Influence of social networks on communication and culture

Má bakalářská práce je zaměřena na problematiku sociálních sítí a jejich vliv na dnešní společnost. Zabývá se jejich historií od prvotních pokusů až po nejnovější globální sociání sítě. Poté práce vysvětluje základní myšlenku vedoucí k vytvoření sociálních sítí i jejich charakteristické znaky. Dále nastiňuje problémy související se snadnou dostupností a nadměrným využíváním sociálních sítí, které následně ovlivňuje lidskou společnost. Práce se věnuje vlivu sociálních sítí na jazyk, mezilidskou komunikaci a kulturní adaptaci.My bachelor thesis is focused on issues with social networking services and their influence on modern society. It addresses their history from the very first attempts to create a social networking service to the modern global ones. Later the thesis provides an explanation of the creation of a social networking service and its characteristic traits. Furthermore it outlines problems connected with the availability and overuse of social networking services that are subsequently influencing the human society. The thesis also analyzes the influence of social networks on language, interpersonal communication and cultural adaptation.

The Romano-Parthian Cold War: Julio-Claudian Foreign Policy in the First Century CE and Tacitus\u27 Annales

Many ancient and modern authors view the first century CE as an unprecedented era of peace and security for the Roman Empire. These writers often identify the Roman emperor Augustus’ diplomatic settlement with Parthia (ca. 20 BCE) as an important cornerstone of the Pax Romana. But while the two ancient superpowers may have averted large-scale conflicts, Romano-Parthian relations under Augustus and the Julio-Claudians were never entirely uneventful or especially peaceful. Whether the Parthian Empire posed a real threat to Rome’s internal security or not, Julio-Claudian emperors developed elaborate “cold war”-style strategies to keep Rome’s eastern rival in check. Augustus and his successors frequently dispatched dynastic pretenders to destabilize Parthia’s Arsacid regime and fought hard to maintain the Kingdom of Armenia as a strategic buffer-state. These strategies, for the most part, preserved the integrity of Rome’s eastern provinces for more than a century; however, that security came at some cost to the Julio-Claudians’ reputation at home. Despite the diplomatic strategy’s general effectiveness, Roman critics viewed the Julio-Claudians’ Parthian strategy with disdain—as a poor substitute for a more direct, more “Roman” militaristic approach to the eastern frontier. To better understand these critics’ objections, this study focuses on the Roman historian Tacitus’ Annales. Tacitus’ work, composed either just prior to or during Trajan’s Parthian War, contains a series of extensive passages dedicated to Romano-Parthian affairs in the first century. In the past, some Tacitean scholars have dismissed these eastern episodes as aimless digressions that bear no relevance for the historian’s overall purpose. Careful analysis reveals, however, that these passages, in fact, form a highly schematized literary argument which calls into question the wisdom of the Julio-Claudians’ Parthian strategy. Undermining the Julio-Claudians’ foreign policy allows Tacitus to portray Trajan’s Parthian War as the proper course of action all Roman emperors should adopt in terms of the eastern frontier

Re-imagining the Teaching of European History

This book explores the challenges of teaching European history in the 21st century and provides research-informed approaches to history teaching that combine civic education, historical consciousness, and the teaching of controversial social issues. With contributions from researchers across Europe, the book includes both theoretical and case study chapters. The first part of the book addresses issues such as globalization and teaching in an interconnected world, using multicultural and critical approaches, decolonizing education, and teaching uncomfortable narratives of the past. The second part of the book showcases thematic chapters dedicated to teaching intersecting topics in the European curriculum such as violence and armed conflict, social inequality, gender equality, the technological revolution, and religion. Ultimately, this volume promotes criticality, civic engagement, and reflection on social issues, thereby prompting methodological change in the teaching of history as we know it. It will appeal to researchers and students of history education, democratic education, and citizenship education, as well as teacher educators and trainee teachers in history