The design, analysis and experimental evaluation of an elastic model wing

An elastic orbiter model was developed to evaluate the effectiveness of aeroelasticity computer programs. The elasticity properties were introduced by constructing beam-like straight wings for the wind tunnel model. A standard influence coefficient mathematical model was used to estimate aeroelastic effects analytically. In general good agreement was obtained between the empirical and analytical estimates of the deformed shape. However, in the static aeroelasticity case, it was found that the physical wing exhibited less bending and more twist than was predicted by theory

A World on Fire: The Age of Revolutions [10th grade]

This unit will help students identify, analyze, and argue different revolutionary perspectives. Students will develop an understanding of what revolutionary success means. They will analyze primary source documents, have discussions about the validity of enlightenment thought, and explore the revolutions in the time period of 1750 – 1850. They will become experts on at least one revolution in this time period and will translate this knowledge to the revolutions that are occurring around them today or in modern times. They will come to recognize causation, effect, and impact of revolutionary zeal, and will come to terms with the concept that revolutionary success means something different to every perspective. They will grapple with the concept that political upheaval and instability is not just risky but often deadly, and this will enable them to think critically about revolutions past, present, and future. Ultimately student will culminate this unit with one of three projects that will challenge them to think critically about revolutionary success and comprehensively demonstrate their understanding of the information learned throughout the unit

Innovative Empires

In this unit students will investigate how empires rose in certain places where plenty of resources supported innovation. It focuses on the study of four empires throughout time and space: Persian, Han Chinese, Roman, and Incan. Students will answer the questions: “How can location and time period lead to innovation?”, “How are people shaped by, and how do they shape their environments?”, and “Which innovation had the most impact?”. By critically analyzing these empires, developing research journals, and constructing arguments and evaluation of the significance of resources and innovations on these societies, students will be more prepared to understand the significance of innovation and resources on society

Why We Had To Leave; A Study of Human Rights & Refugees (9th-12th grade)

This unit was designed around 9th grade accelerated learners in a World Geography classroom at an international school. Prior to this unit, we connected national boundary changes and economic power shifts in Europe, the Middle East, and Central Asia to decolonization and WWII. The goal of this unit is to humanize the “refugee” and to understand the far-reaching and immediate causes and consequences of mass migrations in the modern world in geo-politically significant regions. To accomplish this, the unit prepares students to understand how the world defines human rights and the ways these “rights” are protected or, in the case of certain groups with little agency/protection, ignored. The performance task asks students to research, analyze, and teach their classmates about a refugee group, attempt to solve the refugee crisis and prevent further damage by synthesizing multiple viewpoints and strategies into a formal proposal. The students will be challenged to consider what life as a refugee is like, what are the impacts that refugees have on their old and new communities through migration, and what is being and still needs to be done to create a world where even those often ignored have ensured and protected human rights. The students will study both the causes of and solutions to current crises. Students will compare refugee crises, make note of the overwhelming commonalities among these groups, and reflect upon what is truly important to all humans - the right to move, to work, and to live without fear and harm

Epic Natural and Anthropogenic Disasters (grade 9)

Physical location and human decisions affect the severity, impacts, and responses to natural and manmade disasters. In this 9-week unit, Grade 9 MYP I&S students will be exploring the impact that many different types of disasters have on communities, and how we respond (locally, nationally, internationally, in media, and on government levels). The students will conduct research into underreported disasters, critically analyze and evaluate sources of information, and create a media product that brings awareness to underserved communities affected by disaster

World Religions

Religions are personal belief systems that bring cultural diversity and can be used to create unity or conflict. In this 9-week unit, Grade 8 MYP I&S students will be introduced to the major religions of the world. They will begin to develop an understanding that religion has led to significant instances and patterns of conflict and cooperation around the world within, between, and among religious groups and peoples. They will research into several instances of religious conflict and unity, and develop a persuasive, valid, well-constructed argument that recognizes different perspectives and implications communicated and structured appropriately for a specific audience and purpose

Tissue-specific and ubiquitous factors binding next to the glucocorticoid receptor modulate transcription from the mouse mammary tumor virus promoter

Steroid hormones complexed with their receptors play an essential role in the regulation of mouse mammary tumor virus (MMTV) transcription. However, the need for additional tissue-specific regulatory factors is suggested by the lack of virus expression in liver, in which glucocorticoid receptors are highly abundant, and by the tissue-specific transcription of reporter genes linked to an MMTV long terminal repeat in transgenic mice. In this study, we characterized two distal-region regulatory elements, DRa and DRc, which, together with the distal glucocorticoid receptor binding site (DRb), increased transcription from the MMTV promoter in permissive cells. This was demonstrated by transfection of these sequences (DRa, DRb, and DRc) in different combinations with the natural MMTV promoter in mouse fibroblasts and mammary epithelial cells, followed by quantitative S1 nuclease mapping of the transcripts. We further showed by DNase I footprinting, methylation interference, and gel retardation assays with various nuclear extracts from permissive or nonpermissive tissues and cell lines that the factors binding to the DRa site are distinct and tissue-specific whereas those binding to DRc are ubiquitous

Invasion Ecology goes to town : from disdain to sympathy

How can one understand the increasing interest in “urban invasions”, or biological invasions in urban environments? We argue that interest in urban invasions echoes a broader evolution in how ecologists view “the city” in relation to “the natural”. Previously stark categorical distinctions between urban and natural, human and wild, city and ecology have foundered. Drawing on conceptual material and an analysis of key texts, we first show how the ecological sciences in general – and then invasion science in particular – previously had a blind spot for cities, despite a number of important historical and continental European exceptions. Then, we document the advent of an urban turn in ecology and, more recently, in invasion ecology, and how this has challenged fundamental concepts about “nativity”, “naturalness”, and human agency in nature. The urban turn necessitates more explicit and direct attention to human roles and judgements. Ecology has moved from contempt (or indifference) for cities, towards interest or even sympathy