Putting the U in carbon capture and storage: rhetorical boundary negotiation within the CCS/CCUS scientific community     

Danielle Endres  Brian Cozen  Megan O’Byrne  Andrea M. Feldpausch-Parker  Tarla Rai Peterson 《Journal of Applied Communication Research》2016,44(4):362-380

This paper examines responses to a framing shift from carbon capture and storage (CCS) to carbon capture, utilization, and storage (CCUS) within science and engineering professionals’ communication. We argue that the framing shift is a breach in the rhetorical boundaries of the CCS professional community that calls forth negotiation through responses that proactively support, resist, or acquiesce. This study offers a heuristic for examining scientific framing in expert-to-expert internal scientific rhetoric. It also contributes to contemporary research on the intersection of rhetoric of science and science, technology, and society; the social dimensions of CCS; energy communication; and applied communicative practices in scientific communities.  相似文献   

The Edusemiotics of Images. Essays on the Art∼Science of Tarot     

Thomas E. Peterson 《Educational Philosophy and Theory》2013,45(10):1187-1190

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The Art of the Essay Contest     

Rachelle Peterson 《Academic Questions》2016,29(3):318-332

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What Makes a Graduate Course     

Russell A. Peterson 《College Teaching》2013,61(1)

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Binet's early experiments on intelligence testing     

Joseph Peterson 《Peabody Journal of Education》2013,88(2):87-92

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Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members’ Failure to Collaborate     

Linda Vanasupa  Kathryn E. McCormick  Carolyn J. Stefanco  Roberta J. Herter  Margot McDonald 《Innovative Higher Education》2012,37(3):171-184

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Pancultural factors of parental behavior in Sicily and the United States     

D R Peterson  G Migliorino 《Child development》1967,38(4):967-991

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Self–Efficacy Pathways Between Relational Aggression and Nonsuicidal Self–Injury     

Trevor J. Buser  Christina Hamme Peterson  Anne Kearney 《Journal of College Counseling》2015,18(3):195-208

The authors recruited college students (N = 648) and investigated relationships among academic and social self–efficacy, relational aggression from parents and peers, and nonsuicidal self–injury (NSSI). Results indicated that both types of self–efficacy were related inversely to NSSI. Academic self–efficacy mediated the relationship between parental emotional abuse and NSSI, whereas social self–efficacy mediated the relationship between peer victimization and NSSI. Clinical implications of these findings for college counselors are discussed.  相似文献   

A case for cautious optimism? Active citizenship and the Australian civics and citizenship curriculum     

Andrew Peterson  Brendan Bentley 《Asia Pacific Journal of Education》2017,37(1):42-54

In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of “active citizens”. Research evidence over the last 25 years paints a mixed picture regarding the extent to which the translation of policy intent has been successfully implemented within Australian schools. Exploring the new subject of Civics and Citizenship in Australia in the context of previous initiatives and existing research evidence, we explore the contested and complex nature of active citizenship around three key issues – the scope and form of action that constitutes citizenship in one’s communities, how young people themselves conceptualize and experience participation, the potential that active citizenship opportunities are interpreted as being synonymous with the use of active teaching and learning methods. On this basis we argue that the new curriculum provides some optimism for those committed to education for citizenship in Australian schools, but that this optimism needs to be tempered with a degree of caution.  相似文献   

Sequential progressions in a theory-of-mind scale: longitudinal perspectives     

Wellman HM  Fang F  Peterson CC 《Child development》2011,82(3):780-792

Consecutive retestings of 92 U.S. preschoolers (n=30), Chinese preschoolers (n=31), and deaf children (n=31) examined whether the sequences of development apparent in cross-sectional results with a theory-of-mind scale also appeared in longitudinal assessment. Longitudinal data confirmed that theory-of-mind progressions apparent in cross-sectional scaling data also characterized longitudinal sequences of understanding for individual children. The match between cross-sectional and longitudinal sequences appeared for children who exhibit different progressions across cultures (United States vs. China) and for children with substantial delays (deaf children of hearing parents). Moreover, greater scale distances reflected larger longitudinal age differences.  相似文献