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Taylor's University Lakeside Campus
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Building Structures (ARC 2523 / BLD 60103)
Project 2: Structural Analysis of a Bungalow
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.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
13. GB20
Determine One Way or Two Way Slab:
Slab 2-4 / B-C
Ly/Lx= 7/5
1.4, <2
(Two way slab)
Slab 2-3b / C-D
Ly/Lx= 5/5
1, <2
(Two way slab)
Slab 3b-4a / C-D
Ly/Lx= 3/2
1.5, <2
(Two way slab)
Slab self-weight= 0.15m x 24kN/m3
3.6kN/m2
Dead Load
Beam self-weight= 0.15m x 0.3m x 24kN/m3
1.08kN/m
Brickwall weight= 3.0m x 0.15m x 19kN/m3
8.55kN/m
Dead Load 2-4 / B-C (two way)= 3.6kN/m2 x 5/2
9.0kN/m
Dead Load 2-3b / C-E (two way)= 3.6kN/m2 x 5/2 x 2/3
6.0kN/m
Dead Load 3b-4a / C-D (two way)= 3.6kN/m2 x 2/2
3.6kN/m
Total Dead Load
For 2-3b = (1.08 + 8.55 + 9 + 6 )kN/m2
24.63kN/m2
For 3b-4 = (1.08 + 8.55 + 9 + 3.6 )kN/m2
22.23kN/m2
Live Load
Live Load on Slab 2-4 / B-C (two way)= 2.0kN/m2 x 5/2
5.0kN/m
Live Load on Slab 2-3b / C-E (two way)= 2.0kN/m2 x 5/2 x 2/3
3.33kN/m
Live Load on Slab 3b-4a / C-D (two way)= 1.5kN/m2 x 2/2
1.5kN/m
Total Live Load
For 2-3b = (5 + 3.33 )kN/m2
8.33kN/m2
For 3b-4 = (5 + 1.5 )kN/m2
6.5kN/m2
Ultimate Load
For 2-3b
Ultimate Dead Load= 24.63kN/m x 1.4
34.48kN/m
Ultimate Live Load= 8.33kN/m x 1.6
13.33kN/m
Total Ultimate Load= (34.48+13.33)kN/m
1.08kN/m
8.55kN/m
3.6kN/m
9kN/m
9.0kN/m
2 3b 4
5m 2m
24.63kN/m 22.23kN/m
5.00kN/m
3.33kN/m
6.5kN/m
1.5kN/m
2 3b 4
5m 2m
8.33kN/m
47.81kN/m
2 3b 45m 2m
41.52kN/m
1
14. 47.81kN/m
For 3b-4
Ultimate Dead Load= 22.23kN/m x 1.4
31.12kN/m
Ultimate Live Load= 6.5kN/m x 1.6
10.4kN/m
Total Ultimate Load= (31.12+10.4)kN/m
41.52kN/m
Reaction Forces
Total Load for Beam C/2b-3b = 47.81kN/m x 5m
239.05kN
Total Load for Beam C/3b-4 = 41.52kN/m x 2m
83.04kN
∑Ma=0
0= 239.05(2.5) + 109.62(5) + 83.04(6) - 7Rb
Rb= 234.9kN
∑Fy=0
0=239.05 + 109.62 + 83.04 - 234.9 - Ra
Ra=196.81kN
Shear Force Diagram
Bending Moment Diagram
Small Triangle = x/5 = 196.81/239.05
x=4.12
Positive Area = 1/2 x 196.81 x 4.12
405.43
Negative Area = 1/2 x (151.86+234.9) x2
386.76
Negative Area = 1/2 x 42.24 x (5-4.12)
18.59
Total Negative Area = 386.76 + 18.59
405.35
2 43b
5m 2m
83.04kN109.62kN
239.05kN
Rb=234.9kNRa=196.81kN
2 3b 45m 2m
196.81kN
-42.24kN
-151.86kN
-234.9kN
2 3b 45m 2m
405.43kN/m
405.43-405.35=0.08
2
15. GB23
Determine One Way or Two Way Slab:
Slab 3a-4a / E-F
Ly/Lx= 4/4
1, <2
(Two way slab)
Slab 3b-4a / D-E
Ly/Lx= 3/3
1, <2
(Two way slab)
Slab 2-3b / C-E
Ly/Lx= 5/5
1, <2
(Two way slab)
Slab self-weight= 0.15m x 24kN/m3
3.6kN/m2
Dead Load
Beam self-weight= 0.15m x 0.3m x 24kN/m3
1.08kN/m
Brickwall weight= 3.0m x 0.15m x 19kN/m3
8.55kN/m
Dead Load 2-3b / C-E (two way)= 3.6kN/m2 x 5/2 x 2/3
6.0kN/m
Dead Load 3b-4a / D-E (two way)= 3.6kN/m2 x 3/2 x 2/3
3.6kN/m
Dead Load 3a-4a / E-F (two way)= 3.6kN/m2 x 4/2 x 2/3
4.8kN/m
Total Dead Load
For 3a-3b = (1.08 + 8.55 + 6 + 4.8 )kN/m2
20.43kN/m2
For 3b-4a = (1.08 + 8.55 + 3.6 + 4.8 )kN/m2
18.03kN/m2
Live Load
Live Load on Slab 2-3b / C-E (two way)= 2.0kN/m2 x 5/2 x 2/3
3.33kN/m
Live Load on Slab 3b-4a / D-E (two way)= 2.0kN/m2 x 3/2 x 2/3
2.00kN/m
Live Load on Slab 3a-4a / E-F (two way)= 1.5kN/m2 x 4/2 x 2/3
2.0kN/m
Total Live Load
For 3a-3b = (3.33 + 2 )kN/m2
5.33kN/m2
For 3b-4a = (2 + 2)kN/m2
4kN/m2
Ultimate Load
For 3a-3b
Ultimate Dead Load= 20.43kN/m x 1.4
28.6kN/m
Ultimate Live Load= 5.33kN/m x 1.6
1.08kN/m
8.55kN/m
6kN/m
4.8kN/m
3.6kN/m
3a 3b 4a
1m 3m
20.43kN/m
18.03kN/m
2kN/m
3a 3b 4a
1m 3m
3.33kN/m
2N/m
4kN/m5.33kN/m
3a 3b 4a
1m 3m
1
16. 8.53kN/m
Total Ultimate Load= (28.6+8.53)kN/m
37.13kN/m
For 3b-4a
Ultimate Dead Load= 18.03kN/m x 1.4
25.24kN/m
Ultimate Live Load= 4kN/m x 1.6
6.4kN/m
Total Ultimate Load= (25.24+6.4)kN/m
31.64kN/m
Reaction Forces
Total load on beam E/3a-3b= 37.13 x 1m
37.13kN
Total load on beam E/3b-4a= 31.64 x 3m
94.93kN
∑Ma=0
0=37.13(0.5) + 104.8(1) + 94.93 (2.5) = 4Rb
4Rb=360.68kN
Rb=90.17kN
∑Fy=0
0=37.13 + 104.8 + 94.93 - 90.17 - Ra
Ra=146.69kN
Shear Force Diagram
Bending Moment Diagram
Small Triangle = x/3 = 4.76/90.17
x=0.16
Positive Area = 1/2 x (146.69+109.56) x 1
127.83
Postive Area = 1/2 x 0.16 x 4.76
0.38
Total Positive Area = 127.83 + 0.38
128.04
Negative Area = 1/2 x 90.17 x (3-0.16)
128.04
37.13kN/m 31.64kN/m
37.13kN
94.93kN
3a 3b 4a
1m 3m
104.8kN/m
0.5m 1.5m
Rb=90.17kNRa=146.69kN
3a 3b 4a
1m 3m
146.69kN
109.56kN
4.76kN
-90.17kN
3a 3b 4a
1m 3m
128.04kN/m
128.21-128.04=0.17
2
19. GB24
Determine One Way or Two Way Slab:
Slab 3b-4a / C-E
Ly/Lx= 3/2
1.5, <2
(Two way slab)
Slab 3b-4a / D-E
Ly/Lx= 3/3
1, <2
(Two way slab)
Slab 2-3b / C-E
Ly/Lx= 5/5
1, <2
(Two way slab)
Slab self-weight= 0.15m x 24kN/m3
3.6kN/m2
Dead Load
Beam self-weight= 0.15m x 0.3m x 24kN/m3
1.08kN/m
Brickwall weight= 3.0m x 0.15m x 19kN/m3
8.55kN/m
Dead Load 2-3b / C-E (two way)= 3.6kN/m2 x 5/2 x 2/3
6.0kN/m
Dead Load 3b-4a / D-E (two way)= 3.6kN/m2 x 3/2 x 2/3
3.6kN/m
Dead Load 3a-4a / C-D (two way)= 3.6kN/m2 x 2/2 x 2/3
2.4kN/m
Total Dead Load
For E-D = (1.08 + 8.55 + 6 + 3.6 )kN/m2
19.23kN/m2
For D-C = (1.08 + 8.55 + 2.4 + 6 )kN/m2
18.03kN/m2
Live Load
Live Load on Slab 3b-4a / D-E (two way)= 2.0kN/m2 x 3/2 x 2/3
5.0kN/m
Live Load on Slab 2-3b / C-E (two way)= 2.0kN/m2 x 5/2 x 2/3
3.33kN/m
Live Load on Slab 3b-4a / C-D (two way)= 1.5kN/m2 x 2/2 x 2/3
1.0kN/m
Total Live Load
For E-D = (2 + 3.33 )kN/m2
5.33kN/m2
For D-C = (3.33 + 1 )kN/m2
4.33kN/m2
Ultimate Load
For E-D
Ultimate Dead Load= 19.23kN/m x 1.4
26.92kN/m
Ultimate Live Load= 5.33kN/m x 1.6
8.53kN/m
Total Ultimate Load= (26.92+8.53)kN/m
1.08kN/m
8.55kN/m
2.4kN/m
6kN/m
3.6kN/m
E D C
3m 2m
19.23kN/m 18.03kN/m
3.33kN/m
2kN/m
4.33kN/m
1kN/m
E D C
3m 2m
5.33kN/m
35.45kN/m
E D C3m 2m
32.17kN/m
1
20. 35.45kN/m
For D-C
Ultimate Dead Load= 18.03kN/m x 1.4
25.24kN/m
Ultimate Live Load= 4.33kN/m x 1.6
6.93kN/m
Total Ultimate Load= (25.24+6.93)kN/m
32.17kN/m
Reaction Forces
Total Load for Beam 3b / E-D = 35.45kN/m x 3m
106.34kN
Total Load for Beam 3b / D-C = 32.17kN/m x 2m
64.34kN
∑Ma=0
0= 106.34 (1.5) + 43.74(3) + 64.34(4) = 5Rb
Rb= 109.62kN
∑Fy=0
0= 106.34 + 43.74 + 64.34 - 109.62 - Ra
Ra=104.8kN
Shear Force Diagram
Bending Moment Diagram
Small Triange = x/3 = 104.8/106.34
x=2.96
Positive Area = 1/2 x 104.8 x 2.96
155.1
Negative Area = 1/2 x 1.54 x (3-2.96)
0.03
Negative Area = 1/2 x (109.62 + 45.28) x 2
154.9
Total Negative Area = 0.03 + 154.9
154.93
E CD
3m 2m
64.34kN
43.74kN
106.34kN
Rb=109.62kNRa=104.8kN
E D C3m 2m
104.8kN
-1.54kN
- 45.28kN
-109.62kN
E D C3m 2m
155.1kN/m
155.1-154.9=0.2
2
