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Articles de revues sur le sujet "Herre kirke"

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Allchin, Arthur Macdonald. « Decent into Hell ». Grundtvig-Studier 52, no 1 (1 janvier 2001) : 31–40. http://dx.doi.org/10.7146/grs.v52i1.16394.

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Nedfarten til DødsrigetAf A.M. AllchinDer ligger for A.M. Allchin en dybere betydning gemt i det forhold, at Joakim Skovgaards maleri Kristus i de dødes Rige til udstillingen Sjælebilleder blev hentet op i lyset efter i mange år at have været opbevaret i kælderens magasiner i dyb glemsel. Ikke blot var billedet gemt væk, men dets motiv havde forekommet mange at v.re udtryk for noget underligt og aparte, noget tilsyneladende fremmedartet i forhold til kirkelig kristendom.Men for en nærmere betragtning af Skovgaards billede i forhold til den kirkelige tradition forholder det sig i virkeligheden modsat, påpeger Allchin. Hvis man søger tilbage til vidnesbyrd om den kristne tradition i det første årtusinde, vil man kunne finde markante udtryk for, at netop nedfartsmotivet hørte sammen med de centrale bestanddele af kirkens tro.I den østkirkelige, ortodokse tradition vil man således umiddelbart sætte Kristi helvedesstorm og befrielse af de fangne i forbindelse med selve opstandelsesbudskabet. Dette fundamentale forhold indgår endnu i dag p. markant m.de i den ortodokse kirkes påskeliturgi, når det hedder: Kristus er opst.et fra de d.de, idet han trådte døden under fode, hvorved han gav liv til de d.de i gravene. Det centrale i påskebudskabet er her dette, at opstandelsen er tolket som sejr over døden, og at denne sejr betyder liv for hele menneskeslægten.Skovgaards maleri skal ses og tolkes i denne sammenh.ng. Det betydningsfulde motiv hører uløseligt sammen med det universalistiske perspektiv: Kristi død og opstandelse som befrielse for hele skabningen. Hvor vigtige aspekter af påskebudskabet, der her står p. spil, vil fremgå, hvis man sammenholder sceneriet fra Skovgaards billede med den tolkning, der indgår i megen tidlig kristen kunst, mest i den østlige, men også i den vestlige kristenhed. Her er den opstandne Kristus ofte fremstillet i et dramatisk perspektiv: helten, den opstandne Frelser, stormer Helvedes porte, befrir de fangne og drager de d.de fra mærket, Adam og Eva, op til lys og liv.Ved nærmere betragtning viser Skovgaards billede sig at udtrykke samme tankegang. Kristus er nemlig ikke, som Allchin selv havde formodet, afbilledet statisk. Men den opstandne Herre ses som værende i bevægelse, p. vej hen imod de afdødes skare for at befri dem.Dette motiv, der af nogle har været betegnet som et sidetema i forhold til de centrale traditionselementer i den bibelske tradition, er i virkeligheden i pagt med de allermest afgørende lag i den tidligste forkyndelse, proklamationen af opstandelsen som skaberværkets genlæsning, påsken som dette at menneskeheden på ny får skænket adgang til at tr.de frem for Guds ansigt i paradishaven.Når vi rejser spørgsmålet, hvorpå det da beror, at Skovgaard fandt vej tilbage til denne urkristne t.nkem.de, selvom den havde v.ret tr.ngt i baggrunden i megen t.nkning, ogs. i det 19. årh.s Danmark, hvor Skovgaard voksede op, s. er svaret helt klart, at det skyldes indflydelsen fra Grundtvig.Allchin henviser til, således som han udførligere har udfoldet det i sin store indføring i Grundtvig, at denne forståelse af påskebegivenhedeme indgår som en hovedbestanddel af Grundtvigs forkyndelse i prædikenerne. Og det påpeges endvidere, med henvisning til S.A.J. Bradleys forskning om forbindelseslinjerne mellem Grundtvig og den oldengelske digtning, at Grundtvig havde som programmatisk ønske at g.re dette motiv til en hovedsag, og derved bringe det tilbage fra den glemsel, som kirke og teologi i århundrederne forud havde bragt det i. Ikke mindst Grundtvigs fremhævelse af Eva og Maria inden for rammerne af de frelses historiske krydshenvisninger mellem Paradishaven og Kristi budskab, rummer et tydeligt udtryk for dette grundsyn.Således skal Skovgaards billede Kristus nedfart til Dødsriget retteligt forstås i lyset af den årtusindegammel tradition. Interessant er det, at Jakob Knudsen p. sin side havde sans for ganske samme grundforhold og berettede om det som noget, han havde flet fortalt af sin moder.
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Bradley, S. A. J. « Grundtvig's Palm Sunday 1867 ». Grundtvig-Studier 44, no 1 (1 janvier 1993) : 198–213. http://dx.doi.org/10.7146/grs.v44i1.16115.

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Grundtvigs palmesøndag 1867 og den angelsaksiske nedfart til helvedeAf SA.J. BradleyI denne artikel gives en tolkning af et led i Grundtvigs gudstjeneste palmesøndag 1867, en gudstjeneste, hvis begivenheder almindeligvis betragtes som resultater af Grundtvigs maniodepressive opstemthed. Den overvejende del af Grundtvigtolkningen lader i overensstemmelse med denne diagnose Grundtvigs ord og handlinger fremstå som liggende uden for Grundtvigs sædvanlige rationelle associative processer. Professor Bradley tilslutter sig opfattelsen af Palmesøndagsbegivenheden som et udslag af Grundtvigs manio-depressivitet, men han opfatter samtidig visse ytringer af Grundtvig som indeholdende rationelle elementer, eftersom et angelsaksisk digt både kan give mening til ordvalget og mening til dets betydning i en videre sammenhæng. Den givne tolkning kan ikke bevises, men fremstår som sandsynlig og tillige et eksempel på, hvorledes Grundtvigs egen spiritualitet spejles i den angelsaksiske, nordiske kristendomstype.Grundtvigs menighed tog ekstatisk del i Grundtvigs maniske fejring og forrettelse af dåb og nadver, i forventningen om, at Grundtvig ville udtale profetier. Grundtvigs prædiken skildres som en blanding af vanvid og dybe tanker, indledt med en proklamation af Helligåndens tilstedeværelse og en deraf følgende syndsforladelse til hele det danske folk. Derudover udtalte Grundtvig, at Jordan, dåbens vand og indgangen til det forjættede land, nu flød ud i Øresund og beskyllede København. København er Jerusalem, ind i hvilket Herren nu drager under hosiannaråbet. Det rationelle element i denne ekstatiske udtalelse er, hvad angår det indholdsmæssige, forventningen om den nordiske, dvs. danske genfødelse af den apostoliske kirke, som Grundtvig også. i klare stunder kunne give udtryk i bibelsprog. Visionen om Herrens andet komme i København som det ny Jerusalem er således ikke et fremmedelement i Grundtvigs tankeverden. PÅ palmesøndag er allusionen til Jerusalem oplagt, den palmestrøede vej ind i Jerusalem er symbol på Gudsfolkets vej til det himmelske kongerige, Jerusalem er også billede pA kirken, derfor er Kristi komme ogs. symbol på Kristi indgang gennem ånden i den enkeltes hjerte og i kirkens samfund. Salme 23 fremstår derigennem endelig som en foregribelse af, hvorledes Kristus sønderbryder Helvedes porte. Netop denne allusion findes i Exeterbogens angelsaksiske digt om nedfarten til dødsriget, bygget over liturgiske elementer fra påskedags laudes og med baggrund i påskevigilien og påskedagsteksten, Kristi sønderbrydelse af Helvede og kvinderne ved graven. Digtets kerne udgøres af den i synden og verden fængslede ånds længsel efter Kristus og af hans komme til ånden, udtrykt i kvindernes gråd, der ved graven afløses af glæde. Kvinderne repræsenterer alle kristne sjæle, og deres bevægelse fra gråd til gl.de er hele menneskehedens bevægelse, udtryk for pilgrimsfærden gennem verden til et himmelsk Jerusalem, en vej, der gengiver Kristi vej fra fødsel over dåb og korsdåd til opstandelse, udfrielse af sjælene og himmelfart. De, der afmægtigt længes efter at tr.de i Jesu fodspor i det jordiske Jerusalem vil opleve denne lykke i hjertet og kirken, siger digtet, indtil Kristus kommer igen for anden gang for at samle sine egne i Himlen. For Jordans vande flyder ind i hver eneste døbefonts hellige vande, og da bygges et nyt Jerusalem nådefuldt i hvert genfødt hjerte indenfor kirkens samfund. Digtet slutter med en bøn om hele menneskeslægtens genfødsel gennem dåben, som indstiftedes gennem Kristi dåb i Jordan. Digtets allusioner til Jerusalem og til Jordan er da - ligesom angelsaksisk adventsdigtning - udtryk for den angelsaksiske poesis karakter af anamnesis, frelsesbegivenhedernes virkeliggørelse her og nu på mystisk vis i det menneskelige hjerte, der da udtrykker sin anger og gl.de gennem tårer. Denne hjertets angerfulde bevægelse fremkommer gennem liturgi, meditation over religiøs kunst, og, i vor sammenh.ng, religiøs digtning. Der gøres opmærksom på, hvorledes hjertets betydning i Grundtvigs antropologi og poetik samt Grundtvigs egen fromhedstype udviser slægtskab med denne angelsaksiske digtform, og det er da artiklens sigte at sandsynligg.re, at Grundtvigs tale om Jordan og Jerusalem implicit citerer den bøn, der slutter digtet om nedfarten til Helvede. I s. fald er der ikke tale om en irrationel bevægelse i Grundtvigs bevidsthed, der bryder med Grundtvigs vante tankegange, men om et element fra Grundtvigs store lærdom, der i overensstemmelse med den liturgiske festdag og den grundtvigske spiritualitets 'angelsaksiske' præg giver situationen og øjeblikket sprogligt udtryk.
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Tryon, Darrell. « Moving Images : John Layard, fieldwork and photography on Malakula since 1914. By Haidy Geismar and Anita Herle with contributions by Kirk Huffman and John Layard. » Journal of Pacific History 46, no 3 (décembre 2011) : 412–13. http://dx.doi.org/10.1080/00223344.2011.632955.

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Sampepana, Eldha, et Saibun Sitorus. « Identifikasi Komponen Senyawa Kimia Tandan Kosong Kelapa Sawit Kromatografi Gas - Spektrometer Massa (GC-MS) ». Jurnal Riset Teknologi Industri 8, no 16 (25 août 2016) : 123–32. http://dx.doi.org/10.26578/jrti.v8i16.1560.

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Air Product, 2014, Cellulosic Biofuels (Pembakaran/Gasifikasi Lignin Hidrolisis). Air Products and Chemicals, Inc. http://www.airpro-ducts.co.id/industries/Energy/Bioenergy/Cellulosic-Biofuels/product-list/ com-bustiongasification-of-hydrolyis-lignin-cellulosic-biofuels.aspx?itemId =8F39-9214FA4A462FA14588FE4F 86D3C2, Diakses tanggal 27 Oktober 2014Alejandro R., L. Serranoa, A. Morala, A. Pereza dan L. Jimeneza, 2007, Bioresource Tehnology, 98 (3): 554-559.Andaka Ganjar, 2011, Hidrolisis Ampas Tebu Menjadi Furfural Dengan Katalisator Asam Sulfat, Jurnal Teknologi, Volume 4 Nomor 2, Desember 2011, 180-188Anindyawati, Trisanti, 2009, Prospek Enzim dan Limbah Lignoselulosa Untuk Produksi Bioetanol, Pusat Penelitian Bioteknologi-LIPI, CibinongAnnisa, Gina, 2012, Hidrodeoksigenasi Bio-Oil menggunakan katalis CoMo/C untuk Optimalisasi Produksi Alkana dan Alkohol, Skripsi Universitas Indonesia, Depok.Artati, K., Enny, E., Novia Margareta, H. Widhie Vissia, 2010, Konstanta Kecepatan Reaksi Sebagai Suhu Hidrolisa Selulosa Dari Ampas tebu dengan Katalisator Asam Sulfat. Ekuilibrum Volume 9 Nomor 1 Januari 2010 Hal. 1-4. ISSN 1412-9124Darnako, 1992, Potensi Pemanfataan Limbah Lignoselulosa Kelapa Sawit Melalui Bioonversi, Berita Penelitian Perkebunan, 2 (2) : 85 – 87.Dea, I. A., 2009, Kajian Awal Biokonversi Tandan Kosong Kelapa Sawit (TKKS) Menjadi Etanol Melalui Sakarifikasi dan fermentasi Alkoholik, Institut Teknologi Bandung, BandungDinas Perkebunan Provinsi Kalimantan Timur, 2013, Komoditi Kelapa Sawit, SamarindaFadiarwaty Diyah dan Susanto Herri, 2005, Penghematan Konsumsi Katalis Dalam Proses Hidrolisis Tandan kosong kelapa sawit Untuk Produksi Furfural, Jurnal Teknik Kimia Indonesia Volume 4 Nomor 3 Desember 2005 hal. 279 – 286Hambali, E., S. Mujdalipah, A. H. Tambunan, A. W. Pattiwiri dan Roy H. 2007, Teknologi Bioenergi, Agromedia Pustaka, Jakarta.Hidajati, Nurul, 2006, Pengolahan Tongkol Jagung Sebagai Bahan Pembuatan Furfural, Jurnal Ilmu Dasar Volume 8 No. 1, Universitas Negeri Surabaya. SurabayaIriani, P. I., 2009, Kajian Awal Biokonversi Tandan Kosong Kelapa Sawit (TKKS) Menjadi Etanol Melalui Skarifikasi dan Fermentasi Alkoholik, Diakses dari http://www.sith.itob.ac.id pada tanggal 16 April 2012.Juwita Rinna, Syarif Rizki Lailan, Tuhuloala Abubakar, 2012, Pengaruh dan Konsentrasi Asam Terhadap Sintesis furfural Dari Sekam Padi. Konversi, Volume 1 Nomor 1, Oktober 2012. Hal. 34 -38.Ketaren, S., 2005, Minyak dan Lemak Pangan., Universitas Indonesia Press, JakartaKirk, R. E., dan Othmer, D., 1995, Furan Derivatives : Supplement Encyclopedia of Chemical Technology, John Wiley & Sons. New YorkLewis, J. Richard., 2001, Condensed Chemical Dictionary Fourteenth Edition. John Wiley & Sons Inc. 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Jurnal Sains Dan Teknologi 10 (1), Maret 2011: 42-46.Peby, Agrian 2010, Biomass to liquid: Proses Konversi tandan kosong sawit kelapa sawit menjadi biooil dengan metode pirolisis, Skripsi, Universitas Indonesia, DepokPurwito dan Firmanti, 2005, Pemanfaatan Limbah Sawit dan Asbuton Untuk Bahan Pencegah Seranggan Rayap Tanah: Departemen Pekerjaan Umum, BandungRohana Aulina Nova, Mardiah Elida dan Afrizal, 2013, Produksi Selulase Dari Aspergillus Niger Dan Kemampuannya Menghidrolisis Ampas Tebu, Jurnal Kimia Unand (ISSN No. 2303-3401), Volume 2 Nomor 2, Mei 2013Roliadi, H dan Fatriasari, W., 2011, Kemungkinan Pemanfaatan Tandan Kosong Kelapa Sawit Sebagai Bahan Baku Pembuatan Papan Serat Berkerapatan Sedang, Universitas Sriwijaya, PalembangSampepana, Eldha, Yustini Eka Paluphy, Renaldi Adhytia, Amiroh, 2013, Optimalisasi Proses Hidrolisis Furfural dari Tandan Kosong Kelapa Sawit, Balai Riset dan Standardisasi Industri Samarinda, SamarindaSugiarta, Karmila Dian, 2009, Prarancangan Pabrik Furfural Dari Sekam Padi Dengan Proses Quaker Oats Kapasitas 1.550 Ton Per Tahun, Jurusan Teknik Kimia Fakultas Teknik Universitas Muhammadiyah Surakarta, SurakartaSuharto, 2006, Pemanfaatan Limbah Tandan Kosong Sawit untuk Produksi Commercial Grade Furfural, Laporan Akhir Kumulatif – Program Penelitian dan Pengembangan IPTEK, LIPISunarko, 2007, Petunjuk Praktis Budi Daya dan Pengolahan Kelapa Sawit, Agromedia Pustaka, Jakarta.Sun, Y. dan Cheng, J., 2002, Hydrolysis of lignocellulosic materials for ethanol production: a review, Bioresource Technology, 83(1), 1-11Suryadi, H., T., Katsuragi, N., Yoshida, S. 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Hapidin, Winda Gunarti, Yuli Pujianti et Erie Siti Syarah. « STEAM to R-SLAMET Modification : An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education ». JPUD - Jurnal Pendidikan Usia Dini 14, no 2 (30 novembre 2020) : 262–74. http://dx.doi.org/10.21009/jpud.142.05.

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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools. Journal of Primary Education, 9(3), 238–247. https://doi.org/10.15294/jpe.v9i3.39950 Badmus, O. (2018). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. In Contemporary Issues in Science, Technology, Engineering, Arts and Mathematics Teacher Education in Nigeria. Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111. https://doi.org/10.1080/09669760.2017.1287061 Broadhead, P. (2003). Early Years Play and Learning. In Early Years Play and Learning. https://doi.org/10.4324/9780203465257 Canning, N. (2010). The influence of the outdoor environment: Den-making in three different contexts. European Early Childhood Education Research Journal, 18(4), 555–566. https://doi.org/10.1080/1350293X.2010.525961 Clapp, E. P., Solis, S. L., Ho, C. K. N., & Sachdeva, A. R. (2019). Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda. Encyclopedia of Educational Innovation, 1–4. https://doi.org/10.1007/978-981-13-2262-4_54-1 Colucci, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA Research Commission, August, 1–105. https://doi.org/10.13140/RG.2.2.22452.76161 Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to Monitor Creativity. Creativity Research Journal, 30(3), 233–240. https://doi.org/10.1080/10400419.2018.1488195 Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678 Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913.2017.1292973 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, Issue February, pp. 1–5). OISE University of Toronto. DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 Dell’Erba, M. (2019). Policy Considerations for STEAM Education. Policy Brief, 1–10. Doyle, K. (2019). The languages and literacies of the STEAM content areas. Literacy Learning: The Middle Years, 27(1), 38–50. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133954204&site=ehost-live&scope=site Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. https://doi.org/10.23965/ajec.42.2.01 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361–377. https://doi.org/10.1080/09669760.2016.1174105 Finch, C. R., Frantz, N. R., Mooney, M., & Aneke, N. O. (1997). Designing the Thematic Curriculum: An All Aspects Approach MDS-956. 97. Gess, A. H. (2019). STEAM Education. STEAM Education, November, 2011–2014. https://doi.org/10.1007/978-3-030-04003-1 Gronlund, G. (n.d.). “ Addressing Standards through Play-Based Learning in Preschool and Kindergarten .” Gronlund, G. (2015). Planning for Play-Based Curriculum Based on Individualized Goals to Help Each Child Thrive in Preschool and Kindergarten Gaye Gronlund. Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Education, 6(3), 37–52. Hapidin, Pujianti, Y., Hartati, S., Nurani, Y., & Dhieni, N. (2020). The continuous professional development for early childhood teachers through lesson study in implementing play based curriculum (case study in Jakarta, Indonesia). International Journal of Innovation, Creativity and Change, 12(10), 17–25. Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, April, 1–76. gov.nl.ca/edu Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11 Inglese, P., Barbera, G., La Mantia, T., On, P., Presentation, T., Reid, R., Vasa, S. F., Maag, J. W., Wright, G., Irsyadi, F. Y. Al, Nugroho, Y. S., Cutter-Mackenzie, A., Edwards, S., Moore, D., Boyd, W., Miller, E., Almon, J., Cramer, S. C., Wilkes-Gillan, S., … Halperin, J. M. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. PLoS ONE, 2(3), 9–25. https://doi.org/10.1586/ern.12.106 Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, FEBRUARY 2011, 163. https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321 Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 37–63. McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio, 22(1), 33. https://doi.org/10.18296/ecf.0050 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194. Rolling, J. H. (2016). Reinventing the STEAM Engine for Art + Design Education. Art Education, 69(4), 4–7. https://doi.org/10.1080/00043125.2016.1176848 Sancar-Tokmak, H. (2015). The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers. European Early Childhood Education Research Journal, 23(1), 5–20. https://doi.org/10.1080/1350293X.2013.788315 Sawangmek, S. (2019). Trends and Issues on STEM and STEAM Education in Early Childhood. Képzés És Gyakorlat, 17(2019/3-4), 97–106. https://doi.org/10.17165/tp.2019.3-4.8 Science, A. I. (n.d.). STEM Project-Based Learning. Spencer, R., Joshi, N., Branje, K., Lee McIsaac, J., Cawley, J., Rehman, L., FL Kirk, S., & Stone, M. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Health, 6(4), 461–476. https://doi.org/10.3934/publichealth.2019.4.461 Taylor, J., Bond, E., & Woods, M. (2018). A Multidisciplinary and Holistic Introduction. Varun A. (2014). Thematic Approach for Effective Communication in Early Childhood Education Thematic Approach for effective communication in ECCE. International Journal of Education and Psychological Research (IJEPR), 3(3), 49–51. https://www.researchgate.net/publication/289868193 Wang, X., Xu, W., & Guo, L. (2018). The status quo and ways of STEAM education promoting China’s future social sustainable development. Sustainability (Switzerland), 10(12). https://doi.org/10.3390/su10124417 Whitebread, D. D. (2012). The Importance of Play. Toy Industries of Europe, April, 1–55. https://doi.org/10.5455/msm.2015.27.438-441 Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298 Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Whitebread, Solis, S. L., & David. (2017). Learning through play : a review of the evidence (Issue November). The LEGO Foundation.
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« THE AMERICAN SOCIETY OF HEMATOLOGY ». Blood 114, no 22 (20 novembre 2009) : R23. http://dx.doi.org/10.1182/blood.v114.22.r23.r23.

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Abstract The Society gratefully acknowledges the time and effort of the following individuals who served as reviewers of abstracts for this meeting: ASH ABSTRACTS COORDINATING REVIEWERS Blanche P. Alter Stephen M. Ansell Ralph B. Arlinghaus Scott Armstrong Asad Bashey Philip Bierman Neil Blumberg Chiara Bonini Dominique Bonnet Jacqueline Boultwood Rena Buckstein John C. Byrd Marc Carrier Lucio H. Castilla Selina Chen-Kiang Nicholas Chiorazzi Jorge Cortes-Franco Claire E. Dearden Mary C. Dinauer Harry Paul Erba Carolyn A. Felix Pierre Fenaux Debra L. Friedman Irene M. Ghobrial Jason R. Gotlib Brandon Hayes-Lattin Cheryl A. Hillery Achille Iolascon Jean-Pierre J. Issa Sundar Jagannath Diane F. Jelinek H. Phillip Koeffler John Koreth Robert J. Kreitman Robert B. Levy David Lillicrap Richard Lottenberg John D. McMannis Mark D. Minden Charles G. Mullighan Arnon Nagler Peter J. Newman Robert Z. Orlowski Antonio Palumbo Julie A. Panepinto Warren S. Pear Sibrand Poppema Barbara Pro Ching-Hon Pui A. Koneti Rao Aaron P. Rapoport Pieter H. Reitsma Douglas D. Ross J. Eric Russell Barbara Savoldo Kirk R. Schultz Radek C. Skoda Marilyn L. Slovak Susan Smyth Hugo ten Cate Herve Tilly John M. Timmerman Ivo Touw Amy J. Wagers Russell E. Ware Catherine J. Wu Virginia M. Zaleskas ASH ABSTRACTS REVIEWERS Camille Abboud Omar Abdel-Wahab Jeremy Abramson Suneet Agarwal Sikander Ailawadhi Onder Alpdogan Andrew Aprikyan Mary Armanios Aneel Ashrani Norio Asou Aglaia Athanassiadou Eyal Attar Mohammad Azam Maria Baer Jorg Baesecke Sarah Ball Karen Ballen Frederic Baron Shannon Bates Minoo Battiwalla Marie Bene Charles Bennett James Berenson Steven Bernstein Francesco Bertoni Monica Bessler Wolfgang Bethge Kapil Bhalla Deepa Bhojwani James Bieker Bruce R. Blazar Annemarie Block David Bodine Catherine Bollard Antonio Bonati Eric Bouhassira Benjamin Braun Christopher Bredeson Patrick Brown Ross Brown Jan Burger Dario Campana Jose Cancelas Paul Carpenter Andrew Carroll James Casella Rebecca Chan Roy Chemaly Benny Chen Jerry Cheng Linzhao Cheng Bruce Cheson Mark Chiang Athar Chishti Hearn Cho Magdalena Chrzanowska-Wodnicka Richard E. Clark Joseph Connors Kenneth Cooke Miguel Cruz Adam Cuker Sandeep Dave Janice Davis Sproul Lucia De Franceschi Philip De Groot Rodney DeKoter Richard Delarue Stephen Devereux Steven Devine Paola Jorge Di Don Diamond Meletios Dimopoulos John DiPersio Angela Dispenzieri Benjamin Djulbegovic Jing-fei Dong James Downing William Drobyski Rafael Duarte Charles Dumontet Kieron Dunleavy Brian Durie Dimitar Efremov Elizabeth Eklund Jonas Emsley Patricia Ernst Andrew Evens Chris Fegan Andrew Feldman Giuliana Ferrari Willem Fibbe Adele Fielding Thoas Fioretos Robert Flaumenhaft Rafael Fonseca James Foran Joseph Frank Janet Franklin Paul Frenette Alan Friedman Terry Fry Saghi Gaffari Naomi Galili Patrick Gallagher Anne Galy David Garcia Randy Gascoyne Cristina Gasparetto Norbert Gattermann Tobias Gedde-Dahl Alan Gewirtz Francis Giles Robert Godal Lucy Godley Ivana Gojo Norbert Gorin Andre Goy Eric Grabowski Steven Grant Timothy Graubert Elizabeth Griffiths H. Leighton Grimes Claudia Haferlach Corinne Haioun Parameswaran Hari Christine Harrison Robert Hasserjian Nyla Heerema Shelly Heimfeld Roland Herzog Elizabeth Hexner Teru Hideshima William H. Hildebrand Gerhard Hildebrandt Devendra Hiwase Karin Hoffmeister Donna Hogge Scott Howard Brian Huntly Hiroto Inaba Baba Inusa Shai Izraeli Suresh Jhanwar Amy Johnson Craig Jordan Joseph Jurcic Nina Kadan-Lottick Lawrence Kaplan Jonathan Kaufman Neil Kay Michelle Kelliher Craig Kessler H. Jean Khoury Allison King Joseph Kiss Issay Kitabayashi Robert Klaassen Christoph Klein Yoshihisa Kodera Alexander Kohlmann Barbara Konkle Michael Kovacs Robert Kralovics Amrita Krishnan Nicolaus Kroger Ashish Kumar Ralf Küppers Jeffery Kutok Ann LaCasce Raymond Lai David Lane Peter Lane Richard Larson Michelle Le Beau Gregoire Le Gal Ollivier Legrand Suzanne Lentzsch John Leonard John Levine Ross Levine Linheng Li Renhao Li Zhenyu Li Wendy Lim Charles Linker Jeffrey Lipton Per Ljungman John Lollar Philip Low David Lucas Selina Luger Leo Luznik Gary Lyman Jaroslaw Maciejewski Elizabeth MacIntyre Nigel Mackman Luca Malcovati Guido Marcucci Tomer Mark Susan Maroney Giovanni Martinelli Peter Maslak Alan Mast Grant McArthur Philip McCarthy Michael McDevitt Peter McLaughlin Bruno Medeiros Jules P.P. Meijerink Junia Melo Thomas Mercher Bradley Messmer Marco Mielcarek Ken Mills Shin Mineishi Arturo Molina Silvia Montoto Marie Joelle Mozziconacci Auayporn Nademanee Vesna Najfeld Eneida Nemecek Ellis Neufeld Peter Newburger Heyu Ni Charlotte Marie Niemeyer Yago Nieto Anne Novak Paul O\'Donnell Vivian Oehler Fritz Offner Johannes Oldenburg Rebecca Olin Richard J. O'Reilly Thomas Ortel Keiya Ozawa Rose Ann Padua Sung-Yun Pai James Palis Derwood Pamphilon Animesh Pardanani Farzana Pashankar Andrea Pellagatti Catherine Pellat-Deceunynck Louis Pelus Chris Pepper Melanie Percy Andrew Perkins Luke Peterson Andrew Pettitt Javier Pinilla-Ibarz Kimmo Porkka David Porter Amy Powers Claude Preudhomme Frederick Racke Margaret Ragni Thomas Raife Alessandro Rambaldi Mariusz Ratajczak Pavan Reddy Mary Relling Tannishtha Reya Lisa Rimsza Stefano Rivella Isabelle Riviere Pamela Robey Gail Roboz Aldo Roccaro Maria Alma Rodriguez Frank Rosenbauer Laura Rosinol Alan Rosmarin Giuseppe Saglio Jonathan Said Valeria Santini Ravindra Sarode Yogenthiran Saunthararajah Bipin Savani Alan Schechter Charles Schiffer Robert Schlossman Laurie Sehn Rita Selby Orhan Sezer Sadhna Shankar John Shaughnessy Jordan Shavit Kevin Sheehan Shalini Shenoy Colin Sieff Paul Simmons Seema Singhal Sonali Smith Gerard Socie Pieter Sonneveld Simona Soverini David Spaner Steven Spitalnik Kostas Stamatopoulos David Steensma Richard Stone Toshio Suda Perumal Thiagarajan Courtney Thornburg Rodger Tiedemann David Traver Guido Tricot Darrell Triulzi Suzanne Trudel Christel Van Geet Karin Vanderkerken David Varon Amit Verma Srdan Verstovsek Ravi Vij Dan Vogl Loren Walensky Edmund Waller George Weiner Daniel Weisdorf Karl Welte Peter Westervelt Adrian Wiestner P.W. Wijermans John Wingard Anne Woolfrey Mingjiang Xu Qing Yi Anas Younes Ryan Zarychanski Arthur Zelent Clive Zent Dong-Er Zhang Xianzheng Zhou James Zimring
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Livres sur le sujet "Herre kirke"

1

Lie-Hagen, Morten. Industristed får kirke : Herre kirke 100 år, 1905-2005. Herre] : Herre menighetsråd og Bamble historielag, 2005.

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2

Heinisch, Reinhard, Christina Holtz-Bacha et Oscar Mazzoleni, dir. Political Populism. Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748907510.

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Populism represents the greatest political challenge to Western democracies since World War II. The electoral successes of populist parties and actors, Brexit, the presidency of Donald Trump or campaigns against containing the coronavirus pandemic are expressions of this phenomenon, in which the electorate is mobilised against supposed elites. The revised and expanded handbook Political Populism offers a comprehensive theoretical and empirical introduction to the causes and effects of political populism, especially in the democratic systems of Europe, but also in North and South America. It focuses on explaining populism as a consequence of a legitimation crisis of the representative system as well as on the controversies and limitations in the current academic debate. Drawing on political and communication science, the book also offers a comprehensive analysis of the effects of populism on various policy areas, such as environmental, health and economic policy. With contributions by Tjitske Akkerman, Manuel Anselmi, Wolfgang Aschauer, Hans-Georg Betz, Cecilia Biancalana, Paul Blokker, Giuliano Bobba, María Esperanza Casullo, Carlos de la Torre, Paula Diehl, Sarah C. Dingler, Martin Dolezal, Marco Fölsch, Flavia Freidenberg, Sergiu Gherghina, Florian Habersack, Vlastimil Havlík, Kirk A. Hawkins, Reinhard Heinisch, Christina Holtz-Bacha, Robert A. Huber, Gilles Ivaldi, Philip Kitzberger, Benjamin Krämer, Maria Elisabetta Lanzone, Zoe Lefkofridi, Dietmar Loch, Miroslav Mareš, Alfio Mastropaolo, Oscar Mazzoleni, Sergiu Miscoiu, Teun Pauwels, Franca Roncarolo, Saskia Pauline Ruth, Carlo Ruzza, Steven Saxonberg, Christian H. Schimpf, Damir Skenderovic, Sorina Soare, Lone Sorensen, Carlos H. Waisman, Carsten Wegscheider and Sandra Vergari. With a welcome expansion in cases and policy fields, the second edition of Political Populism: Handbook on Concepts, Questions and Strategies for Research brings together scholars from a range of disciplines to reflect on the fundamental challenge populism poses today. This Handbook is essential to every reader who wants to understand where populism comes from, how it manifests and how it influences policies, political actors and the very institutions that make democracy. Theoretically sophisticated, substantiated in its content yet approachable for the interest reader, this Handbook marks an important step in the appreciation of the complexity and consequences of this global phenomenon. Annika Werner, Australian National University Two decades of turbulent political history show that populism is here to stay, and to shape politics for a long time to come. It is considered a serious threat to traditional democratic institutions. That’s why political and communication scientists have massively engaged in studying it, in explaining it, in analyzing its features and implications. Among the several recent scholarly productions, this Handbook is perhaps the best tool put in the hands of all those who want to get a multi-dimensional yet comprehensive understanding of political populism as it is developing in Europe and in the Americas. Definitely a must-have book! Gianpietro Mazzoleni, Università di Milano, Italy This highly readable and detailed Handbook synthetizes a wealth of accumulated and innovative research on contemporary populism in Europe and the Americas. Drawing the insights of a distinguished group of specialists, the volume presents a comprehensive and updated view of the vibrant field of populist studies. Its four sections and thirty-four chapters provide stimulating perspectives on the theory, politics, and communicational dimensions of populism as well on emerging areas of research. A must read for anyone interested in understanding the complexities of a phenomenon that is likely to remain an enduring and unsettling presence in the political life of XXI century democracies. Enrique Peruzzotti, Universidad Torcuato Di Tella, Argentina
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Actes de conférences sur le sujet "Herre kirke"

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Cohen, Jonathan. « “Kirk here:” ». Dans INTERACT '93 and CHI '93 conference companion. New York, New York, USA : ACM Press, 1993. http://dx.doi.org/10.1145/259964.260073.

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