The structure of HI in galactic disks: Simulations vs observations

We generate synthetic HI Galactic plane surveys from spiral galaxy simulations which include stellar feedback processes. Compared to a model without feedback we find an increased scale height of HI emission (in better agreement with observations) and more realistic spatial structure (including supernova blown bubbles). The synthetic data show HI self-absorption with a morphology similar to that seen in observations. The density and temperature of the material responsible for HI self-absorption is consistent with observationally determined values, and is found to be only weakly dependent on absorption strength and star formation efficiency.Comment: 12 pages, 7 figures. Accepted for publication in MNRA

Effects on muscle tension and tracking task performance of simulated sonic booms with low and high intensity vibrational components

Effects of simulated sonic booms with high and low intensity vibrational components on tracking task performance and muscle tension in human subject

Pore geometry as a control on rock strength

This study was funded via RJW's University of Leicester start-up fund, as part of AAB's PhD project. We thank Don Swanson and Mike Poland at HVO, Hawai'i, for their help and advice during fieldwork planning and sample collection in the Koa'e fault system, and the National Park Service for granting a research permit to collect rock samples. Sergio Vinciguerra is thanked for access to the Rock Mechanics and Physics lab at the British Geological Survey and Audrey Ougier-Simonin is thanked for her help preparing samples and advice during testing. We thank Mike Heap (EOST Strasbourg) and an anonymous reviewer for their detailed and careful comments that greatly improved the manuscript.Peer reviewedPostprin

Investigating the Housing Market for Student Tenants Surrounding an Urban University

The private housing market for students around Wayne State University, an urban campus in Detroit, Michigan, stands in a fast-changing period. The area has grown economically from institutional and medical center investment in the past few years, causing occupancy and rents to rise. This follows years of disinvestment that allowed rent rates to fall to comfortable rates for students. The University has published its interest in developing the “campus life” including more off-campus private market housing for students, while developers see potential for even higher rents for young professionals. This study assesses the current perceptions of a sample of rental building landlords from the area, concluding that students are the externality of this environment, and will likely be pushed out in the future. Lacking in the literature is an understanding of the number of students in the area, the process of development of private-market student housing agglomerations, and the costs and benefits to private landlords and universities of addressing the student externality identified in the study. These topics of interest require much greater research to be fully understood, and to better describe this situation. Doing so would provide greater understanding of the future direction of the area, and would have many applications to a variety of interested parties and investors

Examining Work-related Factors that May Predict Teacher Retention Intention in Rural Georgia

This study utilized a quantitative, statistical, non-experimental design to collect, analyze, and interpret data or variables that might impact retention of beginning teachers (0-3 years of experience) and experienced teachers (more than 3 years of experience) in a rural county school system in Georgia. The following variables were examined: retention intention, job satisfaction, job autonomy, workload pressure, leadership support, work experience, lateral/non-lateral status, induction, and mentoring. There were 728 participants from 14 elementary schools, five middle schools, and four high schools. This study found there were no statistically significant differences in retention intention between lateral and non-lateral teachers. There was a statistically significant difference between teachers who participated in an induction program and those who did not. Results showed there was not a statistically significant mean difference in retention intention between teachers who were mentored and those who were not. There was not a statistically significant relationship between teachers based on experience. Results of the overall regression analysis revealed four of the predictors were significantly related to retention intention: job satisfaction, workload pressure, leadership support, and induction. Four predictors: mentoring, lateral/non-lateral status, experience, and job autonomy were not statistically significant to retention intention. For teachers with three years’ experience or less, job satisfaction and workload pressure proved statistically significant. For teachers with more than three years’ experience, results of the regression analysis showed that four of the factors were found to be statistically significant to this group: job satisfaction, leadership support, workload pressure, and induction. For teachers with three years’ experience or less, there was a negative association between job satisfaction and retention intention and there was a positive association between workload pressure and retention intention. For teachers with more than three years’ experience, there was a negative association between job satisfaction and retention intention, and leadership support and retention intention. And, for this same group, there was a positive association between induction and retention intention, and workload pressure and retention intention