The desktop computer has transformed office work. Business and social forecasters claimed that the use of video display terminals (VDTs) in the “Office of the Future” would free workers from routine tasks, giving them more time for creative work and chances for career advancement. Office Politics argues that, for many VDT workers––most of whom are nonunionized women in low-paying, dead-end jobs––exactly the opposite has been true. VDTs have been used to routinize office tasks; export work via satellite to low-wage, nonunion offshore offices; to de-skill workers and monitor their productivity. And the nature of the work has led to widespread health and safety problems, including vision, musculoskeletal (repetitive motion), and stress-related illnesses. Many have also charged that the electromagnetic fields (EMFs) emitted by computer terminals are responsible for miscarriages, for birth defects, and for promoting cancer.
As office workers sought to protect themselves against these new occupational health and safety problems, they found little help from organized labor, business, or the government. Office Politics is the first book to explain why. It shows how corporate interests successfully redefined the VDT health and safety crisis as a “comfort” problem, how the government refused to collect data on the true scope of VDT-related illnesses or to regulate Information Age industries, and how labor unions ignored women workers.
Office Politics is key reading for everyone who works at a computer. It will be of special interest to students, academics, and professionals in political science, sociology, occupational and environmental health, business, labor and management issues, women’s studies, computing, and public policy.
A witty and incisive exploration of the philosophical conundrums that animate the digital humanities
Since its inception, the digital humanities has been repeatedly attacked as a threat to the humanities: warnings from literary and cultural theorists of technology overtaking English departments and the mechanization of teaching have peppered popular media. Stephen Ramsay’s On the Digital Humanities, a collection of essays spanning the personal to the polemic, is a spirited defense of the field of digital humanities.
A founding figure in what was once known as “humanities computing,” Ramsay has a well-known and contentious relationship with what is now called the digital humanities (DH). Here Ramsay collects and updates his most influential and notorious essays and speeches from the past fifteen years, considering DH from an array of practical and theoretical perspectives. The essays pursue a broad variety of themes, including the nature of data and its place in more conventional notions of text and interpretation, the relationship between the constraints of computation and the more open-ended nature of the humanities, the positioning of practical skills and infrastructures in both research and pedagogical contexts, the status of DH as a program for political and social action, and personal reflections on the author’s journey into the field as both a theorist and a technologist.
These wide-ranging essays all center around one idea: that DH not forsake its connection to the humanities. While “digital humanities” may sound like an entirely new form of engagement with the artifacts of human culture, Ramsay argues that the field well reveals what is most essential to humanistic inquiry.
challenging the default medium of the linear book and page and all that they entail, Oral Tradition and the Internet shows readers that there are large, complex, wholly viable, alternative
worlds of media-technology out there--if only they are willing to explore, to think outside the usual, culturally constructed categories. This "brick-and-mortar" book exists as an extension of
The Pathways Project (http://pathwaysproject.org), an open-access online suite of chapter-nodes, linked websites, and multimedia all dedicated to exploring and demonstrating the
dynamic relationship between oral tradition and Internet technology
Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace.
But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively.
Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.
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