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This new edition of what has become a standard account of Western expansion and technological dominance includes a new preface by the author that discusses how subsequent developments in gender and race studies, as well as global technology and politics, enter into conversation with his original arguments.
A pioneering study of the relations between gender and technology.
How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.
No single human invention has transformed war more than the airplane—not even the atomic bomb. Even before the Wright Brothers’ first flight, predictions abounded of the devastating and terrible consequences this new invention would have as an engine of war. Soaring over the battlefield, the airplane became an unstoppable force that left no spot on earth safe from attack. Drawing on combat memoirs, letters, diaries, archival records, museum collections, and eyewitness accounts by the men who fought—and the men who developed the breakthrough inventions and concepts—acclaimed author Stephen Budiansky weaves a vivid and dramatic account of the airplane’s revolutionary transformation of modern warfare. On the web: http://www.budiansky.com/
This book is a history of artificial intelligence, that audacious effort to duplicate in an artifact what we consider to be our most important property—our intelligence. It is an invitation for anybody with an interest in the future of the human race to participate in the inquiry.
Based on ethnographic research among militias in Sierra Leone and Liberia, Danny Hoffman considers how young men are made available for violent labor on battlefields and in dangerous unregulated industries.
The US 8th Air Force was based in the UK from 1942 onwards, spread exclusively across East Anglia and operating from over 40 locations. The remains of some of these sites can still be found and a few are still airfields. The 8th flew intensive bomber and fighter sorties over Europe. Over 2000 aircraft, mostly B-17s, B-26s and P-47s, involving 150,000 men and a vastly sophisticated supply chain, were engaged in a ceaseless war of high-altitude daylight precision bombing that did much to secure eventual Allied success.