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View of a children?s party following the launch of the bulk carrier ?Gloxinia?, 20 February 1958 (TWAM ref. DS.RDD/4/21/3). The vessel was launched by Dorothy Anne Robinson, daughter of Nicholas J. Robinson, a director of the Stag Line. This set celebrates the achievements of the shipyard of John Readhead & Sons. The firm has played a significant role in the North East?s illustrious shipbuilding history and the development of South Shields. The company began in 1865 when John Readhead, a shipyard manager, entered into business with J Softley at a small yard on the Lawe at South Shields. Following the dissolution of the partnership in 1872, it continued as John Readhead & Co on the same site until 1880 when the High West Yard was purchased. After Readhead?s four sons were taken into the business in 1888 the company traded as John Readhead & Sons becoming a limited company in 1908. In 1968 the company was absorbed by the Swan Hunter Group and in 1977 became part of the nationalised British Shipbuilders. In the same year the last vessel was launched and the site was sold off in 1984. Readheads was prolific and built over 600 ships from 1865 to 1968, including 87 vessels for the Hain Steamship Company Ltd and over forty for the Strick Line Ltd. The shipyard also built four ships for the Prince Line, founded by Sir James Knott. The firm built vessels, which were involved in the major conflicts of the Twentieth Century. During the First World War they built patrol vessels and ?x? lighters (motor landing craft used in the Gallipoli campaign) for the Admiralty. During the Second World War the firm built tankers for the Normandy Landings. (Copyright) We're happy for you to share this digital image within the spirit of The Commons. Please cite 'Tyne & Wear Archives & Museums' when reusing. Certain restrictions on high quality reproductions and commercial use of the original physical version apply though; if you're unsure please email archives@twmuseums.org.uk.

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This is a seminar course that explores the history of selected features of the physical environment of urban America. Among the features considered are parks, cemeteries, tenements, suburbs, zoos, skyscrapers, department stores, supermarkets, and amusement parks. The course gives students experience in working with primary documentation sources through its selection of readings and class discussions. Students then have the opportunity to apply this experience by researching their own historical questions and writing a term paper. This is a seminar course that explores the history of selected features of the physical environment of urban America. Among the features considered are parks, cemeteries, tenements, suburbs, zoos, skyscrapers, department stores, supermarkets, and amusement parks. The course gives students experience in working with primary documentation sources through its selection of readings and class discussions. Students then have the opportunity to apply this experience by researching their own historical questions and writing a term paper.

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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The computer and related technologies have invaded our daily lives, have changed the way we communicate, do business, gather information, entertain ourselves. Even technology once considered distinctly "modern" - photography, the telephone, movies, television - has been altered or replaced by faster and more dynamic media that allow more manipulation and control by the individual. Anyone can now create stunning photographic images without a processing lab; and film no longer earns its name, as the cinema often presents images that were never filmed to begin with, but created or doctored in the digital domain. What are the consequences of these changes for the media and arts they alter? How does digitizing affect the values, ethical and aesthetic, of images, texts, and sounds? How do thes The computer and related technologies have invaded our daily lives, have changed the way we communicate, do business, gather information, entertain ourselves. Even technology once considered distinctly "modern" - photography, the telephone, movies, television - has been altered or replaced by faster and more dynamic media that allow more manipulation and control by the individual. Anyone can now create stunning photographic images without a processing lab; and film no longer earns its name, as the cinema often presents images that were never filmed to begin with, but created or doctored in the digital domain. What are the consequences of these changes for the media and arts they alter? How does digitizing affect the values, ethical and aesthetic, of images, texts, and sounds? How do thes

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Toy Product Design is a MIT Public Service Center learning design course offered in the Spring semester. This course is an introduction to the product design process with a focus on designing for play and entertainment. At the end of the course, students present their toy products at the Playsentations to toy designers, engineers, elementary school children and the MIT community.In this course, students work in small teams of 5-6 members to design and prototype new toys. Students work closely with a local sponsor and experienced mentors on a themed toy design project. Students will be introduced to the product development process, including: determining customer needs; brainstorming; estimation; sketching; sketch modeling; concept development; design aesthetics; detailed design; prototypin Toy Product Design is a MIT Public Service Center learning design course offered in the Spring semester. This course is an introduction to the product design process with a focus on designing for play and entertainment. At the end of the course, students present their toy products at the Playsentations to toy designers, engineers, elementary school children and the MIT community.In this course, students work in small teams of 5-6 members to design and prototype new toys. Students work closely with a local sponsor and experienced mentors on a themed toy design project. Students will be introduced to the product development process, including: determining customer needs; brainstorming; estimation; sketching; sketch modeling; concept development; design aesthetics; detailed design; prototypin

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This course is an introduction to the product design process with an emphasis on designing for children and entertainment. Students will work in small teams to develop a working prototype of a toy. Throughout the semester students will visit local elementary schools to teach basic design practice and understand the minds of young children. This course is an introduction to the product design process with an emphasis on designing for children and entertainment. Students will work in small teams to develop a working prototype of a toy. Throughout the semester students will visit local elementary schools to teach basic design practice and understand the minds of young children.

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Toy Product Design is a MIT Public Service Center service learning design course offered in the Spring semester. This course, previously listed as SP.778, is an introduction to the product design process with a focus on designing for play and entertainment. In this course, students work in small teams of 5-6 members to design and prototype new toys. Students work closely with a local sponsor, an elementary school, and experienced mentors on a themed toy design project. Students will be introduced to the product development process, including determining customer needs; brainstorming; estimation; sketching; sketch modeling; concept development; design aesthetics; detailed design; prototyping; and written, visual, and oral communication. At the end of the course, students present their toy p Toy Product Design is a MIT Public Service Center service learning design course offered in the Spring semester. This course, previously listed as SP.778, is an introduction to the product design process with a focus on designing for play and entertainment. In this course, students work in small teams of 5-6 members to design and prototype new toys. Students work closely with a local sponsor, an elementary school, and experienced mentors on a themed toy design project. Students will be introduced to the product development process, including determining customer needs; brainstorming; estimation; sketching; sketch modeling; concept development; design aesthetics; detailed design; prototyping; and written, visual, and oral communication. At the end of the course, students present their toy p

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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This is a seminar course that explores the history of selected features of the physical environment of urban America. Among the features considered are parks, cemeteries, tenements, suburbs, zoos, skyscrapers, department stores, supermarkets, and amusement parks. The course gives students experience in working with primary documentation sources through its selection of readings and class discussions. Students then have the opportunity to apply this experience by researching their own historical questions and writing a term paper. This is a seminar course that explores the history of selected features of the physical environment of urban America. Among the features considered are parks, cemeteries, tenements, suburbs, zoos, skyscrapers, department stores, supermarkets, and amusement parks. The course gives students experience in working with primary documentation sources through its selection of readings and class discussions. Students then have the opportunity to apply this experience by researching their own historical questions and writing a term paper.

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Drama might be described as a game played with something sacred. It tells stories that go right to the heart of what people believe about themselves. And it is enacted in the moment, which means it has an added layer of interpretive mystery and playfulness, or "theatricality." This course will explore theater and theatricality across periods and cultures, through intensive engagement with texts and with our own readings. Drama might be described as a game played with something sacred. It tells stories that go right to the heart of what people believe about themselves. And it is enacted in the moment, which means it has an added layer of interpretive mystery and playfulness, or "theatricality." This course will explore theater and theatricality across periods and cultures, through intensive engagement with texts and with our own readings.

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Unlike film, theater in America does not have a ratings board that censors content. So plays have had more freedom to explore and to transgress normative culture. Yet censorship of the theater has been part of American culture from the beginning, and continues today. How and why does this happen, and who decides whether a play is too dangerous to see or to teach? Are plays dangerous? Sinful? Even demonic? In our seminar, we will study plays that have been censored, either legally or extra-legally (i.e. refused production, closed down during production, denied funding, or taken off school reading lists). We'll look at laws, both national and local, relating to the "obscene", as well as unofficial practices, and think about the way censorship operates in American life now. And of course w Unlike film, theater in America does not have a ratings board that censors content. So plays have had more freedom to explore and to transgress normative culture. Yet censorship of the theater has been part of American culture from the beginning, and continues today. How and why does this happen, and who decides whether a play is too dangerous to see or to teach? Are plays dangerous? Sinful? Even demonic? In our seminar, we will study plays that have been censored, either legally or extra-legally (i.e. refused production, closed down during production, denied funding, or taken off school reading lists). We'll look at laws, both national and local, relating to the "obscene", as well as unofficial practices, and think about the way censorship operates in American life now. And of course w

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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This course explores the international trade in television text, considering the ways in which 'foreign' programs find places within 'domestic' schedules. Looking at the life television texts maintain outside of their home market, this course examines questions of globalization and national cultures of production and reception. Students will be introduced to a range of positions about the nature of international textual trade, including economic arguments about the structuring of international markets and ethnographic studies about the role imported content plays in the formation of hybrid national identities. Students will be encouraged to consider the role American content is made to play in non-American markets. This course explores the international trade in television text, considering the ways in which 'foreign' programs find places within 'domestic' schedules. Looking at the life television texts maintain outside of their home market, this course examines questions of globalization and national cultures of production and reception. Students will be introduced to a range of positions about the nature of international textual trade, including economic arguments about the structuring of international markets and ethnographic studies about the role imported content plays in the formation of hybrid national identities. Students will be encouraged to consider the role American content is made to play in non-American markets.

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Drama combines the literary arts of storytelling and poetry with the world of live performance. As a form of ritual as well as entertainment, drama has served to unite communities and challenge social norms, to vitalize and disturb its audiences. In order to understand this rich art form more fully, we will study and discuss a sampling of plays that exemplify different kinds of dramatic structure; class members will also participate in, attend, and review dramatic performances. Drama combines the literary arts of storytelling and poetry with the world of live performance. As a form of ritual as well as entertainment, drama has served to unite communities and challenge social norms, to vitalize and disturb its audiences. In order to understand this rich art form more fully, we will study and discuss a sampling of plays that exemplify different kinds of dramatic structure; class members will also participate in, attend, and review dramatic performances.

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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"Becoming Digital" traces the change in practice, theory and possibility as mechanical and chemical media are augmented or supplanted by digital media. These changes will be grounded in a semester length study of "reports from the front." These reports, found and introduced by students throughout the semester, are the material produced by and about soldiers and civilians on the battlefield from the introduction of wet photography during the Crimean and Civil Wars to contemporary digital content posted daily to Web 2.0 sites from areas such as Iraq and Afghanistan and possibly even the games and simulations they've inspired. Students will work through the ethical, aesthetic, technical and cultural problems raised by the primary content and secondary readings in three pa "Becoming Digital" traces the change in practice, theory and possibility as mechanical and chemical media are augmented or supplanted by digital media. These changes will be grounded in a semester length study of "reports from the front." These reports, found and introduced by students throughout the semester, are the material produced by and about soldiers and civilians on the battlefield from the introduction of wet photography during the Crimean and Civil Wars to contemporary digital content posted daily to Web 2.0 sites from areas such as Iraq and Afghanistan and possibly even the games and simulations they've inspired. Students will work through the ethical, aesthetic, technical and cultural problems raised by the primary content and secondary readings in three pa

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This image comes from a collection of glass slides of fairground scenes found in the stores at Discovery Museum, Newcastle upon Tyne. www.flickr.com/photos/twm_news/sets/72157627692102509/ We have no information about the photographer or where the photographs were taken. We welcome any new information you are able to share. (Copyright) We're happy for you to share these digital images within the spirit of The Commons. Please cite 'Tyne & Wear Archives & Museums' when reusing. Certain restrictions on high quality reproductions and commercial use of the original physical version apply though; if you're unsure please email archives@twmuseums.org.uk

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This image comes from a collection of glass slides of fairground scenes found in the stores at Discovery Museum, Newcastle upon Tyne. www.flickr.com/photos/twm_news/sets/72157627692102509/ We have no information about the photographer or where the photographs were taken. We welcome any new information you are able to share. (Copyright) We're happy for you to share these digital images within the spirit of The Commons. Please cite 'Tyne & Wear Archives & Museums' when reusing. Certain restrictions on high quality reproductions and commercial use of the original physical version apply though; if you're unsure please email archives@twmuseums.org.uk

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This course offers an analysis of the keen interest shown by France and the French in North American cultures since the eighteenth century. Not only did France contribute to the construction of both Canadian and American nations but also it has constantly delineated its identity by way of praising or criticizing North American cultures. Taught in French. This course offers an analysis of the keen interest shown by France and the French in North American cultures since the eighteenth century. Not only did France contribute to the construction of both Canadian and American nations but also it has constantly delineated its identity by way of praising or criticizing North American cultures. Taught in French.

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The histories of information, communication, and computing technologies have attracted attention from scholars across a variety of disciplines. This course introduces students to prominent voices in these topics across fields. Alongside readings introducing students to this broad scholarly terrain, the course offers guidance in research and writing for publication based on the reality that PhD candidates on the job market need to be published authors, and that every term paper has the potential to be a journal article. We work towards publication by reading widely-cited scholarly histories both for their content and for what they can tell us about scholarly craft. The histories of information, communication, and computing technologies have attracted attention from scholars across a variety of disciplines. This course introduces students to prominent voices in these topics across fields. Alongside readings introducing students to this broad scholarly terrain, the course offers guidance in research and writing for publication based on the reality that PhD candidates on the job market need to be published authors, and that every term paper has the potential to be a journal article. We work towards publication by reading widely-cited scholarly histories both for their content and for what they can tell us about scholarly craft.

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Includes audio/video content: AV lectures. Becoming the Next Bill Nye is about using video production techniques to develop your ability to engagingly convey your passions for science, technology, engineering, and / or math. You'll have the opportunity to script and on-screen host 5-minute YouTube science, technology, engineering, and / or math-related shows to inspire youth to consider a future in science. Includes audio/video content: AV lectures. Becoming the Next Bill Nye is about using video production techniques to develop your ability to engagingly convey your passions for science, technology, engineering, and / or math. You'll have the opportunity to script and on-screen host 5-minute YouTube science, technology, engineering, and / or math-related shows to inspire youth to consider a future in science.

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