Human Services, Inc. Case Study - 759 Words

Human Services, Inc. stands by meeting the needs of the client and the community. If a client does not have insurance or no income, we still allow them to receive mental health services. They are required, being Human Services, Inc. is a county contracted organization, to fill out a liability form that ultimately determines how much is due at the end of each month for services. Most of the time, the services are covered by the county. This agency also meets the needs of the community due to accepting almost all insurances, coordinating with public transportation, in addition to coordinating with internal and external resources. This agency does not meet all the needs of the community for the reason that there is always room for†¦show more content†¦Listening to people’s stories and what they have been through in life is extremely fascinating. Seeing how the professional staff members are using the DSM-5, impacting and changing the client’s life only gives me a stronger drive to change the lives of others. It is also extremely exciting to be able to see and use the numerous topics I have learned during my time at Slippery Rock University. Learning the weekly lessons on motivational interviewing, the change cycle, and MAPS goals has allowed me to notice and apply these lessons into my internship. When I had the chance to sit with my supervisor, Alanna, I was able to see her passion for changing lives, setting measurable and attainable goals with her clients, and making sure the needs of her employees are being met. She does not hesitate to take on a client, clear her schedule for a walk-in intake, or answer any questions I may have. I once had a client come into my office and told me she was googling how to kill herself. Not having any prior experience to suicidal clients, I reassured her and brought her to my supervisor where she was able to lay out her options until her appointment with the therapist. She apologized I had to handle the si tuation, but I was thankful for that opportunity because it allowed meShow MoreRelatedHuman Resource Functions at Apple Computers Inc: An Analysis1544 Words   |  6 Pagesï » ¿Apple Human Resource: Apple Computer Inc. or Apple Inc. is a multinational corporation in the United States that develops and markets consumer electronics, personal computers, and computer software. The firm is widely recognized for several hardware products like the Macintosh brand of computers, the iPad, the iPhone, and the iPod. On the contrary, Apples software products include Mac OS X operating system, Final Cut Studio, the iTunes media browser, and a series of professional audio and film-industryRead MoreEcolab, Inc.977 Words   |  4 PagesStrategic Human Capital Case Study Ecolab, Inc. 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Short Stories Literature Review - 1136 Words

Short Stories Literature Review Fear can have different effects on human emotions. Sometimes fear can keep you from confronting a conflict or situation directly. Being fearful is not the right reaction to have. The right reaction is usually to be cautious. In the five sorties I read fear was a factor in how the character resolved their external or internal conflict in the story. All the short stories share the themes fear, conflict, deception, jealousy, vulnerability and closure. The audience for this literature review is for mature readers who may let fear affect their daily lives. This review was written to show how fear can overwhelm them if they do not take proper steps to confront your fear. Once the reader reads the review they can reflect on the topics for a better way to deal with something they fear. Fear is an overall theme of all five short stories. In each story fear influences the characters to react in different ways. In. â€Å"The Cask of Amontillado† Montresor had some type of fear of being constantly belittled. Once Montresor made up his mind to exact revenge on Fortunato he was also fearful of being caught. Fortunato was also fearful towards the end when he realizes that he is not being pranked. The story â€Å"The Masque of the Red Death† Prince Prospero is the ruler of countryside. Prince Prospero is fearful of dying of the illness and being lonely. In the â€Å"The Premature Burial† the narrator is scared of death, his condition, and being wrongly buried. The royalShow MoreRelatedThe American Author Review Assignment1391 Words   |  6 PagesAmerican Author Review Assignment Choose an author from the list provided. Research the author thoroughly using library sources and links. Your review should include all of the information below and in this format. 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The narrator in â€Å"A Rose for Emily† is the mutual voice of the townspeople of Jefferson, while Emily Grierson is the main character in the story that undergoes a sequence of badRead MoreKate Chopin s Literary Creativity And Women s Independence1097 Words   |  5 Pageswriters of the century. From Chopin’s literary rej ection of The Awakening, the rejection sparked a fire in Chopin’s feminist side. Chopin began writing short stories that would become society’s lead in literary creativity and women’s independence. Kate Chopin’s biography is astonishingly intriguing and the importance Chopin plays to the feminist literature genre is exceptional. Critics either rave Chopin’s work or completely destroy it. Kate Chopin, born Katherine O Flaherty in St. Louis, MissouriRead MoreAnalysis of the Poem Barbie Doll by Marge Piercy772 Words   |  3 Pagesof the same. I quickly discovered how wrong I was with the first paper. English 1102 was a whole different story. 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The Main Causes Of The American Revolution - 1006 Words

The American Revolution There are many events that occurred and shaped the way America is the way it is now. However, one of the most important events would be the American Revolution. The American Revolution was the biggest step towards modern day America since it was the event that broke off British control from the states. Even though however, the events of what happens later on after the revolution are important, as well as being able to understand what caused the revolution in the first place as well as why. This paper will go over all of the actions that took place in order for the American Revolution to occur and change the course of American history. The first step of understanding the Revolution would be to understand the main†¦show more content†¦This quickly angered the colonists and eventually began to think that if each state were to come together as one, then they can develop some form of rebellion against the British. This would eventually lead to all of the thirteen colonies coming together and fight for their independence. However, before they come together, it is important to understand how the colonies managed to come together in the first place. There are quite a few events that occurred that droved the colonials together, however there are a couple key events that were significant. The first event was the unfair taxes that the colonials were forced to pay. For example, the Stamp Act was a British, â€Å"[attempt] to raise money from direct taxes in the colonies rather than the regulation of trade.† (Foner 179) So things such as newspapers, stamps, books and anything printed was put on a higher tax towards the colonists because the British were still trying to pay off their debt from previous events. This lead to the slogan, â€Å"Taxation without representation† because the British were placing high taxes towards the colonials, yet the colonials were, â€Å"unrepresented in the House of Commons.† (Foner 180) M eaning the colonials were basically denied trial by jury for the unfair taxes since they were unrepresented in theShow MoreRelatedWhat Was the Main Cause of the American Revolution?2125 Words   |  9 Pagesthe main cause of the American Revolution? The American Revolution was caused by the unique nature of the American Colonists and their society in contrast to their relationship with the English Government and peoples. Life in America was not a life of leisure. American colonists had worked hard to cultivate their lands and develop their towns and cities. Rural life in the American colonies consisted not only of farmers but tradesmen also prospered. 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Any revolution affects those in society, and creates changes for the people in the society. There are three important revolutions that took place in the late 18th century that changed the world for the better. The French Revolution, the American Revolution, and the Industrial Revolution all took place in the late 1700s. AlthoughRead MoreWhat Factors During The Colonial Period Essay1636 Words   |  7 Pagescolonial period led to American colonists declaring independence from the British Empire? Be sure to discuss the economic, political, and cultural aspects of the American Revolution. PROVISIONAL HYPOTHESIS: The structure of America revolution to address a various issue, which has great impact on America It, was the procedure where the thirteen colonies of North America became independent of Great Britain also then formed a new integrated government. 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The Iranian/Islamic Revolution refers to the events involving the deposing of Mohammad Reza Shah Pahlavi and pro-American government, and the replacement with an anti-Western authoritarian theocracy under the leader of the revolution, the Grand Ayatollah Ruhollah Khomeini. The revolution was mainly supported by various leftist Islamic organizationsRead MoreAnalysis Of Forced Founders By Woody Holton1261 Words   |  6 PagesSlaves, and the Making of the American Revolution in Virginia, Woody Holton argues that the causes of the Revolutionary War are different than what most people once concluded. Although many Americans believe that George Washington and Thomas Jefferson are the men who led this revolution, Holton brings up a n ew theory on how the war began. As Holtons title states, he believes that Indians, debtors, and slaves had a bigger role in the making of the American Revolution. Throughout the entire novelRead MoreAmerican Influence and Foreign Policy in Iranian Revolution and Iranian Hostage Crisis1366 Words   |  6 PagesDid American foreign policy and influence lead to the Iranian revolution and spark the Iranian hostage crisis? Part A This investigation determines to what extent American foreign policy, within the years 1953-1982, caused the Iranian embassy siege. Furthermore, it questions the role that the Carter and Kennedy administrations had in furthering the American agenda within Iran. In order to assess the role American influence played, this investigation evaluates the relations between the Carter administrationRead MoreThe American Revolution : The United States1377 Words   |  6 Pagescountry it is today. The American Revolution was the beginning for the United States. It was a time when the Americans separated themselves from the British and established their own rules and regulations, but it wasn’t easy. In fact it was a very long process that lasted for twenty years. There were twenty five battles fought in this time period, and many innocent citizens died. There were both long and immediate causes of the Revolution, but the most important being that American colonists were not yetRead MoreT he Industrial Revolution And The War Of 18121461 Words   |  6 PagesIndustrial Revolution resulted in a shift from agriculture to industrial factories. In the United States, there were two phases of the Industrial Revolution. The first revolution, which happened between 1776 and 1789, was somewhat similar to Britain s Industrial Revolution and more political. The second phase of the American Industrial Revolution, which happened from 1860 to 1900, was not only political but also led to great improvements of the economy and society. The Industrial Revolution first began

Beam Deflection free essay sample

The purpose of this lab is to determine the flexural elastic modulus of a Parallam woodcomposite beam by examining its behavior when simply supported and under flexural stress, and to analyze deflection data using different least-squares methods to fit theoretical deflection curves. Theory: In theory, a beam’s deflection can be mapped by the governing equation of beam flexure: EI d2y/dx2 = M(x), where E is the elastic modulus, I is the second moment of inertia about the neutral axis of the beam (the value of which changes significantly according to orientation), y is deflection, and M(x) is bending moment in the beam. This equation requires that several assumptions be made about the beam: 1) Geometric Assumption: the beam must be a straight, prismatic member with at least one axis of symmetry. 2) Material assumption: the beam must be linear, elastic, isotropic, and homogeneous, and the modulus of elasticity in tension must equal the modulus of elasticity in compression. 3) Loading Assumption: the beam must be loaded in pure moment in a plane of symmetry. 2 4) Deformation Assumption: plane sections before bending must remain in plane after bending. Making these assumptions, we can apply the general equation for beam flexure to our experiment. Assuming we are using point loads or can model our setup with point loads, we can then use singularity functions to determine that the bending moment of the beam is: 2/3 P*x – P 1 Where P is the load applied with the UTM, L is the length of the beam, and x is the distance from the origin (defined as the end closest to the applied load). From this we get: M(x) = EI d2y/dx2 = 2/3 P*x – P 1 Taking an integral of both sides with respect to x yields: where c1 is a constant. Taking another derivative yields: where c2 is a constant. Rearranging we get: . EI dy/dx = P/3 * x2 – P/2 * 2 +c1 y * EI = P/9 * x3 – P/6 * 3 +c1x + c2 y = Px3/9EI – P/6EI * 3 +c1x/EI + c2/EI To solve for the constants we need to make two more assumptions: that when x=0 and when x=L there will be no deflection (i. e. y=0). Using these assumptions, we can plug into our previous equation and use algebra to determine that c1 = -5PL2/81 and that c2 = 0. This gives us: 3 y = P/EI (x3/9 3 /6 – 5L2x/81) This is the theoretical beam deflection equation for the lab. Then, to ease calculations, we make the previous equation non-dimensional by multiplying both sides by EI/PL3, which yields: yEI/PL3 = (x/L)3/9 3/6 – 5/81 (x/L) We define this dimensionless quantity as: (x/L)3/9 3/6 – 5/81 (x/L) = ! theoretical where: ! theoretical = f(x/L) Similarly, we define: ymeasured * EI/PL3 = ! measured. If the beam were to behave as a theoretical beam, then ! theoretical would equal ! measured. E is defined as the slope of the stress-strain curve in the elastic region. However, there is no perfect way to measure stress and strain in the loaded beam. As a result, to determine E one must make some assumptions. For methods one and two the assumption made is that ! theoretical = ! measured. This is done because ! measured can only be calculated if the value of E is known (if E is unknown, then the equation ymeasured * EI/PL3 = ! measured has two unknowns and is thus unsolvable). For method one this assumption is used to write this equation: f(x/L) = E (I ymeasured/PL3). Manipulating this equation gives an equation in the form: P = E (I ymeasured/f(x/L)L3) 4 This equation is in the form of y=mx, the form of a line. Thus, if it is plotted P versus (I ymeasured/f(x/L)L3) then the slope of the line will be E. In method two, the same assumption is made, resulting in the formula: E = f(x/L)PL3/ ymeasuredI From this formula E can be calculated on a point by point basis and then the values can be averaged. Method three approaches the problem in a different way. Instead of assuming that ! theoretical = ! measured, a new quantity V was defined as: V = ! theoretical ! measured Then we make a guess for the E value and solve for the rms error, defined as: rms = sqr(1/n * sum(V2)) here V represents the difference between theoretical and measured deflection for every data point at a certain E value, and n is the total number of V values (5 loads * 4 locations = n = 20). The rms error is then plotted against the many guessed E values, and the point on the graph where the rms error is minimized is determined to best the best value of E for method three. 5 Procedure: In the lab, we tested a simply supported Pa rallam beam (nominal dimensions: 4 by 10) in two orientations while loaded in flexural stress from the UTM (setup shown in figure 1). The beam’s dimensions were 100 inches span by 3. 50 inches thick by 9. 46 inches deep. Our two orientations were with the 9. 46 inch side vertical (the ‘upright’ orientation) and then with the 9. 46 inch side horizontal (the ‘flat’ orientation). For each orientation, we applied an approximate point load by placing a roller between the UTM and the beam at the point L/3 on the span. (In fact, as the roller comes into contact with a small area of the beam and not a single point, 6 describing it as a ‘point load’ is not quite accurate. We applied the load in five increments: 240, 480, 720, 960, and 1200 psi. At each of the load increments, we measured deflection at three points: L/4, L/2, and 3L/4 (the UTM recorded deflection at L/3). We also observed the deflection and the location of maximum deflection, and calculated values of I (the second moment of inertia) for each orientation. Outside of lab, we used three methods to determine E. As di scussed in the theory, method one consisted of plotting the load P (lb) versus the quantity Iymeasured/f(x/L)L3 (in2). The slope of this graph was the first value for E. Both Matlab and KaleidaGraph were used in this process. Utilizing the same theory as method one, method two used the equation E = f(x/L)PL3/ Iymeasured to solve for E for each individual point with each load. The resulting values of E were then averaged to determine the best value of E for method two. The average was found using Matlab and the error using KaleidaGraph. Method three (also as discussed in the theory section) plots rms error against many guessed E values. The best value of E (for method three) was found by determining where the rms error was minimized. This process was done entirely in Matlab. 7 Results: E: Upright Orientation Units Method One Method Two Method Three E: Flat Orientation 10 ksi 103 ksi 3 0. 981 Â ± 0. 100 1. 253 Â ± 0. 198 1. 065 Â ± 0. 247 1. 880 Â ± 0. 046 2. 080 Â ± 0. 083 1. 881 Â ± 0. 106 Discussion: The values of E that we determined for each orientation were very close in value. The values for the upright beam all fall within error of each other, while for the flat orientation one value (while still very close) was just outside of the error of the other two, which are nearly identical. Error in our values comes partially from universal measurement error, and from flaws and inconsistencies in the beam (i. e. , a non-isotropic and non-homogeneous beam); these types of error have a global influence on our results. Other major sources of error are method-specific. In method one, there is error from fitting a line to a set of data that is not precisely linear. As a result, we took our method one values from Kaleidagraph, which is more specifically graphing software and which provides a curve fitting error. We also used Matlab values as a check of accuracy. In method two, error came from the variance in the E value of each data point. For this method, we used Kaleidagraph simply to determine error (having calculated the values in 8 Matlab), taking the standard deviation as representative of the variance. In method three, error comes from the lack of a perfect fit of a deflection graph to our data; our E value minimized the error between predicted and actual deflection, which was then represented as rms error. In all of the methods, we weighted each data point equally (this will be discussed more thoroughly later in this section). Interesting to note is the difference in the value of E for each orientation. This is partially a result of the composition of the beam, as, upon inspection, the grain of the wood is pronouncedly evident (see Appendix F). We expect the material that the beam is composed of to behave more rigidly when loaded to parallel the grain (in the upright position), and to bend more easily when loaded perpendicular to the grain (in the flat position). The grain of the wood is largely the result of the beam’s construction, as it is fabricated from strips of wood bound with glue and pressed until formed: this method of construction results in a major difference in stiffness, according to orientation. However, although the material does perform more rigidly according to grain orientation, the difference in the value of I made a more significant impact on our final values of E and, thus, the beam behaved more rigidly in the flat orientation, where the I value was significantly smaller. Another point of interest was the location-specific variation in E: upon examination of the graph for method one (in appendix B), this variation becomes apparent. The data points 9 collected at L/4 and 3L/4 are the two points closest to the left at each load; the slope of the line formed by connecting these points is steeper than the rest, which means that the resulting E value is higher. The data points from L/3 appear at the far right at each level of load, and when connected have a lower slope and therefore smaller E value. The data points from L/2 are in the middle, and have a slightly less steep slope than at L/4 and 3L/4, and thus a slightly smaller E value. It should be noted that the E value that differed most from the other values is the E value at L/3, which was the value determined in part by the deflection measured by the UTM. The difference in measuring methods may be the cause of this. It is possible, for instance, that the UTM measurements include deflection from the compression of the beam itself where the load was applied, or alternately that the measurements from the UTM were more accurate than those we found by manually reading gauges.