary/Genetic_engineering 2. What are some genetic engineering techniques used in agriculture? The simplest and natural technique of genetic engineering is cross breeding. It has been in practice since ancient times. Some of the modern techniques used in agriculture are as follows: The bacterium method: Plants naturally contain a transformation mechanism in the form of a bacterium. In this mechanism the contact of this bacterium with a cell results in its integration into the chromosomes. Scientist exploit this natural tendency to create resistances like antibiotics. This is done by replacing the acting plasmid of bacterium with a marker gene. The gene gun method: This method does not depend on the natural working of bacterium. The DNA is introduced into the cell by DNA coated micro sized bullets . This method is used commonly since several years and its is found to be applicable over all species of crops virtually. Over the last several years, use of the "gene gun" has become a very common method to transform plants, and has been shown to be applicable to virtually all species investigated. For example, transformation of rice by this method is now routine. This is a very important development as rice is the most important crop in the world in terms of the number of people critically dependent on it for a major part of their diet. The electroporation: In this method the DNA is introduced inside the cell through the holes punctured by a jolt of electricity in protoplasts. This method is not very popular. Reference(s): http://photoscience.la.asu.edu/photosyn/courses/BIO_343/lecture/geneng.html. 3. What are some of the aims of using GMOs in agriculture? Some of the main aims of applying the GMOs in agriculture are increase in the volume of crops to fight the food crisis in the world (the high yielding genetically modified seeds are largely in use to serve the purpose), the improvement in the nutritional value of crops by introducing new genetically engineered varieties, curbing and reducing the use of pesticides by producing disease resistant safe crops. Additional aims include the preservation of environment by saving the water supplies from pesticides and by allowing the beneficial biological growths. References: http://www.greenfacts.org/en/gmo/index.htm 4. What are some crops to which genetic engineering techniques have been applied and what techniques have been applied to these crops? The gene gun method has proved to be highly useful in generation of genetically improved corn and rice. The induced mutation or bacterium method greatly assists in the introduction and production of several genetically engineered crops like banana, sugar cane, barley and wheat etc. There are 2300 officially released genetically engineered crop varieties listed in the da tabase maintained by FAO/IAEA. References: http://www-infocris.iaea.org/MVD http://photoscience.la.asu.edu/photosyn/courses/BIO_343/lecture/geneng.html. 5. How widespread and economically important has the use of GMOs on agriculture been up to the present? GMOs are used extensively all around the world. Their widespread use can be assessed by the fact that the ‘

Abortion controversy Essay Example | Topics and Well Written Essays - 750 words

Abortion controversy - Essay Example On the other hand, abortion that is recommended by the physician is usually meant to save the pregnant woman from the dangers she might be exposed to as a result of the pregnancy. In the philosophical perspective, abortion is evaluated on the moral status of the fetus. Despite the fetus having a moral right to life, it develops in the body of another person and therefore infringes the rights of that person to be free, especially in cases of pregnancy complications. Nevertheless, the fetus does not force itself in the womb. Rather, it develops through a conscious sexual act and therefore has a right to develop inside the body. These arguments generate controversy with regard to the right of a woman for self-determination. Some people support abortion on the basis of health and individual rights, others do not support on moral grounds and religion. In some countries such as the US, abortion is legal while in others especially in the Muslim society, it is illegal. Arguments for Abortion (Example US and UK) The US Supreme Court allowed abortion in 1973 on the bases that a woman has a right to self-determination. It is upon the discretion of the mother to decide whether to carry out an abortion or not. The American culture respects the rights of individuals as rational beings that are able to make rational decisions. For example, it is not considered to an abomination for a woman to terminate an unwanted pregnancy that hampers her productivity in the society (Austin 12). The Abortion Act of 1967 legalized abortion in the UK. It stated that if the abortion is recommended by a medical practitioner in good faith, then it is legal. Although amendments have been made to specify the gestation ceiling at which abortion can be procured, greater reference is made to the law developed in 1967. The UK culture has mixed opinions regarding abortion. However, pro-abortion has an upper hand and some abortion clinics even advertise on television and print media. Most of the familie s in the UK and the US are okay with abortion, and it is mostly left for the woman to decide whether to complete or terminate the pregnancy (Berglund 6). Arguments against Abortion (Example Iran) From a moral stand point, abortion is an unacceptable practice since it terminates the life of a fetus thereby denying it the right to live, considering that if allowed to grow it will develop in to a human being just like the mother and father. It is a practice that should be illegal in Iran where it is currently restricted by the law. In 2005, a bill was passed to legalize abortion on the basis of fetal abnormalities or if it endangers the life of the mother. The mother’s consent with the approval of three registered physicians is enough to secure approval by a legal medicine center. However, the law requires the legal abortion to be procured before 19 weeks of gestation (Mohammad & Masoumeh 191). Kant’s Deontology Theory Kant’s deontology theory portrays good will as a significant component of people’s actions. According to this theory, the reason why people act in a particular manner substantiates whether an individual’s action has moral worth. He observes that there is a notable distinction between actions that are morally right and morally wrong. According to this theory, abortion that is procured through good will is morally right. For example, morally good actions include a situation whereby a qualified physician recommends an abortion to protect the life of the mother (Strawson 27). On the other hand, a mother who procures an abortion to enable her to undertake greater tasks in the workplace or to look better is in pursuit of personal interests at the expense of the

Influencing Performance Essay Example | Topics and Well Written Essays - 750 words - 1

Influencing Performance - Essay Example When strategic goals are clearly communicated to the employees, they feel confident and motivated about it. Secondly, â€Å"equal pay for equal work† is an important compensation theory which works towards employee motivation (McIntosh 1998). Inequalities tend to generate between employees when they feel that some other person is getting more for the same work or he/she is not getting adequate compensation for his/her services. It is very important for the organization to observe equity theory of motivation (McShane and Von Glinow 2010) while designing the compensation packages. Also, training and development programmes for employees at different levels work wonders in enhancing performance as they give the employees a chance to increase their skills set. They become more competent to handle more responsibilities with greater enthusiasm and ability which automatically builds upon their positivity towards work. Understanding employee professional and personal needs is the key to their motivation and best performance. Sufficient promotion opportunities, clear goals, mutual working environment and celebrating each and every achievement of employees lies at the heart of bettering the employee performance. Workplace security, safety measures and constructive criticism also form an integral part of this. Describe one method effective leaders can use to improve individual and/or group performance in your organization. Include the role of theory in your discussion. Support your method with a minimum of 1 reference from the literature. Leaders are considered to be effective when they are able to direct the actions of their followers through motivation, planning and judicious implementation of plans. Leaders are considered as role models by the followers because of their charisma or the inherent qualities and values they possess. Leaders are said to be effective when they are able to transfer these to their followers (Leadership Expert webpage 2010). One popular

What did Machiavelli claim it is better for the Prince to be-feared or Essay

What did Machiavelli claim it is better for the Prince to be-feared or loved- and why Why is this important for later political thought - Essay Example Whereas punishing or execution harm only the person who commits crimes, crime that goes unpunished harms the whole community by causing disorders. Therefore for the sake of the betterment of an entire community, the individual who commits crimes should not go unpunished. (Laine 90-94) Yet since punishment or execution has a close association with cruelty and brutality, a prince must carefully temper it with prudence and humanity. Indeed a prince’s strict adherence to the executions of crimes contributes to the conjuration of his image as one who champions laws and punishes disorder. Machiavelli claims that it is better for a price â€Å"to be feared than loved†, though ideally he should be both â€Å"love and feared† (Machiavelli 45). When a prince cannot both be loved and feared, it is â€Å"much safer to be feared than loved, when, of the two, either must be dispensed with† (Machiavelli 45). In support of his position, Machiavelli argues that people in general are â€Å"ungrateful, fickle, dissembling, anxious to flee danger, and covetous of gain.† (Machiavelli 45). When the prince is far away from dangers, they will show their eagerness to sacrifice their lives for him. But when the prince is in real dangers, they will abandon him; even they will turn against him, as Machiavelli notes, â€Å"they will offer you their blood, property, life and children, as is said above, when the need is far distant; but when it approaches they turn against you† (Machiavelli 45). According to him, breaking the bond of love at odd times is mu ch easier than a bond of fear, friendships and love can be earned by payments. In this regard, Machiavelli says, â€Å"men have less scruple in offending one who is beloved than one who is feared, for love is preserved by the link of obligation which, owing to the baseness of men, is broken at every opportunity for their advantage; but fear preserves you by a dread of punishment which never fails† (Machiavelli

Ip2 managing high performance Research Paper Example | Topics and Well Written Essays - 250 words

Ip2 managing high performance - Research Paper Example Are there pros of empowerment in the workplace? This research intends to analyze the benefits of empowerment, its relation to Theory X and Y and the role of unions in employee empowerment. Employee empowerment is termed as a process of enabling one to reflect, act and work independently towards achieving the organizational goal and individual destiny. Empowered employees exhibit a greater sense of ownership in their organization and are more proactive and ready to embrace change. Empowerment in employee perspective has been identified as a key factor to improving job satisfaction. Job satisfaction entails how well individuals are fond of their jobs and how satisfying they perceive it to be. Additionally, greater empowerment leads to greater internal work motivation, reduced work stress and employee job participation exceeding the defined job of the individual (Jobs, 2011). From the supervisor’s viewpoint, employees’ empowerment gives them sufficient time to complete other task assigned to them. More so, supervisors are able to get time they require to make high-level decisions, train and develop others. Apart from the fact that supervisors benefit from completion of project on time from employees, there is increased resilience. Both small and large changes are embraced accordingly thus employee’s morale is maintained since they are involved in decision making. Supervisors who adopt theory X are usually viewed as controlling and less trusting of workers capabilities and these tends to jeopardize empowerment as opposed to their counterparts who adopts theory Y. Normally, Supervisors who have an optimistic view towards employee capability are more likely to implement empowerment successfully unlike their counterpart theory X leaders. A supervisor that has a type X behavior runs all aspects of work and this triggers employees to seek union intervention. Employee empowerment operates in a unionized environment since it allows

Hispanic American Diversity Essay Example | Topics and Well Written Essays - 1250 words - 1

Hispanic American Diversity - Essay Example People of Mexican origin are Mexicans either for the reason they are born in Mexico or of Mexican heritage. "The majority of Mexican Americans live in urban areas which comprise the three agricultural migrant streams that flow from the south to the north across the country, often twice annually. Historically, Mexican Americans have been both an urban and rural population. Since the 1600s, Mexicans were the first Americans to establish homesteads in the territories that became Arizona, California, Colorado, New Mexico, and Texas. Since before the turn of the century, Mexican Americans literally built the great southwestern cities of Los Angeles, San Diego, Tucson, Albuquerque, Dallas, and San Antonio" (2006b) Mexican culture is influenced by folk art, which exhibits in major American museums, and "the great Mexican muralists like Rivera, Siquieros, and Orozco were invited to paint frescoes on the walls of American institutional sites such as universities and even within such edifices of capitalism as Rockefeller Center in New York" (Limon, 1998, p. 26) Local Mexican cultural life involves the participation of ranches, they used to gather for parties and seasonal balls and dutifully attend Sunday gatherings. With respect to linguistics, "Mexican America... Others, speaking perfect English, have completely forsaken the tongue of their ancestors". (Gonzalez, 1969, p. 16) A few, usually among the more educated intellectual class, have made a point of learning to speak both English and Spanish well, but they are, very rare. It has been found that the majority of the members of this population still learn English as a second language, however Spanish-American leaders recognize that in order for individuals to raise their socioeconomic level they must speak English well. Puerto Ricans The cultural heritage of Puerto Rico is among the richest in the world. Traditionally, the Puerto Rican people speak Spanish; it is their language of loyalty, romance, passion, patriotism, business, negotiation, and defiance-it is their cultural language. Their ancestors inherited this language from the Spaniards through conquest, and yet it is not the language that the Spaniards spoke when Puerto Rico was under Spanish colonial rule, and it is not the Spanish that Spaniards speak today. In addition, for those who are fully bilingual in Spanish and English, a linguistic phenomenon called "Spanglish" has arisen. The Spanish conquest of Puerto Rico, and the rest of Latin America, for the most part guaranteed that the people would become Roman Catholic. Under colonial rule, it was forbidden to practice any religion but Catholicism. "In Puerto Rico there seems to be a combination of the practices of Santeria and Spiritism, and there are times when the people themselves are not certain o f the origin of a particular custom; they practice it because their ancestors did, not because they are active followers of Santeria or Spiritism". (Perez, 2000, p. 17) Politically, "Puerto Ricans have always received lower levels of Federal

Soul Food vs. Fast Food Essay Example for Free

Soul Food vs. Fast Food Essay As Applebees would say, â€Å"There’s no place like the neighbor. † How would the world classify good food? Which one will result in the best answer, hamburger and fries or biscuit with gravy? Is hamburger and fries the best choice because a biscuit with gravy takes more time? There are a lot of reasons why people choose homemade food versus fast food. Both homemade food and soul food taste good, however homemade food offers a variety of history, emotions, and memories of different cultures. Different family meomories take a part of it when its soul food ,because there’s nothing like grandma’s cooking . The homemade food brings family members together. African Americans use the word soul food to describe homemade foods. Soul food normally provides the opportunity for families to come together and even though its a lot of drama when every one come to gether u always remember the food the most . The dinners at grandma’s house are always remembered by family members. The dinners usually consist of chicken, potato salad, beans, and biscuits. After the traditional dinners, someone will always serve the homemade desserts. The elders are normally appreciated because of their love, patience, and knowledge with soul food. This fact never fails, a person who knows about soul food will always return home for their culture’s food. Love can almost be tasted in soul food which comes through mostly in the actual preparation of the dishes. Soul food has a great affect that comes with a special touch, precious time, and extra ingredients. The cook puts so much love in preparing soul food for the family. In many cases, the cooks get delighted when the family eats the food. The cooks obtain a warm feeling especially when someone praises their work. In many cases, people will try their best to Cook soul food just like their mother and grandma, because they miss their soul food. Soul food makes a house feel like a home because the food represents love and comfort. Soul food has history because it passes traditions and customs of the past elders of the family. â€Å"How do you make homemade peach cobbler,† the elders will say, â€Å"Watch carefully and you can learn. † Being a country child growing up, and understanding the background of soul food makes one appreciate the food more. The cannery is where garden vegetables are canned and there are few canneries still around in today’s time. The opportunity of going to the cannery with grandparents is a memory to cherish along with picking fresh vegetables from the garden. This opportunity sets aside the time to learn that homemade cooking is a job before the pots start boiling. On the contrary, fast food restaurants are an excellent choice of convenience. For example at Burger King, a fast food restaurant,†you can have it your way. † The choices of fast food restaurants are a great thing to have in the world. Also, the restaurants are excellent when traveling and trying to satisfy the hunger pain quickly. When parents do not feel like cooking a home cooked meal, they can always go through the drive-thru. Fast food restaurants can be good for a quick date. Quickness is great, especially in today’s society. Applebees is a great place to get away from home for the night. Many people take pleasure in going to fancy restaurants by themselves, with a date? or to gather with friends and/or family. There are plenty of restaurants that are appropriate for every occasion and all ages. Restaurants leave the stomach satisfied but can be healthy and allow family time together. Why healthy? Restaurants include in their menu a variety of salads options grill or bake dishes, and even a weight watchers’ menu. The decision is always in one’s hands to decide between a health dishes or unhealthy dish. All food is delicious but, has downfalls. For instance, fast food does not represent any love but just quickness. There is no special touch, time spent, and extra ingredients. Fast food basically has a concern of reasonable prices or either having the fastest time in the drive –thru. A lot of employees are just in the restaurant to get a pay check rather than having a concern for the customers to have a good lunch or dinner or even breakfast. The restaurant is leaving out the family time because mostly the families are on the go all of the time. The time spent with preparing traditional food is appreciated, but, the tradition that people look for is quickness in fast food restaurant, which leads to obesity. The number one problem is obesity in fast foods. The reason for this issue is that parents go through the drive-thru and let the child order everything. Another reason is that parents are at work all of the time, and this generation is basically choosing from frozen food or fast food when living in this situation. Obesity comes from parents who do not have the time to prepare a loving home cooked meal, only because the parents’ lives are put before their child’s life now. This simply means the child will consume foods by these restaurants or frozen food. This is done on an everyday basis, such as, when the parents take care of their business first or think of something quick all of the time to feed the child. Fast food restaurants are shut down every day due to many reasons. Reasons include failing several health inspections, lack of cleanliness, and not enough cautions. The downfall of this is people do not pay attention to the environment of where their food is coming from. They are all always in a rush. Instead of considering how long it takes to prepare a meal, one should consider it an opportunity to spend more time with the family. People just put their trust in the Employee’s and is not concerned about the cleanliness of employees’ hands. Simply, people need to take the time to pay attention, because fast food is not prepared with so much or no caution. â€Å"Fast food versus soul food,† what could the choice be? Fast food will be the choice if one is on the way to work. Soul food is the ideal choice if one does not have anything on their agenda for the next hour. In this paper, fast food restaurant versus soul food is different and similar in many ways. Fast food is mainly quick and easy. Soul food takes time, yet, it is filled with passion, love, and care. Fast food versus soul food is everybody’s decision every day, just think about the reason why the choice is made, not about the taste of every meal.

Concept of leadership

Concept of leadership Leaders are born and Leadership skills can be developed represent two fundamentally different perspectives towards the development of leadership quality. Which perspective would you support, and what implications may this have for management development in organisations? Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The concept of leadership is as old as man himself. This is because ever since men came together for the purpose of achieving their different goals (communal, economic, political etc), there has always been the existence of a position for a leader/ leaders who would set the path towards the achievement of decided goals. This paper seeks to assume the position that leadership skills can be developed. One truth we know is that all leaders are born and when thrust with responsibilities performs with mixed results: some perform well; others perform woefully while others are able to balance the scales of performance. Upon the study of the various available literatures on leadership it was discovered that so many people have posited beautiful logical arguments for both sides of the divide. Nevertheless the question at hand demands that a position be assumed and supported and this is what i seek to do. The position of this paper is to logically argue against the notion of a breed of people born as leaders as those qualities are not inscribed on a mans forehead but are developed through certain challenges which bring out those qualities which become evident to everyone. As would be highlighted in subsequent sub-topics the paper would attempt to make a point for is assumed position. What is Leadership?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Like many other concepts there are many definitions of leadership. Nevertheless they all assume that it involves the headship of any entity, organization, or group. Many scholars might argue back and forth about the philosophy of leadership, but the fact remains that the leader is the one who determines the path the group or entity would follow. Antonakis, Cianciolo and Sternberg (2004) agree with this point of view as they point out that it is a concept which is very easy to identify but difficult to define.Fieldler, cited in Antonakis et al (2004) also noted that there are many definitions of the concept as there are theorists and scholars working on the subject. John Maxwell, the author of the book 21 Irrefutable Laws of Leadership believes that leadership is nothing more than influence. Thus a leader to him is the person with the most influence among a group or within an entity. Northouse (2006) however argues that leadership is a diverse concept that might mean many things to different people. Nevertheless he assumes that there are common elements in all the definitions of leadership and he based his view on these common elements. To him, leadership is a systematic process whereby a person is able to influence other people to achieve common goals. Northouse posits that his definition is rooted in the following elements namely: process, influence, groups and common goals. Bryman (1986) is also in support of the position that the context in which the concept of leadership is applied varies from scholar to scholar. He also highlights that there have been ethical attempts by scholars to distinguish between leadership and other methods of influence like power and authority.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Leadership is a concept that is present in every group or entity be it a school, church, business organization, state, association (local and international) etc. There are so many reasons why people emerge as leaders of the various groups they find themselves in. Some emerge by popular consent e.g. as found in a democratic state like the United States, others emerge by appointment e.g. the chief executive officer of an organization or business corporation. Others yet emerge as leaders via their possession or control of the means of coercion e.g. military leaders and dictators and in the business world boardroom politics and manipulation might see the emergence of a new head/ boss. Leadership is an essential feature of all entities that must be present as an entity without leadership might be brought down by internal and external instability. It is for this reason that scholars have taken time to study about leadership and the role it plays in achieving org anizational goals. The recognition of its importance has given rise to the question of ethics in leadership and the dichotomy between good and bad leadership. Nevertheless it must be said on hand that the ethics of leadership is dependent on the position of the interested scholar. Thus while some scholars may concern themselves with leadership by consent, others may be more Machiavellian in nature. However this paper does not want to delve in to the ethics of the matter but rather wishes to pay attention to the question at hand. THEORIES OF LEADERSHIP Many scholars over the years have opined and debated on the various approaches to understanding the concept of leadership. This debate has spanned from the time of early philosophers like Plato down to modern theorist. According to literature there are a number of theories which helps one to understand the concept of leadership and these we shall take a note of briefly. Seleshi Sissaye (2001) provides us with some of the well known theories namely Trait theory Functional theory Situational theory Trait theory According to Sissaye the trait theory can be seen as that which argues that leadership traits are acquired at birth. It is one of the earliest theories as it assumes the notion that some people have these traits while others lack it. It has however been criticized for its inconsistency although it later regained prominence in later years. Northouse (2009) also refers to it as the great man theory because it concerns itself with those qualities that made men great. He further noted that unlike other theories this one was focused on the nature of the leader and not the followers. Functional Theory Sissaye (2001) says that this theory came after the trait theory and it is an important one because it takes recognition of the role that leaders play in their environment. It was propounded by Parsons in 1951. Reisman in Sissaye further teaches that in this theory the leader actually serves three roles in his institution: facilitator, administrator and model. Situational Theory To Sissaye (2001), the situational theory came to replace both the functional and the trait theories of leadership. It is founded on the contingency theory of social organization. Hamilton in Sissaye postulates that the core of this theory is the argument that the nature of the job determines the emergence of the leader. In other words, a leader emerges based on the opportunities presented or on the circumstance he/ she find himself in. Northouse (2009) observed that that this type of leadership theory involved a directive and supportive dimension and these have to be applied when the occasion calls for it. Are Leaders Born?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This is an interesting question. It is one because it attempts to understand the notion that leaders are a special breed of people who come into the world to fulfil their role of leadership. Thus it bears an element of destiny in it. Roger Gill (2006) noted that scholars and philosophers have debated this position over the years like Shakespeare and Aristotle. However many scholars of the modern period have also argued this position on the grounds that there is an innate characteristic in certain individuals which might be highlighted or can be moulded to attain the desired level of leadership characteristics. Indeed Nicholson and Norburn in Gill assume the position that there are innate genetic cells in individuals which may be developed to the desired standard. To them since all people are not leaders it is only reasonable to assume that the leaders have a certain leadership trait that has placed them in that position. This argument is also supported by Kilpatrick and Locke in Torrington, Hall and Taylor (2008). They also believe that leaders possess certain genetical leadership traits such as drive, motivation and self confidence which make it easier for them to perform well in leadership positions. The truth is that all leaders are biologically born. They are all products of the biological reactions which bring forth everyone- leaders as well as followers. There is nothing extraordinary about the birth of leaders because so many factors are involved in the emergence of a leader and it is these factors if favourable to the leaders success that might lend some validity to this statement. This notion makes one to question the existence of the followers. If leaders are born and developed from the womb to be leaders, then are followers already predetermined to become followers from birth? Finzel (2007) proposes that real leaders arent born but learn by trial and error and that inability to learn good leadership habits might haunt a ge neration of subsequent leaders. Cohen (1999) makes an interesting point that there are so many people who are educated and have good qualifications but this does not naturally endow them to lead. Rather than support the claim this paper wishes to disapprove of this philosophy that leaders are born not made and that leadership skills can be developed. Leaders and their skills are developed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Leadership Development according to McCauley, cited in Day (2001) involves the collective expansion of organizational members to involve themselves in leadership roles and processes. The fact is that all human beings are born with various traits talent and skills: psychological and physical. Leadership should however not be viewed in this light. This is because unlike genetical traits like eye colour, lip colour, looks etc, leadership is a combination of opportunity and ability. Leadership traits as argued by scholars of the trait school are not as evident as those physical traits which individuals are known to exhibit. Thus we might say that all individuals are born with leadership skills all of which are not made manifest, rather their skills are honed and sharpened through the various challenges they face and opportunities presented to them. His/ her ability to head a group visibly confers on him the status of leader (although in some cases the visible head might not be the real leader e.g. as in the case of Mahatma Gandhi and Nehru in India. In management circles a leader is identified through his ability to handle different difficult situations put in his charge. These opportunities are presented to identify key areas of strength and weakness and this gives people the chance to weigh and determine the kind of leader they want at the top. Lenore Mewton (2009) in her paper argues this position by admitting that although it is very possible for individuals to possess traits and qualities which equip them for positions of leadership, it can also be learned and developed from executives and other business practitioners as their experience helps shape and individuals decision making processes. She believes that for a leader to be prepared he must assume leadership of himself of self leadership and proposes that individuals must be conscious and aware of their qualities and abilities as this allows them to decide on which to employ whi le taking decisions in leadership position.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lets take a closer look at this position. Leadership development might start from any point in an individuals life. Factors such as the environment and the individual a leader comes in contact with also shape the way his leadership abilities are developed. An individual who attends school, goes to church or mosque and develops through life might remain a follower unless given such positions that bring out such leadership qualities in him. It is for this reason why many institutions such as businesses, governments, non-governmental organizations etc spend lots of money engaging their staff in various leadership courses within and outside state boundaries. For instance in institutions such as the military, soldiers rise through the ranks and are given positions of command. Their success in handling these various assignment given to them determines how the move up the military hierarchy. This view is in agreement with the opinion of Lussier and Achua (2009) w ho argue also that most of the worlds major corporations spend millions of dollars on various leadership seminars and training programs around the world. They further posit that irrespective of an individuals talents, he/she could be developed to lead if given a chance or provided an opportunity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In trying to justify the position of this paper the argument would rely greatly on the opinions of the development theorists. This is because many of the popular businesses in the world today depend on leaders that are developed through their ability to handle various challenges presented to them. The modern business environment is such that the only leaders that are recognized are those who have risen through the ranks and have had their abilities tested and developed through the various programs, seminars and leadership programs they have found themselves in which has brought out those leadership qualities in them. The next sub heading would try to look at how leadership skills are developed in an organizational context. Leadership Skills Development in an Organization   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  How are leadership skills developed in organizations? What are the processes? What does it entail? Do the beneficiaries of such processes end up becoming good leaders? These are some of the questions that this sub heading hopes to answer in a brief yet concise way. Many organizations have many ways of ensuring that leadership skills of her staff are harnessed to the fullest. Many of the popular corporate names like General Motors, General Electric, IBM, Procter and Gamble etc have a culture of developing their staff to bring out the leadership skills in their staff. This was further confirmed in a Fortune Magazine online article of the World best companies for leaders which saw those companies listed earlier as examples as part of the top ten. A look through the list of companies and their profiles show that the companies all have various strategies and methods for identifying and developing managerial talents into the kind of leaders that would benefit th e corporate world. For instance in Procter and Gamble top executives also participate in training staff at the companys leadership colleges, while at IBM mobility assignments are given to thousands of staff spanning from a range of three to six months. At Titan Cement, which also made the Fortune list, their own leadership program also includes a one year program known as the career pre heater, as well as a value system for evaluating people thereby identifying leadership material through their performance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Why do companies take the effort to develop the leadership skills of their staff? A personal opinion might be that companies prepare to advance to the next phase of growth by preparing their staff and developing their leadership skills so as to ensure that the business has a viable leadership to steer them through to that next phase of growth. A lot of the major corporations try to satisfy their leadership needs internally by developing special leadership programs for their leadership talents or high performing managers. For instance Hewlett Packard or HP for short, the PC and InfoTech Company based in the US according to Carter, Ulrich and Goldsmith (2005) through their Workforce Development and Organizational Effectiveness Group developed a program called Dynamic Leadership; a program which according to HP was to improve decision making and leadership amongst other objectives set by the then CEO Carly Fiorina. The end product of this program was after a study and analysis of the process was that they benefitted financially over the long term after evaluation of various processes as well as successfully merging with another PC company-Compaq. A lot of the big corporations also have a similar pattern for identifying and filling leadership gaps within the organization. Other big corporations that have implemented a similar model to that of HP include Macdonalds Corporation, Intel, Lockheed Martin etc. Macdonalds Corporation for instance is one of the biggest fast food ventures in the world. In 2001 its HR Design Centre created a program for its key managerial staff called the Macdonalds Leadership Development Experience. This program was specifically designed to bring out leadership qualities of staff that would go on to occupy a key position within the Macdonald hierarchy namely the position of Regional Manager. The candidates undertook training and the scholars, Ulrich et al considered the training process good enough to bring out t he leadership qualities in these candidates. However many people are developed through structural positions of leadership. Thus their ability to head a position determines if they have the Capacity to handle people and resources on a larger scale.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Day (2001,a) however notes that there are other methods by which companies develop their potential leaders. Some of the examples given include the 360 degree feedback, which involves the collection of different points of view of an individuals performance, as well as mentoring, which Day defines as formal developmental relationships while performing duties on the job. McCauley and Brutus (1998) identify with Job Assignments as an important tool in training potential leaders and Day (2001, b) notes that this has been employed by Businesses like the Coca Cola Company. IMPLICATIONS FOR MANAGEMENT DEVELOPMENT IN ORGANIZATION. What are the implications of leadership development in organizations? How does management benefit from the leadership skills development that many organizations are now focusing on? It must be said that a lot of companies in the world today are investing in leadership development because they are aware of the benefits that come with good leadership in business. This is what Mullins (2007) believes, that businesses identify people who would be beneficial to the companys management in the long term. If we borrow from the resource based view of HRM we would understand that leadership skills constitute part of the resources which give a company competitive advantage against rival businesses. Shajahan (2007) is also of the opinion that leadership programs directed at skill development serve as a source of competitive advantage. Some implications which i personally identified include the following namely: Continuity Smooth flow of Communication Identification of the right leaders for the business. Continuity: One of the reasons why companies undertake leadership skills program is to ensure continuity of leadership. Thus businesses undertake different strategies of leadership skills development to ensure that there is continuity in the business. This is because only good leaders have the foresight to keep a company going through to the next phase of growth. As Shajahan (2007) noted in the example of General Electric (GE), while its iconic C.E.O, Jack Welch, was preparing to retire in 2001, executives where being recruited to report to the potential successors of Welch. Thus Shajahans point is that companies concerned with leadership do not wait until the last minute to get a leader. They rather start the process early enough and continue till the process till whenever the process becomes unnecessary. Smooth flow of Communication: Leadership Skills development allows for a smooth flow of communication between potential leaders and other staff. This is because staffs that are trained under these leadership development schemes are knowledgeable of the internal workings of the organization as well as the people who bring about these workings and functions i.e. the staff. Thus it is easier for them to communicate and pass down directives because of their knowledge of the system and familiarity with those that operate the system. This can be seen in companies that recruit their management staff internally. Identification of Right leaders for the business: This is also similar with the first point but is also unique in its nature. Leadership development is a process which highlights the leadership potential of all participants involved in the development program. As a result such programs do not only provide leadership options in times of succession and continuity but also provide options for those who would take charge of key areas of business. Such people might mature over time to take over the leadership mantle if need be as such key positions handled by these persons constitute part of their leadership training process. Others might not assume leadership positions in that company but might be suitable and well qualified for like positions in other companies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are other key implications of leadership skills development which are crucial to management success in an organization. Nevertheless it can be seen that it is a process that is very good in bringing out that part of individuals which is usually hidden unless identified and sharpened to suit the objectives and mission of the organization. CRITIQUE OF THE LEADERSHIP DEVELOPMENT POSITION   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Although i have taken the position that leadership skills can be developed, there are still some criticisms that linger over it and much of it come from the philosophical school of thought that leadership qualities are in born, a position adopted by the trait school of leadership theory. These scholars have made some reasonable points that are worthy of consideration and analysis.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  According to Gill (2006), the argument about leaders being born or made started with Hippocrates description of personality types based on body humour. In his book, Gill argues the point that this position is a psychological one, which makes it important because its concerns are crucial to the success and making of a leader. Such psychological concerns include interpersonal, psychological and emotional concerns. One of the major flaws of the leadership development position thus is that it downplays the importance of psychology in leadership. Although it can be argued that leaders are developed over time to suit their roles, one must not ignore the fact that leaders also have certain qualities that identify them as natural born leaders. For instance Northouse in Gill (2006) identified in his analysis certain trait qualities associated with leadership namely integrity, dominance, self confidence and sociability. Judge in Gill (2006) also identified some more characteristics which could be identified with leaders namely agreeableness, extraversion and conscientiousness. This view is also upheld by Kirkpatrick and Locke (1991) who argue that leaders possess those special traits which push them further to develop those identified traits. They make use of examples of personal characteristics of some leaders like Sam Walton of Wal-Mart and John Paul Jones of the US Navy to drive home their point of the relationship between trait and leadership. Nevertheless it must be noted that although possession of leadership traits is a factor, it does not determine the success of a leader.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Another criticism noted with this leadership development position is that the fact that leadership skills which are developed through certain training schemes either formal or informal does not guarantee the success of a leader. Skills development does not uniquely give leaders a successful tenure in their organization just as traits alone does not explain leadership success. CONCLUSION   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This paper has briefly reviewed the concept of leadership and has seen that leadership although identifiable cannot be given an encompassing definition. Many people see leadership in different lights; influence, management, control, power etc and as a result it cannot be given a wholesome definition to embrace all these points of view. The theories surrounding the concept of leadership have also been briefly reviewed as it is the opinion of this paper that these theories have a great influence on the question of concern. The two points of opinion: leaders are born and leadership skills can be developed have also been reviewed in a bid to provide a bit of understanding on the debate. While this paper has adopted the position of leadership development, it nevertheless has sought to point out that any of the positions is subject to the beliefs and opinions of the individual as there is no universally acceptable position on the subject of leadership. One might be forced to make the conclusion that an argument like this is more of a philosophical question and with leaders coming up in different sectors and carrying out their duties in different ways there is no clear superior argument as both positions have considerable weight. Nevertheless the position of this paper still stands: that leadership skill can be honed and sharpened to suit and lead a people in a particular way. This stands because people have certain qualities that could be shaped to be of better use to the larger society, community, organization or country.

In-place Pile Foundation for a Tower-building Project

In-place Pile Foundation for a Tower-building Project 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. â€Å"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). 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 â€Å"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). â€Å"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. â€Å"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 â€Å"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 . tanÃŽ ¸ ∠´ Ui = rxi ÃŽ ¸ => Pi = k . r xi . ÃŽ ¸ ÃŽ ¸ is a small angle ∠´ tanÃŽ ¸ ≈ ÃŽ ¸ (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 . ÃŽ ¸ rxi = k . ÃŽ ¸ r2xi => => Mxi = From previous equation, Mz = ÃŽ £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 ÏÆ': CHAPTER 4 4 Load on Pile 4.1 Introduction â€Å"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) â€Å"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 â€Å"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) (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. â€Å"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 Ï€a over the surface area of the shaft. Ï„a = Ca + ÏÆ' n tanφ a Where: ÏÆ'n = Ks ÏÆ'v ∠´ Ï„a = Ca + KS ÏÆ'v tanφa where: p = pile perimeter L = pile length φ = 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 ÃŽ ± = reduction factor relating to, quc as shown in Figure 5.1b ÃŽ ² = 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 ÃŽ ² factor is unity in all cases for the Horvarth and the Rosenberg and Journeaux curves. It should also be noted that the ÃŽ ± 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 ÃŽ ² 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: 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 Table 5.2a 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 (Vesic’s Method) A number of settlement analysis methods for single piles are available. These methods may be broadly classified into three categories: Elastic continuum methods Load–transfer 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 load–transfer 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 load–transfer method (McVay et al. 1989) implemented in program FB-Pier (BSI 2003). In Vesic’s 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 + ÃŽ ¾Qs)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 ÃŽ ¾ 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 ÃŽ ¾ = 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 Ñ µ is Poisson’s ratio Ib is an influence factor, generally Ib = 0.85 S3 = (Qs / pL) (D / Ess) (1 – Ñ µ2) 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 Vesic’s method, both Qb and Qs are required. In this report, Qb and Qs are obtained using two methods. In the first method (Vesic’s method I), these two loads are determined from a nonlinear load–transfer method, which will be introduced later. In the second method (Vesic’s 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 load–transfer 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, Ï€ro2 = Ï€rb2 = Dh, h is the depth of the pile cross-section) ÃŽ ¾G = 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. Ï  = Gave/GL, Gave is the average shear modulus of the soil along the pile shaft p is the pile stiffness ratio p = Ep / GL; ÃŽ ¶ = ln{[0.25 +(2.5Ï (1 – v) –0.25) ÃŽ ¾G] L/r0}; É ¥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 3Ï€p1/2, 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 load–transfer method implemented in FB-Pier, the axial –Z curve for modelling the pile–soil interaction along the pile is given as (McVay et al. 1989) In-place Pile Foundation for a Tower-building Project In-place Pile Foundation for a Tower-building Project 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. â€Å"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). 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 â€Å"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). â€Å"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. â€Å"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 â€Å"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 . tanÃŽ ¸ ∠´ Ui = rxi ÃŽ ¸ => Pi = k . r xi . ÃŽ ¸ ÃŽ ¸ is a small angle ∠´ tanÃŽ ¸ ≈ ÃŽ ¸ (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 . ÃŽ ¸ rxi = k . ÃŽ ¸ r2xi => => Mxi = From previous equation, Mz = ÃŽ £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 ÏÆ': CHAPTER 4 4 Load on Pile 4.1 Introduction â€Å"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) â€Å"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 â€Å"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) (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. â€Å"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 Ï€a over the surface area of the shaft. Ï„a = Ca + ÏÆ' n tanφ a Where: ÏÆ'n = Ks ÏÆ'v ∠´ Ï„a = Ca + KS ÏÆ'v tanφa where: p = pile perimeter L = pile length φ = 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 ÃŽ ± = reduction factor relating to, quc as shown in Figure 5.1b ÃŽ ² = 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 ÃŽ ² factor is unity in all cases for the Horvarth and the Rosenberg and Journeaux curves. It should also be noted that the ÃŽ ± 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 ÃŽ ² 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: 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 Table 5.2a 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 (Vesic’s Method) A number of settlement analysis methods for single piles are available. These methods may be broadly classified into three categories: Elastic continuum methods Load–transfer 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 load–transfer 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 load–transfer method (McVay et al. 1989) implemented in program FB-Pier (BSI 2003). In Vesic’s 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 + ÃŽ ¾Qs)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 ÃŽ ¾ 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 ÃŽ ¾ = 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 Ñ µ is Poisson’s ratio Ib is an influence factor, generally Ib = 0.85 S3 = (Qs / pL) (D / Ess) (1 – Ñ µ2) 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 Vesic’s method, both Qb and Qs are required. In this report, Qb and Qs are obtained using two methods. In the first method (Vesic’s method I), these two loads are determined from a nonlinear load–transfer method, which will be introduced later. In the second method (Vesic’s 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 load–transfer 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, Ï€ro2 = Ï€rb2 = Dh, h is the depth of the pile cross-section) ÃŽ ¾G = 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. Ï  = Gave/GL, Gave is the average shear modulus of the soil along the pile shaft p is the pile stiffness ratio p = Ep / GL; ÃŽ ¶ = ln{[0.25 +(2.5Ï (1 – v) –0.25) ÃŽ ¾G] L/r0}; É ¥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 3Ï€p1/2, 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 load–transfer method implemented in FB-Pier, the axial –Z curve for modelling the pile–soil interaction along the pile is given as (McVay et al. 1989)