Originally published 11/06/2017
Vlad B. Jecan
These are some of the lessons they learned.
Originally published 02/20/2017
Mark Zuckerberg issues manifesto on the future of Facebook that rests on insights of Israeli historian Yuval Harari
The key insight? Humans took over the world by cooperating with one another.
Originally published 01/03/2017
Facebook 'censors' nude statue of sea god Neptune, the well-known Renaissance symbol of northern Italian city
In a statement, Facebook told her: “The use of the image was not approved because it violates Facebook’s guide lines on advertising. It presents an image with content that is explicitly sexual and which shows to an excessive degree the body, concentrating unnecessarily on body parts..."
Originally published 09/09/2016
Norway’s largest newspaper published a front-page letter to the Facebook CEO lambasting the company’s decision to censor a photograph of the Vietnam war
Originally published 12/23/2015
The University of California at Los Angeles last week condemned an anti-Semitic comment that a UCLA student posted on the Facebook page of Mayim Bialik, the actress.
Originally published 01/21/2015
Facebook features a page that claims "Jews admit ritual consumption of Muslim and Christian children's blood to gain success in life." Facebook refuses to take the page down.
Originally published 02/22/2013
Lucinda Matthews-Jones is a lecturer in history at Liverpool John Moore (UK), where she teaches nineteenth-century British History. Details of her research can be found on her academia.edu profile. She also blogs and co-edits the Journal of Victorian Culture: www.victorianculture.com. She tweets from @luciejones83.Digital databases have provided scholars with new ways to access source material. Have we been quick enough to extend these benefits to our students? As a history lecturer, I am keen to encourage students to get their hands dirty by exploring a number of different kinds of primary source databases. Just before Christmas, I decided that I wanted to use digital sources in a different way. I wanted my students not just to find source material but also to use it, digitally, in ways that showed their understanding of lecture topics.There was also a practical reason for this change of gear. Having recently been appointed to a new lectureship, I was faced with a new challenge: how to devise a 28 week long nineteenth century gender history module that would not necessarily rely on the traditional lecture/seminar format that I had been used to.
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