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Bee Close-up from Bella\u27s Blooms and Bees
No full texthttps://lux.lawrence.edu/artgallery_se2024/1002/thumbnail.jp
Exposure to Parasitoid Wasps Induces Thicker and Stiffer Cuticle in Flies
No full textBiocontrol with parasitoid wasps can be an effective and sustainable component of fruit fly pest management. However, there are still many challenges and limitations with this method, including the possibility of fly hosts evolving increased defense mechanisms in response to higher levels of parasitism. While many defense strategies in flies have been identified, the role of the cuticle has largely been ignored. Using Drosophila melanogaster as a model species, I investigated the capacity of the cuticle to play an active role in defense, how this change was induced, and the role of the cuticle-related gene TwdlF. I found evidence to suggest that D. melanogaster larvae developed thicker and stiffer cuticles after olfactory detection of parasitoid wasps. This defense strategy has not yet been described in flies and could have implications in the effectiveness of crop pest biocontrol with parasitoids
Learning Strategies, Motivation, Perceived Covid Stress, and Academic Dishonesty: U.S. College Students’ Perceived Experience from 2019 - 2023
No full textAs higher education in the U.S. approaches a post-Covid-19 pandemic era, the trajectory of college students’ academic experience remains unclear. Two questions are addressed in this study. How do college students perceive their academic experience over time, including the Covid-19 pandemic? Has college students’ learning recovered since the peak of the pandemic in April 2020? This study investigated students\u27 perceptions of their academic motivation, learning strategies, perceived Covid stress and academic dishonesty from 2019 to 2023. A total of 99 undergraduate students from Lawrence University completed an online survey. Quantitative and qualitative data were collected for analyses. The results implied that students grew in their motivation and learning strategies after the peak of Covid-19 pandemic, though such experience of recovery or growth may not be applicable for all students. In conclusion, this project informs how students perceived their academic journey before, during, and after the Covid-19 pandemic. This can inform institutions’ future responses to students’ differing learning experiences as well as students’ understanding of their own experiences
From Identity to Intimacy: Exploring Transgender People’s Dating Attitudes for Gender Experience
Full text linkOf the research that exists on transgender and gender nonconforming (TGNC) people’s dating lives, much of it focuses on cisgender people’s negative perceptions of TGNC partners. The little that does focus on TGNC experiences offers limited and contrasting information about TGNC dating preferences for cisgender and TGNC partners. Using an online survey distributed to TGNC adults (N = 246), we explore TGNC people’s attitudes toward both cisgender and TGNC partners as well as what influences these attitudes. Our predictive model is modified from the Gender Minority Stress and Resilience (GMSR) model (Testa et al., 2015), and we draw upon both social identity theory (Tajfel & Turner, 1979) and social exchange theory (Homans, 1975) to explain the relationships between dating attitudes and the GMSRs factors of distal stress, proximal stress, and resilience. Most participants preferred TGNC partners over cisgender partners (77.24%), and there was mixed support for our predictive model which is discussed. These findings provide foundational knowledge to the field of relationship research regarding TGNC dating experiences
Volume 3 (1850-1853), Typewritten Copies of Original Letters from the Correspondence of Amos A. Lawrence Relating to the Establishment of Lawrence College
Full text linkThis item is one of four transcribed, typewritten volumes corresponding to four volumes of original correspondence sent and received by Amos Adams Lawrence. The typescript volumes were likely completed circa 1959.
Cover image: Amos Lawrence drawing, 1859, ARC2007-028,https://lux.lawrence.edu/archives_selections/1011/thumbnail.jp
The Observer Perspective in Music Performance Anxiety Among College Students
No full textMusic performance anxiety (MPA) often keeps musicians from performing the way they would like to in performance situations. Because of its relation to social anxiety disorder, treatments for MPA can be informed by theories of social anxiety disorder. Clark and Wells’ model (1995) and Rapee and Heimberg’s model (1997) suggests that those who have higher levels of social anxiety view past social experiences from an observer perspective, i.e., an external or third person viewpoint. The aim of the current study was to explore the extent to which MPA is associated with mental imagery using an observer perspective among college student musicians. Participants (n = 21; 67% women; 71% white) were recruited from the Lawrence University Conservatory of Music and sent a survey to complete within 48 hours of a performance asking them to report on the performance and how they saw it. Results indicated that MPA was not associated with the observer perspective as hypothesized; however, this is most likely due to the small number of participants. Results also showed a relationship between MPA levels and trait rumination which adds to the literature on rumination as a transdiagnostic risk factor
Baccalaureate 2024
No full textProgram
The program for the Baccalaureate 2024 service will be published on Thursday, June 6, 2024. Land Acknowledgement
Kenny E. Yarbrough, Vice President for I.D.E.A.S (Inclusion, Diversity, Equity, Antiracism and Support Services) Jazz Trio
Hymn to Freedom | Oscar Peterson (1925-2007) Reese Pike ’25, piano Jackson B. Peters ’24, bass Tyler H. Donnelly ’27, drums Call to Prayer
Nafis A. Munim ’24 - Islam Eli A. Elder ’24 and Eliana Florence Stern ’24 - Judaism Nayla J. Brunnbauer ’24 and Emma R. Nolte ’24 - Christianity Diego A. Leon ’24 - Buddhism Chamber Ensemble
Umoja | Valerie Coleman (b. 1970) Darren Lam ’24, flute Wren Whalen ’25, clarinet Evan Ney ’24, saxophone Connor M. Parr ’24, horn Iris M. Hakes ’24, bassoon Welcome and Introduction of the Speaker
Laurie A. Carter, President of Lawrence University Address to the Class of 2024
James Gandre ’81, President of Manhattan School of Music Dance
Senior Dance Ensemble Lorcan M. Baxter ’24 Bryce Griggs ’24 Ella Rose Schaefer ’24 Tori A. Schneider ’24 Eliana Florence Stern ’24 Madeleine E. Tevonian ’24 Closing Reflection
Terra Winston-Sage ’00, Julie Esch Hurvis Dean of Spiritual and Religious Life Postlude
Daniel R. Boyd ’24, Organist
ASL Interpretation provided by ASL Partners, LLC Program Notes
Premiered in 2001 by Coleman’s woodwind quintet Imani Winds, Umoja, meaning “unity” in Swahili, is a piece composed with the intentions of symphonizing and embodying the first day of Kwanzaa.
Valerie Coleman is a very active figure in the musical community with a prolific composition portfolio as well as holding multiple prestigious pedagogy positions. She is celebrated as one of the top leading Black female composers and performers of our time and contributes a distinct language to the world of music. Production Acknowledgements
A very special thank you to the following: Alvina J. Tan ’06 and Brent T. Hauer ’10 for their assistance with production. Mauriah Donegan Kraker for her instruction in movement and her choreography of the senior dance ensemble. Tim Albright, Ann Ellsworth, José L. Encarnación, and Asher B. McMullin for their aid in organizing our senior musicians