Steven Marcus – författare

Information and communications technology (ICT) pervades virtually all domains of modern life—educational, professional, social, and personal. Yet although there have been numerous calls for linkages that enable ICT competencies acquired in one domain to benefit another, this goal has largely remained unrealized. In particular, while technology skills and applications at work could be greatly enhanced by earlier complementary learning at school—particularly in K-12 education, a formative and influential stage in a person''s life—little progress has been made on such linkages. At present, the curricula of most U.S. high schools focus on skills in the use of tools such as specific word-processing software or contemporary Internet search engines. Although these kinds of skills are certainly valuable—at least for a while—they comprise just one component, and the most rudimentary component, of ICT competencies.The National Academies held a workshop in October 2005 to address the specifics of ICT learning during the high school years would require an explicit effort to build on that report. The workshop was designed to extend the work begun in the report Being Fluent with Information Technology, which identified key components of ICT fluency and discussed their implications for undergraduate education.ICT Fluency and High Schools summarizes the workshop, which had three primary objectives: (1) to examine the need for updates to the ICT-fluency framework presented in the 1999 study; (2) to identify and analyze the most promising current efforts to provide in high schools many of the ICT competencies required not only in the workplace but also in people''s day-to-day functioning as citizens; and (3) to consider what information or research is needed to inform efforts to help high school students develop ICT fluency.

Information and communications technology (ICT) pervades virtually all domains of modern life—educational, professional, social, and personal. Yet although there have been numerous calls for linkages that enable ICT competencies acquired in one domain to benefit another, this goal has largely remained unrealized. In particular, while technology skills and applications at work could be greatly enhanced by earlier complementary learning at school—particularly in K-12 education, a formative and influential stage in a person''s life—little progress has been made on such linkages. At present, the curricula of most U.S. high schools focus on skills in the use of tools such as specific word-processing software or contemporary Internet search engines. Although these kinds of skills are certainly valuable—at least for a while—they comprise just one component, and the most rudimentary component, of ICT competencies.The National Academies held a workshop in October 2005 to address the specifics of ICT learning during the high school years would require an explicit effort to build on that report. The workshop was designed to extend the work begun in the report Being Fluent with Information Technology, which identified key components of ICT fluency and discussed their implications for undergraduate education.ICT Fluency and High Schools summarizes the workshop, which had three primary objectives: (1) to examine the need for updates to the ICT-fluency framework presented in the 1999 study; (2) to identify and analyze the most promising current efforts to provide in high schools many of the ICT competencies required not only in the workplace but also in people''s day-to-day functioning as citizens; and (3) to consider what information or research is needed to inform efforts to help high school students develop ICT fluency.

Friedrich Engels'' first major work, The Condition of the Working Class in England in 1844, has long been considered a social, political, and economic classic. The first book of its kind to study the phenomenon of urbanism and the problems of the modern city, Engels'' text contains many of the ideas he was later to develop in collaboration with Karl Marx. In this book, Steven Marcus, author of the highly acclaimed The Other Victorians, applies himself to the study of Engels'' book and the conditions that combined to produce it.

Marcus studies the city of Manchester, centre of the first Industrial Revolution, between 1835 and 1850 when the city and its inhabitants were experiencing the first great crisis of the newly emerging industrial capitalism. He also examines Engels himself, son of a wealthy German textile manufacturer, who was sent to Manchester to complete his business education in the English cotton mills.

Touching upon several disciplines, including the history of socialism, urban sociology, Marxist thought, and the history and theory of the Industrial Revolution, Engels, Manchester, and the Working Class offers a fascinating study of nineteenth-century English literature and cultural life.

Friedrich Engels'' first major work, The Condition of the Working Class in England in 1844, has long been considered a social, political, and economic classic. The first book of its kind to study the phenomenon of urbanism and the problems of the modern city, Engels'' text contains many of the ideas he was later to develop in collaboration with Karl Marx. In this book, Steven Marcus, author of the highly acclaimed The Other Victorians, applies himself to the study of Engels'' book and the conditions that combined to produce it.

Marcus studies the city of Manchester, centre of the first Industrial Revolution, between 1835 and 1850 when the city and its inhabitants were experiencing the first great crisis of the newly emerging industrial capitalism. He also examines Engels himself, son of a wealthy German textile manufacturer, who was sent to Manchester to complete his business education in the English cotton mills.

Touching upon several disciplines, including the history of socialism, urban sociology, Marxist thought, and the history and theory of the Industrial Revolution, Engels, Manchester, and the Working Class offers a fascinating study of nineteenth-century English literature and cultural life.

Taking as his point of departure the authors, the audience, and the texts of Victorian writings on sex in general and of Victorian pornography in particular, Steven Marcus offers a startling and revolutionary perspective on the underside of Victorian culture. The subjects dealt with in The Other Victorians are not only those to have been "shocking" in the Victorian period. The way these subjects were regarded--and the way our notions of the Victorians continue to change, as the efforts of contemporary scholarship restore them to their full historical dimensions--are matters today of some surprise and wonder.

Making use, for the first time, of the extensive collection of Victoriana at the Kinsey Institute for Sex Research, Marcus first examines the writings of Dr. William Acton, who may be said to represent the "official views" of sexuality held by Victorian society, and of Henry Spencer Ashbee, the first and most important bibliographer-scholar of pornography. He then turns to the most significant work of its kind from the period, the eleven-volume anonymous autobiography My Secret Life. There follows an analysis of four pornographic Victorian novels--an analysis that throws an oblique but fascinating light on the classics of Victorian literature--and a review of the odd flood of Victorian publications devoted to flagellation. The book concludes with a chapter propounding a general theory of pornography as a sociological phenomenon.

With the publication of The Other Victorians, understanding of this period took a giant stride forward. Most of the writers and writings discussed by Marcus belong to Victorian sub-literature rather than to literature proper; in this way the work remains connected to a consideration of the exotic sub-literature. A brilliantly written book in its own right, this work transformed the study of the Victorian period as did no other.

Taking as his point of departure the authors, the audience, and the texts of Victorian writings on sex in general and of Victorian pornography in particular, Steven Marcus offers a startling and revolutionary perspective on the underside of Victorian culture. The subjects dealt with in The Other Victorians are not only those to have been "shocking" in the Victorian period. The way these subjects were regarded--and the way our notions of the Victorians continue to change, as the efforts of contemporary scholarship restore them to their full historical dimensions--are matters today of some surprise and wonder.

Making use, for the first time, of the extensive collection of Victoriana at the Kinsey Institute for Sex Research, Marcus first examines the writings of Dr. William Acton, who may be said to represent the "official views" of sexuality held by Victorian society, and of Henry Spencer Ashbee, the first and most important bibliographer-scholar of pornography. He then turns to the most significant work of its kind from the period, the eleven-volume anonymous autobiography My Secret Life. There follows an analysis of four pornographic Victorian novels--an analysis that throws an oblique but fascinating light on the classics of Victorian literature--and a review of the odd flood of Victorian publications devoted to flagellation. The book concludes with a chapter propounding a general theory of pornography as a sociological phenomenon.

With the publication of The Other Victorians, understanding of this period took a giant stride forward. Most of the writers and writings discussed by Marcus belong to Victorian sub-literature rather than to literature proper; in this way the work remains connected to a consideration of the exotic sub-literature. A brilliantly written book in its own right, this work transformed the study of the Victorian period as did no other.