This course covers the fundamental concepts of structural mechanics with applications to marine, civil, and mechanical structures. Topics include analysis of small deflections of beams, moderately large deflections of beams, columns, cables, and shafts; elastic and plastic buckling of columns, thin walled sections and plates; exact and approximate methods; energy methods; principle of virtual work; introduction to failure analysis of structures. We will include examples from civil, mechanical, offshore, and ship structures such as the collision and grounding of ships.

Applies solid mechanics to analysis of high-technology structures. Structural design considerations. Review of three-dimensional elasticity theory; stress, strain, anisotropic materials, and heating effects. Two-dimensional plane stress and plane strain problems. Torsion theory for arbitrary sections. Bending of unsymmetrical section and mixed material beams. Bending, shear, and torsion of thin-wall shell beams. Buckling of columns and stability phenomena. Introduction to structural dynamics. Exercises in the design of general and aerospace structures.

This course covers the derivation of symmetry theory; lattices, point groups, space groups, and their properties; use of symmetry in tensor representation of crystal properties, including anisotropy and representation surfaces; and applications to piezoelectricity and elasticity.

In this activity, students learn about creating a design directly from a CAD (computer-aided design) program. They will design a tower in CAD and manufacture the parts with a laser cutter. A competition determines the tower design with the best strength:weight ratio. Students also investigate basic structural truss concepts and stress concentrations. Partnership with a local college or manufacturing center is necessary for the completion of this project.

This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators with extensive work experience serving districts and their teachers seeking to incorporate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Chronic infection with the hepatitis C virus is a major cause of chronic liver disease, even after the virus has been eradicated by antiviral treatment. The problem appears to lie in the lingering activation of harmful Wnt/β-catenin signaling, which active viruses exploit for replication. A new study suggests the enzyme PKA could play a role. PKA is part of a signaling cascade that is activated during hepatitis C infection. To determine its role, researchers prevented PKA activation by treating cells with a PKA inhibitor. Inhibition was found to be beneficial. Inhibiting PKA reduced cells’ capacity to support both the hepatitis C virus and Wnt/β-catenin signaling, as mediated by another enzyme, GSK-3β. Interestingly, similar benefits were observed when another harmful effect of viral infection was repressed, namely, endoplasmic reticulum stress..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Part of a mini-series on stress, this short video includes various important aspects of stress including physiological, mental, familial and developmental Some mention of coping skills and burnout present. More videos to come soon.

The basic objective of Unified Engineering is to give a solid understanding of the fundamental disciplines of aerospace engineering, as well as their interrelationships and applications. These disciplines are Materials and Structures (M); Computers and Programming (C); Fluid Mechanics (F); Thermodynamics (T); Propulsion (P); and Signals and Systems (S). In choosing to teach these subjects in a unified manner, the instructors seek to explain the common intellectual threads in these disciplines, as well as their combined application to solve engineering Systems Problems (SP). Throughout the year, the instructors emphasize the connections among the disciplines.

This unit is a course overview with only this one file. It provides an overview of the files in the Toolkit and some additional information that might be relevant for teachers who want to start teaching their students about the science of stress and help them develop self-regulation by practicing various techniques.

The activity poses an open question that has students reflect on the situations that can generate different responses to stress, as shown in the slides of this unit.

The activity presents students with two short answer questions to have them reflect on the situations that can generate stress responses in themselves as outlined in this unit. After this, they are asked to explain what new things they have learned about the topic.

This lesson introduces the concept of survival behaviours (fight, flight, and freeze).  The aim is for students to understand that the stress response serves an important survival purpse. This activity has three resources for teachers: lesson slides, a video that can be shown to students that uses the slides, and transcripts of the video.

Open questions to guide students to reflect on reflexes and help them connect that the stress response is like a reflex – something that happens automatically inside of us.

This activity asks students to link the sensations of stress with the functions they serve in our bodies. The aim is to help students better recognize sensations of stress and realize that the serve a purpose that is supposed to benefit us.

This activity includes short answer questions that have students describe the stress sensations they found most surprising, useful, and annoying. They are also prompted to write about what they learned in the unit.

This lesson helps to identify different physical reactions to stress and explains how something seemingly negative actually helps us to prepare ourselves to respond to stress. This activity provides three resources for teachers: video that can be shown to students, video transcripts, and presentation slides.

This activity has students try to identify common locations of stress sensations. This is warm-up activity to help students connect to the sensations we feel in our bodies when we are stressed.

This activity has students reflect on different ways they can influence their moods when their energy is low and when their energy is too high (i.e., anxious).

This activity has two questions for students to review their learning in Unit 4. First, students answer a question about what technique they can use to calm themsleves when agitated. The second question is a general reflection about what they think they learned in the unit.

This lesson introduces students to the relationship between level of activation (stress) and one's performance (learning). This activity provides three resources for teachers: video that can be shown to students, video transcripts, and presentation slides.