Week 3 Reflection Assignment Example | Topics and Well Written Essays - 250 words

Week 3 Reflection - Assignment Example The most neutral designation would perhaps be to provide initially the client with the level of change that is available to the organization and the models therein. This would provide a broad scope for the client to understand the needed change and the impact the level of change adopted will have to the organization. Leading technical change is probably the most significant and difficult leadership consultant responsibility. The effective consultant is required to facilitate adaptation thus revitalize an organization in a changing environment. However, it is important to note that many organizations operations have become very dynamic, and thus value level change is in many cases preferred. Nonetheless, the technical level change initiative would not yield the same result as value level change and can affected through effective institutional leadership. Organization changes will happen and affected within an organization at various levels. Likewise, the model favors incorporating various dynamics organizational change to the latter. This is in consideration that the client who is the organization has decided not to incorporate a value level

Bending of an Aluminum beam Essay Example for Free

Bending of an Aluminum beam Essay â€Å"Beams are long straight members that are subjected to loads perpendicular to their longitudinal axis and are classified according to the way they are supported†[1]. When a beam is subjected to an external load there are unseen internal forces within the beam that one must be aware of when implementing it into any design or structure. These internal forces create stress and strain that could result in failure or deformation. This lab looked at how an aluminum cantilevered beam performed under symmetric and unsymmetrical bending as well as the stresses and strains developed as a result. Objective â€Å"To study the stress and strain induced in an I-beam under symmetric and unsymmetrical bending† [2]. Theory: ? – Normal stress (Mpa) ? – Strain (mm/mm) M – Moment (kN†¢m) I – Moment of inertia (mm^6) E – Modulus of elasticity (Mpa) G – Modulus of elasticity (Mpa) v – Poisson’s ratio. L – Length (m) *Subscripts x, y, z indicate plane of reference. The strain rosettes are orientated so that ? b = 0, ? c = -45, and ? a = 45. The strain gauge equations then simplify to ?x = ? b, ? y= ? c+ ? a- ? b, and ? xy = ? c- ? a Using Hooke’s Law: ?x= ? xE, ? y= -v ? x, ? xy=? xyG This Experiment consisted of symmetric and unsymmetrical bending. For symmetric bending the relevant theory is as follows: Because the moment about the z-axis here is zero the equation equates to: Where: My = PLA. When rotated 45 degrees: My = PLA Cos(45) and Mz = PLA Sin(45) there is compressive stress along the y-x axis The moment of inertia about the y-axis is found by determining the inertia of the shape and subtracting the imaginary parts as shown: The max normal stress with be at the furthest distance from the neutral axis which is h/2 therefore: (? x)max = The strains can be found by implementing Hooke’s Law: Since ? y and ? z are zero in symmetric loading, the two equations simplify to: Because the there is no shear stress in the x-y plane when the normal stress is at maximum the shear strain will also be zero. The vertical displacement of the end of the beam is determined by multiplying the area under the moment diagram and the distance between the end and the centroid of the diagram. This equates to: For unsymmetrical bending the theory is the same however there is a moment about the y-axis and z-axis. This will affect the calculation of the normal stress and the strain in the x and y plane. Also the moment of inertia in the z-direction will need to be determined. Procedure (a) *Mount the I-beam on to the support frame. Make sure the mounting screws are tight. (b) Measure the dimensions of the I-beam including its components. (c) Mount the magnet bases of the dial gauges at appropriate positions to permit the measurements of the deflections at the free end of the beam in the vertical and the horizontal directions. (d) *Connect properly the wires from the strain gauges to the readout unit. (e) Place weights to the hanger in increments: 4, 6, 10, 26, and 42 kg. (f) Unload the hanger in increments in the reversed order as for loading. (g) For each increment, measured the strain readings at the given locations and the vertical and horizontal deflections at the free end of the beam. (h) Repeat steps (a) to (g) by rotating the beam with the following angles: 45 °. [3] Results *Refer to appendix for sample calculation and calculated results. Part 1: I-beam at 0o Loading Loading (Kg) 4 6 10 26 42 Strain Gauge 1 (? ) 1 2 4 12 20 Strain Gauge 2 (? ) 6 10 16 43 69 Strain Gauge 3 (? ) 3 4 7 18 29 Displacement 1 (mm) 0. 09 0. 15 0. 23 0. 44 0. 5 Displacement 2 (mm) -0. 19 -0. 34 -0. 55 -1. 4 -2. 25 Load (N) 39. 2 58. 5 97. 9 255. 5 413. 1 Unloading Loading (kg) 42 26 10 6 4 Strain Gauge 1 (? ) 20 10 -3 -5 -7 Strain Gauge 2 (? ) 69 42 19 11 9 Strain Gauge 3 (? ) 29 18 6 3 2 Displacement 1 (mm) 0. 5 0. 49 0. 25 0. 16 0. 07 Displacement 2 (mm) -2. 25 -1. 46 -0. 59 -0. 37 -0. 23 Load (N) 413. 1 255. 6 96. 4 58. 7 39. 2 Part 2: I-Beam at 45o Loading Loading (kg) 4 6 10 26 42 Strain Gauge 1(? ) 1 2 2 7 13 Strain Gauge 2 (? ) 5 9 14 36 54 Strain Gauge 3 (? ) 1 1 2 8 13 Displacement 1 (mm) -0. 33 -0. 50 -0. 79 -1. 88 -2. 75 Displacement 2 (mm) -0. 66 -1. 02 -1. 69 -4. 23 -6. 40 Load (N) 39. 4 58. 7 98. 2 256. 5 413. 6 Unloading Loading (kg) 42 26 10 6 4 Strain Gauge 1 (? ) 13 4 -22 -25 -26 Strain Gauge 2 (? ) 54 38 22 20 17 Strain Gauge 3 (? ) 13 6 2 0 0 Displacement 1 (mm) -2. 75 -1. 95 -0. 92 -0. 62 0. 46 Displacement 2 (mm) -6. 40 -4. 46 -2. 17 -1. 51 -1. 15 Load (N) 413. 6 256. 3 98. 1 58. 7 39. 4 Discussion For both the symmetric and unsymmetrical bending the theoretical stresses and strains were greater than experimentally determined ones. However the experimental displacement was much higher than the theoretical displacement. These two factors can lead one to believe the I-beam has undergone this procedure many times before. Another interesting point to note is that the stresses and strains are higher at equivalent loads when unloading demonstrating that there is residual stress in the I-beam even after it has been fully unloaded. For the most part however the measured and theoretical values are very close. It is to be expected that the theoretical stresses would be higher than the experimental values. The theoretical calculations rely on a ‘perfect’ material. The modulus of elasticity and cross-sectional are said to remain the same through the length of the beam which is rarely the case. Minor imperfections in the beam would result in a weaker beam and less stress is required to deflect the beam. This is exactly what has been observed in this experiment. For the symmetric and bending theoretically there would be no horizontal displacement however some horizontal displacement was shown on the readouts. This is most likely due to the slight swaying of the weights. Since the scale of this experiment was relatively small a lot of the sources of error are pretty large. Just by not having the readout computer not calibrated properly or zeroed all the way would cause pretty large discrepancies. Even the measuring or millimeters by eye caused some error. Rounding errors would be relatively small for this experiment. Conclusion In conclusion theoretical and experimental values for stress and strain are very similar to the values observed in experimental conditions. The theoretical and experimental displacements were pretty far off and at larger scales the theoretical values would not be of much use. Closer results could have been obtained by collecting more accurate measurements or by collecting multiple sets of data using a series of strain rosettes. APPENDIX I Sample Calculations Iy= = (Mz)a =(4kg)(9. 81m/s2)(0. 77m) =30. 215 Nm (Mz)b =(4kg)(9. 81m/s2)(0. 33m) =12. 95 Nm (? x)a = = = 1. 259 Mpa (? x)b = 0. 5397 Mpa (? b)v = = = -0. 0902 mm ?xy = = = 0. 0398mm (? x)a = = =17. 22*10^-6 (? y)a = -0. 35*(? x)a = 6. 027*10^-6 Experimental Symmetric Mass (Kg) 4 6 10 26 42 26 10 6 4 ?x (E-6) 6 10 16 43 69 42 19 11 9 ?y (E-6) -2 -4 -5 -13 -20 -14 -16 -13 -14 ?xy (Mpa) 2 2 3 6 9 8 9 8 9 (? x) (Mpa) 0. 438 0. 731 1. 17 3. 14 5. 04 3. 07 1. 39 0. 804 0. 657 (? y) (Mpa) -0. 146 -0. 292 -0. 365 -0. 950 -1. 46 -1. 02 -1. 17 -0. 950 -1. 02 ?xy (Mpa) 0. 054 0. 054 0. 081 0. 162 0. 243 0. 216 0. 243 0. 216 0. 243 Theoretical – Symmetric Mass(Kg) 4 6 10 26 42 (Mz)a (N†¢m) 30. 2 45. 3 75. 5 196 317 (Mb)b (N†¢m) 12. 9 19. 4 32. 3 84. 1 135 (? x)a (Mpa) 1. 25 1. 88 3. 12 8. 13 13. 1 (? x)b (Mpa) 0. 536 0. 804 1. 34 3. 48 5. 62 ?xy (Mpa) 0. 0398 0. 0598 0. 0996 0. 258 0. 418 (? x)a (E-6) 17. 1 25. 7 42. 8 111 179 (? x)b (E-6) 7. 33 11. 0 18. 3 47. 6 77. 0 (? y)a (E-6) -5. 99 -8. 98 -14. 9 -38. 9 -62. 8 (? y)b (E-6) -2. 57 -3. 85 -6. 41 -16. 6 -26. 9 ?a (mm) 0. 0902 0. 135 0. 225 0. 586 0. 947 ?b (mm) 0. 00710 0. 0106 0. 0177 0. 0461 0. 0745 Experimental –Unsymmetrical Bending Mass (Kg) 4 6 10 26 42 26 10 6 4 (? x) (E-6) 5 9 14 36 54 38 22 20 17 (? y) (E-6) -3 -6 -10 -21 -28 -28 -42 -45 -43 ?xy (E-6) 0 -1 0 1 0 2 24 25 26 (? x) (Mpa) 0. 366 0. 658 1. 02 2. 63 3. 95 2. 78 1. 61 1. 46 1. 24 (? y) (Mpa) -0. 219 -0. 439 -0. 731 -1. 54 -2. 05 -2. 05 -3. 07 -3. 29 -3. 14 Theoretical – Unsymmetrical Bending Mass (Kg) 4 6 10 26 42 (Mz,y)a (N†¢m) 21. 3 32. 0 53. 4 138 224 (Mz,y)b (N†¢m) 9. 15 13. 7 22. 9 59. 5 96. 1 (? x) (Mpa) 0. 381 0. 572 0. 954 2. 48 4. 00 (? y) (Mpa) -1. 40 -2. 10 -3. 51 -9. 12 -14. 7 (? x) (E-6) 5. 22 7. 83 13. 1 33. 9 54. 8 (? y) (E-6) 1. 83 2. 74 4. 57 11. 9 19. 2 ?x-y (mm) 0. 0902 0. 135 0. 225 0. 586 0. 946 ?x-z (mm) 0. 391 0. 587 0. 978 2. 54 4. 11

Social and Intellectual Barriers in the Classroom Essay -- School Girl

Social and Intellectual Barriers in the Classroom Peggy Orenstein's School Girls is a book about adolescent girls, and how low levels of self-esteem and confidence can hinder a positive self-image and contribute to poor academic performance. Orenstein compares and contrasts the experiences of girls from two different junior high schools, Weston and Audubon, and finds that factors such as family, culture, teacher attitude and social class affect girls differently. By looking at both Audubon and Weston from an academic standpoint, one would find that there are more barriers between Audubon students and education, than there are for students at Weston. Ninety percent of the students at Audubon represent everything but "the white and the wealthy" (136): they are "African-American, Latino, Asian, or Filipino" (137). According to Orenstein, two-thirds of these students are poverty-stricken and come from lower class, and perhaps single parent households. Unlike economically advantaged school districts, lower class students are reminded daily that they will never excel beyond their current status, and will only represent or contribute to a national statistic of academic failure. Not only are the students at Audubon reminded of their race and class status, they are ignored in the classroom. In Mr. Krieger's English class, students are given a license to conduct their own lessons--lessons on conversation skills and classroom chaos: "Within fifteen minutes, however, he has mined that vein to exhaustion, and the class degenerates into chaos†¦one of the boys is stuffing a friend into a supply closet with the assistance of roughly half t he class, while Mr. Krieger sits at the front of the room chatting†¦" (139). An educational environm... ...ool, the students from both schools academically perform in accordance with what is expected of them. Because the students from Audubon come from low-income families, teachers and administrators set minimal expectations for student performance. There are more barriers between Audubon students and education because they are reminded daily that economic constraints equal underachievement; and thus, the students are being deprived of an education. On the other hand, the students at Weston Middle School have every opportunity to learn, and do--they learn how to fulfill gender roles in the classroom. The girls at Weston find passive resistance acceptable behavior because not only do gender biases exist in the classroom, they exist in the home and the workplace. Thus, these girls are taught that it is acceptable to be ignored, overpowered and reduced to just "girls."

Crime Data

These are criminal statistics from the year 2013. According to the Federal Bureau of Investigation (201 5), forty-eight percent of violent crimes were cleared and solved, sixty-four percent of murders were solved, and forty percent of all rape cases were solved. These criminal statistics are for the entire United States of America. With these national statistics, the Atlanta metropolitan area in Georgia and the metropolitan area of Tampa Bay in Florida are going to be compared and see where they stand among these statistics.The reported incidents in these areas will be compared; the rate of crimes in both areas will be compared, change in crime rates over time in both areas will be compared, and lastly the factors explaining the change in the crime rates of these areas will be explained. Twenty eight counties and The Atlanta Metropolitan Area is made up of twenty-nine counties and twenty-nine cities. The Atlanta Metropolitan area is the business capital in the southeastern part of th e United States. The area is 8,376 square miles (The Metro Atlanta Chamber Economic Development Division, N. D. ).The Tampa Bay Metropolitan Area consists of here major cities surround by a number of unincorporated cities: Tampa Bay, Clearwater and Saint Petersburg. The main counties are Citrus, Hernandez, Hillsboro, Emanate, Paso, Pinnacles, Polk, and Sarasota counties (Tampa Bay Partnership, 2015). Although these two cities have eleven professional sports team and three major NCAA colleges between the two of them, they are plagued with a criminal problem, much like every other popular city in the United States. The year 2013 in Atlanta, Georgia there was 3,405 aggravated assaults reported in this Atlanta metropolitan area.The Tampa Bay trampoline area had 1 ,523 reported aggravated assaults (The Federal Bureau of Investigation, 2015). This means Atlanta had reported 1,882 more incidents of aggravated assaults than what Tampa Bay did. The crime rate for assaults in Atlanta was two- hundred and thirty-seven assaults per 100,000 inhabitant of its metropolitan area. The crime rate for assaults in the Tampa metropolitan area was three-hundred and forty-three assaults per 1 00,000 inhabitants in this metropolitan area (The Federal Bureau of Investigation, 2015).It would seem the Atlanta metropolitan area would more ungenerous than the Tampa metropolitan area, but when you look at the numbers and break them down; Tampa is actually the more dangerous of the two according to the numbers. If a person would go back the past twelve or thirteen years, in Atlanta aggravated assaults have decreased greatly since the years 2000 and 2001. In 2001 the crime rate was two-hundred and ninety- nine per 100,000 inhabitant of its metropolitan area in slowly decreased year by year to the rate it is now (The Federal Bureau of Investigation, 2015)..Atlanta's decrease is not as drastic as what the Tampa metropolitan area rime aggravated assaults decline is. Tampa crime rate for aggravat ed assault was six-hundred and ;.NET-six assaults per 100,000 inhabitants down to almost half of that number now (The Federal Bureau of Investigation, 2015). If the crime rates in both these metropolitan areas steadily decreases, then they will thrive even more than what they are now. The factors explaining these statistics are the population sizes of these two metropolitan areas, the average age of its inhabitants, and average level of education of the population.The population size of Atlanta's metropolitan is 684,688 versus Tamps metropolitan area population which is 770, 162 (The Federal Bureau of Investigation, 2015). Atlanta metropolitan area is bigger than Tamps metropolitan area, but Tamps is heavier populated. The average age range in Atlanta is between thirty-two and forty-three years of age, and Tamps is between the ages of thirty-five and fifty-four. The level of education in both cities is a bachelor's degree of some kind. The trend is the driving forces in both metropo litan areas are the fortune five hundred companies in the area.The biggest one in Atlanta is CNN and in Tampa it is the Home Shopping Network. Throughout the years more people went out received an education and started making honest livings is the reason the drastic declination in the crime rates. In conclusion, the Atlanta and Tampa Bay metropolitan areas aggravated assaults were compared, the reported incidents in these areas was compared; the rate of crimes in both areas was compared, the change in crime rates over time in both areas was compared, and lastly the factors explaining the change in the crime rates of these areas was explained.

Nazca Lines

Earth scientists have been preoccupied with demystifying the secret behind the Nazca lines discovered in South Americas earth in the 1920’s. These precisely straight lines, still unfaded by over 3,000 years of rains, floods, winds, and dust appear to be impossible for any mortal to create. More than that, how they were drawn and why they were drawn is a challenge for the most intelligent minds to come up with any clues. The Nazca lines are as mysterious as the earth’s pyramids. The lines are forms of humans, birds, monkeys, and many other animals.From the information provided, all images drawn into the earth are some form of animals, or humans. Images can only be made out from an aerial view from the sky, such as an airplane or helicopter. These earth drawings are far to large to identify from the ground. â€Å"From ground level, earth drawings or geoglyphs as they are called, seem like a confused mass of lines. It’s only when viewed from the air, that one sees how the lines and figures convey a sense of purpose, of organization† (Stouse, 2007).Since the discovery of these lines, there has been studies and studies of these Nazca lines, intriguing people to find out more. http://www. timstouse. com/EarthHistory/nazcalines. htm Lines, Lines, Lines Without technology, even rulers and other measuring devices did not exist at this time, how can these drawings be so accurate and precise? Not only are they so accurately and precise, they are habitually accurate and perfectly straight over thousands of miles, cover several hundred feet of Peru. The lines are complicated, interweaving in and out one another, but consistently perfect.To the Incas, pottery was always a big part of their art. Their pottery contained intricate details engrained in the carvings. Scientists studying this always seem to mention their pottery art. Apparently, some significant connection has been related. One of the factors they are studying is the dry land these draw ings were sketched. Still they cannot figure out how it was done. http://www. timstouse. com/EarthHistory/nazcalines. htm No one has the right information required to unsolve the mystery. Scientists are extremely intelligent, which is a mystique in itself.They still do not have the right information to discover the hidden secrets behind the Nazca lines. Peruvians lifestyles or education from the time they were born would have to be studied. Maybe through their traditions while learning survival they acquired the ability to draw perfect lines and measurements. A twenty five year old does not wake up one day with the ability to draw so precisely. Drawing precise lines are a result of years accumulated by daily living habits beginning at a very young age.Since the images are so large, a group of people had to be involved in etching one drawing. The drawings had to be broken down into segments. Each person was assigned a section of the drawing. Another intriguing mystery about the earth ’s sketches, is these sketches are here to stay. They are not faded away, washed away, and are not desolved. If the sketches have been here for 3,000 years, they are going to be here 3,000 more. Even tombstones built of solid material to survive the earths conditions, corrode and break down after so many years.How are these drawings surviving? Once again, no one today has the right information to figure it out. The Peruvians must have had a way to draw all moisture out of the earth, to seal it off completely preventing anything to seep into the grains before they started the drawings. Water is natures most damaging resource. Water will put out and destroy fire. The sea has enormous strength and power. Almost nothing can stand up to damaging water hazards. Ancient Peruvians knew much more about the earth than what is known today. http://www.timstouse. com/EarthHistory/nazcalines. htm Reasons why the Peruvians were so motivated to create such drawings is another unsolved myster y. Their religion may provide clues to why they would take enormous amounts of time to do there drawings. Peruvians believed in sun gods and sun goddesses. Nothing is absolute certainty why they drew these sketches. One explanation, was to honor or please the gods, or the sun. Because the sketches can only be identified by an aerial view, these drawings probably were to send messages to something in the air.Studying the artists who are influenced by Peru’s culture can provide some leads to figure out how these drawings were etched into the ground. Some of the best artists have came from Peru. The artists influenced by Peru specialized in detailed measurements. (Wilepedia). An Inca artists, Joaquin Torres-Garcia, derive much of his art from Inca and Nazca Pottery. â€Å"Torres-Garcia’s style is based on grid patterns derived from the aesthetics of the golden section, a geometric proportion and surrealism†(encyclopedia article, http://encarta. msn. com/encyclopedi a_762507279/Joaquin_Torres-Garcia. html). Golden section is using straight lines and exact measurements. If art work inspired by Incas have a history of placing importance on such mathematical precision, then that has to be connected to their earth drawings. Geometrical figures, lines are somehow embedded into their culture. Conclusion: The Nazca lines today remain a mystery. They will probably remain a mystery forever. Sure enough, as soon as one scientists discovers something, another finds evidence that disproves it.But that is the process of learning or studying. Even when a theory is proven false, it reveals information. The Nazca lines can only be viewed from an Ariel view. And they did worship sun gods. These drawings probably had a very sacred meaning in honor of the sun. Notes: No author, no date Joaquin Torres-Garcia http://encarta. msn. com/encyclopedia_762507279/Joaquin_Torres-Garcia. html No Author, no date; Discovery Channel http://exn. ca/mysticplaces/Nazcalines. asp Stouse, Tim 2003, modified 2007 Nazca lines http://www. timstouse. com/EarthHistory/nazcalines. htm