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2157 results

Page 1 of 108

How to Create a Language
  • The Conlang Guide
  • Jessie Peterson
  • Coming soon
  • Expected online publication date:
    October 2025
    Print publication:
    30 September 2025
  • Designed specifically for class use, this text guides students through developing their own full, working constructed language. It introduces basic concepts and the decisions students need to make about their conlang's speakers and world, before walking them through the process of conlanging in incremental stages, from selecting a language's sounds to choices about its grammar. It includes hundreds of examples from natural and constructed languages, and over seventy end-of-chapter exercises that allow students to apply concepts to an in-progress conlang and guide them in developing their own conlang. Ideal for undergraduates, the text is also suitable for more advanced students through the inclusion of clearly highlighted sections containing advanced material and optional conlang challenges. Instructor resources include an interactive slideshow for selecting stress patterns, an exercise answer guide and a sample syllabus, and student resources include a 'select-a-feature' conlang adventure, a spreadsheet of conlang features, and supplementary documentation for the exercises.

The Cambridge Companion to Christology
  • Edited by Timothy J. Pawl, Michael L. Peterson
  • Coming soon
  • Expected online publication date:
    September 2025
    Print publication:
    30 September 2025
  • The idea that God became incarnate as a human is a doctrine at the core of historic Christianity. Defined by the Great Councils and Creeds of the Christian church, the study of this doctrine, christology, has been a focus of inquiry for two millennia. This Companion reflects the most recent paths of inquiry for our understanding of christology. Covering Biblical and other sources, it explores the reception of christology over the course of Christianity's history, from the early patristic ages to postmodernity, as well Jewish and Islamic treatments of the christological claims. The volume also considers the recent contributions of systematic theology, metaphysics, and political theology to the study of christology. It demonstrates how the conceptual substance of christological doctrine interacts with a range of areas on the intellectual landscape. Designed for use by students and experts, The Cambridge Companion to Christology also points to the new and dynamic directions in scholarship on this topic.

  • Chapter 27 - Global education

  • from Part VI - Community and global connections
  • Edited by Deborah Green, University of South Australia, Deborah Price, University of South Australia
  • Book:
    Making Humanities and Social Sciences Come Alive
    Published online:
    02 August 2025
    Print publication:
    14 August 2025, pp 454-470

  • Summary

    This chapter will introduce global education. While global education is not a subject in its own right in Australian educational settings, developing learners’ understanding of globalisation and supporting them to become and be informed, responsible and active global citizens is an aim that sits across the Australian Curriculum. In this chapter, we engage with what globalisation means, as well as the ways in which learners in different educational settings learn about, and for, globally oriented citizenship. The chapter has three main sections. In the first, we set out what is meant by the terms globalisation and global education, and introduce the concept of the globally oriented citizen. In the second, we set out the key building blocks of global education – concepts, knowledge and understandings, skills and processes and attributes. In the third, we explore pedagogical approaches to global education, as well as how global education connects to the curriculum from the early years to Year 10. We also consider how connections can be made across the various learning experiences that constitute global education.

  • Chapter 9 - Civics and Citizenship in the 21st century

  • from Part II - HASS concepts and sub-strands
  • Edited by Deborah Green, University of South Australia, Deborah Price, University of South Australia
  • Book:
    Making Humanities and Social Sciences Come Alive
    Published online:
    02 August 2025
    Print publication:
    14 August 2025, pp 155-170

  • Summary

    This chapter introduces you to Civics and Citizenship, one of the four subjects that comprise the Humanities and Social Sciences (HASS) learning area. It presents Civics and Citizenship as an active, participatory subject area that requires educators to promote an open and supportive educational environment through which learners can be engaged in discussing issues that affect them and their communities, and enables them to engage in democratic decision-making processes. The chapter covers the main elements of the Australian Curriculum: Civics and Citizenship, as it appears both within the combined HASS curriculum for the primary years and as a stand-alone subject for Year 7. It also introduces methods and approaches through which Civics and Citizenship can be taught effectively. Throughout the chapter, key points are supported by research evidence, and supporting tasks and reflections will help you to develop your understanding of Civics and Citizenship.

  • The Gendered Risks of Violating Expectations and the Importance of Information for Women Candidates

  • Tessa Ditonto, David J. Andersen, David A.M. Peterson
  • Journal:
    Politics & Gender , First View
    Published online by Cambridge University Press:
    23 July 2025, pp. 1-31
    • Article
      • You have access
      • Open access
    • PDF
    • HTML
    • Export citation

  • Partisanship is the primary driver of voter decision-making in the United States. Partisans expect to prefer their party’s candidates’ issue stances and personal characteristics. Even when they learn negative information, motivated reasoning often keeps them from changing their candidate evaluations or vote choice. However, there is a “tipping point” at which partisans will update their priors and may vote against their preferred party’s candidate. This study seeks to determine whether voters are more likely to reach that tipping point when they see a woman in their party, and under what circumstances. We use a unique experimental design to vary a candidate’s gender, congruence with major elements of the party platform, and their participation in a scandal. We find that women are often evaluated more negatively and that subjects rely on substantive information more when evaluating women candidates. Our findings suggest that campaigns and campaign information may matter more for women candidates.

  • N95® filtering facepiece respirator contamination with SARS-CoV-2 following reuse and extended use

  • James S. Ford, Ralph C. Wang, Benjamin Stephenson, Nida F. Degesys, Jahan Fahimi, Edward M. Fisher, Delbert Harnish, Courtney M.C. Jones, Susan Peterson, Efrat Rosenthal, Richard Rothmann, Manish N. Shah, Vaishal Tolia, Anna Q. Yaffee, Katherine N. Yoon, Maria C. Raven, for the ReuseN95 Group
  • Journal:
    Infection Control & Hospital Epidemiology , First View
    Published online by Cambridge University Press:
    14 July 2025, pp. 1-6
    • Article
      • You have access
      • Open access
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  • Objective:

    During the COVID-19 pandemic, the United States Centers for Disease Control and Prevention provided strategies, such as extended use and reuse, to preserve N95 filtering facepiece respirators (FFR). We aimed to assess the prevalence of N95 FFR contamination with SARS-CoV-2 among healthcare personnel (HCP) in the Emergency Department (ED).

    Design:

    Real-world, prospective, multicenter cohort study. N95 FFR contamination (primary outcome) was measured by real-time quantitative polymerase chain reaction. Multiple logistic regression was used to assess factors associated with contamination.

    Setting:

    Six academic medical centers.

    Participants:

    ED HCP who practiced N95 FFR reuse and extended use during the COVID-19 pandemic between April 2021 and July 2022.

    Primary exposure:

    Total number of COVID-19-positive patients treated.

    Results:

    Two-hundred forty-five N95 FFRs were tested. Forty-four N95 FFRs (18.0%, 95% CI 13.4, 23.3) were contaminated with SARS-CoV-2 RNA. The number of patients seen with COVID-19 was associated with N95 FFR contamination (adjusted odds ratio, 2.3 [95% CI 1.5, 3.6]). Wearing either surgical masks or face shields over FFRs was not associated with FFR contamination, and FFR contamination prevalence was high when using these adjuncts [face shields: 25% (16/64), surgical masks: 22% (23/107)].

    Conclusions:

    Exposure to patients with known COVID-19 was independently associated with N95 FFR contamination. Face shields and overlying surgical masks were not associated with N95 FFR contamination. N95 FFR reuse and extended use should be avoided due to the increased risk of contact exposure from contaminated FFRs.

  • Unequal neighborhoods, unequal skills: Adaptive functioning and access to community resources

  • Allison E. Gornik, Christina E. Love, Alison E. Pritchard, Rebecca W. Lieb, Lisa A. Jacobson, Rowena Ng, Rachel K. Peterson, Luther G. Kalb
  • Journal:
    Journal of the International Neuropsychological Society , First View
    Published online by Cambridge University Press:
    14 July 2025, pp. 1-6
    • Article
      • You have access
      • Open access
    • PDF
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    • Export citation
  • Objective:

    To examine the relationship between children’s adaptive functioning and neighborhood resources – such as school quality, access to healthy food, green spaces, and housing quality – using a large, diverse clinical outpatient sample.

    Method:

    Pediatric outpatients (N = 6,942; age M = 10.44 years; 67.0% male; 50.3% White; 33.9% Medicaid), aged 1-18, who underwent neuropsychological or psychological evaluation were included if their caregiver completed the Adaptive Behavior Assessment System, 3rd Edition (ABAS-3) and had a nationally normed Child Opportunity Index (COI) score, a composite measure of 29 geo-coded neighborhood characteristics.

    Results:

    Children from higher-opportunity neighborhoods demonstrated significantly stronger adaptive functioning across conceptual, social, and practical domains. Those in the top 40% of neighborhood advantage exhibited stronger adaptive skills than those in the bottom 60%. Neighborhood resources and family financial resources were associated with greater adaptive skills beyond child age, sex, and racial/ethnic background.

    Conclusion:

    Neighborhood resources are linked to children’s adaptive functioning, possibly due to increased opportunities to practice these skills in safer, more supportive environments. These findings emphasize the importance of considering environmental factors in assessing adaptive skills and highlight the need for public health investments and legislation related to community resources.

Page 1 of 108