Much of the debate stems from a lawsuit filed against Craigslist. The Lawyers Committee drew attention to a number of these listings, including ones that contained language such as No kids allowed and African-Americans and Arabians tend to clash with me. Specifically, the Committee is claiming that these postings are in violation of the Fair Housing Act ofa point that is being contested by a number of persons, most notably Jim Buckmaster, the chief executive of Craigslist. As advertisements that contain such language are illegal in newspapers and other publications, the Lawyers Committee says they should be banned online in their entirety.
The library was showing off its still very new digital archive, which it had dubbed American Memory. The workshop aimed to show how the Web-based repository of photographs, documents, newspapers, films, maps, and sounds could transform teaching.
My colleague, who taught at a major research university, was unpersuaded. But to me, it was a big deal -- a very big deal -- and the answer to a problem I had been grappling with for more than 15 years.
When I started teaching as a graduate student in the mids, I quickly learned that the best way to excite students about my field, history, was to involve them directly with the "stuff" of the past -- the primary sources -- and to show them, by asking them to do it, what it means to think like a historian.
As a graduate-student instructor, that was pretty easy. After all, I was at another Stumbleupon chnm essays those big research institutions Harvard University with one of the nation's Stumbleupon chnm essays libraries. I could "send students to the library," and in a short walk from their dorms, they could find more primary sources than they could exhaust in a lifetime.
When I arrived at George Mason University in the fall of as an assistant professor, things suddenly became much harder. We had a very modest library in those days. And more problematic from the perspective of a 19th- and century American historian, it was a very new library, with relatively few old books, journals, and magazines.
I could "send students to the library," but they would not find the rich bodies of primary sources that Harvard had in abundance. A simple assignment asking them to compare advertisements in two popular magazines of the s was out of the question, especially in an evening section of my survey course, filled with students who could not journey to more-distant libraries because of full-time jobs and family responsibilities.
I now know that my experience was not unique but was shared by scholars in many different fields, at many different institutions. Since then, however, much has changed in the world of Web-based teaching: We have an array of new opportunities, but we also have new limitations that we haven't yet confronted.
I spent a lot of time in the s devising less-than-satisfactory strategies to work around the constraints -- photocopying piles of documents myself and putting them on reserve, for example. But in the latter part of the decade, I began to glimpse a solution. I read in computer magazines about this new thing called the CD-ROM, which could hold thousands of pages of text as well as photographs, sound files, and later moving pictures.
When Who Built America? We would hold up the silvery, thin disk and exclaim often to incredulous audiences that it contained: Five thousand pages of text!
Four hours of oral history, music, and speeches! Forty-five minutes of film! Actually, our enthusiasm was already becoming dated in That year brought a much more momentous development for the future of technology and teaching than the publication of our CD-ROM -- the appearance of Mosaic, the first easy-to-use graphic Web browser that ran on most standard computers.
Between mid and mid, the number of Web servers -- the computers that house Web sites -- jumped from to 22, Progress in the last 10 years has been nothing short of astonishing.
The Library of Congress's American Memory project now presents more than nine million historical documents. The New York Public Library's Digital Gallery contains more thanimages digitized from its extraordinary collections.
PictureAustralia presentsimages from 28 cultural agencies in that country; the International Dunhuang Project, a cross-national collaboration, serves updigitized images of artifacts, manuscripts, and paintings from the trade routes of the Silk Road. Most dramatically, the search-engine behemoth Google has announced plans to digitize at least 15 million books.
Hundreds of millions of federal, foundation, and corporate dollars have already gone into digitizing a startlingly large proportion of our cultural heritage, and more is to come. That is about as dramatic a development in access to cultural resources in a single decade as any of us are likely to see in our lifetimes, and it has opened up enormously exciting possibilities for teachers not just of American history and culture but in numerous disciplines that have experienced similar transformations.
To be sure, not everything will become digital nor should itbut where we instructors once struggled with the scarcity of documents for our students to use, we now participate in what John F.Question by Curtis I: How do we account for the early success and later collapse of the revolutionary movements of ?
The uprising of enjoyed early success, only to see their gains destroyed by counterrevolution. Best answer: Answer by BethPlease write your own essays.
Using something we've written is. By , million French soldiers had fought in the Algerian war. Over 25, of these were killed and 60, wounded, while on the Algerian side, over half a million died. Stumbleupon Chnm Essays.
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Digital Archives Are a Gift of Wisdom to Be Used Wisely Roy Rosenzweig Originally published in the The Chronicle of Higher Education, June 24, Volume 51, Issue 42, Page B