8 lectures, Koberwitz, June 7-20, 1924 (CW 327) The audio book, complete and unabridged (10 CD set), is read by respected actor and speech teacher Peter Bridgmont, author of Liberation of the Actor When Rudolf Steiner gave these lectures eighty years ago, industrial farming was on the rise and organic methods were being replaced in the name of science, efficiency, and technology. With the widespread alarm over food quality in recent years, and with the growth of the organic movement and its mainstream acceptance, perceptions are changing. The qualitative aspect of food is on the agenda again, and in this context Steiner's only course of lectures on agriculture is critical to the current debate. With these talks, Steiner created and launched "biodynamic" farming--a form of agriculture that has come to be regarded as the best organically produced food. However, the agriculture Steiner speaks of here is much more than organic--it involves working with the cosmos, with the earth, and with spiritual beings. To facilitate this, Steiner prescribes specific "preparations" for the soil, as well as other distinct methods born from his profound understanding of the material and spiritual worlds. He presents a comprehensive picture of the complex dynamic relationships at work in nature and gives basic indications of the practical measures needed to bring them into full play. These lectures are reprinted here in the "classic" translation made by Rudolf Steiner's English interpreter, George Adams. This edition also features a preface by Steiner's colleague the medical doctor Ehrenfried Pfeiffer, as well as eight color plates. This is the course that began the biodynamic movement. Rudolf Steiner's Agriculture Course is the essential work for anyone wanting to understand and use Steiner's methods of food production. This book is a translation from German of Geisteswissenschaftliche Grundlagen zum Gedeihen der Landwirtschaft. Landwirtschaftlicher Kursus (GA 327).

Breakthroughs in nanotechnology have been coming at a rapid pace over the past few years. This was fueled by significant worldwide investments by governments and industry. But if these promising young technologies cannot begin to show commercial viability soon, that funding is in danger of disappearing as investors lose their appetites and the economic and scientific promise of nanotechnology may not be realized. Scrutinizing the barriers to commercial scale-up of nanotechnologies, the Nanomanufacturing Handbook presents a broad survey of the research being done to bring nanotechnology out of the laboratory and into the factory. Current research into nanotechnology focuses on the underlying science, but as this forward-looking handbook points out, the immediate need is for research into scale-up, process robustness, and system integration issues. Taking that message to heart, this book collects cutting-edge research from top experts who examine such topics as surface-programmed assembly, fabrication and applications of single-walled carbon nanotubes (SWNTs) including nanoelectronics, manufacturing nanoelectrical contacts, room-temperature nanoimprint and nanocontact technologies, nanocontacts and switch reliability, defects and surface preparation, and other innovative, application-driven initiatives. In addition to these technical issues, the author provides a survey of the current state of nanomanufacturing in the United States-the first of its kind-and coverage also reaches into patenting nanotechnologies as well as regulatory and societal issues. With timely, authoritative coverage accompanied by numerous illustrations, the Nanomanufacturing Handbook clarifies the current challenges facing industrial-scale nanotechnologies and outlines advanced tools and strategies that will help overcome them.

"Geographies of Girlhood: Identities In-Between" explores how adolescent girls come to understand themselves as female in this culture, particularly during a time when they are learning what it means to be a woman and their identities are in-between that of child and adult, girl and woman. It illuminates the everyday realities of adolescent girls and the real issues that concern them, rather than what adult researchers think is important to adolescent girls. The contributing authors take seriously what girls have to say about themselves and the places and discursive spaces that they inhabit daily. Rather than focusing on girls in the classroom, the book explores adolescent female identity in a myriad of kid-defined spaces both in-between the formal design of schooling, as well as outside its purview--from bedrooms to school hallways to the Internet to discourses of cheerleading, race, sexuality, and ablebodiness. These are the geographies of girlhood, the important sites of identity construction for girls and young women.
This book is situated within the fledgling field of Girls Studies. All chapters are based on field research with adolescent girls and young women; hence, the voices of girls themselves are primary in every chapter. All of the authors in the text use the notion of liminality to theorize the in-between spaces and places of schools that are central to how adolescent girls construct a sense of self. The focus of the book on the fluidity of femininity highlights the importance of race, class, sexual orientation, and other salient features of personal identity in discussions of how girls construct gendered identities in different ways.
"Geographies of Girlhood: Identities In-Between" challenges scholars, professionals, and students concerned with gender issues to take seriously the everyday concerns of adolescent girls. It is recommended as a text for education, sociology, and women's studies courses that address these issues.

Geographies of Girlhood: Identities In-Between explores how adolescent girls come to understand themselves as female in this culture, particularly during a time when they are learning what it means to be a woman and their identities are in-between that of child and adult, girl and woman. It illuminates the everyday realities of adolescent girls and the real issues that concern them, rather than what adult researchers think is important to adolescent girls. The contributing authors take seriously what girls have to say about themselves and the places and discursive spaces that they inhabit daily. Rather than focusing on girls in the classroom, the book explores adolescent female identity in a myriad of kid-defined spaces both in-between the formal design of schooling, as well as outside its purview--from bedrooms to school hallways to the Internet to discourses of cheerleading, race, sexuality, and ablebodiness. These are the geographies of girlhood, the important sites of identity construction for girls and young women. This book is situated within the fledgling field of Girls Studies. All chapters are based on field research with adolescent girls and young women; hence, the voices of girls themselves are primary in every chapter. All of the authors in the text use the notion of liminality to theorize the in-between spaces and places of schools that are central to how adolescent girls construct a sense of self. The focus of the book on the fluidity of femininity highlights the importance of race, class, sexual orientation, and other salient features of personal identity in discussions of how girls construct gendered identities in different ways. Geographies of Girlhood: Identities In-Between challenges scholars, professionals, and students concerned with gender issues to take seriously the everyday concerns of adolescent girls. It is recommended as a text for education, sociology, and women's studies courses that address these issues.

Polysaccharides and related high molecular weight glycans are hugely diverse with wide application in Biotechnology and great opportunities for further exploitation. An Introduction to Polysaccharide Biotechnology - a second edition of the popular original text by Tombs and Harding - introduces students, researchers, clinicians and industrialists to the properties of some of the key materials involved, how these are applied, some of the economic factors concerning their production and how they are characterized for regulatory purposes.

This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment. It engages readers in a series of classroom and school-based activities, observations, and exercises that can be used in any teacher education course with a field component. Different from other field experience guides, this text aims to disrupt traditional conceptions of teacher education and field experiences--by emphasizing the problematic nature and dynamics of public schooling, and encouraging readers to seek a greater awareness of their own attitudes toward and connections with these educational processes.Learning to Teach: A Critical Approach to the Field Experience, Second Edition: *dramatically reconceptualizes the field experience by asking preservice and inservice teachers to be active and critical researchers of classroom practices and processes; *provides a coherent framework for analyzing both structural and cultural aspects of schooling; *provides specific exercises to help preservice and inservice teachers evaluate and understand the intersections of race, class, gender, and culture in "real life" school settings; and *grounds the observations of everyday school life within critical, feminist, and poststructuralist discourses. New in the Second Edition: A new section,"No Child Left Untested," has been added to help preservice teachers explore the implications of a very changed post-September 11world in which xenophobia, violence, patriotism, citizenship, and democracy have taken on new meanings. The introduction to the book as a whole, the section introductions, the retained activities in existing sections, and the references have been throughly updated.

An authorised translation of this classic work, re-edited, beautifully typeset and designed, from a professional publisher dedicated to high-quality editions of Rudolf Steiner's books and lectures. The anthroposophy of Rudolf Steiner is not a theoretical system, but the results of research based on direct observation. As Steiner's research was so vast and conducted over such a long period of time, no single book can be said to contain the whole of his spiritual teaching. However, of all his books Occult Science comes closest. Steiner even referred to it as 'an epitome of anthroposophical spiritual science'. The book sets out, in systematic order, the fundamental facts concerning the nature and constitution of the human being and, in chronological order, the history of the universe and man. Whereas the findings of natural science are derived from observations made through the senses, the findings of spiritual science, or anthroposophy, are 'occult' inasmuch as they derive from direct observation of realities which are hidden to everyday perception. And yet these elements of humanity and the universe form the foundation of the sense world. A substantial part of Occult Science is taken up with a description of the preliminary training which is necessary to make such spiritual observations. Given his energetic involvement in practical initiatives and extensive lecturing, Rudolf Steiner had little time to write books. Of those he did write, four titles form an indispensable introduction to his later teaching: Knowledge of the Higher Worlds, Theosophy, The Philosophy of Freedom and Occult Science.

This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment. It engages readers in a series of classroom and school-based activities, observations, and exercises that can be used in any teacher education course with a field component. Different from other field experience guides, this text aims to disrupt traditional conceptions of teacher education and field experiences--by emphasizing the problematic nature and dynamics of public schooling, and encouraging readers to seek a greater awareness of their own attitudes toward and connections with these educational processes.Learning to Teach: A Critical Approach to the Field Experience, Second Edition: *dramatically reconceptualizes the field experience by asking preservice and inservice teachers to be active and critical researchers of classroom practices and processes; *provides a coherent framework for analyzing both structural and cultural aspects of schooling; *provides specific exercises to help preservice and inservice teachers evaluate and understand the intersections of race, class, gender, and culture in "real life" school settings; and *grounds the observations of everyday school life within critical, feminist, and poststructuralist discourses. New in the Second Edition: A new section,"No Child Left Untested," has been added to help preservice teachers explore the implications of a very changed post-September 11world in which xenophobia, violence, patriotism, citizenship, and democracy have taken on new meanings. The introduction to the book as a whole, the section introductions, the retained activities in existing sections, and the references have been throughly updated.

Significant advancements in methodologies and statistical techniques in cross-cultural psychological research abound, but general practice, education, and most researchers in psychology rarely use them. This leads to misinterpretations, misrepresentations, and prejudice. The authors expertly demonstrate the importance of methodological rigor to safeguard appropriate inferences about similarities and differences, particularly when methods have not been developed in the cultural contexts where they are used. The book features acculturation and identity, including contributions on remote acculturation, religiosity, and organizational contexts. It also covers individual differences and evaluates methodological progress in educational assessment, emotions, motivation, and personality. Methodological and psychometric perspectives on equivalence and bias, as well as measurement invariance in cross-cultural research, are a central theme. From study design to data interpretation, it is essential for psychology, and the social sciences in general, to adopt methods and assessment procedures that are more rigorous for culture-comparative studies.

Significant advancements in methodologies and statistical techniques in cross-cultural psychological research abound, but general practice, education, and most researchers in psychology rarely use them. This leads to misinterpretations, misrepresentations, and prejudice. The authors expertly demonstrate the importance of methodological rigor to safeguard appropriate inferences about similarities and differences, particularly when methods have not been developed in the cultural contexts where they are used. The book features acculturation and identity, including contributions on remote acculturation, religiosity, and organizational contexts. It also covers individual differences and evaluates methodological progress in educational assessment, emotions, motivation, and personality. Methodological and psychometric perspectives on equivalence and bias, as well as measurement invariance in cross-cultural research, are a central theme. From study design to data interpretation, it is essential for psychology, and the social sciences in general, to adopt methods and assessment procedures that are more rigorous for culture-comparative studies.

This new book is the first to make logical and important connections between trapping and foraging ecology. It develops and describes-both verbally and mathematically--the underlying principles that determine and define trap-organism interactions. More important, it goes on to explain and illustrate how these principles and relationships can be used to estimate absolute population densities in the landscape and to address an array of important problems relating to the use of trapping for detection, population estimation, and suppression in both research and applied contexts. The breakthrough nature of subject matter described has broad fundamental and applied implications for research for addressing important real-world problems in agriculture, ecology, public health and conservation biology. Monitoring traps baited with potent attractants of animals like insects have long played a critical role in revealing what pests are present and when they are active. However, pest managers have been laboring without the tools necessary for quick and inexpensive determination of absolute pest density, which is the cornerstone of pest management decisions. This book spans the gamut from highly theoretical and fundamental research to very practical applications that will be widely useful across all of agriculture.

The mining industry faces distinct challenges. Mines have long lives, companies have little control over the prices at which they sell, prices are volatile, and the environmental impacts of mining are often not well managed. Despite this, the mining industry has received relatively little attention from neither economists nor the wider business community. There is a need to address the unique management challenges raised by this globally important industry. Modern Management in the Global Mining Industry addresses the economics of mining industries and the management of global mining companies in a manner which is both practical and guided by economic and management theory. Leading with the assertion that mining generates substantial benefits for all its stakeholders provided it is well-managed, and that this includes management of environmental impacts, the book argues that mining companies should move to seeing environmental preservation and sustenance of local communities as an objective rather than a constraint. The book will be an important reference for practitioners working in mining and related industries and to researchers of economic and management theory, mining operations, mining engineering and commodities.

Personal relationships have long been of central interest to social scientists, but the subject of friendship has been relatively neglected. Moreover, most studies of friendship have been social psychological. Placing Friendship in Context is a unique collection bridging social psychological and social structural research to advance understanding of this important subject. In it, some of the world's leading researchers explore the social and historical contexts in which friendships and other similar informal ties develop and how it is that these contexts shape the form and substance the relationships assume. Together, they demonstrate that friendship cannot be understood from individualistic or dyadic perspectives alone, but is a relationship significantly influenced by the environment in which it is generated. By analysing the ways in which friendships articulate with the social structures in which they are embedded, Placing Friendship in Context redescribes such personal relationships at both the macro and the micro level.

Personal relationships have long been of central interest to social scientists, but the subject of friendship has been relatively neglected. Moreover, most studies of friendship have been social psychological. Placing Friendship in Context is a unique collection bridging social psychological and social structural research to advance understanding of this important subject. In it, some of the world's leading researchers explore the social and historical contexts in which friendships and other similar informal ties develop and how it is that these contexts shape the form and substance the relationships assume.

LIMITED EDITION HARDBACKS TO COMMEMORATE THE 150TH ANNIVERSARY OF RUDOLF STEINER'S BIRTH Rudolf Steiner Press is proud to publish a new series of re-edited, re-typeset and re-designed editions of the classic, authorised translations of Rudolf Steiner's four fundamental works. Each volume of this series is printed in a limited edition of 1,000 copies and sewn-bound in high-quality cloth, finished with coloured end-papers and a marker ribbon. Given his energetic involvement in practical initiatives and extensive lecturing, Rudolf Steiner had little time to write books. Of those he did write - belonging almost entirely to the earlier years of his work - four titles form an indispensable introduction to his later teaching: Knowledge of the Higher Worlds, Theosophy, The Philosophy of Freedom and Occult Science. The anthroposophy of Rudolf Steiner is not a theoretical system, but the results of research based on direct observation. As Steiner's research was so vast and conducted over such a long period of time, no single book can be said to contain the whole of his spiritual teaching. However, of all his books Occult Science comes closest. Steiner even referred to it as 'an epitome of anthroposophical spiritual science'. The book sets out, in systematic order, the fundamental facts concerning the nature and constitution of the human being and, in chronological order, the history of the universe and man. Whereas the findings of natural science are derived from observations made through the senses, the findings of spiritual science, or anthroposophy, are 'occult' inasmuch as they derive from direct observation of realities which are hidden to everyday perception. And yet these elements of humanity and the universe form the foundation of the sense world. A substantial part of Occult Science is taken up with a description of the preliminary training which is necessary to make such spiritual observations. Although Occult Science is not all-inclusive, it is indispensable to serious students who seek to master Rudolf Steiner's extraordinary philosophy.

Featuring over 90 of Rudolf Steiner's best-loved verses and meditations, this volume collects a range of material on various themes, such as working with spiritual beings, connecting with loved ones who have passed over, developing selfhood, and celebrating festivals and seasons. Countless people have worked with these meditations over the decades and can testify to their power, as well as the strength and comfort they offer the meditant. Although various translations from the German exist for many of the verses, George and Mary Adams's renderings can truly be said to be 'classic', and are the most widely used within the English-speaking anthroposophical movement that has grown up around Steiner's work. George Adams acted as Rudolf Steiner's personal interpreter when he lectured in Britain, and thus developed an intuitive understanding of Steiner's deepest impulses connected to esoteric work. Those who know these verses will be delighted that they are available again, while those who approach them for the first time will discover a treasure of wisdom as well as abundant tools for personal transformation. This edition also features the original German texts where applicable.

'If the intentions of the Christmas Conference are to be carried out, the Anthroposophical Society will in future have to fulfil, as far as possible, the esoteric aspirations of its members. With this end in view, the School, consisting of three Classes, will be established within the General Society.' - Rudolf Steiner, January 1924 A year after the burning of the first Goetheanum building in Dornach, Switzerland, Rudolf Steiner refounded the Anthroposophical Society during the Christmas Conference of 1923/24. At the heart of the Society he created 'the School of Spiritual Science', which has the specific task of presenting 'the esoteric aspect', and leading its members to knowledge and experience of the spirit. The School was to have 'Sections' to represent various fields of human endeavour, such as Medicine and Education, and three 'Classes', with the First Class to be established immediately by Rudolf Steiner. This short book is a collection of articles (from the Society Newsletter) and lectures by Rudolf Steiner from 1924, introducing and explaining the purpose of the School of Spiritual Science to members of the Anthroposophical Society. It forms a companion volume to The Foundation Stone / The Life, Nature and Cultivation of Anthroposophy.

Identity is a construct strongly rooted and still predominantly studied in Western (or WEIRD; Western, educated, industrialized, rich, and democratic) contexts (e.g., North American and Western European). Only recently has there been more of a conscious effort to study identity in non-Western (or non-WEIRD) contexts. This edited volume investigates identity from primarily a non-Western perspective by studying non-Western contexts and non-Western, minority, or immigrant groups living in Western contexts. The contributions (a) examine different aspects of identity (e.g., personal identity, social identity, online identity) as either independent or interrelated constructs; (b) consider the associations of these constructs with aspects of intergroup relations, acculturative processes, and/or psychological well-being; (c) document the advancement in research on identity in underrepresented groups, contexts, and regions such as Africa, Asia, Eastern Europe, the Middle East, and South America; and (d) evaluate different approaches to the study of identity and the implications thereof. This book is intended for cultural or cross-cultural academics, practitioners, educators, social workers, postgraduate students, undergraduate students, and scholars interested in studying identity. It provides insight into how identity in non-Western groups and contexts may both be informed by and may inform Western theoretical perspectives.