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	<title>Love of History &#187; students</title>
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	<link>http://loveofhistory.com</link>
	<description>A historical perspective of current events</description>
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		<title>Teaching Ancient Coins: Identifying the Problems</title>
		<link>http://loveofhistory.com/teaching-ancient-coins-identifying-the-problems/</link>
		<comments>http://loveofhistory.com/teaching-ancient-coins-identifying-the-problems/#comments</comments>
		<pubDate>Wed, 23 Jun 2010 11:36:12 +0000</pubDate>
		<dc:creator><![CDATA[constantinakatsari]]></dc:creator>
				<category><![CDATA[Coins]]></category>
		<category><![CDATA[Opinions]]></category>
		<category><![CDATA[ancient coins]]></category>
		<category><![CDATA[Chris Howgego]]></category>
		<category><![CDATA[coinage]]></category>
		<category><![CDATA[Colin Haselgrove]]></category>
		<category><![CDATA[handbooks]]></category>
		<category><![CDATA[Kevin Butcher]]></category>
		<category><![CDATA[numismatics]]></category>
		<category><![CDATA[Peter Guest]]></category>
		<category><![CDATA[Stanley Ireland]]></category>
		<category><![CDATA[students]]></category>
		<category><![CDATA[University of Leicester]]></category>

		<guid isPermaLink="false">http://constantinakatsari.wordpress.com/?p=587</guid>
		<description><![CDATA[Back in the old days, in order to master the discipline, the students had to have a strong background in a) Classical Archaeology, specifically Greco-roman sculpture and architecture, b) Basic knowledge of statistical analysis, c) Theory of Economic History and d) Political Theory. As far as I know, none of our British students have such a background. This is not a typically British characteristic. In fact, our colleagues in Frankfurt, where the subject is taught regularly, informed me that these days also the German students have only basic knowledge of ancient history and archaeology. Their Greek counterparts at the University of Athens present a similar picture, apart from a few bright exceptions. Creating an interdisciplinary atmosphere and being able to use more than one method in order to reconstruct the past has always been challenging. However, this is only one of the reasons that numismatics is not taught, not even as part of other modules. In addition, to the lack of basic knowledge, I observed other issues that need to be addressed. The most serious one is the lack of any background knowledge, which, combined with the innate difficulties of the subject, lead to extreme boredom. In my undergraduate classes, every time I tried to touch upon the subject of coinage, I could feel the students’ eye lashes becoming heavier and heavier, until their heads dropped on the desk. In all fairness, in the space of a single hour I felt unable to convey both the essential information and the required excitement for the topic! Apart from a few students who collect coins, the rest did not seem interested in the discipline. Even if the students are willing to study numismatics and an ancient historian is willing to teach them, there are other problems that appear in the horizon. Departments of Archaeology, Classics and Ancient History do not have collections of coins, or casts or any other material that the students can access. In addition to this problem, there is a distinct lack of numismatic books in the library. The reasons for such an omission are two fold: a) Books tend to be extremely expensive because of the large number of high quality photos they include and b) Some of the best numismatic books have been written in German; hence the libraries would not invest any of their resources on them. Of course, here I should note that I would exclude the Universities of London, Oxford and Cambridge. The lack of handbooks (with the exception of Howgego’s book on Coins and Ancient History) is another issue that needs to be addressed. In order to move forward with the study of numismatics in the UK, we should take into consideration the inherent restrictions of the British system: 1) Teaching archaeology and ancient history is extremely theoretical, at least, by comparison to European Universities. Only rarely, if ever, would we find a module on Classical or Hellenistic Sculpture for example. Or another module that will tackle the intricacies of the iconography of Greek and Roman mythology. 2) The BA spans only over three years, which does not leave enough time for any attention to detail. Even at an MA level (which last only for one year) the students are not always required to tackle the basic skills a good numismatist needs. The system does not allow for the specialisation of neither numismatics nor epigraphy. 3) Last but not least, it is sadly assumed that the teaching of numismatics falls almost entirely within the sphere of influence of museums. It is not a coincidence that only six ancient numismatists in the UK teach at a University level (2/3rds of them in the Midlands): myself, Colin Haselgrove (Leicester), Stanley Ireland (Warwick), Kevin Butcher (Warwick), Peter Guest (Cardiff) and Chris Lockyear (London).]]></description>
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		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>Solidarity to Egyptian Students</title>
		<link>http://loveofhistory.com/solidarity-to-egyptian-students/</link>
		<comments>http://loveofhistory.com/solidarity-to-egyptian-students/#comments</comments>
		<pubDate>Tue, 11 May 2010 05:52:24 +0000</pubDate>
		<dc:creator><![CDATA[constantinakatsari]]></dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Egypt]]></category>
		<category><![CDATA[oppression]]></category>
		<category><![CDATA[protest]]></category>
		<category><![CDATA[students]]></category>
		<category><![CDATA[universities]]></category>

		<guid isPermaLink="false">http://constantinakatsari.wordpress.com/?p=445</guid>
		<description><![CDATA[Today I received the following distressing announcement. &#8220;Abuses by state and university authorities against academic freedom are not uncommon in Egyptian universities. Both students and professors suffer them. Activists among Egyptian students are routinely subjected to various repressive measures aimed at deterring students from participating in any political activity. In fact students are discouraged from organizing any autonomous activity whatsoever. This year because Egypt is shortly to hold elections, both protest and repression have escalated around the country, and the universities have been no exception. What is exceptional however, is the blatant participation of academics in positions of authority in these measures aimed at intimidating their students. We are putting before you two specific incidents that we hope you will join us in protesting against: 1- The Faculty of Commerce at Cairo University is barring more than 50 students from sitting the final exam in one subject each. Since grades for the final exam account for more than 60% of the overall grade, this effectively means failing the students. Barring a student from sitting a final exam as a disciplinary measure is usually reserved for cases of cheating. That a student should be officially notified that he (or she) is barred from an exam for the offense of &#8220;hanging a poster on a tree&#8221; is simply unheard of. Another disturbing aspect of this incident is that though it states clearly on the notification that the disciplinary measure was taken by the Dean, Professor Adel Mabruk, on the 23d of January 2010, the letters notifying the students are dated 19 April 2010, thus shortening considerably the time available for an appeal. Finally the most bizarre aspect of this incident is that listed among the disciplined students, there are six graduates, and one student who actually died last year. This gives credence to the students&#8217; claim that there was no investigation, or hearing, and that Professor Mabruk simply signed a disciplinary action against names from a list of activists that state security police had compiled the previous academic year and hadn&#8217;t even bothered to update. Please help us protect our students by protesting to: Professor Hossam Kamel The President of Cairo University Giza, Egypt hkamel@cu.edu. eg Fax 00202/ 35688884 2- On the 8th of April 2010, Mr. Ahmad Galal, a student in the final year at the School of Medicine of Suez Canal University, was attending a clinical class at the out patient clinic attached to the university hospital, when security personnel walked into the clinic and literally dragged him out and started beating him up in front of patients, staff and other students. The day before, Mr. Galal had been warned by a state security operative to stay away from class because he had earlier been distributing leaflets among his colleagues, he ignored this and as described above was beaten up and forcibly thrown out. Instead of taking measures to protect the student against this violence, the School of Medicine authorities are covering up for the police. Professor Khalil A. Khalil, the director of the university hospital, falsified a medical report to back up the claim of the security personnel that the student had assaulted them causing them injury. Professor Sobhy El-Shishi the vice dean for student affairs tried to defuse student anger at the incident by falsely informing students that Mr. Galal had been caught trying to steal a patient&#8217;s hand bag. We are demanding a full and thorough investigation of the whole incident. Please back our demand by writing to: Professor Mohamed Sayed Ahmed Saleh El-Zoghbi. The President of Suez Canal University Suez Canal University Ismailia, Egypt (pc 41522) Fax: (002064)3205208email: M.elzoghbi@scuegypt .edu.eg and Zoghbi56@yahoo. com Cairo 9 May 2010 &#8221; Randa Abou Bakr]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Christmas and Loneliness for PhD Students: Curse or Blessing?</title>
		<link>http://loveofhistory.com/christmas-and-loneliness-for-phd-students-curse-of-blessing/</link>
		<comments>http://loveofhistory.com/christmas-and-loneliness-for-phd-students-curse-of-blessing/#comments</comments>
		<pubDate>Thu, 24 Dec 2009 07:54:42 +0000</pubDate>
		<dc:creator><![CDATA[constantinakatsari]]></dc:creator>
				<category><![CDATA[Opinions]]></category>
		<category><![CDATA[christmas]]></category>
		<category><![CDATA[loneliness]]></category>
		<category><![CDATA[merry christmas]]></category>
		<category><![CDATA[PhD]]></category>
		<category><![CDATA[students]]></category>

		<guid isPermaLink="false">http://constantinakatsari.wordpress.com/?p=69</guid>
		<description><![CDATA[Writing a PhD is a lonely process! Most of us dedicated scholars have been through the endless nights in front of the computer screen, we declined offers for a pint in the local pub or a cup of coffee in the corner café, and we missed the wedding of our best friend because we happened to be abroad on a conference. How much more antisocial could we be? Despite the lonely nature of the PhD, valiant departments are determined to create a social environment for the almost forgotten students. They organize the weekly seminar, during which PhD students sit attentively for an hour and half in order to contribute to the discussion with one enlightening question, and later they mingle with staff for another half an hour over drinks. Some dedicated colleagues organize film evenings, so that students stay in front of the screen for two hours every week with the passing hope that more drinks will follow. We make provisions, so that they share an office with the rest of the students under the unwritten agreement that they will not speak to each other, while they conduct their research. Eventually, silence and isolation become the norm. By the third year, the once social animals, remain animals but lose their social aspect. During the four long years, Christmas comes as a shiny light in the lives of humanoids. And almost every year the message is misinterpreted and the chance is lost. Especially this year a large number of students will spend their holidays in their university town, because they do not have the money to pay for their flight home. The highlight of their day will be Chinese food and a movie (in the States) or a curry and a movie (in the UK). But the economic crisis is not the only one to blame. Even back home most of them will be tempted by the shiny computer screen, or they will feel guilt about their self-imposed idleness. They will go through the annual festivities mechanically, until the guests leave and they are allowed to go upstairs to their old room. There they will indulge in more serious activities (reading or writing) than the dull conversation that went on downstairs about the birth of a new child or the death of a distant relative. In some cases, the lonely PhD warriors are the lucky ones. They will avoid the old familiar fights during food preparation about the perfect recipe or the spoiled ingredients. They will not be submitted to the stress of decorating the house, shopping for gifts, inviting the guests and, in general, organizing the festivities. They will not collapse overtired in front of the television in the evening, after they cleaned the house, washed the dishes and locked the door. Come to think about it, it is a pity I am no longer a PhD student. My only way out may be to emigrate during the holidays and spend Christmas in a Muslim country! Merry Christmas everyone!  ]]></description>
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		<slash:comments>3</slash:comments>
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