8468 research outputs found
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Boheme Committee group photo, 1950
No full textGroup photograph of the Boheme Committee at Clark University, 1950. The Boheme was the first dance of Clark\u27s academic year, and the committee organized a and supervised social events at the university throughout the season.
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/boheme/1000/thumbnail.jp
An exploratory analysis of how perceived financial scarcity impacts learning and cognition
No full textPerceived financial scarcity, marked by feelings of “not having enough money,” redirects attentional resources toward urgent financial concerns. Since attention is a fundamental component of learning, this redirection may adversely affect educational outcomes. While previous research has examined the relationship between financial stress and academic achievement, as well as its impact on motivation, there has been limited direct investigation into how perceived financial scarcity influences actual learning performance. To address this gap, we assessed whether perceived financial scarcity might influence learning outcomes in college students. Specifically, we examined perceived financial scarcity’s impact on recall of directly provided facts and inferential learning through the mediating influences of fatigue and attention in a path analysis model. Participants completed an online anonymous survey using self-reported measures for perceived scarcity, fatigue, and attention. They also completed a validated paradigm for self-derivation through which we derived their scores for inferential learning and recall of directly provided facts. Supporting our hypothesis, perceived financial scarcity was associated with higher levels of cognitive fatigue (β = 0.23, p \u3c .001); cognitive fatigue was associated with diminished attentional control (β = −0.53, p \u3c .001); attentional control was associated with inferential learning (β = 0.21, p \u3c .01) but not with rote learning (β = 0.09, p =.19). This study provides preliminary evidence that financial constraints might burden students’ cognitive bandwidth through fatigue, challenging the mechanism through which students learn and create knowledge. © The Author(s) 2025
Bridge Club group photo, 1959-1960
No full textGroup photograph of the Clark University Bridge Club, 1959-1960.
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/bridgeclub/1001/thumbnail.jp
Chem Club group photo [2], 1948
No full textGroup photograph of Clark University\u27s Chem Club, 1948.
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/chemclub/1002/thumbnail.jp
A student making pottery, 1976
No full textPhotograph of a Clark University student making pottery, 1976.
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/craftstudio/1000/thumbnail.jp
Vulnerability and Listening in Antiracist Teaching: The Sociology of Mental Illness
No full textThis chapter describes an antiracist action plan implemented in a 100-level elective sociology course open to all undergraduates. The learning goals for the course were for students to understand the implications of sociological theory for mental illness, analyze the causes of inequality (according to race, gender, and class) and their impact on mental illness, and finally, understand the range of social experiences of mental illness. The antiracist pedagogical interventions include changing the instructor\u27s language when talking about race in ways that emphasize individuals’ humanity, using language to emphasize the diverse experiences of people with the same mental illness diagnosis, being cognizant of and more intentional about the instructor\u27s affect when discussing white privilege, making available additional options for assessments (presentations as alternatives to essays), and utilizing student-led small-group discussions. In addition to describing her pedagogical practices, the chapter includes the instructor\u27s reflections on herself – namely, the importance of vulnerability, humility, and listening, especially for white professors in the middle of their careers who are learning about their racial identity and evolving as educators. © 2026 selection and editorial matter, Jie Y. Park and Laurie Ross; individual chapters, the contributors
Towards a Community of Antiracist Praxis in Higher Education: Transformative Principles, Practices, and Resources for the Classroom
No full textWeaving together theory, research, and practice, this edited volume provides rich accounts of teaching from faculty at a predominantly white institution who participated in a community of antiracist praxis – a cycle of action and reflection on pedagogy. The chapters highlight the ways in which faculty can transform classrooms and colorblind discourses in higher education. They center the voices of faculty who are “on the ground” and grappling with their own positionality and academic training to present an antiracist pedagogy that emphasizes student agency and authority, exposes whiteness in course content and inquiry processes, and introduces students to new ways of knowing that are racially just. Each contributing author offers principles, teaching activities, and resources that readers can apply in their own disciplinary or interdisciplinary contexts. Written for faculty, graduate students, administrators, and pedagogy specialists in higher education, this book urges readers who work in higher education to action, and paves a path forward through the creation of communities of antiracist praxis. © 2026 selection and editorial matter, Jie Y. Park and Laurie Ross; individual chapters, the contributors
Expanding the framework of childhood adversity: Structural violence and aggression in childhood
No full textBackground: Structural violence harms youth by preventing them from meeting basic needs for safety, belonging, dignity, and agency, leading to negative outcomes like increased aggression. Such behaviors harm children\u27s social and emotional well-being and academic success, particularly affecting Black youth who disproportionately experience structural violence. Although predictors of student aggression have been explored, the specific influence of structural violence—as measured through socioeconomic and racial disparities—remains under examined in the literature. This gap highlights the need for further investigation into how these external factors contribute to aggressive behaviors in school settings, Objective: This study sought to examine the relationship between structural violence and aggression, taking into account key student characteristics and features of the school climate. It was hypothesized that lower values of structural violence would predict increased student and teacher-reported aggression. Participants: and Setting: Participants included students and teachers across six New Orleans K-8 public charter schools. Methods: Structural violence was measured via the Index of the Concentration of the Extremes (ICE), a measure of economic and racial inequality within a geographic area. Student characteristics, neighborhood crime rate, and school climate variables were included as covariates. Results: Results showed that higher structural violence was significantly associated with student-reported aggression (β = −.12, p = .02) and with teacher-reported aggression (β = −.14, p = .02). Lower student-reported aggression was associated with higher perceptions of school safety (β = −.24, p = .04). Conclusions: Students from neighborhoods with greater structural violence exhibited higher levels of physical aggression, though lower reports of aggression are associated with better perceptions of school climate characteristics. © 2024 The Author
Industry Emergence and Market Capture: The Rise of Autonomous Vehicles
No full textIn this chapter, we examine how the rise of autonomous vehicles (AV) is reshaping the power dynamics in the automobile industry through competition from the information technology (IT) industry. Through the concept of market capture we analyze how incumbents and newcomers pursue control over the definition, evolution, and technology of a newly emerging market. We demonstrate this with an analysis of technological acquisitions and alliance networks for 2011–2018, a period where the AV industry first coalesced and then experienced dramatic growth. By examining firm transactions through their geographic locations and an array of centrality measures, we shed light on interfirm dynamics shaping the emergence and evolution of the AV industry. This research demonstrates how market capture can serve as a useful framework to analyze competition, cooperation, geographic patterns, and power asymmetries in the transaction network of an emerging industry. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025
Phylogenetic proximity is a key driver of temporal succession of marine giant viruses in a five-year metagenomic time-series
No full textNucleocytoplasmic large DNA viruses (NCLDVs), also called giant viruses, are widespread in marine systems and infect a broad range of microbial eukaryotes (protists). Recent biogeographic work has provided global snapshots of NCLDV diversity and community composition across the world’s oceans, yet little information exists about the guiding “rules” underpinning their community dynamics over time. We leveraged a five-year monthly coupled metagenomic-viromic time-series to quantify the community composition of NCLDVs off the coast of Southern California and characterize their temporal population dynamics. NCLDVs were dominated by Algavirales (Phycodnaviruses, 59%) and Imitervirales (Mimiviruses, 36%). We identified clusters of NCLDVs with distinct classes of seasonal and nonseasonal temporal dynamics. Overall, NCLDV population abundances were often highly dynamic, showing strong seasonal signals. The Imitervirales group had the highest relative abundance in the more oligotrophic late summer and fall, while Algavirales did so in winter. Generally, closely related strains had similar temporal dynamics, suggesting that evolutionary history is an important driver of the temporal niche partition of marine NCLDVs. However, a few closely-related strains had drastically different seasonal dynamics, suggesting that while phylogenetic proximity often indicates ecological similarity, occasionally phenology can shift rapidly, possibly due to host-switching. We also identified distinct functional content and possible interactions of two major NCLDV orders with diverse eukaryotes in the study environment- revealing their putative hosts that include both primary producers and heterotrophic grazers. Together, our multiannual time-series study captures diverse temporal patterns among marine giant viruses and demonstrates that evolutionary history plays a key role in shaping their temporal niche partitioning. © The Author(s) 2025. Published by Oxford University Press on behalf of the International Society for Microbial Ecology