Curve Decomposition for Large Deflection Analysis of Fixed-Guided Beams With Application to Statically Balanced Compliant Mechanisms

Statically balanced compliant mechanisms require no holding force throughout their range of motion while maintaining the advantages of compliant mechanisms. In this paper, a postbuckled fixed-guided beam is proposed to provide the negative stiffness to balance the positive stiffness of a compliant mechanism. To that end, a curve decomposition modeling method is presented to simplify the large deflection analysis. The modeling method facilitates parametric design insight and elucidates key points on the force-deflection curve. Experimental results validate the analysis. Furthermore, static balancing with fixed-guided beams is demonstrated for a rectilinear proof-of-concept prototype.

Teacher resistance to school-based consultation with the school psychologist: An analysis according to school level and model of identification for special education services

Consultation is promoted throughout school psychology literature as a best practice in service delivery. This method has numerous benefits including being able to work with more students at one time, providing practitioners with preventative rather than strictly reactive strategies, and helping school professionals meet state and federal education mandates and initiatives. Despite the benefits of consultation, teachers are sometimes resistant to this process.This research studies variables hypothesized to lead to resistance (Gonzalez, Nelson, Gutkin, & Shwery, 2004) and attempts to distinguish differences between school level (elementary, middle and high school) with respect to the role played by these variables and to determine if the model used to identify students for special education services has an influence on resistance factors. Twenty-sixteachers in elementary and middle schools responded to a demographicquestionnaire and a survey developed by Gonzalez, et al. (2004). This survey measures eight variables related to resistance to consultation. No high school teachers responded to the request to participate. Results of analysis of variance indicated a significant difference in the teaching efficacy subscale with elementary teachers reporting more efficacy in teaching than middle school teachers. Results also indicate a significant difference in classroom managementefficacy with teachers who work in schools that identify students according to a Response to Intervention model reporting higher classroom management efficacy than teachers who work in schools that identify students according to a combined method of refer-test-place/RtI combination model. Implications, limitations and directions for future research are discussed.