The when and where of an emerging crime type: the example of metal theft from the railway network of Great Britain

Metal theft has become an increasingly common crime in recent years, but lack of data has limited research into it. The present study used police-recorded crime data to study the spatial and temporal concentration of metal theft from the railway network of Great Britain. Metal theft was found to exhibit only weak seasonality, to be concentrated at night and to cluster in a few locations close to – but not in – major cities. Repeat-victimisation risk continued for longer than has been found for other crime types. These and other features appear to point to metal theft being a planned, rather than opportunistic, offence and to the role of scrap-metal dealers as facilitators

Flow-field surveys on the windward side of the NASA 040A space shuttle orbiter at 31 deg angle of attack and Mach 20 in helium

Pitot pressure and flow angle distributions in the windward flow field of the NASA 040A space shuttle orbiter configuration and surface pressures were measured, at a Mach number of 20 and an angle of attack of 31 deg. The free stream Reynolds number, based on model length, was 5.39 x 10 to the 6th power. Results show that cores of high pitot pressure, which are related to the body-shock-wing-shock intersections, occur on the windward plane of symmetry in the vicinity of the wing-body junction and near midspan on the wing. Theoretical estimates of the flow field pitot pressures show that conical flow values for the windward plane of symmetry surface are representative of the average level over the entire lower surface

The Paraldor Project

Paraldor is an experiment in bringing the power of categorical languages to lattice QCD computations. Our target language is Aldor, which allows the capture of the mathematical structure of physics directly in the structure of the code using the concepts of categories, domains and their inter-relationships in a way which is not otherwise possible with current popular languages such as Fortran, C, C++ or Java. By writing high level physics code portably in Aldor, and implementing switchable machine dependent high performance back-ends in C or assembler, we gain all the power of categorical languages such as modularity, portability, readability and efficiency.Comment: 4 pages, 2 figures, Lattice 2002 conference proceeding

CENTER-LINE PRESSURE DISTRIBUTIONS ON TWO-DIMENSIONAL BODIES WITH LEADING-EDGE ANGLES GREATER THAN THAT FOR SHOCK DETACHMENT AT MACH NUMBER 6 AND ANGLES OF ATTACK UP TO 25 DEG

Center-line pressure distribution on two- dimensional bodie

Development of a coaxial plasma gun for space propulsion final report

Current sheet accelerators and pulsed plasma thrustors for spacecraft propulsio

Damned if you do and damned if you don't: The (Re)production of larger breasts as ideal in criticisms of breast surgery

This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record.In contemporary Western societies women are often thought to have overcome inequality, become autonomous and resistant to social pressures, and in so doing gained the freedoms to make their own choices. However, this ‘post-feminist sensibility’ can arguably be seen as a double-bind as some types of ‘choices’ cannot always be recognised as freely chosen if they are taken as an indication of failing to resist social (appearance) pressures. We argue that one such example is the ‘choice’ to have cosmetic breast surgery, a practice that has received both criticism and celebration from different feminist angles. In this paper we analyse how women who have had breast augmentation are constructed by readers of an internet blog in which they are largely vilified and pathologised for not valuing their ‘natural’ (yet ‘deficient’) breasts. We demonstrate how the same discursive constructions that appear to value women’s ‘natural’ bodies simultaneously (re)produce the conditions in which women may feel the need to have breast augmentation

It\u27s Been a Good Reminder That Students Are Human Beings : An Exploratory Inquiry of Instructors’ Rhetorical and Relational Goals During COVID-19

As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students’ needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-pandemic classrooms. These conclusions confirm that instructors should consider contextual factors not only during but also after COVID-19. We close with practical recommendations for instructors beyond the pandemic classroom

Exploring Introductory Communication Course Administrators\u27 Relationship Management During COVID-19

The COVID-19 pandemic rapidly changed the context of higher education during the Spring 2020 semester. As the virus began to spread across the United States, colleges and universities canceled in-person classes and activities, closed campus, and moved all operations online. Within the communication discipline, introductory communication course (ICC) administrators and instructors were not only dealing with these challenges, but they were also navigating the transition of large multi-section, often standardized, courses online at large institutions. This research project used semi-structured, in-depth interviews with 18 ICC administrators from institutions located in 14 states across the Midwest, mid-Atlantic, Southeastern, and West Coast regions of the U.S. to explore how they engaged in relationship management with their instructors and how their approach to relationship management informed their transition to remote learning due to COVID-19. The analysis results in four emerging themes: (1) rhetorical approaches to relationship management, (2) relational approaches to relationship management, (3) relationship management → positive outcomes, and (4) relationship management as central to navigating COVID-19. Based on these findings we suggest a rhetorical/relational goals approach to course administration and offer practical implications ICC administrators can implement to engage in successful relationship management during times of crisis

Integrative Ethical Education: An Exploratory Investigation into a Relationally Based Approach to Ethics Education

The purpose of this exploratory study was to investigate the effect of a curricular application of the integrative ethical education (IEE) model and its effect on first-year college students’ ethical development. Using a pretest posttest design, participants’ moral judgment and reasoning were measured before and after they participated in an IEE-based academic course and compared using descriptive analysis. Results revealed that participants’ moral judgment and reasoning increased while participating in the program. These results provide initial support for the use of IEE-based curricula and academic experiences to promote college students’ ethical development. Implications for communication education and future research are discussed

Defining Feedback: Understanding Students’ Perceptions of Feedback in the Introductory Communication Course

Feedback is an essential part of the teaching/learning processes. This statement is especially true in the introductory communication course where students receive feedback throughout the presentational speaking process. This paper explores how students define useful feedback based on 1,600 qualitative questionnaires that asked students about their perceptions of feedback. A thematic analysis of a randomly selected subset of 163 responses uncovered two themes: (1) feedback content characteristics (e.g., specific, constructive, praiseworthy, and purposive) and (2) process of instructor-provided feedback (e.g., iterative, timely). Based on these findings, a set of best practices for providing feedback is offered as a means to improve teaching/learning in the introductory communication course