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Or, more accurately, the List of Starter Packs (but that just doesn't sound as good, does it?). After discovering that 150 slots is clearly not enough for a full 'Ancient Mediterranean Studies' Starter Pack (for example, here is my attempt, filled up before I got to the bottom of my own following list), many #ClassicsBluesky users had the same idea I did and have started to make Starter Packs that focus on specific aspects of Ancient Mediterranean Studies – this post is the collation of those packs. To start, however, is this ClassicsBluesky feed, which you can pin and will show you any post tagged with ClassicsBluesky, BlueskyClassics, AncientBluesky, BlueskyAncient (these are captured even when they do not include a hashtag). And the Women* in Classics** List, which you can pin to your own feed. Ancient Mediterranean STudies Starter PacksAnd now, offered in no particular order, the Starter Packs:
And some Not Strictly Classics lists that may be of interest:
There are almost certainly more - either that I have missed or are yet to be created - if you come across a relevant list not included above please let me know so I can add it!
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 Towards the end of finalising the manuscript for my recently published book, Brief Histories: Ancient Greece, I had a dream that I had included an appendix that basically outlined where people could find more information about either the ancient sources or scholarship, should they wish to dig further into it. That appendix did not end up making it into the book, so here it is! Please keep in mind that this is the draft of the appendix, that has not been though editing, beyond me re-reading it! Guide to Further Research in Ancient Greek HistoryThis appendix serves as a concise guide for readers seeking to expand their knowledge of ancient Greek history beyond the scope of this book. It provides an overview of available resources, both ancient and modern, and offers guidance on how to approach further study in the field of ancient history. Understanding Source Materials In the study of ancient Greek history, it is crucial to differentiate between ancient and modern sources. Ancient sources, often referred to as primary sources, provide direct evidence from the period under study. These may include ancient texts, inscriptions, numismatic (coin) evidence, and archaeological findings. It is important to note, however, that not all ancient sources are contemporary with the events they describe. For instance, while Plutarch's works are invaluable for understanding Classical Greece, but he wrote around five centuries after the period in question. Modern scholarly or academic sources, on the other hand, are works produced by contemporary researchers who analyse and interpret the ancient evidence. These secondary sources offer critical insights, contextual information, and academic discourse on various aspects of ancient Greek history. It is worth noting that the field of ancient Greek history encompasses a wide range of scholarship spanning several centuries; works that might be considered outdated in other academic disciplines may still hold relevance in this field. However, while older academic discourse, such as George Grote's seminal work on Greek history (originally published in 1846), remains of interest for historiographical purposes, it often does not reflect current methodologies or perspectives for understanding the ancient world as conceptualised by modern scholarship. Ancient Sources Several digital resources provide access to ancient Greek source materials: 1. The Perseus Digital Library (www.perseus.tufts.edu) offers an extensive collection of ancient Greek (and Latin) texts, along with translations, commentaries, and lexical tools. 2. Major museums such as the British Museum, the Metropolitan Museum of Art, and the Louvre provide digital access to their collections of ancient artefacts. 3. The Beazley Archive (www.beazley.ox.ac.uk), maintained by the University of Oxford, is a comprehensive database of ancient Greek pottery and ceramics, containing information and images of over 250,000 items. 4. Attic Inscriptions Online (https://www.atticinscriptions.com) provides translations of many inscriptions from Athens and its surrounding area, including a very good search function. Geographical Resources For those interested in the geographical aspects of ancient Greek history: 1. The Pleiades database (www.pleiades.stoa.org) provides detailed geographical information on ancient sites, including coordinates and historical names. 2. The Polis database (polis.stanford.edu) offers comprehensive information on over 1,000 ancient Greek city-states, including their history, politics, culture, and economics. 3. Topos Text (topostext.org) presents an interactive map that correlates ancient locations with relevant textual sources, and includes the text of those sources. Scholarly Literature To effectively explore scholarly literature relevant to your interests: 1. Identify key terms and concepts related to your area of focus. 2. Utilise these keywords to conduct searches in academic databases such as Google Scholar, JSTOR, and an institutional library catalogue. 3. When evaluating sources, consider factors such as the author's credentials, the publication venue (with peer-reviewed journals generally being the most reliable), and the currency of the information. Abstracts and introductions often provide concise overviews of an article's main arguments, methodologies, and conclusions, allowing for an initial assessment of its relevance to your interests. Consulting the bibliographies or reference lists of particularly useful works can lead to the discovery of additional sources and help situate your research within the broader scholarly conversation. To locate scholarship: 1. Most academic libraries utilise online catalogues, often part of the WorldCat network, which allow searches for books, journals, and articles. Many institutions also offer interlibrary loan services. 2. JSTOR (www.jstor.org) is a digital library of academic journals, books, and primary sources. While some content requires institutional access, a significant portion is freely available. Other databases provide less public access but can also be useful for finding relevant scholarship, these include ProjectMUSE (https://muse.jhu.edu) and ProQuest (www.proquest.com). 3. Google Scholar (scholar.google.com) indexes a wide range of scholarly literature and can serve as an effective starting point for research. 4. Archive.org (www.archive.org) is a non-profit digital library offering free access to a vast array of digitised materials, including many relevant to ancient Greek history and archaeology. 5. Email correspondence: There may be instances when you encounter difficulties accessing an article or book chapter crucial to your research. In such cases, it is acceptable academic practice to contact the author directly via their institutional email address. Many scholars are willing to share their work with interested readers. When making contact with scholars it is important to maintain a professional and courteous tone, and do not feel you should apologise for wanting to read their work. Similarly, many academics are exceptionally busy, especially during term time, and it may take a while for them to respond. Below is a template that you may adapt for this purpose: Dear Dr [Author's surname],
Online Communities and Forums For those seeking to engage with both experts and fellow enthusiasts in the field of ancient Greek history, online platforms can provide valuable opportunities for discussion and inquiry. Reddit's r/AskHistorians is a notable example, offering a moderated forum where users can pose questions and receive responses from verified experts. The strict moderation ensures a high standard of academic rigour in the answers provided. Other online resources include Humanities Commons, where researchers share their work and engage in scholarly discussions, and ResearchGate, which facilitates direct communication with authors of academic papers. The Ancient History Encyclopedia (www.ancient.eu) is an excellent resources written by scholars of ancient history. Additionally, many universities and academic institutions host seminars (in person or online) that are open to the public, providing opportunities to engage with current research and pose questions to leading scholars in the field. When utilising these online resources, it is crucial to approach the information critically, considering the credentials of the respondents and cross-referencing their claims with established academic sources. Expanding Research Horizons To broaden your understanding of ancient Greek history, consider exploring these additional approaches and avenues: 1. Interdisciplinary Approaches: Ancient Greek studies intersect with numerous other fields, including philosophy, mathematics, and political science. The Stanford Encyclopedia of Philosophy (plato.stanford.edu) provides a robust resource for exploring philosophical connections. 2. Digital Humanities: Projects such as AncientAthens3D (ancientathens3d.com) demonstrate how digital technologies are providing new insights into ancient Greek history. 3. Reception Studies: The Classical Reception Studies Network (www.crsn.org) offers resources on the influence of Greek ideas on subsequent literature, art, and political thought. 4. Comparative Studies: The Ancient World Online (ancientworldonline.blogspot.com) provides links to open-access material on various ancient civilisations, facilitating comparative study. More Structured Apporaches The Open University have a large range of 'taster' materials that cover many aspects of Classics and Ancient History, including Greek and Latin, for you to try (fass.open.ac.uk/classical-studies/tasters). There are a variety of courses on MOOC platforms like FutureLearn (www.futurelearn.com/subjects/history-courses/ancient-history). By utilising these resources and approaches, you can significantly expand their understanding of ancient Greek history beyond the introductory level presented in this short book. Whether your interests lie in political structures, philosophical discourse, artistic achievements, or the quotidian aspects of ancient Greek life, these tools will provide a solid foundation for further exploration and research. Students in taught programmes – whether undergrad or postgrad – are very familiar with essays. It is one of the main ways that we assess. But something I repeatedly find is students who don’t really understand the purpose of essays and teachers who assume that students know what we’re doing and so don’t actually explain the purpose. This often only really comes to a head when students are given the opportunity to write their own essay questions, and they get it wrong because they don’t understand the purpose of the essay. Why Essays Matter Essays are a crucial assessment tool in university education, allowing us – as academics – to evaluate your – students – critical thinking, reasoning, problem-solving, writing, and argumentation skills in ways other assessment methods don’t. So here are some of the key things that essays allow us to see about you and your academic development: 1. Assessing Higher-Order Thinking: Essays give us a window into your cognitive process and allow us to see how you interpret and synthesise information, evaluate evidence, and construct logical arguments. 2. Evaluating Reasoning: In crafting a well-structured essay, you can demonstrate your reasoning skills – how you move from premises to conclusions, anticipate counterarguments, and justify your position. The process of writing itself often reveals flaws or gaps in thinking that can then be addressed. The way you demonstrate the movement from introduction to conclusion can be more important than what you actually conclude – it often doesn’t matter to me whether I agree with the premise or not, as long as I can see how the premise has been reached, and appropriate evidence and scholarship has been used. 3. Providing Authentic Experiences: Essays can simulate real-world problem-solving much more closely than exams. In your career and life, you will frequently face open-ended challenges requiring you to take in complex information, think critically about it, and present your analysis or solution persuasively. Essays build the exact skills needed for this. 4. Promoting Original Insight: Because essays are composed rather than selected responses, they provide room for you to offer original ideas or novel connections – even ones that we have not considered! Having space for creative and independent thought is vital. However, it’s important to recognise that essays don’t automatically serve these lofty goals just by virtue of being essays. Poorly designed prompts or underdeveloped responses can fail to meaningfully assess higher-order skills. This is why it’s so crucial that you as a student understand what we’re looking for and – if you’re in the position where you’re writing your own essay prompts you craft a question that allows you to demonstrate these skills (and even if you’re not, understanding how essay questions are written can help you unpack the questions you are given). How to Write an Essay Question As essays should be approached as research tasks, rather than just the regurgitation of information, it’s essential that you craft a question that will help you focus your research and write – in the end – a compelling essay. Step 1: Understand Common Task Words Before you begin crafting your essay question, familiarise yourself with common task words and what they require you to do – some examples:
Step 2: Brainstorm Content and Scope 1. Write down the first three things that come to mind related to the course. These can be places, people, spheres (e.g., politics, religion, warfare), specific objects, or texts. 2. For each topic, jot down a few notes or keywords, including what specifically interests you about that topic. 3. Consider how you would focus each topic by determining its scope. Scope may include places, time periods, people, objects, or spheres. 4. Turn each topic, explanation, and scope consideration into a question without worrying too much about the wording. Step 3: Refine Your Essay Question 1. Choose one of the questions from step 2 to form the basis of your essay question. 2. Write the question out in two further ways: one less focused and one more focused than the original question. Step 4: Finalise Your Essay Question Review the questions you’ve written in steps 2 and 3. By now, you should have a clear idea of the topic and scope of your essay, including how you might limit it down. The questions you’ve written will become the foundation of the essay question that you’ll refine with the help of your lecturer or seminar leader. Essays give you an opportunity to showcase your critical thinking, reasoning, and communication skills. By understanding the purpose behind essay assignments and learning how to craft effective questions, you can unlock your full potential as a scholar and thinker. But remember: essays are not about regurgitating information but about engaging in a meaningful research process that pushes you to explore complex ideas, evaluate evidence, and articulate your own insights. Embrace the challenge and view each essay as an opportunity for growth and discovery. As you tackle your next essay, take the time to carefully deconstruct the question, considering the task, content, and scope. If you have the chance to develop your own question, use these steps and the worksheet included below to help. Get feedback from your lecturer, seminar leader, and peers to ensure your question is clear, focused, and appropriately challenging. The skills you develop through essay writing — critical analysis, logical reasoning, persuasive argumentation — are not just useful during your academic journey, however long that lasts. But they’re also useful in whatever future career you go into – those ‘soft skills’ that admissions are always banging on about! Embrace the essay! Approach it with curiosity and creativity. Happy writing. A long time ago now, the wonderful Liz Gloyn introduced me to the idea of the Research Otter and I have happily been ottering away since. An Otter, in this context, is a (hopefully) wonderful idea that you have and cannot, for whatever reason, use at the moment, but you don’t want to lose forever. You collect these in whatever way you wish to, and then they are there for you to come back to later.
I am currently working on an R&R, for a delightfully weird and personal article (when it comes out, you will immediately know that this is the article I am referencing). This article is one I wrote in a frenzied 10 days late last year and shot off to a journal I hoped would be amenable to publishing something like it. I realised, as I am sitting and thinking more purposefully and clearly about this article during revision, that this was an Otter that I didn’t put away. Rather, I set aside the work I was doing at the time (something I’ve been working on for the better part of three years, and which also received an R&R, and is my next job to tackle), and lived this weird and personal article. Obviously, this cannot be the fate of all Otters. Some of my current Otters are nothing more than a whisp of a thought. ‘Pharmakos Ritual/Taylor Swift Vigilante Shit – Hera’, reads one. ‘Demeter: suppliants touch her – votive reliefs, Eleusis’ reads another. ‘Funeral Oration: visual/tactile/love/monuments’, proclaims a third. I could probably sit down and work these things out, and one day I will. They are all ideas that, although perhaps don’t seem it, spark something in my brain. And, as I work on this R&R, I have added several more Otters to the list. Things that I do want to work on, things that may come out of this current piece or may deviate from it. I suppose what I am trying to say is that research is not what I expected when I began researching as an Undergraduate staring down the barrel of a 25,000-word Honours thesis. It is not (just) sitting in a library and reading things, and then having thoughts and writing them down. Rather, it’s a weird collaboration between your past, present, and future selves, other scholars (some of whom you will never meet, some of whom you will disagree with, some of whom may become your friends). And that’s quite wonderful. On January 10th, The Chronicle of Higher Education published an article titled ‘Dos and Don’ts of a Visiting Professorship‘ by two senior academics. Like a lot of junior academics, I have thoughts about the article. To begin with, I want to acknowledge the thread that Bret Deveraux wrote on Bluesky (and also X, but I no longer live there): you should read that. I wanted, though, to respond from a slightly different perspective because, on this side of the pond, these kinds of positions are widespread and also seen as a necessary step towards being appointed to an ongoing position (that is, what used to be known as a permanent position). This is not (just) what you do while waiting for a TT position to hire you; it’s what you do if you want an academic career and don’t get one of the very competitive research fellowships.
When I finished my PhD, these jobs – again, we are talking about the UK, just to be clear – were usually called Teaching Fellowships – that is, you are appointed to teach, usually for a year, sometimes longer. More commonly now, they are Lectureships. I have already spoken about how I feel like this is a step backwards because it doesn’t really acknowledge the position (and, therefore, what it is not: giving you time to do any research). They are (as the authors identify visiting positions in the US context) fixed-term, often full-time (but not always), and usually are needed when a permanent staff member wins a grant, goes on secondment somewhere else, or for almost any other number of reasons. Junior academics know that it’s very, very, (very) unlikely that positions of this kind are a ‘temporary hold’ until a permanent position is made (though it is sometimes the case) and that even if that happens, a full HR process will need to be followed, and you are definitely not an ‘inside candidate’ (usually). Having established that, I want to go through the original article point by point: What to do as a Visiting Faculty Member I am already annoyed that this is where we start – with senior academics telling junior academics what to do… but let’s continue. “Interview as if it’s a tenure-track job”: we can probably skip this for the UK context. The interviewing process is very different here than in the US and already relatively similar for ongoing and fixed-term positions. You will have an interview with a panel – these are usually around 30 minutes – and you will usually have to do some kind of presentation (or two!) – these can be anywhere from 10 to 30 minutes for both types of jobs. Follow the instructions you have been given for the interview. “Recognise the value of saying yes”: excuse my language but absolutely get fucked. We have all had jobs that we loved that didn’t love us back (not that our colleagues didn’t love us back, or anything, but that the system is… not geared up for loving any staff and especially not fixed-term – disposable – staff!). Learning to say ‘no’ is the biggest gift a junior academic can give themselves, and I don’t just mean for exciting conferences that you definitely can’t afford, but also for unnecessary service and admin positions in your department. Do what you must do, of course, and do it well. But if you take things on, make sure they will count – long-term – for your career progression. “Once hired, be an enthusiastic colleague”: be nice to your colleagues because you are (hopefully) not a prick. If you can, go to department events. If you can’t, don’t go. Don’t go overboard apologising (though you can explain) for not going – permanent staff don’t do that. “Recruit local mentors”: find mentors wherever they are. Ask for a departmental mentor with whom you can have a coffee and ask all your inevitable stupid questions about what the ten million different acronyms mean and where to find this particular form on the VLE. These people may become good, long-term, career mentors for you. They may not. “Your focus will be on teaching but carve out time to do research”: The thing that makes me the most angry about this article is that it does not, ever, in any way, acknowledge that this is the way things are and to some extent you have to play the game that’s been set but at the same time the game is stupid, rigged against you, and will leave you with worse mental and physical health than you started. Academia is a Battle Royale. Of course, you have to research and publish because that is what you will be judged on when applying for ongoing posts. But it’s also ridiculous, and I hope beyond hope that as increasing numbers of academics who have been through this iteration of the job market move into senior positions, periods of intensive teaching will be increasingly considered (and, actually, in my experience, this is already happening – albeit slowly and in isolated pockets). The authors of the Chronicle piece also suggest undertaking some pedagogic research: this one is more tricky. I have had some pedagogy research published, and only once has this been raised as something a panel even noticed, let alone appreciated, and I still did not get that job. “Ask your supervisor to evaluate your teaching”: as soon as you can get your Associate Fellowship of AdvanceHE (formally the HEA) – if you can, do this during your PhD. Then, in your first job, get Fellowship. After this, only undergo teaching reviews as and when required by your job. “Make yourself invaluable and reliable”: Again, kindly, fuck off. Do what you must do in your position, and do it genuinely to the best of your ability. But you are not invaluable to the department; you are disposable. You are in a disposable position. That doesn’t mean you shouldn’t pitch in, but it does mean that you should be selfish. No one will remember if you took on x admin task, but they will remember the kick-arse article you wrote. Again: it sucks, it needs to change, but this is the game. The authors then list various things that you shouldn’t do during your post, including not thinking you’re a shoo-in for any permanent version of your job that comes up, getting involved in department politics, or stopping applying for jobs. What struck me the most about this section was how condescending the advice is – even if well-meaning. No one is getting into a one-year job and then… not applying for other jobs. I want to end what has become a very long post by reiterating what I said above, and I guess this is the tl;dr version. It’s galling to have senior academics write pieces like this and not acknowledge the role that they (and all senior academics) play in perpetuating the exploitative systems of academia. Yes, some senior academics are really good to junior, fixed-term staff, but it is not enough to give advice that essentially says, “Do everything; you don’t need to have a life because a TT job is the holy grail”. Junior academics do have lives. We have families; we have people we have to care for (children, elders); we have chronic illnesses and disabilities; we have hobbies; we need rest, and we are not slaves to the machine of academic progress. Treat us like people, not like puppies. One year ago today, on Little’s second birthday, I interviewed, was offered, and accepted the job I have had for the last year at King’s. Even though I’ve already started a new job, I wanted to reflect on the last year.  Interview Day! My position at King’s was something new for me; moving from Ancient History to Art and Archaeology was exciting, but more than that, it was refreshing. My research was already moving more and more toward material culture, and the opportunity to teach ancient Greek art really propelled my research on. In that respect, my position at King’s really accelerated what had been a gradual move into something that clicked almost immediately. But I also taught a lot, and had very few opportunities to reuse material I had used in previous positions, so while my brain was moving a million miles an hour thinking about research… There were simply not enough hours in the week to begin engaging fully in those idea. I have taken a lot of notes and written a lot of reflections, and I hope that I will get to revisit many of the idea that came up while teaching and reading this year. There was also some pain. I was not shortlisted for a permanent position in Greek Art at King’s because (maybe, among other things) my research is about material culture and not specifically about art. Maybe that sounds unfair, and (without sugarcoating) it felt very, very unfair to me. But it wasn’t unfair. It just was a department that needed a specific thing out of a new hire and I did not fit that set of criteria. I could have, of course, tried to shoehorn myself in – but I don’t think that would have been the right thing to do. Later, I interviewed for another job (which I didn’t get), but out of that interview, I was offered the 12-month job I currently have at Bristol. A job that gives me the time to explore some of those ideas that have been sparked over the last 12-months at King’s. I love King’s. I did my PhD here, and I have taught here several different times. The students are amazing, and my colleagues are great. But so far… in the 11 days that I have been a staff member at Bristol… I have felt happier, I feel welcomed and I feel enthusiastic about using this opportunity to get a lot of work done. Hopefully including whatever work is needed to make sure that next time I do get the permanent job, and not the 12-month version.  Interview Day... again. Today I channeled my rage into writing to both Professor Shitij Kapur, the President and Principal of King’s College London (my current employer) and Professor Evelyn Welsh, the Vice Chancellor of the University of Bristol (my future employer). I wrote them essentially the same letter. Please feel free to also send your VC a letter encouraging them to stand up for the humanities and arts. Dear Prof Kapur,
I hope this letter finds you well. I am writing to you as a current staff member at King’s College London to express my deep apprehensions regarding the recent government proposal to restrict places on university courses they consider to be ‘low value’. This initiative poses significant risks to the future of higher education, particularly in the humanities and arts, and I am seeking your support in addressing these concerns. The government’s intention to limit student applications to courses based solely on the proportion of graduates securing ‘graduate jobs’ or pursuing postgraduate study oversimplifies the value and impact of a university education. The British Academy’s response to these proposals highlights the limitations of using graduate destinations and salaries as the sole measure of the value of higher education. Many graduates embark on fulfilling careers in the public sector, such as teaching and social work, which may offer low salaries but are essential to the well-being of our society. Furthermore, it is crucial to recognise that numerous factors beyond the course influence student outcomes. Variables such as gender, disability, ethnicity, the institution attended, the state of the economy upon graduation, and the sector in which graduates work all play significant roles. I am particularly concerned about the potential impact on disciplines within the humanities, including history, art history, English literature, and modern languages. These disciplines contribute immensely to our society and offer valuable skills and perspectives. Restricting access to these fields based on arbitrary measures of value risks perpetuating a two-tier system wherein students from traditionally underrepresented and lower socio-economic backgrounds are denied the opportunity to pursue broad humanities and liberal arts degrees. The humanities and liberal arts are essential pillars of education, fostering critical thinking, cultural understanding, and creativity. While my own discipline, Classics, may not be significantly affected due to its size and the standing of the institutions in which it is predominantly taught, restricting access to related disciplines will undermine the richness and diversity of higher education. Graduates in these fields often go into professions, including law, civil service, journalism, and have high success rates in professional graduate schemes. Moreover, the arts and humanities are intrinsic to the cultural fabric of our nation. The United Kingdom is renowned for its galleries, museums, visual arts, opera, ballet, and theatre, all thriving due to a strong foundation in arts and humanities education. Restricting and devaluing these areas will have profound repercussions, leading to a loss of cultural capital and global recognition. As a passionate, precarious academic committed to delivering an excellent, broad humanities education, I implore you to consider these restrictions’ detrimental consequences on our university community. While ensuring high-quality education and positive outcomes for students is essential, the solution lies in expanding options and opportunities, not in erecting additional barriers. By embracing the full spectrum of disciplines, we uphold the principles of academic freedom, intellectual diversity, and equal access to education. Furthermore, as a respected member of the Vice Chancellors’ community, I would like to urge you to consider the collective impact of your voices in defending the well-being of staff and students across UK universities, particularly those in the arts and humanities. By taking a unified stand, Vice Chancellors have the power to demonstrate the significance of these disciplines, promote their value within society, and ensure that students’ intellectual and creative pursuits are safeguarded for generations to come. By working together, we can foster an environment that cherishes the arts and humanities and truly supports the holistic development of our students. I kindly request your support in advocating against these restrictions and safeguarding the value and diversity of education at King’s College London. As members of the King’s community, we depend on your leadership and commitment to fostering an inclusive and enriching educational environment. Thank you for your time and consideration. I look forward to any actions or initiatives you may undertake to address this critical issue. Yours sincerely, Dr Ellie Mackin Roberts I have a job for next year, and it’s one I – sort of – interviewed for, but it’s also not one I got. I know that’s confusing, but it’s only half my story. I interviewed for a permanent job, I did not get it, but was later offered the job as a 12-month fixed-term position. Given my current contract ends soon, and as much as I would really deeply love to stay where I am, it meant that when I was offered a job that meant I would be less uncertain about the coming year I took it.
But it comes with a really weird sense of not being wanted. I feel very much like my current department doesn’t want me, and I feel very much like the department I am moving to doesn’t want me either. I did not get that phone call, where the person on the end of the phone says ‘You are great and we want you to come and work with us!’. Instead, I just feel like there has only been rejection. I guess the point of this is, sometimes success in academia also feels like rejection. It is everywhere. It is pervasive. It infects. And that’s hard for someone who has rejection sensitive dysphoria to deal with. And yet. Here I am. Today was peak academia. I did some writing. I did some admin. I got some good news, and I got some not-so-good news. I had a brief disagreement with the department photocopier. Over the winter break the South Face of the Parthenon Frieze half fell off the top of my bookshelf.
I am a person who sets goals, emblazons those goals about my environment, and tries incredibly hard to stick to those plans. I know I've spoken about my goals for this year before - but my main goal is this: to not, under any circumstances, say 'yes' to any more writing projects until all my current writing projects are off my desk. I feel like that's a goal that many academics will be able to empathise with, perhaps you have even set the same goal for yourself. If so: we can do this. I think endlessly about the things on my plate - having stopped for the winter break I find I cannot quite start again. And so... I shall write a list, starting with replacing the print out of the South Face of the Parthenon Frieze. I'm working on some revisions to an article about the Frieze, teaching the Frieze in week 1 of this term, and will be returning to the Frieze for a paper on touch and movement in religious art I am planning for this summer. The perfect thing to kick start my year, and my productivity. So I hope that you also have come into work and discovered whatever the equivalent is for you: an easy task that relates directly and specifically to other, more cognitively demanding, tasks that are on your to-do list. Happy New Year.  Coffee is as vital to my work as an academic as... books and stuff. I'm sure many others feel the same. So, here is my in-office coffee set up. It works. It's amazing. I make great coffee every day and it fuels my thinking and teaching and research.
I use an Aeropress to make coffee. For better or worse I use both a metal filter and a paper filter at the same time. I'm sure people have thoughts about this - I don't want to hear them. This gives an incredibly smooth coffee. You should definitely try it. For water, I use a Dualit goose-neck temperature control kettle that I set on 75° for coffee (85° for tea). This is the most amazing kettle I've ever used in my life, and I realise that kettles are kettles but... honestly. It's amazing. I definitely like coffee at an immediately drinkable temperature. The thing I like about this over other temperature control kettles is that you can set it at whatever you want - there aren't preset temperature buttons, there's just a knob that you twist to increase or decrease. My most recent addition to the set up is a 6l fridge - this fits a 1l carton of milk and a decent size bag of ground coffee. You could also fit some small snacks or something in there if you wanted to. I like (oat) milk in my coffee, but also it keeps your ground coffee much fresher and as I don't really want to have a grinder in the office (I used to have one, and it just adds another step that I'm not keen on having in the office). Finally, I have a Sodastream. This was given to me many, many years ago, and I would never buy one for myself today - they have been on the BDS list and although they did close their factory in the West Bank and relocate to 'Israel proper' it's still not a company I would support. If I were going to buy a water carbonator today I would get either the Philips soda maker or the Aarke version. I drink quite a bit of fizzy water, and really like having a soda maker in the office, thought I totally get it's not everyone's cup of tea (no pun intended!) Anyway, that's it. That's my in-office coffee set up. And I wrote this while on a half-cup coffee break (that's where you drink half your cup of coffee on the break and half when you're back at work.) As for coffee itself: I buy freshly ground coffee from Roasting Plant on the Strand (in London). I also buy whole bean coffee from them to take home, where I have an INCREDIBLE Sage Barista Express espresso machine. |
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