title: Time in written spaces

authors: Hannah, Robert

abstract: Time in written form pervades our social existence. From the daily news, whether on the web or in print, to wall calendars in our homes or offices, which tell us what day it is; from personal watches or cellphones to public clocks, which tell us what hour it is; from small change in our purses or pockets to use-by dates on our groceries, which remind us when things were made; and from personal or recreational diaries to bus and train timetables, which tell us when we did or should do things, we are constantly made aware of time and its passing in the modern world. And because of the means by which we tell the time in these contexts, it is easy to fall into the trap of thinking that the ancient world did not have such persistent reminders as well. Yet archaeology and literature combine to tell us differently. In this chapter I wish to discuss aspects of this combination, focusing on time in written forms, on the collocation of the mechanisms of time and writing, and on the spatial setting in which these are found, all of which demonstrate a politicization of time in the late Republic and early Empire.

text: Time in written spaces Time in written form pervades our social existence. From the daily news, whether on the web or in print, to wall calendars in our homes or offices, which tell us what day it is; from personal watches or cellphones to public clocks, which tell us what hour it is; from small change in our purses or pockets to use-by dates on our groceries, which remind us when things were made; and from personal or recreational diaries to bus and train timetables, which tell us when we did or should do things, we are constantly made aware of time and its passing in the modern world. And because of the means by which we tell the time in these contexts, it is easy to fall into the trap of thinking that the ancient world did not have such persistent reminders as well. Yet archaeology and literature combine to tell us differently. In this chapter I wish to discuss aspects of this combination, focusing on time in written forms, on the collocation of the mechanisms of time and writing, and on the spatial setting in which these are found, all of which demonstrate a politicization of time in the late Republic and early Empire.

year: 2013

title: Environmental performance and firm financing during COVID-19 outbreaks: Evidence from SMEs

authors: Wellalage, Nirosha Hewa

subjects: COVID-19

abstract: The COVID-19 pandemic has resulted in substantial constraints for small and medium enterprises (SMEs) worldwide. The techniques in which SMEs handle recent crises and the degree to which environmental performance is advantageous when the marketplace experiences an adverse shock is fairly untouched in the literature. To assess this probability, we examine, using data from 6,597 SMEs in 13 developing countries, the effect of firm environmental efficiency on firm financing during the COVID-19 outbreak. We consider three aspects of external financing -- bank, non-bank and trade credit -- and suggest that it pays for firms to show devotion to environmental obligations in a global pandemic. Our research implies that the trust between a firm and its stakeholders, if it is based on environmental performance, pays off when the trust freefall during periods of shock and adversity.

text: Environmental performance and firm financing during COVID-19 outbreaks: Evidence from SMEs The COVID-19 pandemic has resulted in substantial constraints for small and medium enterprises (SMEs) worldwide. The techniques in which SMEs handle recent crises and the degree to which environmental performance is advantageous when the marketplace experiences an adverse shock is fairly untouched in the literature. To assess this probability, we examine, using data from 6,597 SMEs in 13 developing countries, the effect of firm environmental efficiency on firm financing during the COVID-19 outbreak. We consider three aspects of external financing -- bank, non-bank and trade credit -- and suggest that it pays for firms to show devotion to environmental obligations in a global pandemic. Our research implies that the trust between a firm and its stakeholders, if it is based on environmental performance, pays off when the trust freefall during periods of shock and adversity.

year: 2022-06-06

title: Putting Sylvia in her place: history, geographical theory and the “New” Education

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: New Zealander Sylvia Ashton-Warner, a teacher in remote rural Mori schools in the 1940s-1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro-, meso- and micro-levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush-encircled Mori communities in which Sylvia taught and wrote in the 1940s-1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia's non-fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors' reports. What Lefebvre terms a “Rhythm analysis” of Ashton-Warner's educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.

text: Putting Sylvia in her place: history, geographical theory and the “New” Education New Zealander Sylvia Ashton-Warner, a teacher in remote rural Mori schools in the 1940s-1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro-, meso- and micro-levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush-encircled Mori communities in which Sylvia taught and wrote in the 1940s-1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia's non-fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors' reports. What Lefebvre terms a “Rhythm analysis” of Ashton-Warner's educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.

year: 2011