This document provides sample questions and passages to prepare for the GAT General exam, which tests English, analytical reasoning, and quantitative abilities. It includes multiple choice questions on logical reasoning, analyzing relationships between groups, scheduling, and deductive logic. The document aims to help students practice these skills in order to perform well on the analytical reasoning section of the GAT General exam.
REPORT ON G+4 RCC HOSTEL BUILDING ANALYSIS AND DESIGN USING STAAD PRO SOFTWARERakeshDas161
REPORT ON G+4 RCC HOSTEL BUILDING IN ( SEISMIC ZONE 5 ) ANALYSIS AND DESIGN USING STAAD PRO SOFTWARE
PREPARED BY RAKESH DAS AND HIS GROUP
DEPARTMENT OF CIVIL ENGINEERING
GIRIJANANDA CHOWDHURY INSTITUTE OF MANAGEMENT AND TECHNOLOGY GUWAHATI ASSAM
Part-I: Seismic Analysis/Design of Multi-storied RC Buildings using STAAD.Pro...Rahul Leslie
For novice, please continue from "Modelling Building Frame with STAAD.Pro & ETABS" (http://www.slideshare.net/rahulleslie/modelling-building-frame-with-staadpro-etabs-rahul-leslie).
This is a presentation covering almost all aspects of Seismic analysis & design of Multi-storied RC Structures using the Indian code IS:1893-2016 (New edition), with references to IS:13920-2015 (Code for ductile detailing) & IS:16700-2017 (code for design of tall buildings) where relevant; following for each aspect of the code, (1) The clause/formula (2) It's explanation/theory (3) How it is/can be implemented in the software packages of (i) STAAD.Pro and (ii) ETABS
This is the latest edition of the earlier slides based on IS:1893-2002 which this one supersedes. This is Part-I of a two part series.
REPORT ON G+4 RCC HOSTEL BUILDING ANALYSIS AND DESIGN USING STAAD PRO SOFTWARERakeshDas161
REPORT ON G+4 RCC HOSTEL BUILDING IN ( SEISMIC ZONE 5 ) ANALYSIS AND DESIGN USING STAAD PRO SOFTWARE
PREPARED BY RAKESH DAS AND HIS GROUP
DEPARTMENT OF CIVIL ENGINEERING
GIRIJANANDA CHOWDHURY INSTITUTE OF MANAGEMENT AND TECHNOLOGY GUWAHATI ASSAM
Part-I: Seismic Analysis/Design of Multi-storied RC Buildings using STAAD.Pro...Rahul Leslie
For novice, please continue from "Modelling Building Frame with STAAD.Pro & ETABS" (http://www.slideshare.net/rahulleslie/modelling-building-frame-with-staadpro-etabs-rahul-leslie).
This is a presentation covering almost all aspects of Seismic analysis & design of Multi-storied RC Structures using the Indian code IS:1893-2016 (New edition), with references to IS:13920-2015 (Code for ductile detailing) & IS:16700-2017 (code for design of tall buildings) where relevant; following for each aspect of the code, (1) The clause/formula (2) It's explanation/theory (3) How it is/can be implemented in the software packages of (i) STAAD.Pro and (ii) ETABS
This is the latest edition of the earlier slides based on IS:1893-2002 which this one supersedes. This is Part-I of a two part series.
GAT NTS SAMPLE PAPERS MATERIAL PART 3. You will find more GAT NTS material on my profile. Some sample papers and some important website links from which you can prepare. Good Luck =)
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
GAT NTS SAMPLE PAPERS MATERIAL PART 3. You will find more GAT NTS material on my profile. Some sample papers and some important website links from which you can prepare. Good Luck =)
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. GAT General Preparation
GAT – General (Analytical Reasoning Section)
NOTE: This is GAT-C where:
English-40%, Analytical Reasoning-30%, Quantitative-30%
GAT
2. GAT General Preparation
GAT Part-II (Analytical Reasoning Section)
41. If A B , B A and C B Then, which from the following is true?
(A) C A
(B) A C
(C) B C
(D) A C
(E) None of these
Question (42-46)
7 persons live in a street, having houses in line. Consider the following:
1. A lives in the corner’s house
2. C is between E and G
3. There is 1 house between D and F
4. F is neighbor of G
5. There are two houses between A and G
42. Who lives in the second corner?
(A) B
(B) C
(C) D
(D) E
(D) F
43. Who lives in the middle?
(A) C
(B) D
(C) E
(D) F
(E) G
44. Who lives between B and G?
(A) C
(B) D
(C) E
(D) F
(E) G
3. GAT General Preparation
45. __________ is neighbor of A?
(A) B
(B) C
(C) E
(D) F
(E) G
46. There are __________ houses between B and E?
(A) 0
(B) 1
(C) 2
(D) 3
(E) 4
Questions (47-49)
In a college, if a student taking Mathematics, then he has to choose 2 courses from three:
Physics, Statistics and Computer Science. The students who are taking Physics, Statistics
and Computer Science, must have to take Mathematics. And students taking Biology
must have to take Chemistry and Physics.
47. Which from the following is/are true:
I. A student taking Mathematics must has to take Physics
II. A student taking Mathematics can take Physics
III. A student taking Mathematics can take Chemistry
(A) I only
(B) II only
(C) I and II only
(D) I and III only
(E) III only
48.
I. A student taking Chemistry must also has to take Physics
II. A student taking Chemistry must also has to take Mathematics
III. A student taking Chemistry must also has to take Biology
(A) I only
(B) II only
(C) III only
(D) I and II only
(E) None of these
49.
(A) A student taking Biology can take Physics
(B) A student taking Biology can take Chemistry
(C) A student taking Biology can take Computer Science
(D) A student taking Biology must also has to take Mathematics
(E) A student taking Biology must also has to take Chemistry
4. GAT General Preparation
Questions (50 – 53)
Michael attends Saddle Rock School on the 9:00-3:00 session, except on Thursdays when
he is dismissed at noon so the teachers can conduct special help classes and parent
conferences. Michael takes a piano lesson at home on Mondays from 3:30-4:30. On
Tuesdays he goes to a karate class from 4:00-6:00. His art class meets from 4:00-6:00 on
Wednesdays. He remains in school after dismissal on Fridays to participate in a ninety-
minute club program.
50. The most convenient afternoon for Michael to do library research is
(A) Tuesday
(B) Wednesday
(C) Thursday
(D) Friday
(E) Monday
51. Keeping the same 3:30-4:30 schedule, Michael can conveniently change his piano
lesson to which of the following days?
(A) Monday
(B) Tuesday
(C) Wednesday
(D) Thursday
(E) Friday
52. Michael was invited to join an advanced art class instead of his regular art class. He
could accept this advancement without interfering with his other activities, if the class
met on which of the following days?
(A) Mondays and Wednesdays
(B) Tuesdays and Wednesdays
(C) Wednesdays and Thursdays
(D) Thursdays and Fridays
(E) Mondays and Thursdays
53. Michael is chosen to play for the varsity basketball team. To attend daily 5:00
practice session, he will have to suspend which of the following activities?
(A) piano instruction and karate
(B) karate and the club program
(C) the art class and the club program
(D) piano instruction and the art class
(E) the art class and karate
5. GAT General Preparation
Questions (54 – 57)
(1) All P and X are N
(2) All N except P are X
(3) No P are M
(4) No R are N
(5) All M are either X or R
(6) No Q are X
54. Which of the following statements must be true if the above six statements are true?
I. No R are P
II. Some X are P
III. Some X are M
(A) I only
(B) I and II only
(C) I and III only
(D) I, II and III
(E) Neither I, II or III
55. Which of the following must be false given the conditions as stated?
(A) No Q are P
(B) Some Q are neither N nor R
(C) Some R are X
(D) All R are M
(E) Some X are not M
56. Which of the numbered statements can logically be deduced from one or more of the
other statements?
(A) 2
(B) 3
(C) 4
(D) 5
(E) 6
57. If statement (2) were shown to be false, which of the following would necessarily be
true?
(A) Some M are neither X nor R
(B) Some P are not N
(C) Some Q are X
(D) Some N are neither P nor X
(E) Either some X are P or some N are neither P nor X, or both
