This volume offers a detailed case study of the internationally acclaimed online programmes in Egyptology at the University of Manchester, UK. It distils over a decade of online teaching experience and student feedback, providing guidance for instructors developing their own online offerings. Today, many universities are actively encouraging their teaching staff towards the development of: * online programmes (programmes to be taught entirely online) and/or * online units (units to be incorporated into "blended" programmes taught partially online and partially face-to-face). Unfortunately, the staff tasked with the development of online learning rarely have access to the expertise that they need to help them utilise their teaching skills to their full potential. Technical assistance may be provided by the university e-learning department, but pedagogical and practical help - the support of colleagues with many years' experience teaching online - is lacking. Written by experts, the book provides an invaluable guide for those wishing - or being compelled - to establish their own online courses within the humanities.

This volume offers a detailed case study of the internationally acclaimed online programmes in Egyptology at the University of Manchester, UK. It distils over a decade of online teaching experience and student feedback, providing guidance for instructors developing their own online offerings. Today, many universities are actively encouraging their teaching staff towards the development of: * online programmes (programmes to be taught entirely online) and/or * online units (units to be incorporated into "blended" programmes taught partially online and partially face-to-face). Unfortunately, the staff tasked with the development of online learning rarely have access to the expertise that they need to help them utilise their teaching skills to their full potential. Technical assistance may be provided by the university e-learning department, but pedagogical and practical help - the support of colleagues with many years' experience teaching online - is lacking. Written by experts, the book provides an invaluable guide for those wishing - or being compelled - to establish their own online courses within the humanities.

The Greek historian Hecataeus of Abdera declared during the 4th century BCE that the Egyptian civilization was unsurpassed in the arts and in good governance, surpassing even that of the Greeks. During the Renaissance, several ecclesiastical nobles, including the Borgia Pope Alexander VI claimed their descent from the Egyptian god Osiris. In the 1920s, the discovery of Tutankhamun's tomb in the Valley of the Kings prompted one of the first true media frenzies in history. For thousands of years, the Pharaonic culture has been a source of almost endless fascination and obsession. But to what extent is the popular view of ancient Egypt at all accurate? In _Pyramidiots: How We Became Obsessed With Ancient Egypt_, Egyptologist Dr Nicky Nielsen examines the popular view of Egypt as an exotic, esoteric, mystical culture obsessed with death and overflowing with mummies and pyramids. The book traces our obsession with ancient Egypt throughout history and methodically investigates, explains and strips away some of the most popular misconceptions about the Pharaohs and their civilization

Pharaoh Seti I ruled Egypt for only 11 years (1290-1279 BC), but his reign marked a revival of Egyptian military and economic power, as well as cultural and religious life. Seti was born the son of a military officer in northern Egypt, far from the halls of power in Memphis and Thebes. However, when the last king of the 18th Dynasty, Horemheb, died without an heir, Seti's father was named king. He ruled for only two years before dying of old age, leaving Seti in charge of an ailing superpower. Seti set about rebuilding Egypt after a century of dynastic struggles and religious unrest. He reasserted Egypt's might with a series of campaigns across the Levant, Libya and Nubia. He despatched expeditions to mine for copper, gold, and quarry for stone in the deserts, laying the foundations for one of the most ambitious building projects of any Egyptian Pharaoh and his actions allowed his son, Ramesses the Great to rule in relative peace and stability for 69 years, building on the legacy of his father.

Drawing on more than 20 years of archaeological study and investigation at Zawiyet Umm el-Rakham by a team from the University of Liverpool (led by Professor Steven Snape), this book paints a nuanced picture of daily life not only at this liminal military site, but also in Ramesside Egypt more broadly. Constructed during the reign of Ramesses II, the fortified settlement was situated 300 kilometres west of Alexandria and represents the furthest western outpost of the Egyptian New Kingdom empire. Excavations in Area K of the fortress have uncovered extensive evidence for the living arrangements, minor industries, food production and daily life of the fort’s inhabitants. This previously unpublished material forms the bedrock of this volume, which focuses on analysing the various subsistence and craft production strategies that were conducted alongside each other in this area, from baking, brewing and butchery to lithics working, bone-carving and weaving. These traces of the activities of the soldiers and their families shed new light on what life was like at this military installation and for ordinary Egyptians more widely, shifting away from a focus on elite social groups. The archaeological evidence covered in this book prompts a re-evaluation of the realities of the relationship between Egyptians and Libyans at the close of the Late Bronze Age. The purpose of the fortress' construction was primarily defensive, however the surviving material points to co-operation by means of collaborative farming and trading, and provides a direct counterpoint to the more belligerent contemporary royal monumental inscriptions describing Egypto-Libyan relations.