Archaeologists in print

Archaeologists in Print is a history of popular publishing in archaeology in the nineteenth and twentieth centuries, a pivotal period of expansion and development in both archaeology and publishing. It examines how British archaeologists produced books and popular periodical articles for a non-scholarly audience, and explores the rise in archaeologists’ public visibility. Notably, it analyses women’s experiences in archaeology alongside better known male contemporaries as shown in their books and archives. In the background of this narrative is the history of Britain’s imperial expansion and contraction, and the evolution of modern tourism in the Eastern Mediterranean and Middle East. Archaeologists exploited these factors to gain public and financial support and interest, and build and maintain a reading public for their work, supported by the seasonal nature of excavation and tourism. Reinforcing these publishing activities through personal appearances in the lecture hall, exhibition space and site tour, and in new media – film, radio and television – archaeologists shaped public understanding of archaeology. It was spadework, scripted

Australian Economic History

In a time of pandemics, war and climate change, fostering knowledge that transcends disciplinary boundaries is more important than ever. Economic history is one of the world's oldest interdisciplinary fields, with its prosperity dependent on connection and relevance to disciplinary behemoths economics and history. Australian Economic History is the first history of an interdisciplinary field in Australia, and the first to set the field’s progress within the structures of Australian universities. It highlights the lived experience of doing interdisciplinary research, and how scholars have navigated the opportunities and challenges of this form of knowledge. These lessons are vital for those seeking to develop robust interdisciplinary conversations now and in the future

Archaeologists in Print

Archaeologists in Print is a history of popular publishing in archaeology in the nineteenth and twentieth centuries, a pivotal period of expansion and development in both archaeology and publishing. It examines how British archaeologists produced books and popular periodical articles for a non-scholarly audience, and explores the rise in archaeologists’ public visibility. Notably, it analyses women’s experiences in archaeology alongside better known male contemporaries as shown in their books and archives. In the background of this narrative is the history of Britain’s imperial expansion and contraction, and the evolution of modern tourism in the Eastern Mediterranean and Middle East. Archaeologists exploited these factors to gain public and financial support and interest, and build and maintain a reading public for their work, supported by the seasonal nature of excavation and tourism. Reinforcing these publishing activities through personal appearances in the lecture hall, exhibition space and site tour, and in new media – film, radio and television – archaeologists shaped public understanding of archaeology. It was spadework, scripted. The image of the archaeologist as adventurous explorer of foreign lands, part spy, part foreigner, eternally alluring, solidified during this period. That legacy continues, undimmed, today

1976 Calendar - Volume 3 - Annual Report

374 pp.This edition contains three volumes: Volume I includes General Information relating to Staff; Statutes; Public Lectures and Courses; and Scholarships and Prizes. Volume II includes the Details of Courses such as Timetables; Rules; and Syllabuses of degree and diploma courses. Volume III contains the Annual Report for 1975, Financial Statements for 1975 and Bibliography for 1975, along with Commemoration Addresses for 1976

1975 Calendar - Volume 3 - Annual Report

359 pp.This edition contains three volumes: Volume I includes General Information relating to Staff; Statutes; Public Lectures and Courses; and Scholarships and Prizes. Volume II includes the Details of Courses such as Timetables; Rules; and Syllabuses of degree and diploma courses. Volume III contains the Annual Report for 1974; Financial Statements for 1974 and Bibliography for 1974, along with Commemoration Addresses for 1975

Drama in the Australian national curriculum : Decisions, tensions and uncertainties

In September 2015, the Australian Federal Government endorsed the final version of the Australian Curriculum arts framework a document resulting from nearly seven years of consultation and development. The Australian Curriculum: The Arts Version 8.0 comprises five subjects: dance, drama, media arts, music and visual arts. This article considers the curriculum development process and highlights interplays between decisions and decision-makers. Now available for implementation in each state and territory of Australia, the nature and structure of the framework remains in question with regard to what aspects of the curriculum will be supported for implementation in each state. At the time of writing, not one state education authority has guaranteed that the curriculum, as written and in full, will be implemented. As a result Drama remains outside the educational entitlement for all children in Australia

Life-writing in the History of Archaeology

Life-writing is a vital part of the history of archaeology, and a growing field of scholarship within the discipline. The lives of archaeologists are entangled with histories of museums and collections, developments in science and scholarship, and narratives of nationalism and colonialism into the present. In recent years life-writing has played an important role in the surge of new research in the history of archaeology, including ground-breaking studies of discipline formation, institutionalisation, and social and intellectual networks. Sources such as diaries, wills, film, and the growing body of digital records are powerful tools for highlighting the contributions of hitherto marginalised archaeological lives including many pioneering women, hired labourers and other ‘hidden hands’. This book brings together critical perspectives on life-writing in the history of archaeology from leading figures in the field. These include studies of archive formation and use, the concept of ‘dig-writing’ as a distinctive genre of archaeological creativity, and reviews of new sources for already well-known lives. Several chapters reflect on the experience of life-writing, review the historiography of the field, and assess the intellectual value and significance of life-writing as a genre. Together, they work to problematise underlying assumptions about this genre, foregrounding methodology, social theory, ethics and other practice-focused frameworks in conscious tension with previous practices

A History of the Faculty of Arts at the University of Adelaide 1876-2012

The Bachelor of Arts (BA) was the first recognised degree at the University of Adelaide. Although informal classes for some subjects were held at the University between 1873 and 1875, the first official University lecture was a Latin lecture at 10 am on Monday 28 March 1876. This was followed by lectures in Greek, English and Mental Philosophy. By 1878, the first BA student, Thomas Ainslie Caterer, completed his studies for the BA degree and in 1879 became the first graduate of the University of Adelaide. [...] In the first 50 years of the University’s existence, less than ten BA students graduated each year. At the start of the 21st century this figure had climbed to over 300 BA graduates per year but what is interesting is that by 2010 the number of BA graduates was equalled by the number of graduates from separate named degrees within the Faculty plus 70 Music graduates

Australian Journalism Research Index, 1992-2001

This is an index of Australian journalism and news media-related articles and books from 1992 onwards. The index is in two main parts: a listing by author, and a listing by subject matter in which an article may appear a number of times. Multi-author articles are listed by each author

Curriculum renewal in translator training: vocational challenges in academic environments with reference to needs and situation analysis and skills transferability from the contemporary experience of Polish translator training culture

This work examines the principles underlying curriculum renewal for the training of translators. It considers recent work from Translation Studies on the nature of translation competence, arguing that a more dynamic understanding of the nature of translation must be reflected in a departure from traditional transmissionist pedagogical practices. Consideration of these issues in a curricular framework must also acknowledge the ideological potential of curricula themselves to prioritise certain relationships between the learner and society, relationships which are investigated from the perspective of a socially situated view of the translator. With regard to determining curricular orientation, a methodology of needs and situation analysis is suggested as a means of profiling essential characteristics of the translator’s work in specific contexts, informed by such issues as changing notions of translation, changing employment norms in the language services sector, locally prevailing norms in the educational environment, etc. Major issues impacting on the situational consideration of needs in translator training are examined, in particular the way in which the vocational / academic dichotomy may problematise training in academic environments. The notion of skills transferability is presented as a theme which is important both to the training of translators and to maximising social reconstructionist potentials in university curricula. In the final chapter, the issues presented in the first three chapters are discussed in relation to the challenges facing translator training in Polish universities with the implementation of Bologna Process reforms. In particular, Polish notions of academic and vocational education are analysed and the experience of one particular university philology is presented as a case study. The conclusion takes the themes discussed in the work and presents them in terms of the opposition between ‘training translators’ and ‘teaching translation.’ Future research trajectories are also proposed