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Contents

Page 2: Presidents Report

Page 4: Archaeology Head Biography

Page 6: Forensic Archaeology

Page 10: Book Launch

Page 13: Study Abroad: Leicester

Page 19: AIMA/NAS Course

Page 21: The Importance oflnterpretive Dance

Page 23: New Core Subject

Puzzle Centre Spread By Diane James

R . d . h d" d I d th. ? ? ? ? ? ? emin me again, w y I o Is . .... . Presidents report- Natasha Paling.

Well, once again we have started yet another University year. No doubt everyone is breathing a sigh of relief at the end of first semester, or are they? While some will be celebrating the successful completion of their first semester of University life, others, like myself, will be dreading the thought of graduating or having to submit their final honours work. Whether in first, second or third years, graduate or postgraduate studies, be assured, it's not over yet!

On a lighter note, the archaeology society is still alive, all be it struggling for breath on some occasions! Interest in the society seems to have dwindled this year with many people moving on to graduate/postgraduate studies. However, we are still determined to fight on and rebuild the society to its former glory. The archaeology society is a fantastic place to gain valuable experience. Not only does it offer fieldwork opportunities but it also enables students to mix with other like-minded people in a relaxed and social atmosphere. This is a great opportunity and everyone should get involved -we need to make sure that there is an archaeology society next year!

During the course of this semester we have contributed to many events. The Hills Face Zone surveys are up and running (although none of us have done as many as we should have!). Also the archaeology society has helped host a number of fantastic public lectures, including:

Alisdair Brooks from LaTrobe University- "Crossing Offa's Dyke: British Ideologies, Welsh Society and Late 18th and 19th-century Ceramics in Wales"

Double lecture: Emeritus Professor Richard Wright from the University of Sydney - "The archaeology of war crimes in Ukraine and the former Yugoslavia" Dr. Mark Skinner from Simon Fraser University- "Have trowel-will travel: experiences as a forensic anthropologist from 1997-2002 in Afghanistan, East Timor, Bosnia and Serbia"

Julian Henderson -"Ancient industry in context: the caliph of Baghdad and the discovery of his industrial complex" Phillip Paton - "Constructing South Australia's Cornish landscapes: yesterday and today" Emeritus Professor Vincent Megaw from Flinders University (one of my personal favourites) - "Tales of a flying Dutchman. Professor Megaw, founding father of archaeology at Flinders University, reminisces on six decades as an archaeologist"

All of the above were fantastic lectures but special mention goes to Vincent. This was his exaugurallecture and it was definitely one of the best - despite the hecnical titches! Also, we have hosted a tea and coffee afternoon for the new first years, an all members BBQ and a graduation day BBQ.

Throughout next semester we are holding a number of events. Both Public lectures and the Hills Face Zone surveys will be continuing. We are also hoping to put together a weekend trip to Camp Coorong. This is a fantastic opportunity to learn about Indigenous culture - last years reports were all very good with students learning about Indigenous foods in the Coorong region as well as weaving methods (this was particularly popular).

In 2004, Fliriders University is hosting the National Archaeology Students Conference (NASC). We will be continuing to organize this throughout the rest of this year. Anyone interested in helping out shoqld come along to archaeology society meetings. This conference gives students the opportunity to present in a non-threatening environment. It is almost a test run before presenting in front of professional archaeologists.

While on the subject of conferences, congratulations to all those people who are going to the World Archaeological Congress (WAC - 5) conference this year. I hope everyone has a great time.

Well, that's all from me for now. I hope everyone had good semester and more importantly has a good break!! See you all next term.

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Mark Staniforth - A Biography

The second in our series ofbiographies designed to embarrass senior lecturers

Mark was born in Nicosia in Cyprus in May 1957. Moving to England in April 1958, he was taken to live in Wendy's Wood (J.M. Barrie's house) in Farnham, Surrey. Perhaps his interest in history began here. The next move was in January 1960, a month long sea journey to Singapore. He was quite irritated by the Chinese who insisted on touching his gold hair for luck. After only a few weeks in Singapore, another move up to Ipoh in 'Malaya. It was in the Ipoh Swimming Club that he first learned to swim at age three.

October 1961, another sea trip to Hong Kong. Sek Kong pre-school was the beginning of what was to be a convoluted educational process. He went to real school, just a bit early in Feb 1962 but with his three "R,s" fairly well established due to just a little help from his Mum. Now it was off to England,s frosty wastes and cold waters in early 1963. His first school in England was Sandy Primary and an early TV drama "Sea Hunt" with Lloyd Bridges, whetted his appetite for the underwater. In August 1965 yet another move to Nottingham, where a second taste of television introduced him to Jacques Cousteau's "Silent World" . This was the clincher, Mark aged 8, decides his career path is in the marine sciences. A short period in Ruddington Primary was followed by entry to Nottingham High School (Preparatory). Mark was 5th in a field of 180 in the Entrance Exam.

Australia was next and in February 1969 the move was made to Perth. Two more primary schools and finally some continuity. In February 1971 he went to Rossmoyne High School where he stayed for five years. He was top of the class in most subjects but never in two in the one year or twice in the same subject. He was a member of:- the swimming team, the debating society. the TV quiz team, the sub-aqua club and octopus team. He joined the RAN Cadet Corps and sailed a Sharpie out of the RPYC. Simply could not stay away from the water. While still at school he was invited to attend an

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Introductory Course in Marine Archaeology at UW A and was then accepted as a volunteer diver with theW A Museum's fledgling Maritime Archaeology team. Murdoch University to study "Biology" It wasn't "Marine" but he was foundation President of the Murdoch Diving Club, and he trained "Roger" the Octopus as part of his course. He edited the Student Newspaper in his spare time.

After graduation he traveled around Australia, working as a diving instructor at an Airlie Beach Resort and as a dive guide on a ketch taking tourists out to the Whitsunday Island reefs. Then came a spell as a Taxi Driver in Brisbane. Returning to Perth he worked at the first Marron (Yabbie) farm in W.A. at Margaret River as an Aquaculture Biologist for a time, before another Taxi Driving job in Perth to raise cash for an overseas trip. Then off to Asia and Europe on the Backpacker Circuit. A small role in an Indonesian Film in Bali, a stint as a field hand on a kibbutz where he also ran the small local radio station for a while. In London he worked in a Hammersmith Pub as a bar man. A versatile sort of bloke.

Back to Australia to enroll in Maritime Archaeology at Curtin. Then followed the posts at the Victoria Archaeological Survey as the Wreck Inspector; Assistant State Maritime Archaeologist and finally State Maritime Archaeologist.

In Victoria, Mark worked on a variety of wrecks, but probably his favourite was the William Salthouse, the first ship to ply the inter-colonial trade between Canada and Australia. The William Salthouse was later to form an integral part of Mark' s PhD thesis. Mark also experienced the bliss of domesticity when he met and married Paddy O'Toole, an itinerant brussell sprout picker. In 1986, however, the construction of the National Maritime Museum commenced and Mark saw an opportunity to widen his professional knowledge base.

1987 saw Mark and Paddy move to Sydney. On their first day there they witnessed a drive-by shooting that was found to herald the tenor of life in Sydney. Mark was the Curator of the Immigration exhibition, and to this

day, the statue of the lonely boy waiting on a pile of suitcases signals an exhibition dealing with the feelings of loneliness and isolation felt by people brave enough to try for a better life in an unknown country. And of course there is lots ofobjects. During his time in Sydney, Mark completed his MA with a thesis entitled "Dangerous Voyages? Aspects of the emigrant experience on the voyage to Australia 1837-1839". This thesis is a great read that should be published!

The MA, however, whetted his appetite for further forays into the world of academia, and in 1993, Mark, Paddy and their four spoilt cats moved to Adelaide so that Mark could commence a PhD under the supervision of Susan Lawrence and Vincent Megaw in 1994. His PhD was completed in 1999, after Mark had accepted a post of Lecturer with the Department of Archaeology at Flinders University in 1997. This thesis is available in book form with the title " Material Culture and Consumer Society" for a measly $75 AUS, a real steal. Mark is now Senior Lecturer and Head of Department and the scourge of sloppy archaeology everywhere.

Written by his devoted dad and loving wife.

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Forensic Archaeology at Flinders University Assoc. Professor F. Donald Pate

A Forensic Archaeology stream was introduced within the professional Bachelor of Archaeology degree at Flinders University in 2003. The new stream is taught in collaboration with the Criminology program in the School of Law. Other streams included within the Bachelor of Archaeology degree program are Archaeological Science, Classical Archaeology, Historical Archaeology, Indigenous Archaeology, and Maritime Archaeology. Flinders was the first Australian university to offer the professional Bachelor of Archaeology degree which was introduced in 1997. La Trobe University introduced a Bachelor of Archaeology degree in 2002.

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The Forensic Archaeology stream at Flinders University provides undergraduates with a background in Criminology, Human Osteology, Archaeological Science, and Cultural Heritage Management in preparation for advanced postgraduate studies. It complements other undergraduate forensic programs offered by South Australian universities including Forensic and Analytical Chemistry at Flinders University and Forensic Anthropology and Forensic Dentistry at the University of Adelaide.

Forensic Archaeology developed in the United States and United Kingdom in the 1970s and 1980s in response to expertise required by law enforcement agencies in relation to the location, recovery and analysis of buried materials associated with crime scenes. The majority of cases involving forensic archaeologists have focused on the analysis of buried human remains and associated material items. However, forensic archaeologists have also been employed to locate and recover buried currency associated with robberies and kidnappings (Morse et al. 1976, 1983; Davis 1992; Hunter 1994; Hunter et al. 1996; Connor and Scott 2001; Cox 2001). More recent applications of forensic archaeology have involved investigations of war crimes and genocide cases (Wright 1995; Carman 1997; Pearson 2000) and mass­casualty disaster scenes associated with terrorism (Gould 2002, 2003). In 2001 the Inforce Foundation launched the International Forensic Centre of Excellence for the Investigation of Genocide which is located in the Centre for Forensic Archaeology and Anthropology at Bournemouth University (Inforce, 2001 ).

Forensic Archaeology programs have been developed at a number of universities in North America and the United Kingdom. Due to the location of Archaeology as a sub-discipline of Anthropology in North America, programs there are more closely related to Forensic Anthropology. North American programs can be found at the following universities: University of Arizona, Brown University, Colorado State University, University of Florida, University of Louisville, University of Manitoba, Michigan State University, University of Nebraska- Lincoln, University of New Mexico, University of Tennessee, and University of Toronto. A popular Forensic Archaeology Short Course is offered by Mercyhurst College. Brown University, the

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University of Rhode Island, and the Rhode Island State Crime Lab have recently developed a Forensic Partnership Seminar Series which includes applications in Forensic Archaeology. Programs in the U.K. have focused on postgraduate training and include those at the University of Birmingham, Bournemouth University, University of Bradford, Institute of Archaeology (University College London), and Southampton University.

In contrast, in Australia there are only a limited number of Forensic Archaeology programs available at universities. In addition to the Flinders University Forensic Archaeology degree stream,- there is a postgraduate workshop offered by the Australian National University and undergraduate BA topics at James Cook University and the University of Queensland. Murdoch University addresses Forensic Archaeology within their Forensic Chemistry program.

To date the principal forensic archaeological applications in Australia have involved analysis of buried human skeletal remains and overseas war crimes and genocide cases (Wright 1995). However, there is a potential to expand the scope of Forensic Archaeology in Australia to include legal applications involving Aboriginal communities. For example, expert archaeological evidence relating to Native Title cases and repatriation of unprovenanced Aboriginal skeletal remains (Pate et al. 2002) can be included in the realm of Forensic Archaeology.

For additional information regarding Forensic Archaeology at Flinders University contact me via email at [email protected] or see the Department of Archaeology website at: http://www.flinders.edu.au/archaeology/

References

Carman, J. ( 1997) Material Harm: Archaeological Studies of War and Violence. Glasgow: Cruithne Press. Connor, M. and Scott, D.D., eds. (2001) Forensic Archaeology: Defining the Role. Historical Archaeology 35(1).

Cox, M. (2001) Forensic archaeology in the UK: Questions ofsocio­intellectual context and socio-political responsibility. In Archaeologies of the Contemporary Past. V. Buchli and G. Lucas, eds. Pp. 145-157. London: Routledge. Davis, J.H. (1992) Forensic archaeology. Archaeological Reviews from Cambridge 11(1): 152-156. Gould, R.A. (2002) WTC Archaeology: What we saw, what we learned, and what we did about it. SAA Archaeological Record 2(5): 11-17. Gould, R.A. (2003) An archaeologist at Ground Zero. Public lecture presented at the joint conference of the Australian Archaeological Association, Australasian Society for Historical Archaeology and Australasian Institute for Maritime Archaeology, Townsville, Queensland. Hunter, J.R. (1994) Forensic archaeology in Britain. Antiquity 68: 758-769. Hunter, J. Roberts, C. and Martin, A. (1997) Studies in Crime: An Introduction to Forensic Archaeology. London: Routledge. Inforce Foundation (2001) International Forensic Centre of Excellence for the Investigation of Genocide. website at http://inforce.org.uk/about_ us.htm Morse, D.F., Crusoe, D. and Smith, H.G (1976) Forensic archaeology. Journal of Forensic Science 21: 323-332. Morse, D., Duncan, J. and Stoutamire, J. (1983) Handbook of Forensic Archaeology and Anthropology. Tallahassee, Florida: Rose Printing. Pate, F.D., Brodie, R. and Owen, T.D. (2002) Determination of geographic origin of unprovenanced Aboriginal skeletal remains in South Australia employing stable carbon and nitrogen isotope analysis. Australian Archaeology 55: 1-7. Pearson, M.P. (2000) The Archaeology of Death and Burial. College Station, Texas: Texas A & M University Press. Wright, R.V.S. (1995) Investigating war crimes- The archaeological evidence. The Sydney Papers 7(3) Winter: 39-44. Sydney: The Sydney Institute. website at http://www.soton.ac.uk/~jb3/war/war.html

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Mark Staniforth, Material Society and Consumer Society: Dependent Colonies in

Colonial Australia.

Launched by Graham Tulloch, Acting Head of the School of Humanities, Flinders University, April 4, 2003

I am honoured and grateful to be asked to launch Mark Staniforth' s book. His request has led me to read a fascinating book and, altho'Ugh I am not an archaeologist, to me it proved to be a book of great general interest. I have also found in it aspects of particular interest to me because they intersect with some of my own concerns as a researcher in the field of Australian literature and particularly the literature written by nineteenth century migrants to Australia.

Unlike with some books, the title and subtitle here are very illuminating: Material Culture and Consumer Society: Dependent Colonies in Colonial Australia. I'll come back to that but first we need to notice that it was published in the Plenum Series in Underwater Archaeology. Underwater archaeology: this is a book about shipwrecks, or better still about the things we find in shipwrecks, or better still again about the meaning of things we find in shipwrecks. The 'material culture' then of the title refers to the things we have around us-our food, our drink, our possessions-and the book is concerned with their significance in a consumer society.

It begins with a introductory sections setting out the theoretical underpinnings. I always think it is a good test of a book if the theoretical part of it can be of interest to a non-specialist and for me this section certainly was very interesting, very clear and very well laid out. A couple of quotations might give some sense of what this theoretical section covers-at least as I see it. On the issue of consumer society Mark writes:

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When discussing the phenomenon of consumption in modem Western societies . .. in the words of Jean Baudrillard being 'free to be oneself in fact means 'free to project one's desires onto produced goods'. (24)

He makes the point that even in the early days of the Australian colonies Australia was consumer society. On material culture he writes:

In this book I argue that things represent, and re-present, ideas from the past, just as they did in the past and therefore they are not simply things. (23)

This is a fundamental belief underlying the book. As Mark says,

Shipwreck sites can be analysed using two main approaches. Firstly, it is possible to see them as individual and unique time capsules-small self-contained transportation units. The second approach, which is taken in this book, is to interpret the material culture (in the form of the cargo) in terms of the societies for which they were bound. (30)

The book is concerned with four shipwrecks, all of which happened in the relatively early days of the colony towards which they were heading. One of the ships was bound for Sydney, another for Port Philip and two for the Swan River Colony (Perth). What Mark does is look at what we can find out about the place from which the ships came and the sorts of things that were exported from there. Then he looks at the actual remains of the cargo and finally he looks at the role that the goods might have h~d in the society they were heading to.

Of course, this part is where the most fascinating details come in. I was interested, for example, in the chapter on the Sydney Cove which was sailing from Calcutta to Sydney when it came to grief. Mark looks at the agency houses which exported from Calcutta such things as textiles, Chinese porcelain, tobacco and wine and spirits. I had a particular personal interest in this since one of the firms was called Tulloch, Henchman and Innes and, as is happens, one of my own Tulloch ancestors was a wine and spirit merchant in Glasgow. Mark looks in particular at the Chinese porcelain on this ship and considers what role it would have had in the newly founded colony ofNew South Wales. What is also particularly interesting here is the interdependency

of the different parts of the empire; this is something we also experience in the field of literature, as with the case of the writer John Lang who moved from England to Australia, over to India, back to England and finally back to India. All of these countries were then, of course, part of the British Empire. Another ship, the William Salthouse, came from Canada. Mark has undertaken a detailed examination of records in Canada and also considers the markings on the casks of salted meat that made up part of the cargo. By putting these two elements together he is able to demonstrate that the merchants in Montreal were probably offloading some of their older stock of salted meat. This is where the notion of the subtitle- Dependent Colonies in Colonial Australia-takes on some of its deeper meaning. Mark points out that

Melbourne, the port of destination for this cargo, had only been settled for five years, and therefore the food component of the cargo can provide us with insights into just how dependent the new settlement was (or was thought to be) on imported produce as well as how culturally determined the settlers' taste was. Salt pork or beef, even if it had been in a cask for a year, was preferable or easier to obtain, than hunting the Indigenous wildlife or slaughtering recently imported livestock. (120)

As Mark demonstrates elsewhere in the book, people wanted to eat, drink and possess the goods that they felt marked them out as civilised people. Inevitably this made them dependent on the sorts of goods that formed the cargoes of these shipwrecks. The same, of course, goes for books- which is where my own interests come into contact with Mark's concerns.

These are just a couple of examples I have picked out which were of particular interest to me but I think you can see it is a book full of interesting information and ideas and I recommend it strongly to you. You are bound to find your own personal points of interest-in fact, you are bound to find the whole book interesting. I could say a lot more about this excellent book but it would take up too much time so I would simply like to formally launch the book and give all best wishes to Mark and to Material Culture and Consumer Society: Dependent Colonies in Colonial Australia.

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STUDY ABROAD: LEICESTER UNIVERSITY, UNITED KINGDOM

Deborah Arthur

When I enrolled in my Bachelor of Archaeology Degree at Flinders University (FU), I knew I wanted to study abroad. I have always been interested in classical studies, so when I was accepted to study archaeology at FU, I wanted to enhance my studies by visiting the area specific to my research. A lot of preparation and consideration goes into studying abroad, and I will briefly discuss some of these processes.

1. You need to be able to afford to study abroad. Think about this early, as you may need to save money for quite a while, or consider other options like obtaining a scholarship. As a guide, I estimated A$16,000 to study in Britain for 5 months.

2. You need to choose a university that is specific to your studies, and that interests you. I chose Leicester University (LU), because it has a very large archaeology department ( 46 teaching and administrative staff), and because it has an emphasis on classical subjects. (There were other reasons for my choice, which I will discuss later.) The International Office at FU is a good starting point to find out what universities in the world offer courses relating to your degree. Any of the reception staff will be able to answer general quenes.

Note: If you chose a university in a country where the spoken language is not English, are you fluent in speaking, writing and reading that language? Even if you go to an English speaking country, expect to find yourself immersed in a culture entirely different from what you are used to.

3. When do want to go. Check the study period of the university. The study periods for LU for 2002/2003 are Semester One: 22nd September 2002 to 25th January 2003 and Semester Two: 26th January 2003 to 21st June 2003.

Study Abroad students can chose at some universities not to sit exams, and therefore their time abroad is lessened.

4. At some point it would be good to discuss ideas of studying abroad with a university representative, specifically in your department, and your family.

5. When you have chosen a university, you need to formally apply. The International Office will give you the relevant forms and information to complete this procedure. Most universities will ask you why you have chosen them to study abroad. Some universities and courses may have more applicants than others from all around the world, so the better your application, the better your chances! The application process also involves choosing the topics you want to study for your semester abroad, and these have to be approved by your faculty office as well as your departmental office. This approval process can take up to 2 weeks, so don't leave things too close to deadlines.

6. You will need to apply for any relevant scholarships with the Scholarships Office, even before you know whether you are accepted to study at your chosen university. There were two scholarships that I obtained to study abroad. One was through the International Office, and you do not need to formally apply for this scholarship. It is awarded to 10 students per year who apply to study abroad, based on academic merit and other qualities. The other scholarships I applied for were the International Network of Universities (INU) Scholarship, and the R A Simpson Scholarship (they are on the same form), and I received the INU Scholarship. Six universities in the world are part of the INU, and LU was luckily one of them. The R A Simpson Scholarship is open for any student that is studying abroad to apply for and this is awarded by a committee based on several aspects. When applying for the INU and R A Simpson Scholarships, you have to fill-in a form, which involves several steps. Such as, writing why you want to study at your chosen university, and what benefits studying abroad will give you. You will need to provide a full budget, with references to information from the web if applicable, and quotes for airfare and accommodation. This all takes time, and there are deadlines that are strictly adhered to.

7. When you are accepted to study at your host university, you receive a letter and instructions as to your next move. Topics at some universities are popular, and I had difficulties finding topics that were not full. Have some flexibility with your topics, but also have a goal as to what you want to achieve and learn from studying abroad. Reasons for studying abroad may also include, learning cultural differences of the host country, mixing with students of different cultures or undertaking personal goals.

Other reasons why I chose LU are due to Britain's association with Rome during the classical period, and LU is hosting a Roman Archaeology Conference in April where scholars from around the world are presenting on different topics.

8. Booking your airfare should be undertaken as soon as you are formally accepted to study at your university. I left this process quite late, and had difficulties arriving on the date LU suggested. Also, the sooner you book your flight, the cheaper it will be. One important thing to c'onsider is the weight requirements for luggage. Countries have different amounts, and if you are more than 5kg over, it costs a lot of money (i.e. A$30 per kg).

This is where I live with my 9 other housemates! Block M, Room 9, Mary Gee Houses

9. The International Office at LU sent me two forms, which they wanted completed and sent back immediately. One form was to formally accept a place at LU, and another was to apply for university accommodation. Paul Beavitt and Charlotte Smith work in the International Office at LU, and were very helpful with all of my queries. LU provided me with information on when I should arrive and how to get to the university from the different airports in London.

When applying to study at LU and when deciding on what accommodation I liked, I spent a lot of time looking at their website, www.le.ac.uk. LU provided a choice of accommodation in Catered Halls of Residence or Self­Catered Houses. Each of these environments has its benefits. It can take a

Across Down 3 I A weapon an Australian Aboriginal 1 Type of photography taken from the air?

throws? 2 Monkey, ....... and Human. 6 I In what country are the pyramids? 3 Insect? 7 Flour, Maize and com come under the 4 Lives in water.

common word of .... ? 5 Frozen rivers are called .............. ? 11 I On what continent was the skeleton Lucy 7 Where we bury the dead?

found? 8 Indigenous persons in Alaska are called an 13 To go down is to go V ......... ? ........ . ... ? 14 We write with a ....... 9 What is usually found in a coffin? 15 What children play with. 10 Stone Age, ........ Age, Iron Age. 16 The Earliest city in Mesopotamia is U ..... ? 12 What is the name of the religion that

Past tense of eat. believes in Christ/ 18 Currency is usually called C ........ ? 17 We need this to live. 19 English tree. 20 To do evil is to . . .. 21 Pre-historical art is usually found in .... ? 23 In the past an Indigenous person in Australia 22 When fruit is rotten it is said to be ....... was called an ............... ? '24 The ..... testament is the name of the second 26 Seat in a church is called a ...... ? 25 book of the Bible. 27 To eat meat is said to be C ............ ?

Giving birth to a baby is called C ...... ? 28 Burnt wood in a fire-place is called ..... ? 27 We tum this on to get water. 32 A famous Greek warrior?

I 29 The head of a country is called a K ...... 34 To go across is to go H ............. 30 An early form of art is called R ...... art? 35 Highest mountain range in the world. 33 At the end of your arm is a ........ ? 37 When we are overweight we are said to be 35 Vlild pig is a .•........ ...... - .. -...... ... -:".;.

36 Noah was saved from the ....... ? 39 Name ofthe head of a Celtic tribe? 37 An ancient civilization of the Americas 40 To study the ancient world is said to study 38 were the I.. ... 's. the .... . .....

A small bed is a C ........ ? 43 What people wear on their feet. 40 Opposite to woman. 45 Vincient studies the art of the ......... 41 Humans are found in better preservation 48 A vessel used on water is a B ... ? 42 when found in P .... moss.

Captives are called S ..... ? 43 1· ...... mines were very important in early 44 Celtic lives.

We wear this on our head. 45 We read this to see where to go. 46 Christians read the .. ........ 47 The name of a famous temple ruin in 49 Cambodia is A ......... ?

The largest Island in the world is .......... ? 50

long time to get acceptance for accommodation, but don't worry as all study abroad students are guaranteed university accommodation. You may not get your first choice. I didn't get my first choice, but when I arrived I was happy with my accommodation.

10. What do you need to take? What is the weather like? What will my accommodation have? Britain is cold - well it is compared to Australia, and especially when you leave summer to arrive in their winter! You may want to buy some warmer clothes before you come - better to be prepared then get a shock when you get here. I arrived at London Heathrow at 7:30am, and the temperature was 1ooC and the air was icy cold. But ) was prepared with several layers of clothing, gloves, beanie, scarf etc, and not caring that I looked twice my size!

As I chose self catered accommodation, LU suggested I bring sheets and towels. The rooms are basic and you may be required to purchase some items when you get here - you can't bring everything with you! Although one of my housemates who is from the US managed to bring twice as much clothing as me by using vacuum sealed bags - it did not matter that she could not carry her bags, she instead dragged them!

My room is simple but comfortable- bed, desk, chair, wardrobe, side-table

11. Before I left Adelaide, FU had a briefing session for all students studying abroad in 2003. They discussed issues such as health, cultural and academic differences, and registering with the Department of Foreign Affairs and Trade. The briefing session allowed me to meet other students from FU who were going on exchanges, and know their reasons for studying abroad, which were varied. It also gave me an opportunity to ask questions, no matter how silly them seemed.

There are many things to organise on a personal level when leaving home for an extended period of time. How to access your money whilst overseas? You may want to organise traveller's cheques and foreign currency. Make an appointment with your bank, and ask them the fees involved with different

transactions, and if you can use your bank cards overseas. Some processes take several weeks, so don't leave things too late. Make sure you passport is current and will not expire while you are overseas. Make sure you cancel any relevant insurance at home if it does not cover you overseas - I was able to put a hold on my health insurance, so I was not paying for it in Australia and getting no benefit.

MY TIP: Take some foreign currency and some traveller's cheques and leave the rest of your money in your bank account. If you are stopping over in an airport on the way for an extended period of time, you may also want to consider organising some currency for that country, in case you want to purchase food or drink. Airport exchange rates are not the best - be organised before you leave home!

12. Take out travel insurance. Don't risk not getting it, because other countries do not have the same services as Australia. Make sure you check very carefully what your insurance covers, and shop around to get the best deal.

13. Make photocopies of all of your personal cards that you are taking with you, your passport, travel itinerary and travel insurance. Take one photocopy of everything with you, and keep it separate from these items. Leave another photocopy of everything at home with family. The International Office at FU will also require a photocopy of your passport and contact details with your family. Make sure you leave details with family of your accommodation, and make arrangements to contact them on arrival. It was rather embarrassing for several students on orientation day when Paul Beavitt (Study Abroad Coordinator at LU) announced in front of everyone that their parents had called him, because the students had not contacted their parents when they arrived in Leicester. Have change with you, in your designated country's currency, so that if you will be able to phone home, no matter what your situation may be.

14. Know how to cancel credit cards, how to claim on your insurance in an emergency, and other emergencyphone numbers in each country you visit.

15. Whether you are studying abroad for 6 or 12 months, you will be going home. Sometimes it can get lonely when you are in a different country, not knowing anyone. Keep in touch with family and friends at home. I found it easier than I thought to make friends with other students at LU, as we are all in the same situation. I live in a 3-storey house with 9 other girls. We share two bathrooms and one kitchen. Of my 9 housemates: 4 are British, 1 is Dutch, 1 is American, 1 is French, 1 is Greek and 1 is German. Let's just say that the cultural differences start at home and in a few weeks I have learned a lot!

16. Orientation and Registration on arrival. LU provided .a full day for new students, where we met staff from the International Office and Welfare Office. We were given instructions on how to register with the university and with our departments. Later in the day we had a tour of the university and could ask questions.

17. Class times and assessment. To my surprise I had a class on orientation day, so I missed some of the proceedings. The classes at LU are very different, with more of an emphasis on personal reading and research than lectures and handouts. LU is not a large campus, so it is easy to get around. It takes 20 mins to walk to the city centre from the university. Oh, and it takes me 30 mins to walk from my house to university - I am getting plenty of exercise!

How do I like studying at Leicester University so far?

It is most definitely one of the best things I have undertaken. I am learning so much not only through my classes, but also from the people around me. It is an experience that is hard to describe unless you take the journey - and it is well worth it!

What don't I like about studying abroad?

It is way too cold here, but you do get accustomed to it. I saw snow fall from the sky for the first time. Britain is so expensive, but I knew that before I

came! The washing machines at university accommodation are useless, so hand washing is what I'm doing every week. The food in the supermarkets is different - you need to acclimatise. I miss the freedom of my car and having all my family and friends around. And of course I miss my dog, because I can't tell him that I miss him.

What is the best thing about studying abroad so far?

The different opportunities available- coursework, fieldwork, travelling ... I have met many lovely people, and I am sure I will keep in contact with a lot of them. I realise how precious things are to me in life - what I have, and what I need in relation to what I want. I love learning new things, and each day is exciting - sorry if that sounds rather corny but it's true.

If you are considering going on an exchange to an overseas university - DO IT! I believe it is worth the money and the worry, as you can't really put a price on life experiences.

If you would like to get in touch with me while I am in Leicester (till June 2003) or ask any questions about studying abroad, you can contact me at: arth0021 @flinders.edu.au.

I hope everyone is enjoying their studies and I will see you all in Semester Two.

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AIMA/NAS MARITIME ARCHAEOLOGY TRAINING COURSE

September 13th and 14th, Saturday and Sunday Flinders University

The Australian Institute for Maritime Archaeology (AlMA), in conjunction with the Nautical Archaeology Society (NAS - United Kingdom), is now

teaching a 4 part course series on maritime archaeology. This internationally recognised course is being currently run in the UK, South Africa, Canada and the USA.

The Nautical Archaeology Society is an international society which based in the UK. One of the stated aims of the Nautical Archaeology Society is to advance education in maritime archaeology at all levels. The NAS has put this into practice by introducing a structured training scheme open to both divers and non-divers. Designed and developed by archaeologists and recreational divers working together, it has proved to be an effective way to learn basic archaeological skills for use underwater. The general aim of the course is to introduce the methods and procedures employed in underwater archaeology, as well as to generate awareness regarding shipwreck preservation in our country. On completion of each ofthe courses, students are awarded an AIMAINAS certificate which is internationally recognised.

Part I: A 2 day introduction to maritime archaeology which includes at least 8 hours of classwork in addition to practical work.

The Part 1 course is a general introduction to maritime archaeology which focuses on aspects such as pre-disturbance, or in other words, non-intrusive surveys of shipwreck sites.

The course structure includes:

• Archaeological principles • Archaeological sciences • materials conservation • ship construction • surveymg • search techniques • shipwreck position fixing • remote sensing • State and Commonwealth legislation

The Part 1 course is generally run over a weekend, with a theoretical lecture component and with simulated land exercises. Being able to dive, is not a requirement for attending this course. The cost of Part I will be $140. Those who complete Part I will receive AlMA Associate membership (valued at $25) for one year.

Surveying the Star of Greece (1868-1888), Port Willunga, in 2002 Society for Underwater Historical Research (SA)

Photo by Pauline Potts

For more information contact:

Aidan Ash PO Box 58 Kangarilla 5157 Home Phone (08) 8383 7170 Mobile 040 3156 435 aidan [email protected]

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The Importance of Interpretive Dance in Archaeology

Zandria Parr

Throughout my time as a studying archaeologist and as an active dancer I have always wondered why there is not more involvement between the two disciplines.

Interpretive dance in archaeology seems to have been somewhat neglected within archaeology curriculums of universities. Due to this, faculties have consequently failed to invigorate the creative and interpretive foundations that are much needed within archaeology. Not only does interpretive dance allow for imagination and vision, it also inspires resourcefulness and originality. In a past seminar, the genuine importance of an up and coming presentation was looming over my fellow students and stress was beginning to show. It was at this time I decided to unite the ever present dance and archaeology into a moving display. With only a few chairs, my long blue scarf and the front tables, I embarked on a journey that would inevitably seal my fate as an archaeologist. The wreck at Yassi Ada was to be my focus and with my scarf I reenacted its final hours on the coast of Turkey, until the Greek merchant vessel sank, early in the seventh Century, upon the reef-like plastic chairs and table. Theatrically I became the amphora, the coins and the lamps that lay on the surface while my fellow students watched in fascination. I had successfully brought together interpretive dance and archaeology into a spectacular affair, which captured the imagination of everyone in the room*.

..

To this day people remember that class and the terrible fate ofYassi Ada. So when a presentation is due and the subject seems to have been "done to death" find a few props within the confines ofSSS152 and burst forth with a wonderful performance that will enhance the groups learning and entertain them for many of years to come.

~ ~VT . . .it started to sink ... an amphora ...

*Please note interpretive dance is not guaranteed to gain a passable grade, or any grade for that matter, as it is still not widely accepted, hence this performance was staged before the lecturer was in the room.

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New Core Subject for Archaeology Susanne Montana

First Year Core Unit: ARCHJOKE: 8765

A necessary component of all first year archaeology is the study of the ancient, classic and modern archaeological joke. This important area ensures the integration of all budding archaeologists into mainstream areas with

. essential communication skills creating an open non-credulous environment, when not working on the artefacts and associated bodies of those being studied in an archaeological context.

It is recommended that archaeology joke telling be carried out in a safe environment, preferably using the appropriate equipment of red wine or beer. It must be emphasised that archaeology joke telling is carried out at

your own risk. Do not, repeat do not, under any circumstances begin the archaeology joke telling process in the company of non processual archaeologists until you have perfected the 'mumble', the 1oud laugh' or least devised the perfect escape route albeit pretending to see someone else you must catch up with.

The archaeology joke telling process is in two parts. The first part contains simple, non-repeatable jokes to help reinforce the notion that any joke, even a bad joke will not ensure your safety or standing among professionals. The second part is to be used at your discretion. Assessment:

The first part is a simple pass or fail. Any jokes you remember from this group ensure instant failure. The second part is assessed on the number of groans elicited and volume and response time of laughter from listeners. Extra marks will be given for creative licence and number of jokes given in any one session. Laughing at your own jokes will not add extra marks.

Exam times: Check the archaeology notice board.

Part One

Q: What do you call a very, very old joke? A: Pre-hysterical!

Q: What is the definition of an archaeologist? A: A person whose career is in ruins?

Q: Why did the archaeology student cry? A: Because they had lost their 'mummy'.

Q: What happened when the pottery specialist lost their job? A: They got fired.

Q: What does B.C. stand for? A: Before computers.

Q: Who invented the pen? A: The lnkas.

Q: How did the anCient Romans cut their hair? A: With a pair of caesars.

Part Two

A tourist is travelling with a guide through one of the thickest jungles in Latin America, when they come across an ancient Mayan temple. The tourist is entranced by the temple, and asks the guide for details. To this, the guide states that archaeologists are carrying out excavations, and still finding great treasures. The tourist them queries how old the temple is.

"This temple is 2503 years old" , replies the guide.

Impressed at this accurate dating, the tourist inquires as to how the guide got th is precise figure.

"Easy", replies the guide, "the archaeologists said the temple was 2500 years old, and that was three years ago."

An archaeo logist in the deepest jungle suddenly finds themself surrounded by a bloodthirsty group of headhunters. Upon surveying the situation, they say qui etly to themse lves, "Oh God, l 've had it."

There is a ray of light from heaven and a voice booms out, "No you have NOT had it. P ick up the stone at you r feet and drop it on the toe of the chief standing in front of you.

So the archaeologist picks up the stone and proceeds to drop it on the foot of the chief. As the archaeo logist stands in front of the by now speechless chief, breathing beavi ly and ::;urroundcd by I 00 head hunters with a look of shock on the ir faces, God's voice booms out again, "Okay . . .. NOW you've had it."

An archaeologist was digging in the Negev Desert in Israel and came upon a casket containing a mummy, after examining it, he called the curator of a prestigious natural history museum.

"I've just discovered a 3,000 year old mummy of a man who died of heart failure!" the excited scientist exclaimed.

To which the curator replied, "Bring him in. We11 check it out."

A week later, the amazed curator called the archaeologist. "You were right about the mummy's age and cause of death. How in the world did you know?"

"Easy, There was a piece of paper in his hand that said, '10,000 Shekels on Goliath'."

A French archaeology team digs down 50 m and finds traces of copper wire. Afterwards the French government proclaims that 2000 years ago the French had obviously developed a telephone system. Later an English archaeology team digs down 1OOm and finds traces of glass strands. Afterwards the British government proclaims that 3000 years ago the English obviously had developed a fibre optic based telephone system. An Irish archaeology team digs down 200m and finds nothing at all. Soon after, the Irish government announces that 4000 years ago the Irish invented mobile phones!!!

An archaeologist is a person whose career lies in ruins!!!

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Editors Report

Hi everybody,

Here is my usual short note. Some of you may have noticed something different about Dig It. I thought that it would be fun to try experimenting with an A5 version. Let me know what you think: either a letter in the ArchSoc tray in the office or via email [email protected] . I also still haven't gotten around to doing an article of my own. Next term I promise that I will put one in for you; though you may well regret it!

Good luck with the rest of the year. Don't forget articles for the next edition. 1 want them by October lOth and I will be hunting people for articles if they don't do them voluntarily.

Ruth Jenkins Publications Officer

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The Graduating Class of 2003 with quest appearance by Doctor Nathan Richards

Cover picture: Mark Staniforth approximately 3years old painted by Chris Neave.