The role of social media companies in the regulation of online hate

This article is about online hate speech propagated via platforms operated by social media companies (SMCs). It examines the options open to states in forcing SMCs to take responsibility for the hateful content that appears on their sites.  It examines the technological and legal context for imposing legal obligations on SMCs, and analyses initiatives in Germany, the UK, the EU and elsewhere.  It argues that whilst SMCs can play a role in controlling online hate speech, there are limitations to what they can achieve

Session 2-3-C: How do teenagers’ differentiate computer gaming from gambling

Aims of the study Part I – qualitative focus groups to find out: How some of London adolescents view gambling following the significant expansion of perceived opportunities to gamble in UK since 2007 What they think gambling is and whether it differs from what law considers gambling to be What they think about the similarities and differences between computer games and monetary forms of gambling and in particular whether they recognise gambling types activities within computer games; and What they know about law relating to gambling and how, if at all, it influences their behaviour. To identify the main theme for the quantitative survey that will constitute State II of this project. Part II – survey

Towards an Economy of Higher Education

This paper draws a distinction between ways thinking and acting, and hence of policy and practice in higher education, in terms of different kinds of economy: economies of exchange and economies of excess. Crucial features of economies of exchange are outlined and their presence in prevailing conceptions of teaching and learning is illustrated. These are contrasted with other possible forms of practice, which in turn bring to light the nature of an economy of excess. In more philosophical terms, and to expand on the picture, economies of excess are elaborated with reference, first, to the understanding of alterity in the work of Emmanuel Levinas and, second, to the idea of Dionysian intensity that is to be found in Nietzsche. In the light of critical comment on some current directions in policy and practice, the implications of these ways of thinking for the administrator, the teacher and the student in higher education are explored