Global and radial variations in the efficiency of massive star formation among galaxies

In order to determine the regions within galaxies which give rise to the most efficient star formation and to test the hypothesis that galaxies with high infrared luminosities per unit molecular mass are efficiently producing high mass stars, researchers have undertaken an H alpha imaging survey in galaxies whose CO distributions have been measured as part of the Five College Radio Astronomy Observatory (FCRAO) Extragalactic CO Survey. From these images researchers have derived global H alpha fluxes and distributions for comparison with far infrared radiation (FIR) fluxes and CO fluxes and distributions. Here, researchers present results on the global massive star formation efficiency (SFE = L sub H sub alpha/M(H2)) as a function of morphological type and environment, and on the radial distribution of the SFE within both peculiar and isolated galaxies. On the basis of comparison of the global L sub H sub alpha/M(H2) and L sub FIR/M(H2) for 111 galaxies, researchers conclude that environment rather than morphological type has the strongest effect on the global efficiency of massive star formation. Based on their study of a small sample, they find that the largest radial gradients are observed in the interacting/peculiar galaxies, indicating that environment affects the star formation efficiency within galaxies as well

Developing the Next Generation of Distance Supervision

Student teaching has long been an essential component of teacher education programs, and effective supervision is essential for successful internship experiences. Pre-service students’ needs must be weighed against the limitation of time and access for the university supervisor, often a full-time faculty member who has a formidable teaching load and other responsibilities. Additionally, direct, in-person observations can create observer effect, altering the reality of what is actually being observed. This article examines one university’s use of distant supervision utilizing technology to aid in the virtual classroom observations and conferencing to allow an elementary education major to student teach in a rural southwest Kansas school

Improving Reflection during Student Teaching with Technology

​The process of tapping into the power of reflection is a difficult process for many student teachers to accomplish. Multiple factors hinder the process of reflection in novice teachers. Video recorded lessons provide a contextualized focus for reflection on specific pedagogical skills. This study conducted by an undergraduate student during the student internship demonstrates the value of utilized video recorded lesson to assist in the development of one student’s journey toward becoming a reflective practitioner through the use of video recorded teaching episodes

Determining Emotions and the Burden of Proof in Investigative Commissions to Palestine

The conflict in Palestine has been the subject of numerous international investigative commissions over the past century. These have been dispatched by governments to determine the causes of violent conflicts and how to resolve them. Commissions both produce and reflect political epistemologies, the social processes and categories by which proof and evidence are produced and mobilized in political claim-making. Using archival and ethnographic sources, my analysis focuses on three investigative commissions: the King-Crane (1919), Anglo-American (1946), and Mitchell (2001) commissions. They reveal how “reading affect” has been a diagnostic of political worthiness. Through these investigations, Western colonial agents and “the international community” have given Palestinians false hope that discourse and reason were the appropriate and effective mode of politics. Rather than simply reason, however, what each required was maintenance of an impossible balance between the rational and the emotional. This essay explores the ways that affect as a diagnostic of political worthiness has worked as a technology of rule in imperial orders, and has served as an unspoken legitimating mechanism of domination

A view from another side, or, not just another quit‐lit essay

Academic anthropology is a paradoxical realm. On the one hand, opportunities for creatively exploring the human condition are hemmed in by administrators and bureaucracy. On the other hand, scholars in the academy have the space to call for justice—in Palestine and elsewhere, as they did in 2023, when the American Anthropological Association passed a resolution to boycott Israeli institutions. This paradoxical quality suggests some parallels between anthropology and the human rights system, especially in their logics and activities. Drawing from my experiences as I step off the professional academic ladder, I reflect on how this complex academic environment can lead to cynicism and resentment, yet also produce launching pads to collective action