376,128 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
Introduction: Sylvia, a New Zealander
No full textSylvia Ashton-Warner had an intensely ambivalent relationship with the land of her birth. Despite receiving many accolades in New Zealand – including the country’s major literary award – she claimed to have been rejected and persecuted, and regularly announced that her educational and literary achievements were unappreciated or insufficiently acknowledged by her compatriots. In her darkest moments, she railed against New Zealand and New Zealander, even stating in one television interview: “I’m not a New Zealander!
The Caddy March and Two-Step.
No full textsectional, with triopianoad on back for "Gay Tally Ho" March by Ashton (sample music)Cover is duplicated in 028.014.
Music is duplicated in 028.014.Johns Hopkins University, Levy Sheet Music Collection, Box
028, Item 013By Fred T. Ashton.Owen T. Reeves Jr
The Caddy March and Two-Step.
No full textsectional, with triopianoad on back for "Gay Tally Ho" March by Ashton (sample music)Cover is duplicated in 028.014.
Music is duplicated in 028.014.Johns Hopkins University, Levy Sheet Music Collection, Box
028, Item 013By Fred T. Ashton.Owen T. Reeves Jr
Wood, T A (Thomas Ashton), WX5073
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/427015Surname: WOOD. Given Name(s) or Initials: T A (THOMAS ASHTON). Military Service Number or Last Known Location: WX5073. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 35393.249030
Item: [2016.0049.59276] "Wood, T A (Thomas Ashton), WX5073
Multi-dimensional key generation of ICMetrics for cloud computing
No full textDespite the rapid expansion and uptake of cloud based services, lack of trust in the provenance of such services represents a significant inhibiting factor in the further expansion of such service. This paper explores an approach to assure trust and provenance in cloud based services via the generation of digital signatures using properties or features derived from their own construction and software behaviour. The resulting system removes the need for a server to store a private key in a typical Public/Private-Key Infrastructure for data sources. Rather, keys are generated at run-time by features obtained as service execution proceeds. In this paper we investigate several potential software features for suitability during the employment of a cloud service identification system. The generation of stable and unique digital identity from features in Cloud computing is challenging because of the unstable operation environments that implies the features employed are likely to vary under normal operating conditions. To address this, we introduce a multi-dimensional key generation technology which maps from multi-dimensional feature space directly to a key space. Subsequently, a smooth entropy algorithm is developed to evaluate the entropy of key space
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
Ashton (T. S.). La révolution industrielle, 1760-1830.
No full textLebrun Pierre. Ashton (T. S.). La révolution industrielle, 1760-1830.. In: Revue belge de philologie et d'histoire, tome 34, fasc. 3, 1956. pp. 813-817
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