198,498 research outputs found
Author-Illustrator
No full textThis essay investigates the concept author-illustrator by drawing on two influential essays – ‘Death of the Author’ by Roland Barthes and ‘What is an Author?’ by Michel Foucault. By engaging with the key points of debate that emerge from these positions, this essay argues that the notion of author-illustrator is part of a wider discursive field that is embedded in a complex, commodified, multimedia public sphere where the author is paradoxically reinscribed and erased. This environment is changing the nature of the text, authorship, and reader-text interaction, but until now the concept author-illustrator has been largely absent from these discussions
Impecunious Davis : characteristic two-step march, polka and cake-walk / by Kerry Mills.
No full textFor piano solo."Kerry Mills’ two-step march."Note about Davis on p. 2.Illustrated title page: yellow, white and black; ill. of lounging African American.Advertisement for 4 piano works by Kerry Mills on t.p. verso; for 8 songs and piano pieces, and a collection with title Harding’s jigs and reels on p. [6]; for 9 songs on p. [7].Archived web conten
Kerry-Kornfeld-Lab/wormPOP1.0: 211216_wormPOP1
No full text<p>Data and Code for:</p>
<p>wormPOP1.0</p>
<p>Scharf et al., 2022 Nature Computational Science</p>
Introduction : Picture Books ... Then, Now and Beyond
No full textPicture books are known and familiar objects to many children and adults. They have been variously described as art objects, cultural documents, hybrid texts and verbal-visual art forms. They have also been variously categorised according to their readership – ranging from very young children to older readers, the latter can extend through the primary years to high school and even into adulthood. Scholars and students study picture books as part of an evolving literary and cultural landscape which has given rise to new genres and trends, such as ‘multicultural picture books’, ‘environmental picture books’ and ‘postmodern picture books’, and what Cherie Allan terms, ‘postmodernesque picture books’, that is, ‘picturebooks about postmodernity’ (Allan, 2012, p. 141). Picture books are also the staple literature in many early years and primary school classrooms for literacy and literary development, thus supporting the designated strands for literacy, literature, and language in the Australian Curriculum: English
Dreamers of the Dark: Kerry Bolton and the Order of the Left Hand Path, a Case-study of a Satanic/Neo-Nazi Synthesis
No full textIn 1990 a small self-published journal/magazine called The Watcher was distributed among New Zealand's occult underground. The Watcher described itself as 'the New Zealand Voice of the Left Hand Path', and was published as the journal of the Order of the Left Hand Path. The Watcher and the Order directed its attentions towards those occultists who identified themselves as Satanists and, as such, the journal articulated a distinctly Satanic philosophy and perspective. However, as the journal evolved and developed, renaming itself as The Heretic and The Nexus in later years, there arose alongside Satanic philosophy an increasing emphases on what could be called esoteric Nazism or esoteric Nationalism. Given that the editor of The Watcher was Kerry Bolton, a man who has been immersed in New Zealand's Nationalist/neo-Nazi movement since the early 1970s, such an increasingly political orientation was perhaps unsurprising.
This thesis examines the way in which the Order bought Satanic and neo-Nazi ideologies together and the resulting synthesis. It also looks at the transition from being a Satanic order led by a neo-Nazi to an openly neo-Nazi Order that uses Satanic philosophy to justify and popularise its conception of National Socialism
Self-assessment: Questioning my classroom practice
No full textSelf-assessment activities have become commonplace in classroom environments. Just like most other primary teachers I use self-assessment activities in my classroom practice with good intentions for encouraging children to consider their own learning and achievement. Looking back, however, I see my use of self-assessment tasks served teacher and teaching purposes above student needs and the longer-term goal of developing self-directed (life-long) learners. In hindsight I believe what I was calling self-assessment could more accurately, and perhaps more helpfully, be defined as short, guided reflections. This paper questions this classroom practice and goes on to question the term ‘self-assessment’ suggesting we examine closely our meaning, purpose and practice of self-assessment in the classroom. This paper concludes with questions for teachers to use in reconsidering self-assessment in their own classroom practice
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