Sharing nature. Seeing Things for Themselves: Jacqueline Palmer, Natural History Educator 1948-1960. London, 1948: a city in recovery.
This is the post-war urban landscape in which Jacqueline Palmer began her career as an educator at the renowned Natural History Museum. Her passion in life was to make sure that going to a museum became “an exciting adventure” for children, young people, their teachers and families, not a visit to “dull places full of dust and grey shadows” (Palmer 1954, p. 9). Thus, in her book Going to Museums Palmer advises: “The most important thing to remember is that there is no one way to go round a museum; there are all kinds of different ways, according to what you are going for, who you are, and what the museum is like.
And you will find yourself feeling different according to whether you are going alone or with a friend, with your parents, or with a party from your school. 1. 2. Jacqueline Palmer studied Geography at Newnham College, Cambridge in 1945; prior to this (1935-1939) she attended the Froebel Education Institute. Developing Mobile Tools for Biodiversity Informatics and Natural History Education. In the midst of a global biodiversity crisis and human-driven changes in the composition and function of the earth’s ecosystems, the documentation of the world’s organisms is one of the primary scientific goals of this century and is made increasingly possible by advanced technologies in data management and analysis (Wilson 2000, Guralnick and Hill 2009).
The digitization of museum and herbaria records is underway around the globe, and numerous online biodiversity databases have been created to serve as data repositories. Several of these projects recognize the opportunity to include citizen scientists in the research process. Such biodiversity data initiatives present opportunities in both data management and education, with the potential to use available technologies such as online databases and smartphones for citizen science-based data collection, data-intensive scientific research, and natural history education (Hey et al. 2009, Kelling et al. 2011). Methods. Botanic Gardens: New Tools for Environmental Education - A Toolkit from a Grundtvig Project. Botanic Garden Meise. The Botanic Garden Meise is involved in new European educational projects : The INQUIRE project is promoting inquiry based science education throughout 17 Botanic gardens in 11 countries of Europe.
The Botanic Garden provides a training (in Dutch) for teachers of primary and secondary schools, and educators who have or wish to develop projects or lessons related to the environment. Contact : koen.es(AT)br.fgov.be, jutta.kleber(AT)br.fgov.be The Grundtvig project « Botanic gardens : New tools for environmental education » is aimed to highlight the role that European botanic gardens have played during the past five hundred years and will play for tomorrow.
We are 3 partners in 3 countries.Contact : gert.ausloos(AT)br.fgov.be, valerie.charavel(AT)br.fgov.be The projects are in full development phase. Forest Plant Wild Harvesting Learning in Europe. Botanic Gardens: New Tools for Environmental Education - A Toolkit from a Grundtvig Project.
K-12 Material. Children & Nature Network. Whitaker et al.v8.29 33. Natural History Network. The Journal of Natural History Education and Experience is an electronic, peer-reviewed journal.
Its purpose is to promote the mission of the Natural History Network and foster a renaissance in natural history education and appreciation by providing a forum for disseminating information on views on the place of natural history in society and techniques, curricula, and pedagogy for natural history education at all levels: K-12, undergraduate, graduate, and general public. The journal seeks papers that provide perspectives on natural history as a mode of engagement with the world as well as information that will promote the development of natural history curricula and are generally accessible to natural history educators. Content of the journal ranges from the applied to the philosophical, but entirely focused on the principles or practice of natural history education and experience.
Specifically, we publish articles on the following issues: Tela Botanica - Accueil. Booking now open for 'Positive plant records' training day. Thursday 12th May 2016 10.00am for coffee and registration, 10.30 start, 16.30 close.
The Eden project, Bodelva, Cornwall PL24 2SG As holders of living collections we understand the importance of keeping plant records but how often do we hear of interesting ways our records are being used? This meeting will focus on Positive Plant Record stories. Speakers will share information including how plant records are used for mapping invasive species, plant health monitoring and citizen science projects. Attendees are encouraged to bring in example policies from their gardens and there will be opportunities to look at examples, share ideas and take a few ideas away for the development of your garden policies including those relating to collection management and responsible sourcing.
The meeting is being hosted by the Eden Project and will be based in the Core Building a few minutes walk from the biomes and will include a garden tour. Accommodation Getting there. The word-hoard: Robert Macfarlane on rewilding our language of landscape. Eight years ago, in the coastal township of Shawbost on the Outer Hebridean island of Lewis, I was given an extraordinary document.
It was entitled “Some Lewis Moorland Terms: A Peat Glossary”, and it listed Gaelic words and phrases for aspects of the tawny moorland that fills Lewis’s interior. Reading the glossary, I was amazed by the compressive elegance of its lexis, and its capacity for fine discrimination: a caochan, for instance, is “a slender moor-stream obscured by vegetation such that it is virtually hidden from sight”, while a feadan is “a small stream running from a moorland loch”, and a fèith is “a fine vein-like watercourse running through peat, often dry in the summer”. The “Peat Glossary” set my head a-whirr with wonder-words. It ran to several pages and more than 120 terms – and as that modest “Some” in its title acknowledged, it was incomplete. A Digital Exhibition. Flowers have never been strangers to poems: from Wordsworth’s praise of daffodils to Ginsberg’s “Sunflower Sutra,” they have been a consistent subject, metaphor, and motif of poetry.
The rose, for instance, occurs in poems again and again, making one of its most famous appearances in Juliet’s plea to Romeo: “What’s in a name? That which we call a rose/ By any other name would smell as sweet.” But Poetic Botany is different. Tattoo. Specimen Details. Schlumbergera truncata (Christmas Cactus) Happy Holidays to all!
Call for the ‘Stories of the Anthropocene’ Festival, Stockholm 27-29 October 2016. A state of shock is something that happens to us not only when something bad happens.
It’s what happens to us when we lose our narrative, when we lose our story, when we become disoriented. – Naomi Klein The KTH Environmental Humanities Laboratory, in collaboration with the Rachel Carson Center and the Nelson Institute Center for Culture, History, and Environment at the University of Wisconsin, Madison, is currently seeking submissions for the Stories of the Anthropocene Festival (SAF), which will take place on the 27, 28 and 29 of October 2016 in Stockholm, Sweden. Stories from the Anthropocene – Old stories for new times.