features one of the oldest surviving textile mill complexes in the U.S. Learn how technology revolutionized the textile-manufacturing industry, and, in turn, affected mill architecture, city planning, and transportation.

Educators can use the resources in this Collection to teach their students about the science and beauty of corals. They can use these organisms and ecosystems to teach many scientific concepts including symbiotic relationships, reproduction strategies, food webs, chemistry, biotic and abiotic interactions, human impacts, etc. Additionally, educators can use corals to teach about conservation and stewardship of the environment. Even if you don't live near a reef, students can learn that they can help protect coral reefs in the U.S. and around the world. There are many actions, small and large, that you and your students can take to help conserve coral reefs.

Hypoxic zones are areas in the ocean of such low oxygen concentration that animal life suffocates and dies, and as a result are sometimes called "dead zones." One of the largest dead zones forms in the Gulf of Mexico every spring. This data visualization discusses the causes of hypoxia in the Gulf of Mexico.

Examines the environment and social impacts of industrial society with a focus on the regulation of pollution, eliminating sweatshops, urbanization, and new risks. Analysis of current and emerging policies and programs that seek to respond to environmental problems, including governmental, private sector, and non-governmental responses through policies, plans, and campaigns. Modern industrial activities - which MIT engineers and scientists play a major role in - have significant environmental and social impacts. Trends towards further industrialization and globalization portend major challenges for society to manage the adverse impacts of our urban and industrial activities. How serious are current environmental and social problems? Why should we care about them? How are governments, corporations, activists, and ordinary citizens responding to these problems. This course examines environmental and social impacts of industrial society and policy responses. We will explore current trends in industrialization, urbanization, and globalization, analyze the impacts these trends have on human health, environmental sustainability, and equity, and then examine a range of policy options available for responding to current problems. The course will present key trends in both domestic and international contexts. We will examine four policy problems in particular during the course: (1) regulating industrial pollution; (2) regulating "sweatshops" and the broader impacts of globalization; (3) protecting ecosystems; and (4) protecting urban environments during development. We delve into specific cases of these challenges, including: chemical safety and toxics; computers, e-commerce, and the environment; biotech and society; sweatshops; and food production and consumption. Through these cases, we will explore underlying processes and drivers of environmental degradation. Finally, we will analyze opportunities and barriers to policy responses taken by governments, international institutions, corporations, non-governmental organizations, consumers, and impacted communities. Objectives and Aims An understanding of the complexity of environmental and social impacts of industry; An ability to critically analyze policy responses; An understanding of the roles of different actors and institutions in environmental and social controversies; Means to evaluate institutional barriers to environmental and social policies; New ideas for better integrating industry, environment, and equity; New strategies for regulation in the global economy; An understanding about personal responsibilities and roles in environmental and social problems.

The newness of the Deepwater Horizon/BP spill limits the number of educational products designed to investigate and teach about impacts to the Gulf ecosystem. Ongoing efforts are being undertaken to develop lessons, media, and resources for educators to use in their teaching to help students and the public to better understand this event. The materials provided with this collection present the facts surrounding the spill and ongoing research, monitoring, and restoration efforts. More general education products from previous spills are provided to help educators present the concepts of human impacts on the ocean, oil specific impacts, spill clean-up, and the effects of toxins on natural environments. This site will be updated periodically as more information becomes available.

This course is an introduction to the consideration of technology as the outcome of particular technical, historical, cultural, and political efforts, especially in the United States during the 19th and 20th centuries. Topics include industrialization of production and consumption, development of engineering professions, the emergence of management and its role in shaping technological forms, the technological construction of gender roles, and the relationship between humans and machines.

"Design Archives" raw material on the interior designer Melanie Kahane, consisting of 180-minute interview on three videocassettes.

Tape 1 (58:00): Childhood in Sioux Falls, S.D.; imaginative abilities of children; her children's books on design (There's a Decorator in Your Dollhouse); talent vs. environment and their influence on children's attitudes toward design; her father's influence; education at Parsons School of Design in New York; difficulties in finding jobs after graduation in the Depression; studies in Paris and travels in Europe; decision to go into interior decorating; starting her own business; development of control system for her business; importance of cost and budgets in design field; her knowledge of color; differences in trends in fashion and interior design; effects of history on design (Industrial Revolution, Victorian era, WWI) and effects catastrophic events have on design.

Tape 2 (59:00): Need for designers/architects to know the human body; need for designers to work in difficult situations; economy of space due to economics; argues there is no distinction between the designer and decorator; her Black and White in Pumpkin Room design of the late 1940's -- inspirations for it and its impact; importance of gaining publicity for one's designs; origins of her Red Hot Stove design and its impact on her becoming known for kitchen and cabinet design; her product designs for Westinghouse, especially colored bulbs for home use, and RCA; role of computers in design; life with her husband; their travels in Russia, Portugal, and England.

Tape 3 (58:45): Importance for designers to be able to completely visualize projects before they begin; changes in business of design over the years; education of the consumer in design matters; her designs for the Schubert Theater in Boston; her restoration designs for rooms at the Waldorf in New York; her determination of fees for jobs; favorite and least favorite types of jobs; the need for designers to be involved in all aspects of the design business; interests in urban renewal; her designs for cabinets used in the space shuttle; value of NASA research in everyday life; the upbringing of her daughter; the need for young designers to struggle and try many experiences to become well-rounded; the need for design schools to teach business elements; her input in Harry Siegel's book A Guide to Business Principles and Practices for Interior Designers; the need for design firms to become larger with a wide range of specialized workers, but the prevention of its happening due to ego.

One of four interviews conducted in 1981 as part of the New Television Workshop's (NTW) Design Archiving Project. The "Design Archives" was an NEA-sponsored project originally conceived in 1980 as an attempt to record lengthy interviews with four "national treasures" involved in various fields of design. The others were O'Neil Ford (architecture), Charles Blessing (city planning), and Paul Rand (graphic design). Plans to broadcast portions of the interviews never came to pass, nor did plans to transfer the interviews to videodisc in order to provide a resource for researchers and students in the field of graphic design. Other NTW projects undertaken to interview famous artists were the "Dance Archiving Project," in which tap dancer Honi Coles was interviewed in 1981, and the "Twentieth Century Artists" series, in which artists Judy Chicago and Lee Krasner were interviewed in 1979.

The interviewer is Rita St. Clair, an influential interior designer who founded her own Baltimore-based design firm (Rita St. Clair Associates Inc.) and a member of the American Society of Interior Designers. The interview covers biographical aspects of Kahane's life and her ideas on interior design.

Melanie Kahane was born in Sioux Falls, SD. She graduated from Parsons School of Design in New York City and studied design for one year in Paris. She started her own interior design firm in the 1930's. She devised a control system to guide her business operations that became a standard in the design field. She drew fame for her Black and White in Pumpkin Room of the late 1940's, designed for an exhibition at the Grand Central Palace in New York City. She was also known for her industrial and product designs, especially her Red Hot Stove and colored light bulbs for home use. She developed products for companies such as Westinghouse and RCA. She also oversaw design and restoration projects for theaters and hotels, including work on rooms at the Waldorf Hotel in New York City.

examines life and work at the first successful integrated ironmaking plant in colonial America (from 1646 until 1668, 10 miles north of Boston).

Examines alternative conceptions and theoretical underpinnings of the notion of "sustainable development." Focuses on the sustainability problems of industrial countries (i.e., aging of populations, sustainable consumption, institutional adjustments, etc.); and of developing states and economies in transition (i.e., managing growth, sustainability of production patterns, pressures of population change, etc.). Explores the sociology of knowledge around sustainability, the economic and technological dimensions and institutional imperatives. Implications for political constitution of economic performance.

Subject considers how the visual and material world of "nature" has been reshaped by industrial practices, beliefs, structures, and activities. Readings in historical geography, aesthetics, American history, environmental and ecological history, architecture, city planning, and landscape studies. Several field trips planned to visit local industrial landscapes. Assignments involve weekly short, written responses to the readings, and discussion-leading. Final project is a photo-essay on the student's choice of industrial site (photographic experience not necessary).

The story warns about the negative influences of sea pollution and overfishing on the marine world.

The story tells of Theo and his quest to improve at football by making a ball out of discarded plastic bags. This then leads to clearing up his local environment and the realisation that by the community working together they could maintain a cleaner, more healthy environment.

The book ends with some useful facts and figures on plastic which will help to interest and inform the reader. It also provides some useful tips for children to improve their environment.

Toxic chemicals are endangering life on Earth, affecting every person and animal. In the "Toxic Blaster" game you need to pilot a Jet-Sub and blast away the threat of human contamination. The game is also available in French, Dutch, Danish, Polish and Finnish languages at http://wwf.panda.org/how_you_can_help/games/.

Welcome to History 147, the second in the introductory surveys of U.S. history. We begin in that decade when the United States in three years (1845-48) grew by 50 percent. Through the Civil War to the 20th century, we explore how different people experienced the transformation of the country into an industrial nation and emerging world power. Those who would like to pursue their study of American history will want to take Hist 146 (U.S. History I) and Hist 148 (U.S. History III).