A clay soil specimen when tested in unconfined condition gave an unconfined compressive strength of 100 kN/m2. A specimen of the same clay with the same initial condition is subjected to a UU triaxial test under a cell pressure of 100 kN/m2. The axia ?->(Show Answer!)

1. A clay soil specimen when tested in unconfined condition gave an unconfined compressive strength of 100 kN/m2. A specimen of the same clay with the same initial condition is subjected to a UU triaxial test under a cell pressure of 100 kN/m2. The axial stress (in kN/m2) at failure would be

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MCQ->A clay soil specimen when tested in unconfined condition gave an unconfined compressive strength of 100 kN/m2. A specimen of the same clay with the same initial condition is subjected to a UU triaxial test under a cell pressure of 100 kN/m2. The axial stress (in kN/m2) at failure would be....

MCQ->Consider the following statements relating to triaxial tests :1. Change in length of the specimen in a triaxial shear test is required to be accounted for in the calculation of stresses at failure.2. In 'Drained Triaxial Shear Test', drainage is permitted under a specified all-round pressure until consolidation is complete. The principal stress difference is then applied with no drainage being permitted.3. Unconfined compression test is a special case of triaxial shear test.Of these statements :....

MCQ-> Read the following passage carefully and answer the questions given below it. Certain words/phrases have been printed in bold to help you locate them while answering some of the questions. The wisdom of learning from failure is incontrovertible. Yet organisations that do it well are extraordinarily rare. This gap is not due to a lack of commitment to learning. Managers in the vast majority of enterprises that I have studied over the past 20 years —pharmaceutical. financial services, product design, telecommunications, and construction companies: hospitals; and NASA’s space shuttle program, among others— genuinely wanted to help their organisations learn from failures to improve future performance. In some cases they and their teams had devoted many hours to afteraction reviews, postmortems, and the like. But time after time I saw that these painstaking efforts led to no real change. The reason: Those managers were thinking about failure the wrong way. Most executives I’ve talked to believe that failure is bad (of course!). They also believe that learning from it is pretty straightforward: Ask people to reflect on what they did wrong and exhort them to avoid similar mistakes in the future—or, better yet, assign a team to review and write a report on what happened and then distribute it throughout the organisation. These widely held beliefs are misguided. First, failure is not always bad. In organisational life it is sometimes bad, sometimes inevitable, and sometimes even good. Second, learning from organisational failures is anything but straightforward. The attitudes and activities required to effectively detect and analyze failures are in short supply in most companies, and the need for context-specific learning strategies is underappreciated. Or – ganisations need new and better ways to go beyond lessons that are superficial (“Procedures weren’t followed”) or self-serving (“The market just wasn’t ready for our great new product”). That means jettisoning old cultural beliefs and stereotypical notions of success and embracing failure’s lessons. Leaders can begin by understanding how the blame game gets in the way. The Blame Game Failure and fault are virtually inseparable in most households. organisations, and cultures. Every child learns at some point that admitting failure means taking the blame. That is why so few organisations have shifted to a culture of psychological safety in which the rewards of learning from failure can be fully realised. Executives I’ve interviewed in organisations as different as hospitals and investment banks admit to being torn: How can they respond constructively to failures without giving rise to an anything-goes attitude? If people aren’t blamed for failures, what will ensure that they try as hard as possible to do their best work? This concern is based on a false dichotomy. In actuality, a culture that makes it safe to admit and report on failure can—and in some organisational contexts must–coexist with high standards for performance. To understand why, look at the exhibit “A Spectrum of Reasons for Failure,” which lists causes ranging from deliberate deviation to thoughtful experimentation. Which of these causes involve blameworthy actions? Deliberate deviance, first on the list, obviously warrants blame. But inattention might not. If it results from a lack of effort, perhaps it’s blameworthy. But if it results from fatigue near the end of an overly long shift, the manager who assigned the shift is more at fault than the employee. As we go down the list, it gets more and more difficult to find blameworthy acts. In fact, a failure resulting from thoughtful experimentation that generates valuable information may actually be praiseworthy. When I ask executives to consider this spectrum and then to estimate how many of the failures in their organisations are truly blameworthy, their answers are usually in single digits—perhaps 2% to 5%. But when I ask how many are treated as blameworthy, they say (after a pause or a laugh) 70% to 90%. The unfortunate consequence is that many failures go unreported and their lessons are lost. Question : sophisticated understanding of failure’s causes and contexts will help to avoid the blame game and institute an effective strategy for learning from failure. Although an infinite number of things can go wrong in organisations, mistakes fall into three broad categories: preventable, complexity-related, and intelligent.Which of the following statement (s) is/are true in the context of the given passage ? I. Most executives believe that failure is bad and learning from it is pretty straightforward. II. The wisdom of learning from failure is disputable. III. Deliberate deviance, first on the list of the exhibit, “A Spectrum of Reasons for Failure” obviously warrants blame.....

MCQ-> In the following questions, read the passage carefully and choose the best answer to each question out of the four alternatives. Passage 1 Ultimately, we all have to decide for ourselves what constitutes failure, but the world is quite eager to give you as set of criteria if you let it. So I think it fair to say that by any conventional measure, a mere seven years after my graduation day, I had failed on an epic scale. An exceptionally short-lived marriage had imploded, and I was jobless, a lone parent, and as poor as it is possible to be in modern Britain, without being homeless. The fears that my parents had and for me, and that I had had for myself, had both come to pass, and by every usual standard, I was the biggest failure I knew. Now, I am not going to stand here and tell you that failure is fun. That period of my life was a dark one, and I had no idea that there was going to be what the press has since represented as a kind of fairy tale resolution. I had no idea then how far the tunnel extended, and for a long time, any light at the end of it was a hope rather than a reality. So why do I talk about the benefits of failure ? Simply because failure meant a stripping away off the inessential. I stopped pretending to myself that I was anything other than what I was, and begin to direct all my energy into finishing the only work that mattered to me. Had I really succeeded at anything else. I might never has found the determination to succeed in the one arena I believed I truly belonged. I was set free, because my greatest fear had been realised, and I was still alive, and I still had a daughter typewriter and a big idea. And so rock bottom became the solid foundation on which I rebuilt my life. You might never fail on the scale I did, but some failure in life is inevitable. It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all in which case, you fail by default. Failure gave me an inner security that I had never attained by passing examinations. Failure taught me things about myself that I could have learned no other way. I discovered that I had a strong will, and more discipline than I had suspected; I also found out that I had friends whose value was truly above the price of rubies. The knowledge that you have emerged wiser and stronger from setbacks means that you are, ever after, secure in your ability to survive. You will never truly know yourself, or the strength of your relationships, until both have been tested by adversity. Such knowledge is a true gift, for all that it is painfully won, and it has been worth more than any qualification I ever earned.According to the author, what can be defined as ‘failure’?
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MCQ-> The membrane-bound nucleus is the most prominent feature of the eukaryotic cell. Schleiden and Schwann, when setting forth the cell doctrine in the 1830s, considered that it had a central role in growth and development. Their belief has been fully supported even though they had only vague notions as to what that role might be, and how the role was to be expressed in some cellular action. The membraneless nuclear area of the prokaryotic cell, with its tangle of fine threads, is now known to play a similar role.Some cells, like the sieve tubes of vascular plants and the red blood cells of mammals, do not possess nuclei during the greater part of their existence, although they had nuclei when in a less differentiated state. Such cells can no longer divide and their life span is limited Other cells are regularly multinucleate. Some, like the cells of striated muscles or the latex vessels of higher plants, become so through cell fusion. Some, like the unicellular protozoan paramecium, are normally binucleate, one of the nuclei serving as a source of hereditary information for the next generation, the other governing the day-to-day metabolic activities of the cell. Still other organisms, such as some fungi, are multinucleate because cross walls, dividing the mycelium into specific cells, are absent or irregularly present. The uninucleate situation, however, is typical for the vast majority of cells, and it would appear that this is the most efficient and most economical manner of partitioning living substance into manageable units. This point of view is given credence not only by the prevalence of uninucleate cells, but because for each kind of cell there is a ratio maintained between the volume of the nucleus and that of the cytoplasm. If we think of the nucleus as the control centre of the cell, this would suggest that for a given kind of cell performing a given kind of work, one nucleus can ‘take care of’ a specific volume of cytoplasm and keep it in functioning order. In terms of material and energy, this must mean providing the kind of information needed to keep flow of materials and energy moving at the correct rate and in the proper channels. With the multitude of enzymes in the cell, materials and energy can of course be channelled in a multitude of ways; it is the function of some information molecules to make channels of use more preferred than others at any given time. How this regulatory control is exercised is not entirely clear.The nucleus is generally a rounded body. In plant cells, however, where the centre of the cell is often occupied by a large vacuole, the nucleus may be pushed against the cell wall, causing it to assume a lens shape. In some white blood cells, such as polymorphonucleated leukocytes, and in cells of the spinning gland of some insects and spiders, the nucleus is very much lobed The reason for this is not clear, but it may relate to the fact that for a given volume of nucleus, a lobate form provides a much greater surface area for nuclear-cytoplasmic exchanges, possibly affecting both the rate and the amount of metabolic reactions. The nucleus, whatever its shape, is segregated from the cytoplasm by a double membrane, the nuclear envelope, with the two membranes separated from each other by a perinuclear space of varying width. The envelope is absent only during the time of cell division, and then just for a brief period The outer membrane is often continuous with the membranes of the endoplasmic reticulum, a possible retention of an earlier relationship, since the envelope, at least in part, is formed at the end cell division by coalescing fragments of the endoplasmic reticulum. The cytoplasmic side of the nucleus is frequently coated with ribosomes, another fact that stresses the similarity and relation of the nuclear envelope to the endoplasmic reticulum. The inner membrane seems to posses a crystalline layer where it abuts the nucleoplasm, but its function remains to be determined.Everything that passes between the cytoplasm and the nucleus in the eukaryotic cell must transverse the nuclear envelope. This includes some fairly large molecules as well as bodies such as ribosomes, which measure about 25 mm in diameter. Some passageway is, therefore, obviously necessary since there is no indication of dissolution of the nuclear envelope in order to make such movement possible. The nuclear pores appear to be reasonable candidates for such passageways. In plant cells these are irregularly, rather sparsely distributed over the surface of the nucleus, but in the amphibian oocyte, for example, the pores are numerous, regularly arranged, and octagonal and are formed by the fusion of the outer and inner membrane.Which of the following kinds of cells never have a nuclei?
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