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The discovery of the ubiquity of filaments in the interstellar medium in the last two decades has begged the question: “What role do filaments play in star formation?” Here we describe how our automated filament finding algorithms can combine with both magnetic field measurements and high-resolution observations of dense cores in these filaments, to provide a statistically large sample to investigate the effect of filaments on star formation. We find that filaments are likely actively accreting mass from the interstellar medium, explaining why some 60% of stars, and all massive stars, form “on-filament”.

Being a PhD student is not easy.Navigating the highly competitive world of academia while working hard for little or no pay would be stressful for anyone--but it's especially challenging for graduate students who are also parents.

Drawing on a multiple-case, embedded design (Yin, 2018), I highlight the in-depth differences and similarities that exist across students’ experiences in first-year composition (FYC), looking specifically at whether learners used genre and rhetorical situation as threshold concepts to transfer writing-related knowledge and skills across the curriculum. I designed and conducted this research by drawing on theories of learning transfer (Perkins & Salomon, 1988; 1989; 1992; Salomon & Perkins, 1989), writing-related transfer (Moore, 2017; Nowacek, 2011; Yancey, Robertson, & Taczak, 2014; Yancey et al., 2019), and threshold concepts (Meyer & Land, 2006). Across this study, I collected data as I facilitated focus groups and interviews. In addition, I drew on course artifacts that student participants shared in order to better understand their perception of threshold concepts introduced in FYC, as well as to determine if this understanding supported them in negotiating writing invitations across the curriculum. Results showed that students seemed to draw on language, structure, and reference, concepts which were highlighted in their course text, more so than the threshold concepts, genre and rhetorical situation. Most participants possessed an awareness of disciplinary language conventions; however, when presented with the opportunity to apply specific language practices in disciplinary contexts, students returned to their frame of audience awareness—instructor as audience—rather than drawing on their disciplinary knowledge. Further, while students possessed at least some awareness of how reference varies across the disciplines, they often tied this awareness to a specific citation style that defined rules for what they were doing. Though participants did not consistently draw on genre and rhetorical situations as threshold concepts, one participant demonstrated the potential of this initiative.This study contributes to the conversation scholars in Writing Studies are having on writing-related transfer, teaching for transfer, and writing across the curriculum. Additionally, this dissertation highlights the need for recognizing and building on prior knowledge of both students and instructors, greater contextualization of disciplinary writing conventions in instruction, and a shared vocabulary and approach to teaching writing that builds bridges across the curriculum.

To debate the definition and use of theoretical and conceptual frameworks in qualitative research. There is a paucity of literature to help the novice researcher to understand what theoretical and conceptual frameworks are and how they should be used. This paper acknowledges the interchangeable usage of these terms and researchers' confusion about the differences between the two. It discusses how researchers have used theoretical and conceptual frameworks and the notion of conceptual models. Detail is given about how one researcher incorporated a conceptual framework throughout a research project, the purpose for doing so and how this led to a resultant conceptual model. Concepts from Abbott (1988) and Witz ( 1992 ) were used to provide a framework for research involving two case study sites. The framework was used to determine research questions and give direction to interviews and discussions to focus the research. Some research methods do not overtly use a theoretical framework or conceptual framework in their design, but this is implicit and underpins the method design, for example in grounded theory. Other qualitative methods use one or the other to frame the design of a research project or to explain the outcomes. An example is given of how a conceptual framework was used throughout a research project. Theoretical and conceptual frameworks are terms that are regularly used in research but rarely explained. Textbooks should discuss what they are and how they can be used, so novice researchers understand how they can help with research design. Theoretical and conceptual frameworks need to be more clearly understood by researchers and correct terminology used to ensure clarity for novice researchers.

Charlotte Brontë was not an intentional pedagogue, but nevertheless, her works reflect the dynamics of an educational ideology that depends on the natural environment. In Brontë's works, including The Professor, Jane Eyre, and Villette, safe learning environments are most commonly found in gardens, providing spaces--literally and metaphorically--dedicated to individual growth. These spaces are not isolated, however, as they are located in bustling towns such as Villette and schoolyards like those of Jane Eyre. Likewise, the individual does not grow in isolation; rather, development is a process that is fostered by an individual's interaction with his or her environment. In essence, the individual grows to understand the garden, and upon this achievement, the individual experiences maximum cultivation. Such thought is the foundation of Brontë's educational philosophy. While the metaphorical garden provides structure for individual development, it also steers Brontë in her discovery of the self; she recognizes that human nature is different for everyone, and as such, this difference should not be a hindrance to personal growth.

In the context of the field of public relations, at first glance, it would appear that the attributes of an introvert do not align quite as nicely as those of an extravert. Even though this is the case, there are introverts who express a strong desire to work in the professional world of public relations. Introverted characteristics may be different from the industry expectations, but should still be considered valuable and a benefit to the profession. Continuing to place such a high value on an open outgoing personality type puts the industry at risk of isolating and losing out on valuable traits that come from having an inward, reflective thinking individual. In an industry that seems to strongly desire a specific personality type, where is there room for a quiet, inward- thinking person? How can the industry do its part to nurture introverts into the world of public relations?