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Almanacs were highly influential on popular opinion during the
early modern period. They were the least expensive kinds of books
and had a practical use as a calendar, literary miscellany, weather
guide and advertising medium. The almanacs in this volume
contribute to our understanding of women's participation in popular
culture, astrology, medicine and prophecy. Sarah Jinner's almanacs
for the years 1658, 1659 and 1664, and Mary Holden's almanacs for
1688 and 1689 show a conscious effort to distance themselves from
other female religious prophets of the period by relying on the
status of astrology as a rational science. The other works in the
volume are all attributed to writers who were probably
pseudonymous. Dorothy Partridge's The Woman's Almanack for the Year
1694 includes several short articles on chiromancy. The Prophesie
of Mother Shipton concerns the prediction of the deaths of Cardinal
Wolsey and Thomas Cromwell. The final works in the volume comprise
two texts by Shinkin ap Shone which satirize the Welsh people and
language, and The Woman's Alamanack by Sarah Ginnor which uses
sexual humour to parody the medical advice offered in Jinner's
almanacs.
In the last decade, due to factors of ICT infrastructural and
broadband maturation, rising levels of educational attainment and
computer literacy, and diversification strategies, e-learning has
exploded in the Middle East and North Africa (MENA) region.
However, significant barriers remain in the region's e-learning
development: lack of research on outcomes and effectiveness,
paucity of Arabic language learning objects, monopolies and high
cost of telecommunications, cultural taboos, accreditation,
censorship, and teacher training. This unique volume is the first
comprehensive effort to describe the history, development, and
current state of e-learning in each of the 20 MENA countries from
Algeria to Yemen. Each entry is expertly written by a specialist
who is acutely familiar with the state of e-learning in their
respective country, and concludes with a bibliography of key
reports, peer-reviewed books and articles, and web resources.
E-Learning in the Middle East and North Africa (MENA) proves itself
as a vital compendium for a wide readership that includes academics
and students, transnational program directors, international
education experts, MENA government departments, commercial vendors
and investors, and ICT development and regulatory agencies involved
in e-learning in the Middle East.
In the last decade, due to factors of ICT infrastructural and
broadband maturation, rising levels of educational attainment and
computer literacy, and diversification strategies, e-learning has
exploded in the Middle East and North Africa (MENA) region.
However, significant barriers remain in the region's e-learning
development: lack of research on outcomes and effectiveness,
paucity of Arabic language learning objects, monopolies and high
cost of telecommunications, cultural taboos, accreditation,
censorship, and teacher training. This unique volume is the first
comprehensive effort to describe the history, development, and
current state of e-learning in each of the 20 MENA countries from
Algeria to Yemen. Each entry is expertly written by a specialist
who is acutely familiar with the state of e-learning in their
respective country, and concludes with a bibliography of key
reports, peer-reviewed books and articles, and web resources.
E-Learning in the Middle East and North Africa (MENA) proves itself
as a vital compendium for a wide readership that includes academics
and students, transnational program directors, international
education experts, MENA government departments, commercial vendors
and investors, and ICT development and regulatory agencies involved
in e-learning in the Middle East.
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