Variation of modal parameters of pile-supported structures in seismically liquefiable soils.

This paper presents experimental results that aimed to investigate the effects of soil liquefaction on the modal parameters (i.e. frequency and damping ratio) of pile-supported structures. The tests were carried out using the shaking table facility of the Bristol Laboratory for Advanced Dynamics Engineering (BLADE) at the University of Bristol (UK) whereby four pile-supported structures (two single piles and two pile groups) with and without superstructure mass were tested. The experimental investigation aimed to monitor the variation in natural frequency and damping of the four physical models at different degrees of excess pore water pressure generation and in full-liquefaction condition. The experimental results showed that the natural frequency of pile-supported structures may decrease considerably owing to the loss of lateral support offered by the soil to the pile. On the other hand, the damping ratio of structure may increase to values in excess of 20%. These findings have important design consequences: (a) for low-period structures, substantial reduction of spectral acceleration is expected; (b) during and after liquefaction, the response of the system may be dictated by the interactions of multiple loadings, that is, horizontal, axial and overturning moment, which were negligible prior to liquefaction; and (c) with the onset of liquefaction due to increased flexibility of pile-supported structure, larger spectral displacement may be expected, which in turn may enhance Pdelta effects and consequently amplification of overturning moment. Practical implications for pile design are discussed.

Domain 4: The Education Function.

This chapter examines the role of the advanced nurse practitioner (ANP) within the domains of practice identified by the Royal College of Nursing (2002) as the teaching and coaching function. (Note that this is referred to by the NMC as the education function. It approaches the analysis against the backdrop of three policy documents: The Expert Patient: a new approach to chronic disease management for the 21st century(DoH 2001), Choosing Health: making healthy choices easier (DoH 2004), Our health, our care, our say (DoH 2006). It draws into the frame the experiences of ANP students as they work with patients, clients and carers, with the intention of enabling health and managing illness. It uses examples from a range of everyday practice setting to illustrate the inherent challenges of the teaching and coaching function of the ANP, at the same time as recognising its significance if patients, clients and carers are to be enabled to make choices that might optimize their well-being. Before this, however, some statistics are presented to focus thinking on why education is an invaluable component of advanced nursing practice.