80,673 research outputs found
"I my own professor": Ashton-Warner as New Zealand educational theorist, 1940-60.
No full textThe invitation to contribute to this volume addressed me as a New Zealander who had written about how Sylvia Ashton-Warner's fantasies, theories, imagery, and life-history narratives threaded their way through my own. I had written of my youthful encounters with her work in Educating Feminists (Middleton 1993), in which I looked back on reading Spinster in 1960 at age thirteen and reflected on my teenage dreams of life as an artist and beatnik in Parisian cafes and garrets: confined to an Edwardian boarding school hostel in a provincial New Zealand town, I had plotted my escape to what Ashton-Warner described in Myself as "some bohemian studio on the Left Bank in Paris or over a bowl of wine in Italy, me all sophisticated and that, with dozens of lovers, paint everywhere and love and communion and sympathy and all that" (Myself, 212). When, in the early 1970s, I began secondary school teaching and read Teacher, that book built bridges between the frightening urgency of classroom survival, the enticing theories but alien classrooms described by American deschoolers and free-schoolers, and "what I believed myself to be when a girl on the long long road to school, a vagabond and an artist" (I Passed This Way, 307). As a young teacher I, too, had poured my impassioned soul into writing journals and poetry, painting, and playing the piano. Like Ashton-Warner, I had hoped that artistic self-expression could keep the mad woman in my attic at bay, for "asylums are full of artists who failed to say the things they must and famous tombs are full of those who did" (Incense to Idols, 169)
Sylvia’s place: Ashton-Warner as New Zealand educational theorist.
No full textSylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.
This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing
One hundred years of Sylvia Ashton-Warner: An introduction.
No full textA biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned
Mainstreaming Culture: Integrating the Cultural Dimension into Local Government
No full textThe book contains thought-provoking discussions on regional Australia's colonial and cultural heritage, and details innovative new methods for measuring cultural assets, as well as reflecting on fostering collaborations with peak cultural ..
Ashton T. S. — La révolution industrielle 1760-1830
No full textSauvy Alfred. Ashton T. S. — La révolution industrielle 1760-1830. In: Population, 10ᵉ année, n°2, 1955. p. 373
T. S. Ashton, La Révolution industrielle 1760-1830, 1955, XXVIII
No full textGirard Louis. T. S. Ashton, La Révolution industrielle 1760-1830, 1955, XXVIII. In: Revue du Nord, tome 37, n°146, Avril-juin 1955. pp. 178-179
Arenopsaltria Ashton 1921
No full textGenus <i>Arenopsaltria</i> Ashton, 1921 <p> <b>Type species</b>: <i>Arenopsaltria fullo</i> (Walker, 1850).</p> <p> <b>Included species</b>: <i>fullo</i> (Walker, 1850); <i>nubivena</i> (Walker, 1858); and <i>pygmaea</i> (Distant, 1904).</p>Published as part of <i>Ewart, Anthony, Moulds, Max S. & Marshall, David C., 2015, Arenopsaltria nubivena (Cicadidae: Cicadinae: Cryptotympanini) from the Arid Regions of Central Australia and Southwest Western Australia, pp. 163-183 in Records of the Australian Museum 67 (6)</i> on page 164, DOI: 10.3853/j.2201-4349.67.2015.1643, <a href="http://zenodo.org/record/5238539">http://zenodo.org/record/5238539</a>
Syzygium cordifolium subsp. spissum P. S. Ashton 1828
No full textMyrtus androsaemoides Linnaeus, Species Plantarum 1: 472. 1753. "Habitat in Zeylona." RCN: 3613. Lectotype (Kostermans in Quart. J. Taiwan Mus. 34: 152. 1981): Herb. Hermann 2: 53, No. 184 (BM). Current name: Syzygium cordifolium Walp. subsp. spissum (Alston) P.S. Ashton (Myrtaceae).Published as part of Jarvis, Charlie, 2007, Chapter 7: Linnaean Plant Names and their Types (part M), pp. 651-689 in Order out of Chaos. Linnaean Plant Types and their Types, London :Linnaean Society of London in association with the Natural History Museum on page 687, DOI: 10.5281/zenodo.29197
Only three personality factors are fully replicable across languages: Reply to Ashton and Lee
No full textDe Raad B, Barelds DPH, Mlacic B, et al. Only three personality factors are fully replicable across languages: Reply to Ashton and Lee. JOURNAL OF RESEARCH IN PERSONALITY. 2010;44(4):442-445
Seasonal variability of photosynthetic characteristics influences growth of eight tropical tree species at two sites with contrasting precipitation in Panama
No full textelative to closed-canopy tropical forests, tree seedlings planted in open grown areas are exposed to higher light intensity, air temperatures, vapor pressure deficit, and greater seasonal fluxes of plant available water than mature tropical forests. The species-specific adaptive capacity to respond to variable precipitation and seasonality in open grown conditions, therefore, is likely to affect species performance in large-scale reforestation efforts. In the present study, we compared the photosynthetic characteristics of eight tropical tree species within and between seasons at two study sites with contrasting dry season intensities. All species except Pseudosamanea guachapele reduced leaf physiological function between the wet and dry seasons. The contrasting severity of seasonal drought stress at the study sites constrained growth rates and photosynthetic characteristics differently. Variation of photosynthetic characteristics at the species level was high, particularly in the dry season. Faster growing species at the less seasonal site, Terminalia amazonia, Inga punctata, Colubrina glandulosa, and Acacia mangium, exhibited a greater adaptive capacity than the other species to down-regulate leaf photosynthesis between seasons. As the dry season was more severe at the more seasonal site, most species strongly reduced physiological function regardless of relative growth rates, except two species (Tectona grandis and P. guachapele) with widespread distributions and relatively high drought tolerance. Our results underscore the need to consider seasonal drought tolerance when selecting tree species for specific reforestation sites
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