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Potential 2050 distributions of World Terrestrial Ecosystems from projections of changes in World Climate Regions and Global Land Cover
Get PDFThe urgency to address ecosystem loss is paramount, as both land use change and climate change will continue to rapidly alter and degrade natural ecosystems and reduce the many services they provide. To support conservation actions that mitigate impacts from these dual threats, we have developed potential World Terrestrial Ecosystem (WTE) distributions for 2050 following IPCC best practice guidelines. This projection of ecosystem distributions builds on the previously released 2015 WTEs, a snapshot of the distribution and conservation status of 431 terrestrial ecosystem types defined as distinct combinations of 18 global climate regions, 4 global landform classes, and 8 global vegetation/land cover classes. Extending that work herein, we modeled the potential 2050 WTE distributions based on projections of five CMIP6 general circulation models (GCMs) and one global land cover change model, determined for three shared socioeconomic pathway (SSP) scenarios. The climate region modeling included projections for 2050 for both mean annual temperature and mean annual aridity. Model agreement for changes to WTEs was generally high, particularly for temperature projections. Widespread changes in ecosystem classes due to shifts in climate settings and/or land cover between 2015 and 2050 were projected, with both the magnitude and specific geography of projected change largely governed by the SSP scenario. For the three SSP scenarios (sustainable development, regional rivalry, and fossil-fueled development), geographic changes in climate setting (temperature, aridity, or both) and/or changes in vegetation/land cover are projected for 29 %, 36 %, and 39 % of Earth\u27s terrestrial surface, respectively. These changes occur in areas where 31 %, 36 %, and 41 % of the global population lives. Projected changes in ecosystem distributions related to temperature change are approximately an order of magnitude greater than for aridity change. By offering insight into potential ecosystem changes, this new resource is intended to facilitate conservation planning and priority setting aimed at improved conservation of biodiversity and ecosystem services
Learning as retention; an examination of retention of self-derived knowledge through memory integration in a diverse sample of elementary students
No full textChildren learn through direct tuition, but also through productive processes that result in self-derived knowledge that was not directly taught. For example, if a child learns that liquid expands when heated, then they learn that thermometers contain liquid, they can derive the new knowledge that thermometers work because the liquid inside expands when heated. Previous work has shown that children engage in self-derivation through memory integration in their classrooms and performance predicts academic performance. However, there has been little examination of the retention of the products of productive processes. Given the importance of retention for long-term knowledge building, we examined the retention of the products of self-derivation through memory integration in elementary students across two studies. Study 1 examined retention of the products of self-derivation through integration in classrooms. In Study 2, we replicated Study 1 with a new sample and stimuli aligned to the curriculum (2a) and examined whether graphics at encoding support retention (2b). Across both studies, we examined whether retention performance accounts for individual differences in academic performance. The results indicate that children do retain knowledge gained through productive processes for at least one week. Further, support at encoding through the use of graphics facilitates retention. We also found support for retention accounting for individual differences in academic performance. Educational relevance statement: Children learn through direct instruction but also through knowledge they generate themselves by integrating facts across lessons. For example, if a child learns that liquid expands when heated, then they learn that thermometers contain liquid, they can derive the new knowledge that thermometers work because the liquid inside expands when heated. Individual ability to self-derive knowledge predicts academic performance. In this research, we examined retention of the self-derived knowledge after a one-week delay. In Study 1, we found that retention is difficult. Children had significant loss in memory over the one-week delay. In Study 2, we examined integration and retention of curriculum aligned facts and examined whether adding a graphic to the fact presentation supported retention. We again found evidence for retention and the addition of a graphic at fact presentation resulted in an increase in performance. Across both studies, self-derivation of knowledge and retention of that knowledge predicted individual differences in academic performance in both reading and math
Training Sustainable Development Practitioners to Interrogate and Dismantle Systemic Racism as a Co-Creative Enterprise
No full textSustainable development and climate-change adaptation/resilience-building are arguably the most pressing challenges of the 21st century. This chapter addresses the question: How do we train future practitioners in antiracism, as a guiding principle of sustainability in an upper-level course entitled “Sustainable Development Assessment & Planning (SDAP)”. The chapter highlights the tools and methods of system dynamics modeling (SDM), traditionally a tool of natural scientists and engineers, but with exciting potential to be inclusive, integrative, and collaborative. It describes, pedagogically, how students were guided to apply SDM to real-world case study projects that they chose and offers examples of students’ social injustice modeling and social-ecological system modeling, alongside some critical reflections to guide future teaching and research in the field of sustainable development. © 2026 selection and editorial matter, Jie Y. Park and Laurie Ross; individual chapters, the contributors
Achieving adult status in Greece in the aftermath of the global financial crisis
Get PDFThe attainment of adult status in Greece is a neglected research issue. Sociodemographic changes and the severity and long duration of the global financial crisis in this country (2008–2018) may have contributed to the delayed entry into adulthood, especially among university students. In this study, conducted during the financial crisis (2015), 814 university students (ages 18–25; M = 19.9) provided information on subjective adult status, subjective adult status with significant others, achievement of adulthood criteria, and several personal and contextual variables. Results showed that two thirds of the sample felt in-between adolescence and adulthood, thus supporting the existence of the emerging adulthood period. They felt more adult in work, university, and romantic relationships, and less adult with parents, friends, and siblings. The criteria achieved most were in the areas of Norm Compliance and Independence, whereas Role Transitions had been achieved the least. A variety of achievements, reflected in Independence, Norm Compliance, and Family Capacities criteria, and some concrete transitions were significantly associated with subjective adult status. Age, gender, parents\u27 educational level, financial constraints, and financial concerns significantly and differentially predicted the achievement of several adulthood markers. Results provide insight into the attainment of adult status in a specific cohort of Greek youth during the aftermath of the Global Recession and underline the need for continuing research on the transition to adulthood in more recent cohorts of youth in this cultural context. © 202
Mixed teff (Eragrostis tef, Poaceae) cultivation and consumption among smallholder farmers in South Wollo Zone, Ethiopia
No full textBackground: Indigenous cropping systems were often developed with a focus on resilience. For example, farmers in many parts of the world have traditionally grown crop varietal mixtures to mitigate risks of crop failure due to drought, pests, and disease. However, crop varietal mixtures are threatened by policies encouraging farmers to plant homogenous, single-variety cropping systems, which are more vulnerable to increasing climate variability. Teff is one of the indigenous staple crops of Ethiopian origin cultivated throughout the country for multiple purposes. Farmers continue to cultivate diverse varieties of teff, as well as a varietal mixture known as sergegna teff. We assessed farmers’ knowledge and practices related to sergegna teff in the northern highlands of Ethiopia to understand its advantages as well as threats to its continued use. Methods: Research was conducted in six kebeles (sub-districts) of Kalu and Tehuledere districts of South Wollo Zone, Ethiopia, situated in warm moist lowlands and tepid and cool mid-highlands. Data were collected through structured surveys with 304 randomly sampled interviewees, semi-structured interviews with 36 purposively sampled key informants, six focus group discussions, guided field tours and market surveys. Varieties of teff in standing crop fields were assessed within 5 m × 5 m random plots at the seed-setting stage. Data analysis included cross-tabulation of survey and interview data, descriptive statistics, and hierarchical clustering. Results: Teff dominates the farm fields in the six study kebeles. Altogether, 13 distinct varieties, including farmers’ varieties (landraces) and breeders’ varieties, were recorded. Fifty-three percent of survey respondents reported active cultivation of sergegna teff variety mixtures. The same proportion asserted preference for varietal mixtures over pure brown or white varieties on account of nutritional benefits and non-food domestic functions. The varietal mixture was also top-ranked by key informants for drought and disease resistance, resilience, and ecological elasticity. Households reported utilizing the varietal mixture in various types of food and selling at local markets. Most respondents (53% of those who reported cultivating sergegna teff in 2023) indicated using sergegna teff to prepare leavened and unleavened foods, including injera, dimeso, kita, anebabero, serebat, porridge and gruel. Conclusion: Farmers express that the ongoing cultivation and use of sergegna teff boost production and enhance resilience and economic returns. These perspectives should be considered in initiatives promoting single breeder’s varieties, which risk supplanting traditional crop varietal mixtures. Further study, alongside proactive conservation, and scaled-up efforts of institutions concerned with food security, biodiversity conservation, and inclusion of ILK are needed. © The Author(s) 2025
Clark Magazine, Spring/Summer 2025
Get PDFThe Spring/Summer 2025 edition of Clark Magazine. Clark Magazine is a twice-yearly publication primarily geared towards Clark University Alumni.
The cover story is \u27A Face Only a Biologist Could Love: The lowly dung beetle and other humble creatures may not be pretty, but to Clark researchers working at the forefront of cancer, climate change, and medicine, they are stars.\u2
Baseball players in the middle of a game [4], circa 1970s
No full textClark University baseball players in the middle of a game, circa 1970s.
All photographs in this collection were digitized between 2022 and 2023. The photographs in this collection are part of the Photographs and Media record group of Clark University’s Archives & Special Collections.https://commons.clarku.edu/baseball/1026/thumbnail.jp
Baseball player in the middle of an at-bat [3], date unknown
No full textA Clark University baseball player in the middle of an at-bat, date unknown.
All photographs in this collection were digitized between 2022 and 2023. The photographs in this collection are part of the Photographs and Media record group of Clark University’s Archives & Special Collections.https://commons.clarku.edu/baseball/1015/thumbnail.jp
Pitcher throws the ball [3], date unknown
No full textA pitcher from the Clark University baseball team throws the ball, date unknownhttps://commons.clarku.edu/baseball/1007/thumbnail.jp
Baseball game action shot, circa 1960s
No full textAn action shot of a Clark University baseball game, circa 1960s.
All photographs in this collection were digitized between 2022 and 2023. The photographs in this collection are part of the Photographs and Media record group of Clark University’s Archives & Special Collections.https://commons.clarku.edu/baseball/1003/thumbnail.jp