Scoring the sum of correlated results in analytical proficiency testing

In proficiency tests the participants' results are usually converted into scores. In some schemes the participants are required to report the sum of the concentrations of a number of analytes and this total also is converted into a score. In such instances the scoring procedure for the total should be mathematically consistent with that for the separate analytes. When these analytes are determined from a single test portion, however, the errors in the results from a participant are likely to be correlated because some stages of the analysis are common to all of the analytes. For a consistent outcome, the scoring method must take account of such correlation

Nonlinear dynamic Interactions between flow-induced galloping and shell-like buckling

Acknowledgement The research of J.S. is supported by EPSRC Grant EP/J010820/1.Peer reviewedPublisher PD

Radiation Pressure Feedback in Galaxies

We evaluate radiation pressure from starlight on dust as a feedback mechanism in star-forming galaxies by comparing the luminosity and flux of star-forming systems to the dust Eddington limit. The linear LFIR--L'HCN correlation provides evidence that galaxies may be regulated by radiation pressure feedback. We show that star-forming galaxies approach but do not dramatically exceed Eddington, but many systems are significantly below Eddington, perhaps due to the "intermittency" of star formation. Better constraints on the dust-to-gas ratio and the CO- and HCN-to-H2 conversion factors are needed to make a definitive assessment of radiation pressure as a feedback mechanism.Comment: To appear in "Conditions and impact of star formation: New results with Herschel and beyond", Proceedings of the 5th Zermatt ISM symposium. 2 pages, 2 figure

Social Class and Concern for Climate Change in UNH College Students

This study explores the relationship between college students’ social class and level of concern for climate change. A survey was administered to 355 students at the University of New Hampshire, in the Fall of 2015. Using this data, this paper examines social class, as measured by parental college degree status, in relation to concern for climate change. The results show no statistically significant relationship between the independent and dependent variables for the entire sample, but a statically significant relationship among female respondents who were very concerned about climate change. Specifically, of women whose parents have a college degree, 37% responded with very concerned, only 18% of women whose parents do not have a college degree responded with very concerned. Further research with more in-depth measures of social class and with larger and more representative samples is recommended