Interactive Training of Hospitality Operations Personnel Essay

Interactive Training of Hospitality Operations Personnel - Essay Example The rise in employee turnover costs and the increased use of technology in the industry further emphasizes the need for training (Sheldon and Gee, 1987). Internet based 'interactive training' programs (an umbrella term that includes both computer based and multi-media training) of hospitality operations staff provides access to on-demand training, tracking of each trainees' progress, as well as in-depth reporting of each trainee (hotelonline.com, 2000). The training is provided with an interactive format that includes text, animation and audio. A successful interactive training program in the hospitality sector ensures consistency in providing a quality environment for employees, guests and visitors. It is a cost effective way of upgrading skills of hospitality personnel, the benefit of which can be visible from consistent and quality delivery of essential guest services and avoidance of any litigious situation. In the present age of IT dominance, interactive training of hospitality personnel is an integral part of the industry without which introduction of technologies in the hospitality sector would not have the desired result. ... With new innovations in the IT sector, more and more hotels are equipping themselves with the tools of modern technology to ensure global connectivity to their customers, particularly corporate executives. Without upgrading, the knowledge and skills of hospitality personnel rapidly gets outdated. In the competitive atmosphere of modern day hotels it is crucial to satisfy and win the loyalty of each customer. A satisfied customer apart from becoming prospective customer for the future may also bring in more customers through positive multiplier effect (Duprey & Kearsley, 2005). In the new e-economy, the value of human capital, meaning mainly employees' skills, competencies, and knowledge is greater than any other form of business capital and can crucially drive competitive advantage (Cohen & Levinthal, 1990). Increase in skills leads to improved performance which enables the employer to meet the needs of the employees also helping in retention of the precious talent. "No hotels can have excellent operations without excellent employees and that requires excellent human resource practices" (Siguaw & Enz, 2000, p.48). Human resource skills have always been an important element in the hospitality industry. "Friendliness and a willingness to serve others are the tools of the hotel trade, and training is the sharpener that refines the tools into hospitality machines" (Higley, 2004). Proper attitude starts with management and ends with diffusing it to all the staff of the hotel. It is of utmost importance to make right impression at the front desk which is reflected through a positive, outgoing and friendly attitude and also through efficient service. Increasingly intense competition, high customer expectations and retaining

Employee and Customer satisfaction Assignment Example | Topics and Well Written Essays - 1500 words

Employee and Customer satisfaction - Assignment Example In real sense, within the government, satisfied workers are individuals who the government could do better without them. Satisfaction of employees does cover the basic needs as well as concerns of employees. It happens to be a good point to start at, however, it typically stops short of what matters really (Susan, 2015). Inefficient HR department which does not place a right employee to do the right job as well as tracking the employees’ individual performance makes employees dissatisfied. The executives in HR department need to listen to the views of the department’s employees (MBA Lectures, 2011). Work pressure in the HR department could cause employee dissatisfaction. When the HR bosses mask the HR employees to finish many tasks within a stipulated time, it brings about work pressure on HR workers. The employees will develop some sort of aversion to the work (Rose, 2015). Employee educational background- where an employee lands on a job of distinct profession from his training then the employee will have to be dissatisfied with the work. This happens to be quite natural since the worker will not be able to match his/her preference for such job kind (MBA Lectures, 2011). Work politics within the HR department- as well as inability for an employee to fit in an office environment will definitely lead to dissatisfaction. It leads to reduced efficiency as well as productivity of an employee. Reduced salaries within an HR department will definitely make HR employees dissatisfied with their jobs. HR employees feel like they should be paid a suitable price for services they undertake. No one is willing to work for a trifling amount (MBA Lectures, 2011). Organization- when employees are dissatisfied their performance go down. This happens be a big blow to the organization in the sense low productivity leads to less profits as well as poor public welfare, not forgetting that these are the main goals for an

The Ethnography of Anthropology Essay Example for Free

The Ethnography of Anthropology Essay As with the study of any anthropological culture, with ethnography there are no set methods for documenting that culture or human societies, but much can be said about the methods of attempting to understand a culture by investigating how, exactly, that culture is unique. This tact can take the form of looking into a society’s housing conditions, how they raise their children, how they are educated, what types of religions they may follow, and even how they might bury their dead. In this, ethnographic studies have virtually taken the form of historical case studies—placing a culture down on paper as if the writer were there and intimately understood the culture. With that said, a look will now be taken into a few of the major ethnographies and the methods of the anthropologists that conduct the research within them. It has been said that a degree in anthropology would not be complete without an understanding of ethnographic research and the art of defining a culture down to its smallest and most fundamental aspects. From that ideal, the study of ethnography branched into an understanding of cultural mores (more than studying how and why people bury their dead), and a look was taken into how a society might communicate (both verbally and nonverbally). For example, if an ethnographer were to study high school students of the twenty-first century, they might notice that the cell phone forms the lifeline of communication among the young in society, and from it, an entirely new language of the â€Å"instant message† was formed—a language that most modern day â€Å"elders† do not comprehend or understand. In this, an ethnographer might note the disconnect between the young and the old in America today. And that, in its most basic form, is the basis for ethnographic research and just one method for employing ethnography to study a culture. Now, a look will now be taken into a few of the anthropologists that were essential for the major ethnographies along with a comparison of their research methods, successes, and failures. To begin with, Annette B. Weiner wrote â€Å"The Trobrianders of Papua New Guinea† as an ethnographic study of the relationships between man and woman and their differing perspectives (and courting rituals) including a somewhat feminist approach on the value of a woman and her work within their society. In 1990, Weiner’s ethnographic work was made into a documentary which focused â€Å"on [unexpected] Trobriand social practices – female exchange, mourning practices, cricket, magic, competition between male chiefs, marriage, Christianity on the island – to provide a picture of modern Trobriand society† (Alexy, 2002, par. 1). When Weiner began her research of the Trobriand culture, she â€Å"had planned to research tourism and local crafts† (par. 2), while instead she found herself drawn into â€Å"explicit and overwhelming female exchange†¦ a ritual mourning ceremony directed by women† (par. 2). In Weiner’s studies, her research also reveals â€Å"other dimensions of Trobriand society beyond these ritual exchanges† (par. 4 ). In this, Weiner’s ethnography goes beyond the traditional mode of one aspect of the culture and instead encompasses a vast amount of the societal mores of the Trobriand. Her failings, if there are any, can be defined by the purely feminine approach to her studies, as even the documentary is filmed from the female perspective, which, ultimately, excludes a great deal of the male perspective and culture from her ethnography. Sharon Graham Davies wrote â€Å"Challenging Gender Norms: Five Genders among the Bugis in Indonesia† as a case study in cultural anthropology to demonstrate the larger value of multiple genders within the society of Sulawesi, on the Indonesian Island versus the two genders that most societies recognize. Essentially, there is the traditional male and female, and then the Bugis also encompass and recognize the androgynous Shaman, and the male and female transgendered (including gay and lesbian) within their society. For their part, the Bugis can be seen as a liberal New York City melting pot of genders, without judgment, and without shame for their chosen paths in life. Davies, in her ethnology, represents a new theory on the ideal of gender and the social mores founded within each, enlightening the subject of challenging traditional gender mores. Further, Davies refers to their gender choices as just that, â€Å"gender negotiations† (Davies, 2001, par. 3) in which both male and female â€Å"to conform to [the] ideals† (par. 3). of most modern societies. More, Davies explained of her work that she refers to â€Å"hir and s/he to challenge readers to [imagine] a subjectivity beyond the dichotomous her/his, she/he. The use of hir further signifies the possibility of a third gender not contingent on crossing from one normative gender to the other. Moreover, neither the Indonesian nor Bugis languages discriminate between gender† (Davies, 2001, endnotes). In this effort, Davies is attempting to define, categorically, the gender difference and non-discrimination that the Indonesian people show. As a gender/sexuality ethnologist, Davies’ research methods seem to comprise the study of the hierarchy within the society and the impact and effect of a chosen gender. Her fundamental stance included the major roles and duties of women, especially, and she defines how â€Å"the hierarchical order of a woman’s duties shows that only after a woman has married and produced children is it her duty to be a member of society. Indeed women may not be considered adults until they have married heterosexually† (Davies, 2001, par. 13). In this, perhaps, the failings of Davies, like Annette Weiner, can be blamed upon her feminist approach to her ethnology of the Bugis and their gender relationships. While her research does encompass the duties and roles of men as well, her main focus is upon the objectification of women and the shocking hierarchal implications (indeed there is some judgment, even in within the Bugis) of their chosen gender identities. Colin M. Turnbull wrote â€Å"The Mbuti Pygmies: Change and Adaptation† as a case study in cultural anthropology of the Mbuti pygmy hunter/gatherers of Zaire. His ethnology focuses on the social organization and environmental tasks and objectives of the pygmies in correlation to their relationship with their non-hunter/gatherer neighboring villages. Turnbull’s work is purely a historical outline of the location and social structure of the Mbuti pygmies in which he notes their settlement location, languages, hunting party structures, and hunting party jobs, like archer, spearman, etc (Martin, n. d. , par. 2). Turnbull discovered that â€Å"only political identity they have is in opposition to the village cultivators† (Martin, n. d. , par. 4) and the â€Å"relationship between the Mbuti and the villagers is maintained on several different levels, centering around trade† (par. 9). In this, Turnbull’s ethnography is highly focused upon one essential aspect of the Mbuti tribes. He does not go any deeper into their culture than trade and hunting, and little is mentioned about social relationships of women within the tribe itself. Indeed, like other ethnographers, Turnbull’s focused approach could be seen as a failing in that there is obviously much more to the Mbuti tribe than their hunting techniques and trade relationships. However, while there must be much more required to understand the Mbuti culture and people, Turnbull’s anthropological research shows, as a case study, and important and driving aspect of the culture. Evon Z. Vogt wrote â€Å"The Zinacantecos of Mexico: A Modern Maya Way of Life† as an ethnographic case study on the life, rituals, economics, and reproduction in Zinacantan. The main focus of his ethnography, however, is the Zinacanteco belief system and how their beliefs serve as the philosophy for their lives and rituals. Of the ethnographers, Vogt is one of the few to spend time in his documentary to relate his various field work methods and explanations. More, Vogt goes deeper into the Zinacantan society, remarking on the food that they eat and the clothing that they wear explaining that â€Å"virtually all women know how to weave the full range of clothing in the normal Zinacanteco costume; but a few items, like ceremonial clothing and the intricate blouses presented to godchildren, are often produced by specialists within the community† (Cancian, 1972, 14). Indeed, Vogt provides an incredibly detailed account of the Zinacanteco way of life, surveying it as closely and as in-depth as if he had lived within the culture since birth. In this, Vogt’s account seems personal and literally every aspect of the society and culture seems accounted for. While he spends a great deal of his ethnographic survey on the belief system, it can be seen from his studies that the religious ways and methods are the driving force for the Zinacanteco and that the most important aspect has been thoroughly covered. Finally, William F. Wormsley wrote â€Å"The White Man will Eat You! An Anthropologist among the Imbonggu of New Guinea† as a case study into the cultural and social structure of the Imbonggu’s, which includes such aspects as leadership, marital obligations, and even magic and religion. Wormsley is the most unique of the major ethnographers because he spends time focusing on the truth of documenting a tribe, and the reactions, emotions, and ideals of the anthropologist himself while attempting such an ethnographic study. Mostly, Wormsley’s work stands out among the rest because of his personal immersion in the culture and society. While the other ethnographers, especially Annette Weiner, documented their studies with a point of view, their attempts were to show the cultures and societies without much interaction, to show the society in its cultural bubble without outside influences and distractions. While Wormsley doesn’t impede the culture he is studying by inserting himself into the historical commentary, his immersion impacts a reader into understanding the trials and tribulations from the ethnographer’s point of view, and that makes for a unique and interesting read. Overall, William F. Wormsley, Evon Z. Vogt, Colin M. Turnbull, Sharon Graham Davies, and Annette B. Weiner are among the foremost ethnographers in the study of cultural and sexual anthropology. While their research has proven to be limited in the nature of what they encompass, all highlight the fields within their chosen cultures that they intended. And of them, Wormsley stands out as the ethnographer most immersed in his ethnographic study as he detailed the life and means of his own documentary. References. Alexy, A. (2002). Viewing notes for â€Å"The Trobriand Islanders of Papua New Guinea. † Accessed July 17, 2009 http://classes. yale. edu/03-04/anth500b/viewing_notes/VN_Trobriand-Islanders. htm Cancian, F. (1972). Change and Uncertainty in a Peasant Economy: The Maya Corn Farmers of Zinacantan. Stanford, CA: Stanford UP. Davies, S. G. (2001). Negotiating gender: Calalai’ in Bugis society. Intersections: Gender, History, and Culture in Asian Context 6, Accessed 17 July 2009 http://intersections. anu. edu. au/issue6/graham. html Davies, S. G. (2006). Challenging gender norms: five genders among Bugis in Indonesia. Florence, KY: Wadsworth Publishing. Martin, M. M. (n. d. ). Society: Pygmies, Mbuti. Accessed July 14 2009 http://lucy. ukc. ac. uk/EthnoAtlas/Hmar/Cult_dir/Culture. 7865 Turnbull, C. M. (1983). The Mbuti Pygmies: Change and Adaptation. Orlando, FL: Harcourt Brace College Publishers. Vogt, E. Z. (1990). The Zinacantecos of Mexico: A Modern Maya Way of Life. Orlando, FL: Harcourt Brace College Publishers. Weiner, A. B. (1988). The Trobrianders of Papua New Guinea. New York: New York UP. Wormsley, W. E. (2002). The White Man will Eat You! An Anthropologist among the Imbonggu of New Guinea. Florence, KY: Wadsworth Publishing Co.

Current Education System Impact on Creativity

Current Education System Impact on Creativity Abstract This paper discusses how the current system education in Latin America kills creativity. The paper explains that standard test need to be reorganized and how the system would improve. Then it will show how free time is important for each student to have better knowledge. Finally, you will find how is the methodology of the system to reflect on the path we are following. Also along the paper there are some comments to solve the problem because that problem is affecting childhood. Keywords: Current educational system, creativity, students , methodology, childhood. The current education system kills creativity Does every person have the same opportunities in the current education system? The answer is clear No. Nowadays the current education system is based on a few important subjects such as maths, science and language but it does not focus on people who like to dance or sing. In the article The case for disruption in Latin Americans classrooms (Segan, 2016), Susan says that many schools in Latin America continue to use antiquated models for education. For many years education system in those developing countries has not had a great change, even though humans are developing every moment; our cars improved, our computers improved, and our engines improved. However, in the article Inteligencias Mà ºltiples: La teorà ­a en la prà ¡ctica. (Howard), Gardner suggest that we have been used this education system since industrial revolution. In those days this system worked because the world necessities only consisted on memorizing or following instructions. This education system uses those old techniques such as memorization but in todays world skills such as creativity, imagination, and innovation are needed. Gardner also suggests that there is more than only one intelligence so why does education system only focus on some of them? We have different ways to learn, create, and innovate so we cannot keep on using this system. Each person is different and unique so the system cannot judge us equal. Also, the world has changed since the industrial revolution and our necessities have changed too. Now we have many people without work because the system does not prepare them for new labour requirements because the world need more people who can solve problems. On top of that the current educational system believes that some subjects are more important than others such as math and dance but nothing farther than the truth because a dancer can create and innovate with his/her body. However we sometimes think that a mathematic or a logic person only has theoretical knowledge and c annot apply that kind of knowledge in real life, but that is not true in all cases. However the current system education guides us to think in a unique way. For those reasons by me there are 3 issues with the current system education that kills creativity. Standard test are not suitable for all students First of all, standardized tests are one of the biggest problems in the education system. In the article Inteligencias Mà ºltiples: La teorà ­a en la prà ¡ctica. (Howard) , the author says that there are several different intelligent. Based on this information in my view standard test is not a good way to evaluate a students progress. Standardized test are based on questions to benefit certain people with specific skills. For example, in Ecuador there is an exam called ENES which benefit people who have logical and linguistic intelligence. However, people who do not have those skills cannot pass this exam so they believe that they are not able to study anything. Those exams are created to benefit specific skills such as the ability to calculate math problems or create and solve equations. However, in the article The case for disruption in Latin Americans classrooms (20 May 2016), Susan Segal says that the way students learn and what they need to learn is rapidly changing so the ma in problem is Can a unique exam apply to everyone? According to Gardner there are different intelligent, skills and necessities so those kinds of exams do not work because each person has different skills and necessities. By the contrast this kind of test judges everyone as equals. Another issue is that a test takes a lot of time to be answered and is exhausting for students. People who control educational system should change test methodology and try to make them less stressful. With this in mind if tests were more practical, students would increase their knowledge faster and they would develop new important abilities. For example, with a test is difficult to value the real awareness. By the contrast by creating projects would be better to evaluate each student. By creating projects students develop skills such as to resolve real problems, create new ideas or improve leadership. In science, we dont begin by knowing the answer-we value the process ¨ (Ossola, 2014). That shows us that sometimes we need to move our hands to learn better. If we do not make the process we will have knowledge but we would not be able to apply that knowledge in the real world. One solution for this problem would be to decrease the number of tests and increase the number of pro jects but tests could be more practical because now there are a lot of tests that only exploit our ability to memorize. At the present time our world is more competitive and big ideas are required to improve our world. In this way test should be related to take advantage of those skills and guide us to use them to resolve real problems. Time should be better spent Secondly, the lack of free time for students is another problem in the current education system. Time is important for every one because we can use it on different things such as relaxing, doing homework, playing or whatever we like. However, what happens if we spend too much time in classes? We do not take advantage of the hundred percentage of our time because we have exhausting classes with a long schedule. In some cases each subject is token 2 hours per day, so teachers cannot stay those schedules and neither do students. Thus students get stressed easily and cannot pay attention very well. Also students who do not like some subjects spend their time in other activities such as playing on their cell phones, chatting or joking. Hence time is not taken advantage of in classes, so schedule should benefit students and teachers. Each one works better if they are relaxed. A good example to take advantage of time is in the article, A Young Tinkerer Builds a Windmill, electrifying a nati on. (2007). Where Sarah Childress says that while William Kamkwanba quietly plowed through homework, his classmates were busy gossiping and checking their Facebook profiles. He took advantage of his time while his partners did not spend time in a good way. Also William Kamkwanba created a new project without any pressure. He was relaxed and he worked better. Also he did not spend his time in classes because he was forced to work with his hands so he worked better if he was moving his hands. Also William Kamkwanba had done his work without any teacher; he is a great example of self-preparation. A great example of this is when he built a wind will only with a book. This shows that the only limit is our imagination. He worked every minute in his project so his project could be done. Based on that the scholar system should change the schedule and exploit each ones abilities taken advantage of every minute in classes and give more free time to decrease stress. Also the system should cons ider different ways to exploit time. As we can see in Willians example creating projects is one of the best solutions because with projects we are able to think outside the box and not waste time. Time is too important because we cannot recover lost time. The current methodology no longer works Finally, the current methodology based on memorization is an impediment to learn because creative people are wasting their time. Nowadays memorization is an important base in our education system. However not all students are able to learn in this way also this way of teaching does not teach critical thinking skills. If we think on memorization, scientist comes up our mind because some people believe that they are like robots and they only memorize their books. However , in the article Scientists Are More Creative than You Might Imagine (Nov 12, 2014). Ossola Alexandra believes that scientists are like artists as well. Scientists are able to create because they need new ideas. Also projects are based on new ideas and a scientist always does projects. If a scientist only has the ability of memorize, he would fail in the science world. However the education system, which I described before, is not useful for different skills based on creativity, it focuses in creating head knowledge. S chools only teach what they need to learn they only teach facts, but sometimes they do not teach how they can apply that knowledge and students are like machines, empty machines. A student can follow instructions but the real question is, can that student think by himself. Curiosity, initiative, leadership are not used in classes and they are abilities that can help a student not only in his studies also in his life. Innovative solutions and new technologies are emerging around the world (Segal Susan, 2016). That means that there are a lot of people with good ideas. However in Latin America those techniques such as creativity, collaboration, problem-solving and others are not taken of advantage because those skills are killed in schools or high schools. The system only teaches us to follow one way. Nevertheless kids are living a different reality so they need different skills. Memorization is an antiquate technique that should be changed by techniques like leadership or adaptability initiative. To sum up In conclusion if the current education system in Latin America based on memorization and head knowledge are not useful in the world today, we should find a solution to help people with fresh ideas, innovation or creativity. Today we are judge a fish by its ability to climb that shows us that we are not creating people who can solve real problems because the education system is focused head knowledge. However, the world need more than knowledge as developing countries we should be able to pick the best of other education systems from countries with better development. Also education system is too important for each one because kids are formed in this system and they will be the future of our society. Nevertheless we are killing their abilities and we are formed robots that only have linear thinking. Is true that there are problems so we need to identify which are they and try to find a solution. Childress, S. (2007, DECEMBER 12). A Young Tinkerer Builds a Windmill. Retrieved from THE WALL STREET JOURNAL: http://www.wsj.com/articles/SB119742696302722641 Howard, G. (n.d.). Inteligencias Mà ºltiples: La teorà ­a en prà ¡ctica. Barcelona: PAIDÓS. Ossola, A. (2014, November 12). Scientists Are More Creative Than You Might Imagen. Retrieved from the Atlantic: http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/ Sean T, F. (Director). (25 june 2013). El Sistema Educativo Finlandà ©s Subtitulado web [Motion Picture]. Segan, S. (2016, May 20). The case for disruption in Latin Americas. Retrieved from The World Economic Forum on Latin: https://www.weforum.org/agenda/2016/05/a-case-for-disruption-in-latin-america-s-classrooms/

Euthanasia and Christian Beliefs Essay -- Euthanasia Mercy Death Healt

Euthanasia Euthanasia is defined in the Chamber’s English Dictionary as â€Å" the act or practice of putting someone painlessly, or as gently as possible, to death†. There are various forms of Euthanasia, which I must explain before referring to the teachings of the different Christian denominations. The most common of them is Voluntary Euthanasia, where the patient decides for themselves, that they would prefer to be dead. They might decide at the time, or perhaps they might have written a ‘living will’ instructing doctors to kill them if they are ever in a situation where they will never be conscious again. There is also In-voluntary Euthanasia, were someone else decides against the patient’s wishes that would be better off dead, and enforces it in the act of killing them. Therefore it is often out-classed as Euthanasia, because it is not ‘gentle’. Non-voluntary Euthanasia takes place in a situation where the patient cannot be asked, or more correctly, cannot answer. This may be because the victim is a baby and can’t speak yet, or perhaps the victim is in a coma and is unable to respond to people around h im, but in this case a relative or doctor will decide for the person. It is also important to distinguish the difference between killing someone (Active), and letting them die (Passive). Killing a person is expressed in an action. An example of this, would be a doctor injecting his patient with a poison. Whereas letting someone die, is expressed in not performing an action. An example of this would be a doctor not supplying his patient with drugs that would save his life, and as a result the patient’s life is shortened. I will set, discuss, and finally evaluate a debate about Voluntary Euthanasia using contexts from both the Roman Catholic Church, and the Church of England. Some of the key influences I will refer to are Natural Law, Situation Ethics, Doctrine of Double Effect, The Golden Rule, Church documents, and the Bible. Ignoring all religious views, an argument for Voluntary Euthanasia performed by someone other than the patient, is that it is simply ‘mercy killing’. This would, under general Christian views, be just because it was an act of love, and after all that is what Christianity revolves around. One question, that must be answered is, ‘Is there a difference between killing and letting someone die, when it comes to an argu... ...f the family would suffer as a result of his death, then he should not die in an unnatural way. But, it is more likely that they will be suffering with him, and will feel the relief if he does not, and they do not have to watch him, live any longer in his painful condition. If this is the case, then they should back his feelings, and give him their support. It has been said that although the earth does not belong to the people, God did create humans to make their own decisions on it. Therefore in the case of voluntary euthanasia, there is no doubt that the end decision must be made by the patient, and not the doctor. If the patient is in a persistent vegetative state, then the appeal for his death, falls into the non-voluntary category, and is of no complication to my conclusion. As I have said already, the fifth commandment is addressing the point of murdering innocent people. Murder is when one person intentionally kills another without legal justification or excuse. If euthanasia was legalised, then it would not officially be murder. In such a case, a Christian would not be violating the fifth commandment, and there would be no reason why he could not be a supporter.

germany Essay -- essays research papers

Germany is a country located in Central Europe, which is officially named the Federal Republic of Germany (Bundesrepublik Deutschland). On October 3, 1990 Germany's East and West became one nation under unification, the capital city now being Berlin. Germany has the second largest population in Europe with eighty two million, next to that of the Soviet Union. Germany's land borders are with Denmark on the north, the Netherlands, Belgium, Luxemborg, and France on the west, Switzerland and Austria on the south, and Czechoslovakia and Poland on the east and southeast. The present leader of Germany is Chancellor Gerhard Schroeder, who was elected October 27, 1998 and is now serving his second term in office. Germany's currency is the "Euro," which is a common currency among twelve other European nations. Germany's flag consists of three equal horozontal strips of black, red, and gold. The flag symbolizes German unity. Germans believe the colors in the flag have a meaning, blac k represents "out of the darkness," red represents "through blood", and finally gold which represents "into sunshine." The flag was adopted in 1990 when East and West Germany unified. Major German cities include: Berlin (3.4 million), Hamburg (1.7 million), MÃ ¼nchen (Munich)(1.2 million), KÃ ¤ln(Cologne)(964,000), Frankfurt, Essen, DÃ ¼sseldorf, Stuttgart, Dresden, Hanover, and Bonh. All these major cities have a wonderful cultural history; consisting of over two-hundred theatres and opera houses, one-hundred large orchestras, and more than two-thousand museums amongst them. Most of the cultural ongoings in Germany are financed by the state and local governments. Music plays an important role in Germany's culture with such well-known artists as: Johann Sebastian Bach, Georger Frederick Handel, Wolfgang Amadeus Mozart, Ludwig von Beethoven, Felix Mendelssohn, and Franz Schubert. Germans take great pride in the long list of great people who made music famous both in Germany and around the world. German people also enjoy sports and recreation; the most popular of which is soccer called Fussball. A favorite winter sport is skiing. Germany consists of four major land regions: the Northern Plains, the Central Highlands, the Alpine Foothills, and the Rhine River Valley. Ma... ...school (Gymnasium). Students who finish secondary school usually become apprentices for three years, so they can learn a trade. There are one-hundred ninety five universities, and other institutions of higher learning in Germany, as well as, more than twenty five art and music academies. The 2003 literary rate in Germany was 99%; therefore, proving a highly successful educational system. Germany has an extensive system of social security and welfare. It covers old-age pensions, unemployment (2005 unemployment rate is 4.8 million), sickness benefits, allowences for injury, rent, and child care, as well as, grants for education and job training. About one-third of Germany's gross national product is spent on social security. Germany also suffers from a housing shortage, and rents remain high.Most people live in apartnments, while few people own homes, since land is very expensive. Germany is a strong force in Europe, which has many good cultural, educational, and social ideas. The United States and Germany have maintained a good relationship over the years, and hopefully will continue to do so.

Bridge Construction

LRFD Design Example for December 2003 FHWA NHI-04-041 Steel Girder Superstructure Bridge Prepared for FHWA / National Highway Institute Washington, DC US Units Prepared by Michael Baker Jr Inc Moon Township, Pennsylvania Development of a Comprehensive Design Example for a Steel Girder Bridge with Commentary Design Process Flowcharts for Superstructure and Substructure Designs Prepared by Michael Baker Jr. , Inc. November 2003 Technical Report Documentation Page 1. 4. Report No. 2. Government Accession No. 3. 5. Recipient’s Catalog No.Report Date FHWA NHI – 04-041 Title and Subtitle LRFD Design Example for Steel Girder Superstructure Bridge with Commentary 7. Author (s) December 2003 6. Performing Organization Code Raymond A. Hartle, P. E. , Kenneth E. Wilson, P. E. , S. E. , William A. Amrhein, P. E. , S. E. , Scott D. Zang, P. E. , Justin W. Bouscher, E. I. T. , Laura E. Volle, E. I. T. 8. Performing Organization Report No. B25285 001 0200 HRS 10. 11. 13. Work Unit No. (TRAIS) Contract or Grant No. 9. Performing Organization Name and Address Michael Baker Jr. , Inc. Related reading: Padma Bridge ParagraphAirside Business Park, 100 Airside Drive Moon Township, PA 15108 12. Sponsoring Agency Name and Address DTFH61-02-D-63001 Type of Report and Period Covered Federal Highway Administration National Highway Institute (HNHI-10) 4600 N. Fairfax Drive, Suite 800 Arlington, Virginia 22203 15. Supplementary Notes Final Submission August 2002 – December 2003 14. Sponsoring Agency Code Baker Principle Investigator: Raymond A. Hartle, P. E. Baker Project Managers: Raymond A. Hartle, P. E. and Kenneth E. Wilson, P. E. , S. E. FHWA Contracting Officer’s Technical Representative: Thomas K.Saad, P. E. Team Leader, Technical Review Team: Firas I. Sheikh Ibrahim, Ph. D. , P. E. 16. Abstract This document consists of a comprehensive steel girder bridge design example, with instructional commentary based on the AASHTO LRFD Bridge Design Specifications (Second Edition, 1998, including interims for 1999 through 2002). The design example and commentary are intended to serve as a guide to aid bridge design engineers with the implementation of the AASHTO LRFD Bridge Design Specifications, and is offered in both US Customary Units and Standard International Units.This project includes a detailed outline and a series of flowcharts that serve as the basis for the design example. The design example includes detailed design computations for the following bridge features: concrete deck, steel plate girder, bolted field splice, shear connectors, bearing stiffeners, welded connections, elastomeric bearing, cantilever abutment and wingwall, hammerhead pier, and pile foundations. To make this reference user-friendly, the numbers and titles of the design steps are consistent between the detailed outline, the flowcharts, and the design example.In addition to design computations, the design example also includes many tables and figures to illustrate the various design procedures and many AASHTO references. AASHTO references are presented in a de dicated column in the right margin of each page, immediately adjacent to the corresponding design procedure. The design example also includes commentary to explain the design logic in a user-friendly way. Additionally, tip boxes are used throughout the design example computations to present useful information, common practices, and rules of thumb for the bridge designer.Tips do not explain what must be done based on the design specifications; rather, they present suggested alternatives for the designer to consider. A figure is generally provided at the end of each design step, summarizing the design results for that particular bridge element. The analysis that served as the basis for this design example was performed using the AASHTO Opis software. A sample input file and selected excerpts from the corresponding output file are included in this document. 17. Key Words 18. Distribution StatementBridge Design, Steel Girder, Load and Resistance Factor Design, LRFD, Concrete Deck, Bolte d Field Splice, Hammerhead Pier, Cantilever Abutment, Wingwall, Pile Foundation 19. Security Classif. (of this report) 20. Security Classif. (of this page) This report is available to the public from the National Technical Information Service in Springfield, Virginia 22161 and from the Superintendent of Documents, U. S. Government Printing Office, Washington, D. C. 20402. 21. No. of Pages 22. Price Unclassified Form DOT F 1700. 7 (8-72) Unclassified 644 Reproduction of completed page authorizedThis page intentionally left blank ACKNOWLEDGEMENTS We would like to express appreciation to the Illinois Department of Transportation, Washington State Department of Transportation, and Mr. Mike Grubb, BSDI, for providing expertise on the Technical Review Committee. We would also like to acknowledge the contributions of the following staff members at Michael Baker Jr. , Inc. : Tracey A. Anderson Jeffrey J. Campbell, P. E. James A. Duray, P. E. John A. Dziubek, P. E. David J. Foremsky, P. E. M aureen Kanfoush Herman Lee, P. E. Joseph R. McKool, P. E. Linda Montagna V. Nagaraj, P. E. Jorge M. Suarez, P. E.Scott D. Vannoy, P. E. Roy R. Weil Ruth J. Williams Table of Contents 1. Flowcharting Conventions 2. Flowcharts Main Flowchart Chart 1 – General Information Chart 2 – Concrete Deck Design Chart 3 – Steel Girder Design Chart 4 – Bolted Field Splice Design Chart 5 – Miscellaneous Steel Design Chart 6 – Bearing Design Chart 7 – Abutment and Wingwall Design Chart 8 – Pier Design Chart P – Pile Foundation Design Flowcharts Design Example for a Two-Span Bridge Flowcharting Conventions Start A process may have an entry point from more than one path. An arrowhead going into a process signifies an entry point.Unique sequence identifier Process description Reference Process A Design Step # Chart # or AASHTO Reference Unless the process is a decision, there is only one exit point. A line going out of a process signifies an exit point. Commentary to provide additional information about the decision or process. Flowchart reference or article in AASHTO LRFD Bridge Design Specifications Supplemental Information No Decision Yes Process Design Step # Chart # or AASHTO Reference Go to Other Flowchart FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Main Flowchart Start Design Step 1General Information Chart 1 Design Step 2 Concrete Deck Design Chart 2 Design Step 3 Steel Girder Design Chart 3 Splices are generally required for girders that are too long to be transported to the bridge site in one piece. Yes No Are girder splices required? Design Step 4 Bolted Field Splice Design Chart 4 Design Step 5 Miscellaneous Steel Design Chart 5 Go to: A FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Main Flowchart (Continued) A Design Step 6 Bearing Design Chart 6 Design Step 7 Abutment and Wingwall Design Chart 7 Design Step 8 Pier Design Chart 8 Des ign Step 9Miscellaneous Design Chart 9 Design Step 10 Special Provisions and Cost Estimate Chart 10 Design Completed Note: Design Step P is used for pile foundation design for the abutments, wingwalls, or piers. FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge General Information Flowchart Chart 1 Start Start Design Step 1 General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 2 Design Step 1. 1 Obtain Design Criteria Design Step 3 No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 BearingDesign Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Includes: Governing specifications, codes, and standards Design methodology Live load requirements Bridge width requirements Clearance requirements Bridge length requirements Material properties F uture wearing surface Load modifiers Design Step 5 Design Step 6 Design Step 1. 2 Obtain Geometry Requirements Design Step 7 Includes: Horizontal curve data and alignment Vertical curve data and grades Design Step 8 Design Step 9 Yes Design Step 10Does client require a Span Arrangement Study? No Includes: Select bridge type Determine span arrangement Determine substructure locations Compute span lengths Check horizontal clearance Design Step 1. 3 Perform Span Arrangement Study Design Step 1. 3 Select Bridge Type and Develop Span Arrangement Go to: A FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge General Information Flowchart (Continued) Chart 1 Start Design Step 1 General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 A Design Step 2 Design Step 3 No Are girder splices required?Design Step 1. 4 Yes Obtain Geotechnical Recommendations Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bea ring Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Includes: Boring logs Foundation type recommendations for all substructures Allowable bearing pressure Allowable settlement Overturning Sliding Allowable pile resistance (axial and lateral) Design Step 6 Design Step 7 Design Step 8 Yes Does client require a Type, Size and Location Study?No Design Step 9 Design Step 10 Includes: Select steel girder types Girder spacing Approximate girder depth Check vertical clearance Design Step 1. 5 Perform Type, Size and Location Study Design Step 1. 5 Determine Optimum Girder Configuration Design Step 1. 6 Plan for Bridge Aesthetics S2. 5. 5 Considerations include: Function Proportion Harmony Order and rhythm Contrast and texture Light and shadow Return to Main Flowchart FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Concrete Deck De sign Flowchart Chart 2 Start Start General Information Chart 1 Design Step 1Design Step 2. 1 Obtain Design Criteria Design Step 2 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 3 Includes: Girder spacing Number of girders Top and bottom cover Concrete strength Reinforcing steel strength Concrete density Future wearing surface Concrete parapet properties Applicable load combinations Resistance factors To compute the effective span length, S, assume a girder top flange width that is conservatively smaller than anticipated. The deck overhang region is required to be designed to have a resistance larger than the actual resistance of the concrete parapet.Based on Design Steps 2. 3 and 2. 4 and based on client standards. No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions an d Cost Estimate Chart 10 Design Completed Design Step 2. 2 Determine Minimum Slab Thickness S2. 5. 2. 6. 3 & S9. 7. 1. 1 Design Step 5 Design Step 6 Design Step 2. 3 Determine Minimum Overhang Thickness S13. 7. 3. 1. 2 Design Step 7 Design Step 8 Design Step 9 Design Step 2. Select Slab and Overhang Thickness Design Step 10 Yes Equivalent Strip Method? (S4. 6. 2) No Other deck design methods are presented in S9. 7. Design Step 2. 5 Compute Dead Load Effects S3. 5. 1 & S3. 4. 1 Includes moments for component dead load (DC) and wearing surface dead load (DW). Go to: A FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Concrete Deck Design Flowchart (Continued) Chart 2 A Start General Information Chart 1 Design Step 2. 6 Compute Live Load Effects S3. 6. 1. 3 & S3. 4. 1 Design Step 1 Design Step 2 Concrete Deck Design Chart 2Steel Girder Design Chart 3 Design Step 3 Design Step 2. 7 Compute Factored Positive and Negative Design Moments S4. 6. 2. 1 Considera tions include: Dynamic load allowance (S3. 6. 2. 1) Multiple presence factor (S3. 6. 1. 1. 2) AASHTO moment table for equivalent strip method (STable A4. 1-1) No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design CompletedDesign Step 2. 8 Design for Positive Flexure in Deck S5. 7. 3 Resistance factor for flexure is found in S5. 5. 4. 2. 1. See also S5. 7. 2. 2 and S5. 7. 3. 3. 1. Generally, the bottom transverse reinforcement in the deck is checked for crack control. The live load negative moment is calculated at the design section to the right and to the left of each interior girder, and the extreme value is applicable to all design sections (S4. 6. 2. 1. 1). Generally, the top transverse reinforcement in the deck is checked for crack control. Design Step 5 Design Step 6 Design Step 2. 9 Design Step 7Check for Positive Flexure Cracking under Service Limit State S5. 7. 3. 4 & S5. 7. 1 Design Step 8 Design Step 9 Design Step 2. 10 Design for Negative Flexure in Deck S4. 6. 2. 1 & S5. 7. 3 Design Step 10 Design Step 2. 11 Check for Negative Flexure Cracking under Service Limit State S5. 7. 3. 4 & S5. 7. 1 Design Step 2. 12 Design for Flexure in Deck Overhang S5. 7. 3. 4, S5. 7. 1 & SA13. 4 Go to: B FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Concrete Deck Design Flowchart (Continued) Chart 2 For concrete parapets, the case of vertical collision never controls.B Design Case 1 Design Overhang for Horizontal Vehicular Collision Force SA13. 4. 1 Design Case 2 Design Overhang for Vertical Collision Force SA13. 4. 1 Design Case 3 Design Overhang for Dead Load and Live Load SA13. 4. 1 Check at Case Inside Face 1A of Parapet Check at Case Design 1B Section in Overhang Check at Case Design 1C Section in First S pan Check at Case Design 3A Section in Overhang Check at Case Design 3B Section in First Span As(Overhang) = maximum of the above five reinforcing steel areas Start General Information Chart 1 Design Step 1 Design Step 2 Concrete Deck Design Chart 2Steel Girder Design Chart 3 Yes Design Step 3 As(Overhang) > As(Deck)? No No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Use As(Overhang) in overhang. Use As(Deck) in overhang. Check for Cracking in Overhang under Service Limit State S5. 7. 3. 4 & S5. 7. 1 The overhang reinforcing steel must satisfy both the overhang requirements and the deck requirements.Design Step 5 Design Step 2. 13 Design Step 6 Does not control the design in most cases. Design Step 7 Design Step 8 Design Step 2. 14 Compute Ov erhang Cut-off Length Requirement S5. 11. 1. 2 Design Step 9 Design Step 10 Go to: C FHWA LRFD Steel Design Example 3 Flowcharts Design Example for a Two-Span Bridge Concrete Deck Design Flowchart (Continued) Chart 2 C Start General Information Chart 1 Design Step 2. 15 Compute Overhang Development Length S5. 11. 2 Appropriate correction factors must be included. Design Step 1 Design Step 2 Concrete Deck Design Chart 2 Steel Girder Design Chart 3Design Step 2. 16 Design Bottom Longitudinal Distribution Reinforcement S9. 7. 3. 2 Design Step 3 Compute Effective Span Length, S, in accordance with S9. 7. 2. 3. Based on temperature and shrinkage reinforcement requirements. No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 2. 17 Design Top Longitudinal Distribution Reinforcement S5. 0. 8. 2 Design Step 5 Design Step 6 Design Step 2. 18 Design Longitudinal Reinforcement over Piers Design Step 7 Design Step 8 Design Step 9 Yes Continuous steel girders? No Design Step 10 For simple span precast girders made continuous for live load, design top longitudinal reinforcement over piers according to S5. 14. 1. 2. 7. For continuous steel girders, design top longitudinal reinforcement over piers according to S6. 10. 3. 7. Design Step 2. 19 Draw Schematic of Final Concrete Deck Design Return to Main Flowchart FHWA LRFD Steel Design Example 4 FlowchartsDesign Example for a Two-Span Bridge Steel Girder Design Flowchart Chart 3 Start Includes project specific design criteria (such as span configuration, girder configuration, initial spacing of cross frames, material properties, and deck slab design) and design criteria from AASHTO (such as load factors, resistance factors, and multiple presence factors). Start General Information C hart 1 Concrete Deck Design Chart 2 Design Step 1 Design Step 3. 1 Obtain Design Criteria Design Step 2 Design Step 3 Steel Girder Design Chart 3 No Are girder splices required? Yes Design Step 4Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed A Design Step 3. 2 Select Trial Girder Section Design Step 5 Design Step 6 Design Step 7 Design Step 8 Design Step 9 Yes Composite section? No Considerations include: Sequence of loading (S6. 10. 3. 1. 1a) Effective flange width (S4. 6. 2. 6) Design Step 10 Design Step 3. 3 Compute Section Properties for Composite Girder S6. 10. 3. 1Design Step 3. 3 Compute Section Properties for Noncomposite Girder S6. 10. 3. 3 Go to: B FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Steel Girder Design Flowchart (Continued) Chart 3 B Includes component dead load (DC) and wearing surface dead load (DW). Start General Information Chart 1 Concrete Deck Design Chart 2 Design Step 3. 4 Compute Dead Load Effects S3. 5. 1 Design Step 1 Design Step 2 Design Step 3 Steel Girder Design Chart 3 Design Step 3. 5 Compute Live Load Effects S3. 6. 1 Considerations include: LL distribution factors (S4. . 2. 2) Dynamic load allowance (S3. 6. 2. 1) Includes load factors and load combinations for strength, service, and fatigue limit states. Considerations include: General proportions (6. 10. 2. 1) Web slenderness (6. 10. 2. 2) Flange proportions (6. 10. 2. 3) Go to: A No Are girder splices required? Yes Design Step 4 Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 3. Combine Load Effects S3. 4. 1 Design Step 5 Design Step 6 Design Step 7 Design Step 3. 7 Check Section Proportion Limits S6. 10. 2 Design Step 8 Design Step 9 Design Step 10 Are section proportions adequate? Yes Go to: C No FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Flowchart (Continued) Chart 3 Design Step 1 Design Step 2 C Design Step 3 Steel Girder Design Chart 3 No Are girder splices required? Yes No Composite section? Yes Design Step 4Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Design Step 3. 8 Compute Plastic Moment Capacity S6. 10. 3. 1. 3 & Appendix A6. 1 Considerations include: Web slenderness Compression flange slenderness (N only) Compression flange bracing (N only) Ductility (P only) Plastic forces and neutral axis (P only) Des ign for Flexure Strength Limit State S6. 10. (Flexural resistance in terms of stress) Considerations include: Computations at end panels and interior panels for stiffened or partially stiffened girders Computation of shear resistance Check D/tw for shear Check web fatigue stress (S6. 10. 6. 4) Check handling requirements Check nominal shear resistance for constructability (S6. 10. 3. 2. 3) Design Step 6 Design Step 7 Design Step 8 Design Step 9 D Design Step 3. 9 Determine if Section is Compact or Noncompact S6. 10. 4. 1 Design Step 10 Yes Design for Flexure Strength Limit State S6. 10. 4 (Flexural resistance in terms of moment) Compact section? No Design Step 3. 10 Design Step 3. 0 Design Step 3. 11 Design for Shear S6. 10. 7 Note: P denotes Positive Flexure. N denotes Negative Flexure. Go to: E FHWA LRFD Steel Design Example 3 Flowcharts Design Example for a Two-Span Bridge Steel Girder Design Flowchart (Continued) Chart 3 E No Transverse intermediate stiffeners? If no stiffeners are used, then the girder must be designed for shear based on the use of an unstiffened web. Design includes: Select single-plate or double-plate Compute projecting width, moment of inertia, and area Check slenderness requirements (S6. 10. 8. 1. 2) Check stiffness requirements (S6. 10. 8. 1. 3) Check strength requirements (S6. 0. 8. 1. 4) If no longitudinal stiffeners are used, then the girder must be designed for shear based on the use of either an unstiffened or a transversely stiffened web, as applicable. Design includes: Determine required locations Select stiffener sizes Compute projecting width and moment of inertia Check slenderness requirements Check stiffness requirements Yes Start General Information Chart 1 Concrete Deck Design Chart 2 Design Step 1 Design Step 3. 12 Design Transverse Intermediate Stiffeners S6. 10. 8. 1 Design Step 2 Design Step 3 Steel Girder Design Chart 3 No Are girder splices required? Yes Design Step 4Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed No Longitudinal stiffeners? Design Step 5 Design Step 6 Yes Design Step 7 Design Step 8 Design Step 3. 13 Design Longitudinal Stiffeners S6. 10. 8. 3 Design Step 9 Design Step 10 Go to: F FHWA LRFD Steel Design Example 4 Flowcharts Design Example for a Two-Span Bridge Steel Girder Design Flowchart (Continued) Chart 3 F No Is stiffened web most cost effective? Yes Use unstiffened web in steel girder design.Use stiffened web in steel girder design. Start General Information Chart 1 Concrete Deck Design Chart 2 Design Step 1 Design Step 2 Design Step 3. 14 Design Step 3 Steel Girder Design Chart 3 Design for Flexure Fatigue and Fracture Limit State S6. 6. 1. 2 & S6. 10. 6 No Are girder splices required? Yes Check: Fatigue load (S3. 6. 1. 4) Load-induced fatigue (S6. 6. 1. 2) Fatigue requirements for we bs (S6. 10. 6) Distortion induced fatigue Fracture Compute: Live load deflection (optional) (S2. 5. 2. 6. 2) Permanent deflection (S6. 10. 5) Check: Web slenderness Compression flange slenderness Compression flange bracing ShearDesign Step 4 Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Design Step 3. 15 Design for Flexure Service Limit State S2. 5. 2. 6. 2 & S6. 10. 5 Design Step 6 Design Step 7 Design Step 8 Design Step 3. 16 Design for Flexure Constructibility Check S6. 10. 3. 2 Design Step 9 Design Step 10 Go to: G FHWA LRFD Steel Design Example 5 Flowcharts Design Example for a Two-Span Bridge Steel Girder Design Flowchart (Continued) Chart 3 GStart General Information Chart 1 Concrete Deck Design Chart 2 Design Step 3. 17 Check Wind Effects on Girder Flanges S6. 10. 3. 5 Design Step 1 Refer to Design Step 3. 9 for determination of compact or noncompact section. Design Step 2 Design Step 3 Steel Girder Design Chart 3 No Are girder splices required? Yes Design Step 4 Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Have all positive and negative flexure design sections been checked?No Go to: D (and repeat flexural checks) Design Step 5 Yes Design Step 6 Design Step 7 Design Step 8 Were all specification checks satisfied, and is the girder optimized? No Go to: A Design Step 9 Design Step 10 Yes Design Step 3. 18 Draw Schematic of Final Steel Girder Design Return to Main Flowchart FHWA LRFD Steel Design Example 6 Flowcharts Design Example for a Two-Span Bridge Bolted Field Splice Design Flowchart Chart 4 Start Includes: Splice location Girder section properties Material and bo lt properties Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3Design Step 4. 1 Obtain Design Criteria Design Step 1 Design Step 2 Design Step 3 Design Step 4. 2 Select Girder Section as Basis for Field Splice Design S6. 13. 6. 1. 1 Design bolted field splice based on the smaller adjacent girder section (S6. 13. 6. 1. 1). No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Left Design Step 5 Which adjacent girder section is smaller? RightDesign Step 6 Design Step 7 Design Step 8 Design bolted field splice based on left adjacent girder section properties. Design bolted field splice based on right adjacent girder section properties. Design Step 9 Design Step 10 Design Step 4. 3 Compute Flange Splice Design Lo ads 6. 13. 6. 1. 4c Includes: Girder moments Strength stresses and forces Service stresses and forces Fatigue stresses and forces Controlling and noncontrolling flange Construction moments and shears Go to: A FHWA LRFD Steel Design Example 1 Flowcharts Design Example for a Two-Span Bridge Bolted Field Splice Design Flowchart (Continued) Chart 4Check: Yielding / fracture of splice plates Block shear rupture resistance (S6. 13. 4) Shear of flange bolts Slip resistance Minimum spacing (6. 13. 2. 6. 1) Maximum spacing for sealing (6. 13. 2. 6. 2) Maximum pitch for stitch bolts (6. 13. 2. 6. 3) Edge distance (6. 13. 2. 6. 6) Bearing at bolt holes (6. 13. 2. 9) Fatigue of splice plates (6. 6. 1) Control of permanent deflection (6. 10. 5. 2) A Design Step 4. 4 Design Bottom Flange Splice 6. 13. 6. 1. 4c Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 1 Design Step 2 Design Step 3 No Are girder splices required?Design Step 4. 5 Yes Desi gn Top Flange Splice S6. 13. 6. 1. 4c Check: Refer to Design Step 4. 4 Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Design Step 6 Design Step 4. 6 Design Step 7 Compute Web Splice Design Loads S6. 13. 6. 1. 4b Design Step 8 Check: Girder shear forces Shear resistance for strength Web moments and horizontal force resultants for strength, service and fatigueDesign Step 9 Design Step 10 Go to: B FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Bolted Field Splice Design Flowchart (Continued) Chart 4 B Check: Bolt shear strength Shear yielding of splice plate (6. 13. 5. 3) Fracture on the net section (6. 13. 4) Block shear rupture resistance (6. 13. 4) Flexural yielding of splice plates Bearing resistance (6. 13. 2. 9) Fatigue of spli ce plates (6. 6. 1. 2. 2) Both the top and bottom flange splices must be designed, and they are designed using the same procedures.Are both the top and bottom flange splice designs completed? No Go to: A Design Step 4. 7 Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 1 Design Web Splice S6. 13. 6. 1. 4b Design Step 2 Design Step 3 No Are girder splices required? Yes Design Step 4 Bolted Field Splice Design Chart 4 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 5 Design Step 6 Design Step 7Yes Design Step 8 Design Step 9 Design Step 10 Do all bolt patterns satisfy all specifications? No Go to: A Yes Design Step 4. 8 Draw Schematic of Final Bolted Field Splice Design Return to Main Flowchart FHWA LRFD Steel Design Example 3 Flowcharts Design Example for a Two-S pan Bridge Miscellaneous Steel Design Flowchart Chart 5 Start No Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Composite section? For a composite section, shear connectors are required to develop composite action between the steel girder and the concrete deck.Design includes: Shear connector details (type, length, diameter, transverse spacing, cover, penetration, and pitch) Design for fatigue resistance (S6. 10. 7. 4. 2) Check for strength limit state (positive and negative flexure regions) (S6. 10. 7. 4. 4) Design includes: Determine required locations (abutments and interior supports) Select stiffener sizes and arrangement Compute projecting width and effective section Check bearing resistance Check axial resistance Check slenderness requirements (S6. 9. 3) Check nominal compressive resistance (S6. 9. 2. 1 and S6. 9. 4. ) Design Step 1 Yes Design Step 2 Design Step 3 No Are girder splices required? Design Step 5. 1 Yes Design Shear Conn ectors S6. 10. 7. 4 Design Step 4 Bolted Field Splice Chart 4 Design Step 5 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 6 Design Step 7 Design Step 8 Design Step 9 Design Step 5. 2 Design Bearing Stiffeners S6. 10. 8. 2 Design Step 10 Go to: A FHWA LRFD Steel Design Example 1Flowcharts Design Example for a Two-Span Bridge Miscellaneous Steel Design Flowchart (Continued) Chart 5 A Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 1 Design Design Welded Connections Step 5. 3 S6. 13. 3 Design Step 2 Design Step 3 Design includes: Determine required locations Determine weld type Compute factored resistance (tension, compression, and shear) Check effective area (required and minimum) Check minimum effective length requirements To determine the need for diaphragms or cross frames, refer to S6. . 4. 1. No Are girder splices required? Yes Design Step 4 Bolted Field Splice Chart 4 No Are diaphragms or cross frames required? Design Step 5 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design Step 6 Yes Design Step 7 Design Step 8 Design Step 9 Design Step 10 Design Step 5. 4 Design Cross-frames S6. 7. 4 Go to: BDesign includes: Obtain required locations and spacing (determined during girder design) Design cross frames over supports and intermediate cross frames Check transfer of lateral wind loads Check stability of girder compression flanges during erection Check distribution of vertical loads applied to structure Design cross frame members Design connections FHWA LRFD Steel Design Example 2 Flowcharts Design Example for a Two-Span Bridge Miscellaneous Steel Design Flowchart (Continued) C hart 5 B Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 1 No Is lateral bracing required?To determine the need for lateral bracing, refer to S6. 7. 5. 1. Design Step 2 Design Step 3 Yes No Are girder splices required? Yes Design Step 4 Bolted Field Splice Chart 4 Design Step 5. 5 Design Lateral Bracing S6. 7. 5 Design Step 5 Miscellaneous Steel Design Chart 5 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design Completed Design includes: Check transfer of lateral wind loads Check control of deformation during erection and placement of deck Design bracing members Design connections Design Step 6Design Step 7 Design Step 8 Design Step 9 Design Step 5. 6 Compute Girder Camber S6. 7. 2 Design Step 10 Return to Main Flowchart Compute the following camber components: Camber due to dead load of structural steel Camber due to de ad load of concrete deck Camber due to superimposed dead load Camber due to vertical profile Residual camber (if any) Total camber FHWA LRFD Steel Design Example 3 Flowcharts Design Example for a Two-Span Bridge Bearing Design Flowchart Chart 6 Start Includes: Movement (longitudinal and transverse) Rotation (longitudinal, transverse, and vertical) Loads (longitudinal, transverse, and vertical)Start General Information Chart 1 Concrete Deck Design Chart 2 Steel Girder Design Chart 3 Design Step 6. 1 Obtain Design Criteria Design Step 1 Design Step 2 Design Step 3 No Are girder splices required? Yes Design Step 6. 2 Select Optimum Bearing Type S14. 6. 2 See list of bearing types and selection criteria in AASHTO Table 14. 6. 2-1. Design Step 4 Bolted Field Splice Chart 4 Miscellaneous Steel Design Chart 5 Design Step 5 Design Step 6 Bearing Design Chart 6 Abutment and Wingwall Design Chart 7 Pier Design Chart 8 Miscellaneous Design Chart 9 Special Provisions and Cost Estimate Chart 10 Design CompletedSteelreinforced elastomeric bearing? No Design selected bearing type in accordance with S14. 7. Includes: Pad length Pad width Thickness of elastomeric layers Number of steel reinforcement layers Thickness of steel reinforcement layers Edge distance Material properties Method A usually results in a bearing with a lower capacity than Method B. However, Method B requires additional testing and quality control (SC14. 7. 5. 1). Note: Method A is described in S14. 7. 6. Method B is described in S14. 7. 5. Design Step 7 Yes Design Step 8 Design Step 9 A