Program JK 2021 EN
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Geological Timeline
Geological Timeline In this pack you will find information and activities to help your class grasp the concept of geological time, just how old our planet is, and just how young we, as a species, are. Planet Earth is 4,600 million years old. We all know this is very old indeed, but big numbers like this are always difficult to get your head around. The activities in this pack will help your class to make visual representations of the age of the Earth to help them get to grips with the timescales involved. Important EvEnts In thE Earth’s hIstory 4600 mya (million years ago) – Planet Earth formed. Dust left over from the birth of the sun clumped together to form planet Earth. The other planets in our solar system were also formed in this way at about the same time. 4500 mya – Earth’s core and crust formed. Dense metals sank to the centre of the Earth and formed the core, while the outside layer cooled and solidified to form the Earth’s crust. 4400 mya – The Earth’s first oceans formed. Water vapour was released into the Earth’s atmosphere by volcanism. It then cooled, fell back down as rain, and formed the Earth’s first oceans. Some water may also have been brought to Earth by comets and asteroids. 3850 mya – The first life appeared on Earth. It was very simple single-celled organisms. Exactly how life first arose is a mystery. 1500 mya – Oxygen began to accumulate in the Earth’s atmosphere. Oxygen is made by cyanobacteria (blue-green algae) as a product of photosynthesis. -
View Complete in Context #42 As
In Context The Newsletter of The Nature Institute Letter to Our Readers 2 NOTES AND REVIEWS The Return of the Bald Eagle / Henrike Holdrege 3 Do Flowers Hear Bees? / Craig Holdrege 5 NEWS FROM THE INSTITUTE Our Foundation Year Program 6 Working with the Human Evolution Kit in Egypt 8 New Publications — In Print or In Process 9 At Home 10 Still Ahead 10 Our Staff 10 Thank You! 11 FEATURE ARTICLE Our Bodies Are Formed Streams / Stephen L. Talbott 12 # 42 Fall 2019 Dear Friends, One problem we constantly come up against in our work here at the Institute The Nature Institute has to do with the differences between our own human experience and the meaningful activities we try to describe in other organisms. Those activities STAFF include purpose-like behavior and the cognitive aspects of perception. How can Craig Holdrege Henrike Holdrege we characterize such activities in a paramecium or elephant without reading, or Elaine Khosrova seeming to read, features of our own behavior and perception into organisms Kristy King very unlike us? Judith Madey Veronica Madey In her article on the restoration of bald eagles in this issue, Henrike indirectly Stephen L. Talbott alludes to the problem when she remarks: “It is not so easy to be aware of and Adjunct Researchers/Faculty concerned about the disappearance of creatures less conspicuous than the Bruno Follador emblematic bird, such as many amphibians, reptiles, fish, insects, spiders, song Jon McAlice birds, and more.” What are the reasons that we come to value and rally behind Marisha Plotnik Vladislav -
Beyond Planet Earth: the Future of Planet Earth: Beyond 20 22 18 14 12 6 8 4 ; and the of 35Th the Anniversary 3
Member Magazine Fall 2011 Vol. 36 No. 4 Searching For Life on Mars How to Opening Build November 19 a Lunar BEYOND Elevator PLANET EARTH: THE FUTURE OF SPACE EXPLORATION Astrophysics at the Museum 2 News at the Museum 3 From the Even for those of us long past our school years, fall of you participated. Based on that work, the Museum More Stars Shine Brighter With Museum To Offer always feels like “back to school”—a time for new has restructured and enhanced its program to bring President ventures and new adventures. The most exciting it more fully in line with Members’ lives. Hayden Planetarium Upgrade Science Teaching Degree new venture at the Museum is our Master of Arts Membership categories will now more closely Ellen V. Futter in Teaching (MAT) program, which marks the first reflect the kinds of households that you are part This fall, the Museum is launching a Master time that an institution other than a university of, with new Family and Adult tracks that will of Arts in Teaching (MAT) program, marking or college will offer a master’s program for science allow us to tailor programs, services, and benefits. the first time that an institution other than teachers. Please read more about this pioneering And, moving forward, there will be an increased a university or college will offer such a program initiative on page 3. emphasis on communication, including keeping for science teachers. Fall 2011 brings a full slate of exciting offerings in closer touch with Members through electronic The pioneering 15-month program is for the public, including our thrilling new means, including a new digital membership. -
Albert Steffen, the Poet Marie Steiner 34 a Selection of Poems 38 Little Myths Albert Steffen 51
ALBERT STEFFEN CENTENNIAL ISSUE NUMBER 39 AUTUMN, 1984 ISSN 0021-8235 . Albert Steffen does not need to learn the way into the spiritual world from Anthroposophy. But from him Anthroposophy can come to know of a living “Pilgrimage ” — as an innate predisposition o f the soul — to the world of spirit. Such a poet-spirit must, if he is rightly understood, be recognized within the anthroposophical movement as the bearer o f a message from the spirit realm. It must indeed be felt as a good destiny that he wishes to work within this movement. H e adds, to the evidence which Anthroposophy can give of the truth inherent within it, that which works within a creative personality as spirit-bearer like the light of this truth itself. Rudolf Steiner F ro m Das Goetheanum, February 22, 1925. Editor for this issue: Christy Barnes STAFF: Co-Editors: Christy Barnes and Arthur Zajonc; Associate Editor: Jeanne Bergen; Editorial Assistant: Sandra Sherman; Business Manager and Subscriptions: Scotti Smith. Published twice a year by the Anthroposophical Society in America. Please address subscriptions ($10.00 per year) and requests for back numbers to Scotti Smith, Journal for Anthroposophy, R.D. 2, Ghent, N.Y. 12075. Title Design by Walter Roggenkamp; Vignette by Albert Steffen. Journal for Anthroposophy, Number 39, Autumn, 1984 © 1984, The Anthroposophical Society in America, Inc. CONTENTS STEFFEN IN THE CRISIS OF OUR TIMES To Create out of Nothing 4 The Problem of Evil 5 Present-Day Tasks for Humanity Albert Steffen 8 IN THE WORDS OF HIS CONTEMPORARIES -
Table of Contents
Table of Contents From the Editor Ilan Safit . 2 Waldorf Education in the US and Canada 1928-1979: Part 1 Nana Göbel . 4 The Rudolf Steiner School at 90: Personal Reflections Carol Ann Bärtges . .11 Collegial Collaboration: Becoming Receptive to an Emerging Future Michael Holdrege . 16 Gilles Deleuze’s Philosophy of Freedom Fred Amrine . .23 The Image Problem: Mystery and Debate Arthur Auer . .27 Extra Support with Music: Singing and Recorder David Gable . .33 Waldorf Misunderstandings on Art Van James . 39 Report from the Research Institute Patrice Maynard . 44 Report from the Online Waldorf Library Marianne Alsop . 45 About the Research Institute for Waldorf Education . 46 Research Bulletin • Spring/Summer 2019 • Volume 24 • #1 2Editor’s • Editor’s Introduction Introduction Ilan Safit The Waldorf universe is abuzz with the approach- memories of one of its graduates, who became a high ing one hundredth anniversary of the opening of the school teacher, a class teacher, a school parent, and an first Waldorf school, and so are we at the Research administrator at the Rudolf Steiner School in New York Institute. Work is currently in progress to analyze and City. On the occasion of the school’s 90th anniversary, present data and insights collected from the latest Carol Bärtges recounts personal and collective memo- Survey of Waldorf Graduates, which will be reported ries from the early days of the school. Her account and in a self-standing, book-length volume coinciding with reflections, at times overlapping with moments from 100 years of Waldorf education. the wider history told by Nana Göbel, conclude with a view for the future of the school and of Waldorf educa- In the meanwhile, the current issue of our Research tion in America as a whole. -
Netflix Cheat Sheet
NETFLIX CHEAT SHEET Animals: BBC: Life The Crimson Wing 72 Dangerous Animals: Tiger: Spy in the Jungle Bindi’s Bootcamp Australia Elephant: Spy in the Herd Wings of Life The Hunt Polar Bear: Spy on Ice Born in China Africa’s Deadliest Dolphins: Spy in the Pod 72 Cutest Animals Trek: Spy of the Lions: Spy in the Den Growing Up Wild Wildebeest Bears: Spy in the Woods Baby Animals in the Wild Africa’s Deadliest Penguins: Spy in the Hidden Kingdoms Leopard Fight Club Huddle Terra Animal Fight Night Blackfish Ghost of the Mountain Peculiar Pets Shark Virunga Race of LIfe The Lion in Your Living 72 Dangerous Animals: Wild Ones Room Asia David Attenborough’s A Dog’s Life 72 Dangerous Animals: Natural Curiosities Tyke: Elephant Outlaw America Earth & Nature : Space: History: Planet Earth II Alien Contact: Outer NOVA: Secrets of Noah’s Planet Earth Space Ark Blue Planet NOVA: Earth’s Rocky Start The Vietnam War Frozen Planet Into the Inferno The Pyramid Code Planet Earth: As You’ve The Real Death Star Vikings Unearthed Never Seen It Edge of the Universe WWII in Colour A Plastic Ocean Horizon: Secrets of the Untold Histories of the Earth’s Natural Wonders Solar System United States Mission Blue The Inexplicable Universe Nazi Mega Weapons World’s Worst Disasters The Beginning and End of 9/11: Truths, Lies & Nature’s Weirdest Events the Universe Conspiracy Nature’s Great Events Horizon: Supermassive Nazi Megastructures Weird Wonders of the Black Holes Auschwitz: The Nazis and World Orbit the Final Solution Forces of Nature In Search for Life in Space D-Day Desperate Hours: The Royal House of Witnesses & Survivors Presidents: Windsor Full Force Nature How to Win the US Tornado Hunters Presidency Dinosaurs: The Wheelchair President Raising the Dinosaur Giant JFK: The Making of a Horizon Dinosaurs: The President Hunt for Life Meet the Trumps: From Dino Hunt Immigrant to President HomeschoolHideout.com Please do not share or reproduce. -
Greening Wildlife Documentary’, in Libby Lester and Brett Hutchins (Eds) Environmental Conflict and the Media, New York: Peter Lang
Morgan Richards (forthcoming 2013) ‘Greening Wildlife Documentary’, in Libby Lester and Brett Hutchins (eds) Environmental Conflict and the Media, New York: Peter Lang. GREENING WILDLIFE DOCUMENTARY Morgan Richards The loss of wilderness is a truth so sad, so overwhelming that, to reflect reality, it would need to be the subject of every wildlife film. That, of course, would be neither entertaining nor ultimately dramatic. So it seems that as filmmakers we are doomed either to fail our audience or fail our cause. — Stephen Mills (1997) Five years before the BBC’s Frozen Planet was first broadcast in 2011, Sir David Attenborough publically announced his belief in human-induced global warming. “My message is that the world is warming, and that it’s our fault,” he declared on the BBC’s Ten O’Clock News in May 2006. This was the first statement, both in the media and in his numerous wildlife series, in which he didn’t hedge his opinion, choosing to focus on slowly accruing scientific data rather than ruling definitively on the causes and likely environmental impacts of climate change. Frozen Planet, a seven-part landmark documentary series, produced by the BBC Natural History Unit and largely co-financed by the Discovery Channel, was heralded by many as Attenborough’s definitive take on climate change. It followed a string of big budget, multipart wildlife documentaries, known in the industry as landmarks1, which broke with convention to incorporate narratives on complex environmental issues such as habitat destruction, species extinction and atmospheric pollution. David Attenborough’s The State of the Planet (2000), a smaller three-part series, was the first wildlife documentary to deal comprehensively with environmental issues on a global scale. -
Saving Planet Earth by Jack Spencer Fountas-Pinnell Level S Science Fiction Selection Summary in the Year 3030 Only a Few Humans Live on Planet Earth
LESSON 4 TEACHER’S GUIDE Saving Planet Earth by Jack Spencer Fountas-Pinnell Level S Science Fiction Selection Summary In the year 3030 only a few humans live on planet Earth. Derek is a scientist stationed on planet Earth. He tries to fi nd signs of life to save the planet. His son Dennis discovers butterfl ies. His discovery saves planet Earth. Number of Words: 1,603 Characteristics of the Text Genre • Science fi ction Text Structure • Third-person narrative with detailed episodes • Includes a prologue to give background information Content • Environmental disaster • Importance of air, plants, and insects to Earth • Scientifi c research Themes and Ideas • It is important to preserve history. • Scientifi c discoveries help the earth in many ways. • Persistence leads to success. Language and • Long stretches of descriptive language important to understanding the setting and the Literary Features characters of the story. • Multiple characters revealed by what they say, think, and do as well as what other characters say and think about them • Setting is distant in time and space from students’ experiences Sentence Complexity • Longer complex sentence structures that include dialogue as well as embedded clauses and phrases • Questions in dialogue Vocabulary • Vocabulary words that readers must derive from context: monitor, wrist communicator, void Words • Many multisyllable words: permanently, stubbornly, possibility Illustrations • Colorful illustrations with captions support the text. Book and Print Features • Easy-to-read chapter headings • Captions under illustrations provide important information for understanding the story © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. -
Camphill and the Future
3 Camphill Contexts A communal movement, like any living thing, evolves in complex relationship with its environment. In the beginning, the relevant environment is small. The movement’s growth is shaped primarily by the founders’ creativity and strength of will, their capacity to get along with one another, and other internal factors. Movements that reach a second or third generation do so because their found- ers manage to open themselves to the surrounding world, at least to the extent of welcoming a new generation into movement leadership. This is what Camphill accomplished, rather splendidly, with the incorporation of baby boomers in the 1970s. By the time a communal movement reaches maturity, however, it does not simply live within an environment. It relates simultaneously to multiple contexts, each offering its own challenges and opportunities to the movement. The task of a mature movement is to allow itself to be transformed by each of its contexts, and simultaneously to transform each context by bringing to it distinctly communal practices and ideals. THE ANTHROPOSOPHICAL MOVEMENT Camphill’s first context was the anthroposophical movement, and anthroposophy continues to exert a formative influence over Camphill’s development. The found- ers of Camphill began as members of anthroposophical youth groups in Vienna. Like other clusters of younger anthroposophists in the 1920s and 1930s, they were impatient with abstract study and eager to translate their spiritual ideals into con- crete practices. When the rise of Hitler forced them out of Vienna, they followed the migration patterns of anthroposophists before and since—to the British Isles, and soon thereafter to the United States, South Africa, Holland, and Scandina- via. -
Camphill and the Future
DISABILITY STUDIES | RELIGION M C KANAN THE CAMPHILL MOVEMENT, one of the world’s largest and most enduring networks of intentional communities, deserves both recognition and study. CAMPHILL A ND Founded in Scotland at the beginning of the Second World War, Camphill communities still thrive today, encompassing thousands of people living in more CAMPHILL than one hundred twenty schools, villages, and urban neighborhoods on four continents. Camphillers of all abilities share daily work, family life, and festive THE FUTURE celebrations with one another and their neighbors. Unlike movements that reject mainstream society, Camphill expressly seeks to be “a seed of social renewal” by evolving along with society to promote the full inclusion and empowerment of persons with disabilities, who comprise nearly half of their residents. In this Spirituality and Disability in an Evolving Communal Movement multifaceted exploration of Camphill, Dan McKanan traces the complexities of AND THE the movement’s history, envisions its possible future, and invites ongoing dia- logue between the fields of disability studies and communal studies. “Dan McKanan knows Camphill better than anyone else in the academic world FUTURE and has crafted an absorbing account of the movement as it faces challenges eighty years after its founding.” TIMOTHY MILLER, author of The Encyclopedic Guide to American Inten- tional Communities “This book serves as a living, working document for the Camphill movement. Spirituality and Disability Communal Movement in an Evolving McKanan shows that disability studies and communal studies have more to offer each other than we recognize.” ELIZABETH SANDERS, Managing Director, Camphill Academy “With good research and wonderful empathy, McKanan pinpoints not only Cam- phill’s societal significance but also how this eighty-year-old movement can still bring potent remediation for the values and social norms of today’s world.” RICHARD STEEL, CEO, Karl König Institute DAN MCKANAN is the Emerson Senior Lecturer at Harvard Divinity School. -
1 a Critical Analysis of How the BBC Marketed to Attract Viewers for Planet Earth II and How Social Media Contributed to The
A critical analysis of how the BBC marketed to attract viewers for Planet Earth II and how social media contributed to the campaign’s success. Ten years after the BBC’s Emmy award-winning nature documentary Planet Earth (2006, BBC) stunned audiences with high-definition views of animal habitats across the globe, a sequel promising ‘the most immersive wildlife documentary experience to date’ was announced (BBC Media Centre, 2016). Revealed on February 22, 2016, Planet Earth II (2016, BBC) is the latest instalment of the highly successful Planet Earth franchise that includes documentary series The Blue Planet (2001, BBC) and feature film Earth (2007, BBC Worldwide). The new series, set to premiere later in the year, consists of six episodes that each feature a specific habitat including grasslands, forests, mountains and cities. Shot over four years, it utilises the latest camera and drone technology and is the first nature documentary to be filmed in ultra high-definition (4K). With never-before-seen footage and the return of well-respected presenter David Attenborough, Planet Earth II features all the elements necessary for high ratings; however, in a digital generation where primetime television is becoming less relevant, a strong marketing campaign was imperative to ensure success. Leo Birch, BBC strategist responsible for marketing the series, admitted in a telephone interview that primetime television is becoming increasingly harder to market, however the key to success is to plan a campaign suitable for the future (Birch 2017). By spreading content via various social media channels including YouTube, Facebook, Twitter and Instagram, the BBC took advantage of new technologies to bring traditional television into the digital generation. -
Rudolf Steiner Design Spiritueller Funktionalismus Kunst
Rudolf Steiner Design Spiritueller Funktionalismus Kunst Dissertation zur Erlangung des akademischen Grades des Doktors der Philosophie an der Universität Konstanz Fachbereich Literaturwissenschaft vorgelegt von Reinhold Johann Fäth Tag der mündlichen Prüfung: 12.11.2004 1. Referent: Prof. Dr. Thürlemann 2. Referent: Prof. Dr. Braun 3. Referent: Prof. Dr. Oettinger 1 2 Reinhold Johann Fäth Rudolf Steiner Design Spiritueller Funktionalismus Kunst 3 4 Inhaltsverzeichnis Abartiges Design?.......................................................... 6 Erste Annäherung ................................................................... 8 Zweite Annäherung ............................................................... 15 Dritte Annäherung ................................................................ 27 Vierte Annäherung ................................................................ 37 Fünfte Annäherung ............................................................... 49 »Rudolf Steiner – »Design«?........................................ 54 Zum Begriff »Rudolf Steiner Design« und zum »Design- begriff« Rudolf Steiners .................................................. 54 Der Münchner Kongress 1907..................................... 69 »Veranstaltungsdesign« – Vignetten, Siegel, Säulen........... 72 Farbdesign: Raumstimmung und Stimmungsräume .. 86 Die Münchner Farbkammern .............................................. 86 Die Kunstzimmer und der Berliner Zweigraum .................. 92 Altarräume der Waldorfschulen.................................