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   The seasonal and height dependencies of the orographic primary and larger‐scale secondary gravity waves (GWs) have been studied using the temperature profiles measured by Sounding of the Atmosphere using Broadband Emission Radiometry (SABER) from 2002 to 2017. At ~40°S and during Southern Hemisphere winter, there is a strong GW peak over the Andes mountains that extend toz ~ 55 km. Using wind and topographic data, we show that orographic GWs break above the peak height of the stratospheric jet. Atz ~ 55–65 km, GW breaking and momentum deposition create body forces that generate larger‐scale secondary GWs; we show that these latter GWs form a wide peak above 65 km with a westward tilt. At middle latitudes during summer in the respective hemisphere, orographic GW breaking also generates larger‐scale secondary GWs that propagate to higher altitudes. Both orographic primary and larger‐scale secondary GWs are likely responsible for most of the non‐equatorial peaks of the persistent global distribution of GWs in SABER.

    

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4. Temperature responses to the 11 year solar cycle in the mesosphere from the 31 year (1979-2010) extended Canadian Middle Atmosphere Model simulations and a comparison with the 14 year (2002-2015) TIMED/SABER observations: Solar Trend in the Mesosphere

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   Traditionally, engineering design is taught as a tool for synthesis and integration of engineering content knowledge for students in capstone courses. These engineering design courses are usually successful, in that the students do well, they come up with innovative solutions, and they are satisfied with their school experience and feel ready for the real world. But, what is the evidence that students have actually learned and can apply their design and engineering learning successfully for synthesis and integration? What are the student’s own understandings of the design process and engineering design practice? How might they conceive of their own engineering and design epistemic identities? This work investigates these questions. 

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