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.

Edward Ned' Low's career in piracy began with a single gunshot. While working on a logging ship in the Bay of Honduras the quick-tempered Ned was provoked by the ship's captain. He responded by grabbing a musket and inciting a mutiny. Then the London-born sailor and a dozen of his crewmates held a council, stitched a black flag and voted to make war against the whole world preying on ships from any nation, flying any flag. Low's name became synonymous with brutality and torture during the 1720s as he cut a swathe of destruction from the shores of Nova Scotia to the Azores, the coast of Africa and throughout the Caribbean. Ned Low's life was one of failed redemption: A thief from childhood who briefly rose in the world, only to fall again lower and harder than before. He was feared even by his own crew, and during his life on the wrong side of the law he became infamous for his extreme violence, fatalistic behaviour, and became perhaps one of the best examples of why pirates were classed in Admiralty Law as hostis humani generis: the common enemies of all mankind.

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.

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.