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 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.

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.

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.

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.

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.

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.

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.

It was in 1979 when GROVE et al. isolated from pollen of rape (Brassica nap us) a highly active plant growth promoter, named it brassinolide and elucidated its structure as (22R,23R,24S)-2

Chemistry of Plant Protection, Volume 7, provides critical review articles on new aspects of herbicide resis- tance, serving the needs of research scientists, pesticide manufacturers, government regulators, agricultural practitioners.

The interdisciplinary approach so popular today is more than a matter of fashion. It is, in fact, a reflection of the recognition that a good many areas once considered ade quately treated by one or the other of the traditional disciplines straddle the boundaries of several. Interdisciplinary research then is, by definition, a coop erative venture by several autonomous branches of science into areas incompletely accessible to anyone of them. By stimulating cooperation among several related disciplines, such research may serve to enrich each of them; but, on the other hand, the existence of these border areas occa sionally serves as Ii, pretext for postponing the solution of seemingly insurmountable problems. Brain research seems to have become such a border area of science. The fortress of classical psychology is being assaulted before our very eyes, its peripheral and even its more integral areas being invaded by physiology, morphol ogy, physics, and chemistry. Neurophysiology, too, has ceased to be an autonomous and self-governing field, and has come increasingly to rely on the help proffered by gen eral psychology, epistemology, and logic, as well as exact sciences such as mathematics and physics. These border assaults have undoubtedly been beneficial for all involved. 9 Within the traditional boundaries of their stuffy principles most classical disciplines are today facing a methodological and epistemological crisis. The breaching of their walls may at least hold out some hope of a renaissance."

This international Symposium on the biology of memory was held in the Biological Research Institute at Tihany, Lake Balaton in September 1969. The meeting covered nearly all biological aspects of recent research on elementary learning and memory storage. This complex approach proved to be fruitful: the lectures, discussions, as well as the the chairmen's con cluding remarks reflected the main problems of this most exciting, but rather controversial field of interdisciplinary research. The volume contains the thirty papers read at the Symposium, arranged in a different sequence than they had been presented during the four-day meeting. These changes made by the Editor were necessary in order to follow the logical succession of the different topics, rather than the chron ology of the lectures, which was inevitably influenced by the itineraries of some of thc participants from ahroad. Consequently the sequence of the concluding remarks had to be altered, too. The division of the book into six parts according to the different topics is tentative because of the mul tiple overlappings. The discussions of the lectures had to be digested, since the presentation of a complete record would have been difficult."

The Proceedings of the 4th International Symposium held by the European Foundation for Plant Pathology on Diagnosis and Identification of Plant Pathogens in Bonn, Germany, from September 9th to 12th, 1996, include information on the application of classical as well as novel and innovative methods and techniques. This book gives an overview of the recent status and trends in the diagnosis and identification of viruses, bacteria and fungi in plants. It covers not only the development of methods and application of techniques but also its transformation into practice for disease-forecasting systems. The book includes 58 oral presentations and 61 poster contributions covering 6 main topics. In addition to introductory overviews of the phytosanitary implications of diagnosis in integrated crop protection, the application of classical and innovative diagnostic methods is stressed. The other contributions cover taxonomy and differentiation of plant pathogens, serological assays, nucleic acid based hybridisation techniques, disease assessment and quantification as well as disease prognosis and expert systems. This book provides information for all researchers and scientists involved in the production of healthy crop plants. It is of special interest for plant pathologists with responsibilities in the fields of plant quarantine, extension and applied diagnosis of plant pathogens as well as for those working in research and development of innovative crop protection techniques.

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.

The volumes of this classic series, now referred to simply as "Zechmeister after its founder, L. Zechmeister, have appeared under the Springer Imprint ever since the series inauguration in 1938. The volumes contain contributions on various topics related to the origin, distribution, chemistry, synthesis, biochemistry, function or use of various classes of naturally occurring substances ranging from small molecules to biopolymers. Each contribution is written by a recognized authority in his field and provides a comprehensive and up-to-date review of the topic in question. Addressed to biologists, technologists, and chemists alike, the series can be used by the expert as a source of information and literature citations and by the non-expert as a means of orientation in a rapidly developing discipline.

This book provides an introduction to the use of algebraic methods and sym bolic computation for simple quantum systems with applications to large order perturbation theory. It is the first book to integrate Lie algebras, algebraic perturbation theory and symbolic computation in a form suitable for students and researchers in theoretical and computational chemistry and is conveniently divided into two parts. The first part, Chapters 1 to 6, provides a pedagogical introduction to the important Lie algebras so(3), so(2,1), so(4) and so(4,2) needed for the study of simple quantum systems such as the D-dimensional hydrogen atom and harmonic oscillator. This material is suitable for advanced undergraduate and beginning graduate students. Of particular importance is the use of so(2,1) in Chapter 4 as a spectrum generating algebra for several important systems such as the non-relativistic hydrogen atom and the relativistic Klein-Gordon and Dirac equations. This approach provides an interesting and important alternative to the usual textbook approach using series solutions of differential equations."

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.