Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized in 1991 by the American Institute of Architects as "the greatest American architect of all time."
Architect
Interior Designer
Self-promoter
Experimentalist; designs often ahead of construction methods and materials;
Educator (Taliesen and Taliesen West still operate as architecture school)
Designed more than 1,000 structures and completed 500 works
Leader of the Prairie School movement of architecture and developed the concept of the Usonian home, his unique vision for urban planning in the United States.
Organic Architecture
"So here I stand before you preaching organic architecture: declaring organic architecture to be the modern ideal and the teaching so much needed if we are to see the whole of life, and to now serve the whole of life, holding no traditions essential to the great TRADITION. Nor cherishing any preconceived form fixing upon us either past, present or future, but instead exalting the simple laws of common sense or of super-sense if you prefer determining form by way of the nature of materials..." Frank Lloyd Wright, written in 1954
Materials, motifs, and basic ordering principles continue to repeat themselves throughout the building as a whole. The idea of organic architecture refers not only to the buildings' literal relationship to the natural surroundings, but how the buildings' design is carefully thought about as if it were a unified organism. Geometries throughout Wright’s buildings build a central mood and theme. Essentially organic architecture is also the literal design of every element of a building: From the windows, to the floors, to the individual chairs intended to fill the space. Everything relates to one another, reflecting the symbiotic ordering systems of nature.
Product of a broken home.
Playing with blocks as a child said to be significant.
Went to high school in Madison, WI, then to UW, dropped out without graduating. Received an honorary doctorate in 1955.
Migrated to Chicago in 1887.
Apprentice at Adler and Sullivan, 1889-1893.
Taliesen: family land, then home, then school; Spring Green, WI
Taliesen: family land, then home, then school; Spring Green, WI
SC Johnson World Headquarters in 1937:
FLW and Mr. Johnson during construction and
Testing the loads the columns could carry
Windgspread: Johnson family home in Racine, WI
Wingspread, completed in 1939; largest Prairie Style home built; 14,000 square feet
Designed by Frank Lloyd Wright in 1938 as a cultural, governmental and recreational building, he reworked the design several times between 1938 and 1958 before signing off on the final plans seven weeks before his death in 1959. His last project. After nearly 60 years of debate Monona Terrace opened in Madison, on Lake Monona, on July 18, 1997.
Monona Terrace
“Since opening its doors on October 21, 1959, the architectural icon has inspired countless.
The document summarizes the history of juvenile corrections from ancient times to the present. It describes how juveniles were initially neglected but the poor laws of 1349 began caring for abandoned children. The first juvenile facilities opened in the 1820s to reform rather than punish youth. Throughout the 1900s, facilities evolved from large institutions to smaller, more rehabilitation-focused community placements. Recent approaches emphasize comprehensive community-based models and reserve secure placement only for the most violent youth.
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The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work. The purpose is to guide users through obtaining writing assistance from the site.
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Presentation on historical development of social work inNiteshK18
The document provides a history of the development of social work in the United States from the colonial period to the present. It discusses the earliest forms of social services and charity work. Key events and movements discussed include the settlement house movement led by Jane Addams, the establishment of social work education and professional organizations, and major government social programs and legislation in the 20th century addressing issues such as civil rights, disability rights, healthcare and poverty.
The document summarizes the history of juvenile corrections from ancient times to the present. It describes how juveniles were initially neglected but the poor laws of 1349 began caring for abandoned children. The first juvenile facilities opened in the 1820s to reform rather than punish youth. Throughout the 1900s, facilities evolved from large institutions to smaller, more rehabilitation-focused community placements. Recent approaches emphasize comprehensive community-based models and reserve secure placement only for the most violent youth.
The document discusses the social construction of childhood and the evolution of conceptualizations of childhood over time. It notes that childhood, as understood today, is a relatively recent development dating back only a few hundred years. Prior to this, children were often seen as miniature adults or as non-human. The treatment of children in the past would be seen as criminal today. Two contrasting views of childhood emerged in the late 17th/18th century - the innocent child and the depraved child. The concept of delinquency also developed over this period as the notion of childhood took shape.
This document discusses Erik Erikson's theory of psychosocial development. It explains that Erikson believed people progress through eight stages of development, each characterized by a psychosocial crisis or theme. For each stage, development involves resolving how physical, cognitive, and psychosocial growth influence each other. The document provides brief descriptions of Erikson's stages and their associated psychosocial crises but is cut off, directing the reader to another source for more information.
The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work. The purpose is to guide users through obtaining writing assistance from the site.
The School Uniforms Debate Free Essay Example. School Uniforms Debate Essay Example - PHDessay.com. School Uniform Persuasive Essay – Telegraph. School Uniforms Debate Essay – Telegraph. For or Against SCHOOL UNIFORMS. (Debating) - ESL worksheet by .... School Uniform Argument Essay | Argumentative Essay on School Uniform .... Persuasive Essay About School Uniforms. Middle School Argumentative Writing: School Uniforms Debate | TpT. Click to close or click and drag to move School Uniforms Debate, School ....
Essay On Social Services. . . Essay About Students And Social ServiceAmanda Harris
Sample essay on social work. Essay On The Topic - "Students and Social Service". Essay on Social Service in School for Students & Children in English. A Complete Guide To Prepare An Impressive Social Media Essay. Social Work Essays.
Presentation on historical development of social work inNiteshK18
The document provides a history of the development of social work in the United States from the colonial period to the present. It discusses the earliest forms of social services and charity work. Key events and movements discussed include the settlement house movement led by Jane Addams, the establishment of social work education and professional organizations, and major government social programs and legislation in the 20th century addressing issues such as civil rights, disability rights, healthcare and poverty.
The document discusses the historical development of social work in the USA. It outlines the influence of English poor laws, the establishment of almshouses, and the creation of state boards of charities in the 1800s. It then describes three key social movements in the late 1800s - the Charity Organization Societies movement, the Settlement Houses movement, and the Child Welfare movement - that helped establish social work as a profession. The document concludes by noting some important years and events in the evolution of social welfare and social work in North and South America.
This document provides an overview of the historical development of social work in the United States. It begins by defining social work and then discusses the early influences from European settlers in the 17th century who brought traditions of private charity. Local charities and poorhouses developed to provide aid. In the late 19th/early 20th century, the Charity Organization Societies and Settlement House movements emerged to provide more organized social services. The Great Depression prompted greater federal involvement and new programs like the New Deal. The development of social work as a distinct profession accelerated from the 1930s onward with new federal programs and legislation.
The Scopes Trial document discusses the famous 1925 trial of John Scopes in Dayton, Tennessee. Scopes, a high school teacher, was charged with violating the Butler Act which made it illegal to teach evolution in Tennessee schools. The small town of Dayton sought publicity from the highly controversial trial between those who supported religious fundamentalism and those who advocated for the teaching of evolution based on science. Scopes was ultimately found guilty and fined $100, though the verdict was later overturned on a technicality. The trial highlighted the ongoing conflict between religion and science in American society.
Crimes against Humanity: Religious, Economic, personal, Constitutional violat...Robert Powell
Corrective education, assist understanding of current events in political affairs--Agenda 21, Sustainability, and how the process uses well intended people to turn the United States into a 3rd world country. Understand Stewardship, not population destruction, anti-religious, unconstitutional United Nations. Millennial students this is what they did not want you to know. Slavery thorough deceit, and control by the elite.
The Progressive Movement arose in the late 19th and early 20th centuries in response to concerns over environmental protection, economic policy, and their implementation. It gained political influence through national and local politics and advocated for environmental and economic reforms. This led to increased public awareness of environmental issues and consideration of public input in policy decisions, changing perceptions around topics like land use, pollution, and conservation. By the 1960s, environmental protection had become a key debate between Republicans and Democrats, resulting in landmark laws like the National Environmental Policy Act of 1969.
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ARC 211 : American Diversity and Design: Caitlin ChoberkaCaitlin Choberka
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Fungi reproduce ___________________________ by fragmentation, buddin.docxericbrooks84875
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxericbrooks84875
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
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http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docxericbrooks84875
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docxericbrooks84875
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docxericbrooks84875
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docxericbrooks84875
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
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Crimes against Humanity: Religious, Economic, personal, Constitutional violat...Robert Powell
Corrective education, assist understanding of current events in political affairs--Agenda 21, Sustainability, and how the process uses well intended people to turn the United States into a 3rd world country. Understand Stewardship, not population destruction, anti-religious, unconstitutional United Nations. Millennial students this is what they did not want you to know. Slavery thorough deceit, and control by the elite.
The Progressive Movement arose in the late 19th and early 20th centuries in response to concerns over environmental protection, economic policy, and their implementation. It gained political influence through national and local politics and advocated for environmental and economic reforms. This led to increased public awareness of environmental issues and consideration of public input in policy decisions, changing perceptions around topics like land use, pollution, and conservation. By the 1960s, environmental protection had become a key debate between Republicans and Democrats, resulting in landmark laws like the National Environmental Policy Act of 1969.
Essays On A Good Man Is Hard To Find. A Good Man is Hard to Find - GCSE Engli...Jean Henderson
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The document discusses influences on adult education theory and practice in Canada during the 1960s and 1970s. Major influences included economic recessions, political shifts to the left, social protests related to class, gender, and youth culture, as well as technological advances like television and automobiles. Researchers began developing theories around adult learning and identifying characteristics of individuals who do and do not participate in adult education programs. This laid the foundation for the discipline of adult education in Canada.
Essay On Effect Of Science And Technology On Human SocietyAnna May
The document discusses The Hobbit by J.R.R. Tolkien, noting that the story follows a hobbit, a small human-like creature, who joins 13 dwarves and the wizard Gandalf on a quest, despite the hobbit's unassuming nature, as Gandalf has faith that the hobbit will serve the dwarves well when needed.
Essay on Child labour in English for Class 1 to 12 Students. child labour essays | Child Labour | Labour Economics. Paragraph On Child Labour 100, 150, 200, 250 to 300 Words for Kids .... The Problems of Child Labour - Free Essay Example | PapersOwl.com. Causes And Effects Of Child Labour Essay | Sitedoct.org. Child Labour Essay in English for Students. Child Labour Essay in English. Child Labour Essay in English for students || Essay on Child Labour .... Joy's Child labour Essay. Write essay on Child labour | English | Handwriting. School Essay: Essay for child labour. Argumentative Essay about Child Labor - PHDessay.com. Challenges of Child Labor - Free Essay Example | PapersOwl.com. Camille-Child labour essay. Child labour problems and solutions. Free Essay: Problem. 2022-11-15. Child Labour Essay for School Students in English Essay on Child Labour. Essay on child labour paper. Essay on child labour || Child labour essay in english. Jennifer's Child labour essay. Facts and opinions with article of child labour. Abby's Child labour Essay. Causes Of Child Labour Essay | Sitedoct.org. child labour essay - Yahoo Image Search Results | Essay words, Common ....
The document discusses a new undergraduate program established at the University of Southern California in 2014 called the USC Jimmy Iovine and Andre Young Academy. The program aims to provide a more well-rounded, interdisciplinary education compared to traditional programs that focus on only one specific field. Students in the program can study multiple fields like medicine, music, technology and business innovation together rather than separately. The goal is to better reflect how different fields interact in the real world and encourage innovation through combining areas of interest.
ARC 211 : American Diversity and Design: Caitlin ChoberkaCaitlin Choberka
The document discusses Caitlin Choberka's responses to online discussion questions for her American Diversity and Design course at University at Buffalo. In one response, she discusses how the invention of the light bulb positively impacted society by allowing people to work and socialize later, but had negative environmental impacts due to inefficiency. In another response, she describes how gender-neutral bathrooms allow for greater inclusivity of transgender and non-binary individuals. The document provides context and identifies the author for her discussion responses.
Similar to Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized i.docx (11)
Fungi reproduce ___________________________ by fragmentation, buddin.docxericbrooks84875
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxericbrooks84875
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docxericbrooks84875
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docxericbrooks84875
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docxericbrooks84875
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docxericbrooks84875
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docxericbrooks84875
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
.
From your readings in Chapter 4, choose one of the organizational sy.docxericbrooks84875
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
From your daily briefs, Kaiser Health News Morning Briefing or P.docxericbrooks84875
From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.
List the interest groups that are mentioned in the brief and what their interest is in the piece.
Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.
.
From the perspective of the public safety field youre in, aspire to.docxericbrooks84875
From the perspective of the public safety field you're in, aspire to be in, or have researched, discuss what activity(s) performed by someone in that field are most likely to result in claims of civil liability against the individual, organization, or both. What, if any measures could be taken by the individual or organization to minimize those risks. What factors could leave an individual personally liable for damages related to the claim.
.
From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docxericbrooks84875
From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development?
The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained?
APA format minimum 2 scholarly articles
.
From the end of Chapter 14, complete Discussion Question 3 What are.docxericbrooks84875
From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach?
Required Resources
Text
Bozarth, C. C., & Handfield, R. B. (2016).
Introduction to operations and supply chain management
(4th ed.). Upper Saddle River, NJ: Pearson.
Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
.
From the e-Activity, take a position on this statement People that .docxericbrooks84875
From the e-Activity, take a position on this statement: People that resist using online social networks such as Facebook and Twitter are an unusual minority in this country. Support your position with one or two examples.
Discuss the value of seeing an issue from different, and often opposing, points of view and the skills and knowledge you gained from taking this course.
.
From Chapter Seven How does horizontal growth differ from v.docxericbrooks84875
From Chapter Seven:
How does horizontal growth differ from vertical growth as a corporate strategy? From concentric diversification?
From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docxericbrooks84875
From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers.
.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
SWOT analysis in the project Keeping the Memory @live.pptx
Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized i.docx
1. Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized
in 1991 by the American Institute of Architects as "the greatest
American architect of all time."
Architect
Interior Designer
Self-promoter
Experimentalist; designs often ahead of construction methods
and materials;
Educator (Taliesen and Taliesen West still operate as
architecture school)
Designed more than 1,000 structures and completed 500 works
Leader of the Prairie School movement of architecture and
developed the concept of the Usonian home, his unique vision
for urban planning in the United States.
Organic Architecture
"So here I stand before you preaching organic architecture:
declaring organic architecture to be the modern ideal and the
teaching so much needed if we are to see the whole of life, and
to now serve the whole of life, holding no traditions essential to
the great TRADITION. Nor cherishing any preconceived form
fixing upon us either past, present or future, but instead exalting
the simple laws of common sense or of super-sense if you prefer
determining form by way of the nature of materials..." Frank
Lloyd Wright, written in 1954
Materials, motifs, and basic ordering principles continue to
repeat themselves throughout the building as a whole. The idea
2. of organic architecture refers not only to the buildings' literal
relationship to the natural surroundings, but how the buildings'
design is carefully thought about as if it were a unified
organism. Geometries throughout Wright’s buildings build a
central mood and theme. Essentially organic architecture is also
the literal design of every element of a building: From the
windows, to the floors, to the individual chairs intended to fill
the space. Everything relates to one another, reflecting the
symbiotic ordering systems of nature.
Product of a broken home.
Playing with blocks as a child said to be significant.
Went to high school in Madison, WI, then to UW, dropped out
without graduating. Received an honorary doctorate in 1955.
Migrated to Chicago in 1887.
Apprentice at Adler and Sullivan, 1889-1893.
Taliesen: family land, then home, then school; Spring Green,
WI
Taliesen: family land, then home, then school; Spring Green,
WI
3. SC Johnson World Headquarters in 1937:
FLW and Mr. Johnson during construction and
Testing the loads the columns could carry
4. Windgspread: Johnson family home in Racine, WI
Wingspread, completed in 1939; largest Prairie Style home
built; 14,000 square feet
Designed by Frank Lloyd Wright in 1938 as a cultural,
governmental and recreational building, he reworked the design
several times between 1938 and 1958 before signing off on the
final plans seven weeks before his death in 1959. His last
project. After nearly 60 years of debate Monona Terrace opened
in Madison, on Lake Monona, on July 18, 1997.
Monona Terrace
5. “Since opening its doors on October 21, 1959, the architectural
icon has inspired countless visitors and is widely seen as
Wright’s masterpiece. Throughout the anniversary year, we
invite you to visit and celebrate with us.
The Guggenheim’s spiral ramp, rising to a domed skylight,
provides a unique space for contemporary art. With his radical,
open design, Wright created a true “temple of spirit” where art
and architecture meet.”
Mature Organic: Fallingwater
Built from 1934 to 1937 for Mr. and Mrs. Edgar J. Kaufmann
Sr., at Mill Run, Pennsylvania, near Pittsburgh. Designed to
place the occupants close to the natural surroundings, with a
stream and waterfall running under part of the building. A series
of cantilevered balconies and terraces, using limestone for all
verticals and concrete for the horizontals. The house cost
$155,000, including the architect's fee of $8,000. Kaufmann's
own engineers argued that the design was not sound, Wright
6. overruled them but the contractor secretly added extra steel to
the horizontal concrete elements. In 1994, Robert Silman
developed a plan to restore the structure. In March 2002, post-
tensioning of the lowest terrace was completed
32
2
Source: Elrod, P., & R. Scott Ryder (2021). Juvenile justice: A
social, historical and legal perspective (5th ed.). Burlington,
MA: Jones & Bartlett Learning.
Introduction
Although there is a lack of agreement on how to define
diversion, the intent of diversion is to respond to youths who
violate the law in ways that keep them out of (i.e., diverted
from) the formal juvenile justice process.1 Diversion is based
on the fact that formal responses to youths who violate the law,
such as arrest and referral to the juvenile court, do not always
protect the best interests of children, nor do such responses
necessarily protect the community. Indeed, decisions that lead
youths to become formally involved with the juvenile court or
other juvenile justice institutions may be harmful to many
youths and increase the likelihood of future delinquent
behavior. This is because
formal processing may cause a youth to develop a negative or
delinquent self-image,2 stigmatize a youth in the eyes of
significant others,3 or subject a youth to inhumane treatment. In
addition, formal processing may restrict a youth’s opportunities
to associate with law-abiding peers or to engage in conventional
activities, and it may encourage youths to associate with peers
7. engaged in delinquency. As a result, youths who become
formally involved in juvenile justice may engage in more
delinquency, not less. Consequently, efforts to divert youths
from the juvenile justice process
(e.g., by warning and releasing) as well as efforts to divert
youth to specific diversionary programs
(e.g., counseling and community service programs) have long
been a part of juvenile justice practice. In addition, in recent
years, diversion has been touted as a way to reduce the problem
of minority overrepresentation in juvenile justice.4
Early Efforts at Diversion
Efforts to divert children from normal criminal justice
processing have a long history. Before the development of
specialized correctional institutions for youths in the 1800s,
children were subject to the same laws and criminal justice
process as adults. Nevertheless, there is considerable evidence
that they were often spared the harshest penalties because of
their age. Historically, police officers, sheriffs, constables, and
others responsible for law enforcement have at times decided to
ignore the illegal actions of youths. At other times, law
enforcement officers have handled matters on their own by
warning youths, returning them to their parents for punishment,
or meting out
punishment themselves. To some extent, efforts to spare youths
from the most severe punishments or to let them escape
punishment altogether were based on the recognition that the
young were less experienced and that formal or severe
punishments would provide little benefit to the youth or the
community.
The development of the houses of refuge in the early 1800s and
the juvenile court movement in the late 1800s and early 1900s
are often cited as early examples of efforts to divert youths
from the adult criminal justice process.5 Indeed, the houses of
refuge were partly established to divert children from the harsh
conditions of adult correctional institutions, which were seen by
8. 19th century child advocates as harmful to youths and likely to
produce more dangerous offenders.6 Later, the child savers of
the late 1800s and their supporters helped establish juvenile
courts in an effort to divert children from adult jails and prisons
and from adult courts, which were often reluctant to sanction
and control wayward children.7
Although diversion has a long history, the development of
routine diversionary strategies and specialized diversion
programs began to gain momentum in the late 1960s. The
decade of the 1960s was a time of widespread social unrest,
increases in juvenile arrests, and critical scrutiny of basic
institutions, including juvenile justice. Concern about the
effectiveness of formal responses to juvenile offenses was
clearly reflected in recommendations made by the 1967
President’s Commission on Law Enforcement and the
Administration of Justice. These recommendations
were formulated to improve juvenile justice practice and served
as a catalyst for the development
of diversion programs during the late 1960s and 1970s.
According to the commission:
The formal sanctioning system and pronouncement of
delinquency should be used
only as a last resort. In place of the formal system, dispositional
alternatives to adjudication
must be developed for dealing with juveniles, including
agencies to provide and coordinate
services and procedures to achieve necessary control without
unnecessary stigma . . . .
The range of conduct for which court intervention is authorized
should be narrowed,
with greater emphasis upon consensual and informal means of
meeting the problems of
difficult children.8
To facilitate the number of diversionary responses available to
communities, the commission called for the establishment of
9. youth services bureaus. These bureaus were intended to
supplement existing community agencies that dealt with
children and to coordinate programs and services for youths
involved in delinquent behavior as well as other youths in the
community. They also were intended to serve as an alternative
to juvenile court processing in the hope that substantial numbers
of youths would be diverted from the formal juvenile justice
process each year.9 Through federal grants, primarily from the
Law Enforcement Assistance Administration (LEAA) and the
Office of Youth Development and Delinquency Prevention and
with smaller matching grants Provided by local and state
governments, youth services bureaus were established in
communities around the country.10 Typically, youth services
bureaus had five basic goals:
1. Divert juveniles from the formal juvenile justice system.
2. Fill gaps in service by advocating for youths and developing
services for youths and their families.
3. Provide case coordination and program coordination.
4. Modify youth services systems so that they could better meet
youths’ needs.
5. Involve youths in the decision-making process.11
Evaluation studies found that the typical youth services bureau
was staffed by five or six full-time staff members and from one
to 50 volunteers. The types of services they provided included
tutoring; recreational programming; individual, group, and
family counseling; and job referral. The typical bureau operated
in a low socioeconomic status urban neighborhood
where there were high rates of crime and unemployment and
limited resources for youths. Each year, the typical bureau
served approximately 350 youths who were self-referred or
referred by the police, schools, and parents, among other
sources.12
Although youth services bureaus were popular in many
jurisdictions, they experienced some problems. One difficult
issue they faced was the question of voluntary participation.
10. The ideal was to provide services to youths, and possibly their
families, on a voluntary basis. However, if a youth or a family
member failed to follow through on treatment plans developed
by a bureau, a referral to the appropriate juvenile court was
often made, even if the youth avoided further delinquent
behavior. In addition, if a bureau determined that a youth was
not likely to benefit from its services, he or she could be
returned to the original referral source.13 Such practices, of
course, could result in formal processing—hardly what
diversion programs are designed to accomplish. In addition to
funding youth services bureaus, LEAA helped fund a variety of
other diversion programs in communities around the country.
These programs included “alternative schools, job development
and training programs, police social work programs, and family
counseling programs
for youths referred by the police, schools, and court intake
personnel.”14
In the late 1970s, however, LEAA began to alter its priorities
away from prevention and diversion and shift funds into law
enforcement and rehabilitation programs. The initial LEAA
funding for the youth services bureaus was intended as seed
money to help them establish local prevention and diversion
programs, but after a certain period, usually two years,
communities
were expected to continue funding these programs on their own.
In some cases, communities did assume full support of local
youth services bureaus, but by 1982 many bureaus partly
developed with LEAA seed money were discontinued because of
a lack of funds.15 Nevertheless, a perceived need for diversion
programs continued to motivate the development of such
programs in communities around the country.
The Theoretical Foundation of Diversion
Like other responses to youths’ behaviors, diversion from the
formal juvenile justice process is based on an underlying
theory. As previously noted, for a long time many law
11. enforcement officials, juvenile justice reformers, and students
of crime and punishment have doubted the reformative potential
of adult courts, jails, and prisons and have sought to spare
youths from criminal processing. In addition, many of these
people and others have questioned the wisdom of involving
youths in the juvenile justice process and have argued that other
responses are more appropriate in many cases. These concerns
became amplified as a result of the political and social unrest
that characterized much of the 1960s and 1970s. This
amplification was aided by the popularity of labeling theory,
which explained how responses to youths’ problem behaviors
such as delinquency could lead to more problems. These two
factors, questions about the value of formal processing for many
youths and a theoretical rationale for diverting youths, helped
spur the development of diversion programs beginning in the
late 1960s and early 1970s.
The Social Context of the 1960s and the Popularization of
Diversion
The 1960s and early 1970s proved to be fruitful for the
development and proliferation of diversionary responses to
youths’ illegal behavior. For one thing, this period was marked
by considerable social unrest, and a substantial portion of the
protests that occurred were initiated and led by youths.
Furthermore, many Americans, both young and old, seriously
questioned
the operation of basic institutions, including criminal and
juvenile justice agencies. Added to this was a marked increase
in juvenile arrest rates as a growing adolescent population
began to have increasing contact with the police and the
juvenile courts. Not only were increasing numbers of young
persons being arrested and processed by juvenile courts for
violent and property offenses, but more youths were being
arrested and processed for status offenses as well. Indeed,
according to the President’s Commission on Law Enforcement
and the Administration of Justice, more than 25% of the youths
12. in juvenile courts and institutions were status offenders.16
Also during the 1960s and 1970s, the societal reaction
perspective, or what is sometimes referred to as labeling theory,
began to play a more important role in criminological
thinking.17 This perspective focused on three interrelated
topics: “(1) the historical development of deviant labels, (2) the
process by which labels are applied, and (3) the consequences
of being labeled.”18 A major argument of this perspective is
that social responses, particularly formal social responses, can
contribute to subsequent delinquent behavior. As a result, it
argued for the diversion and deinstitutionalization of juvenile
offenders when possible and questioned the wisdom of
responding through formal means to each act of youth
misbehavior.
The first topic of concern to societal reaction or labeling
theorists encompasses two subtopics: how deviant categories
such as delinquent are produced and how social control
mechanisms such as the juvenile court are established. A good
example of a work focused on this topic is Anthony Platt’s
classic book The Child Savers, which examines the “invention
of delinquency” and the development of the first juvenile court
in Chicago in 1899, a court that was primarily designed to
control problem youths.19
The second topic includes the way in which control agents apply
deviant labels to others and the factors that influence an
individual’s efforts to resist or accept these labels.20 According
to the societal reaction or labeling perspective, being labeled
with a term like delinquent or chronic offender may cause a
person to develop negative self-perceptions and cause others to
respond to the person based on the label. Furthermore, labeling
can limit the opportunities available to the person and lead him
or her to develop a deviant identity, increasing the likelihood of
subsequent offending. Thus, societal reaction researchers in the
field of juvenile justice might examine how police, judges,
prosecutors, probation officers, and other control agents attempt
to apply labels such as delinquent, status offender, and chronic
13. offender to youths. In addition, they might explore a range of
factors—such as youths’ perceptions of themselves, family
influences, peer reactions, and interactions between youths and
others—that tend to reinforce a deviant label or help youths
resist such a label.
The topic that has received the most attention in juvenile justice
circles is the third topic area of interest to societal reaction or
labeling theory researchers: the consequences of being labeled.
According to societal reaction or labeling theorists, labels such
as delinquent, chronic offender, thief, doper and the like can
have a variety of negative consequences for those who are
labeled. For example, a label attached to a person can lead
others to assume things about the person that may not be true. A
youth who has gotten into trouble in the past and has been
labeled as a delinquent may be incorrectly treated as
untrustworthy or may be treated more punitively as a result of
being labeled. Indeed, the perceptions that social control agents
have of others appear to play an important role in how youths
are treated. If, through being labeled, youths are believed
to possess undesirable characteristics associated in the public
mind with criminality or potential criminality, they are more
likely to be formally processed by police and other control
agents and to be avoided by law-abiding individuals.
Another problem noted by societal reaction theorists is that
youths saddled with a negative label often have fewer
opportunities for involvement in normal law-abiding activities.
Without such opportunities, they are more likely to associate
with those in similar circumstances, thus increasing the
likelihood of further deviance.21 Furthermore, responding to
youths as if they were a lesser form of human being may lead
youths to see themselves in a more negative light.22
In an interesting study, Charles Frazier described the case of a
young man named Ken, who was tried and “branded” a criminal
in a small town. Frazier noted that labeling Ken as a criminal
led his former friends and associates to see him differently.
Rejected by his former friends, Ken had fewer opportunities to
14. engage in conventional activities and began to see himself as a
criminal.23 According to societal reaction theorists, being
treated as different and being denied opportunities
to associate with law-abiding persons may cause an individual
to adopt a delinquent or criminal identity that becomes a master
status—one that becomes the person’s primary public identity
and that overrides other statuses the individual may enjoy.24
A critical issue raised by societal reaction theorists is whether
responses to deviant behavior such as delinquency can increase
the likelihood of additional deviance. This possibility was
spelled out by sociologist Edwin Lemert in 1951, when he
distinguished between primary and secondary deviance.
According to Lemert:
Primary deviance is assumed to arise in a wide variety of social,
cultural, and psychological
contexts, and at best has only marginal implications for the
psychic structure of the individual. As a result, primary
deviance does not lead the individual to see themselves in a
fundamentally different way. However, repeated reactions to the
individual’s behavior can result in a process where changes in
the individual’s identity and social roles can occur and this can
produce secondary deviance. Secondary deviation is deviant
behavior, or social roles based upon it, which becomes a means
of defense, attack, or adaptation to overt and covert problems
created by the societal reaction to primary deviation. In effect,
the original “causes” of the deviation recede and give way to
the central importance of the disapproving, degradational, and
isolating reactions of society.25
The Policy Implications of Societal Reaction (Labeling) Theory
Societal reaction theory has had a profound effect on social
policy,26 yet its policy implications are rather different from
those of other theoretical approaches. In contrast to those who
argue that punishment of some sort needs to be imposed to deter
youths from further delinquent activity, societal reaction
theorists call for minimal intervention or none at all whenever
15. possible to avoid the negative consequences of labeling. For
example, Edwin Lemert made a case for the use of “judicious
nonintervention,”27 arguing that much delinquent behavior is
normal. Similarly,
sociologist Edwin Schur argued for a policy of radical
nonintervention or what is sometimes called true
diversion (i.e., leaving children alone whenever possible) to
avoid the negative consequences associated with involvement in
the juvenile justice process.28
Societal reaction theory had an important influence on those
who looked critically at the juvenile justice process in the 1960s
and 1970s. In addition to serving as the theoretical rationale for
diversion, it played a significant role in the development of
three other juvenile justice reforms implemented during this
period: decriminalization, increased emphasis on due process,
and deinstitutionalization. Each reform stressed keeping
juveniles out of the formal juvenile justice process whenever
possible.29
Decriminalization
Advocates of the societal reaction perspective pointed out that
the criminalization of some behaviors often produces more harm
than good. For example, behaviors such as running away from
home and not going to school are undesirable behaviors, but
treating them as crimes does not necessarily benefit the youths
who engage in them. On the contrary, treating truants and
runaways as juvenile offenders may actually have many
undesirable consequences. In addition, formal
responses to status offenses, according to critics, were
expensive and ineffective. As a result, societal reaction
theorists favored the decriminalization of status offenses (i.e.,
redefining them as social problems to be dealt with by welfare
agencies as opposed to criminal actions handled by juvenile
courts), and this policy was adopted in many jurisdictions
around the country.
16. Increased Emphasis on Due Process
Societal reaction theorists also were wary of the discretionary
powers available to juvenile justice officials, including police
and judges. Many of these theorists claimed that juvenile justice
officials often abused their authority and acted in ways that
were harmful to those under their care. As a solution, Edwin
Schur argued for “a return to the rule of law.”30 According to
this approach, constitutional safeguards should be extended to
youths to protect them from the power of the state. Moreover,
punishments should be spelled out in law and should be
determinate, preventing
capricious actions on the part of officials inclined to extend
punishments indefinitely.
Societal reaction theory has been cited as an important
contributor to the movement to extend due process protections
to juveniles. Today juveniles enjoy more due process
protections than they did before the mid-1960s, but the extent to
which the juvenile justice process has become more humane in
its treatment of youths is not clear.31 Simply extending legal
protections to youths does not mean that those protections will
be implemented in practice, and considerable
evidence suggests that the extension of due process protections
to juveniles has had less of an effect on juvenile court
proceedings than some have claimed.32
Deinstitutionalization
Another reform supported by those influenced by the societal
reaction perspective was deinstitutionalization—the removal of
juveniles from correctional facilities. Like diversion,
deinstitutionalization was intended to protect youths from the
harmful effects of incarceration. Indeed, criminologists from
diverse theoretical positions argued that the reform of youths
involved in delinquent behavior required efforts to “improve
attachments to family and school, increase
academic skills, open up legitimate opportunities, and reduce
association with delinquent peers.”33 The incarceration of
17. youths accomplishes none of these objectives. As the
president’s commission stated in its 1967 report, The Challenge
of Crime in a Free Society, “Institutions tend to isolate
offenders from society, both physically and psychologically,
cutting them off from schools, jobs, families, and other
supportive influences and increasing the probability that the
label of criminal will be indelibly impressed upon them.”34
Several states—including Massachusetts, Maryland, Missouri,
North Dakota, South Dakota, Oregon, and Utah—have made
efforts to implement community-based correctional strategies,
and others such as Kansas, Virginia, and Connecticut have
articulated the importance of community-based programs and
have taken steps to move in this direction.35 The most
ambitious of these efforts was led by Jerome Miller,
commissioner of the Department of Youth Services in
Massachusetts during the 1970s. Under Miller’s direction,
Massachusetts dramatically reduced its institutional population
by closing training schools and placing youths in community-
based programs. Moreover, this occurred despite claims that
Miller’s actions would produce an upsurge in juvenile crime.
That did not happen in communities where a network of
community-based programs existed.36 In addition, several
states have made considerable progress in removing status
offenders from correctional facilities.37
Arguments in Support of Diversion Programs
One argument offered in support of diversion is that it can
reduce the stigma and other negative
consequences of being arrested and thus reduce the probability
of recidivism. Other supporting reasons and arguments also
have been advanced. For example, diversion programs are
believed to allow some youths to receive assistance who would
not otherwise be helped because juvenile corrections programs
often fail to provide needed services to youths. Advocates also
point out that diversion programs allow juvenile justice decision
makers to use discretion and be more flexible than many courts
18. in responding to youths.38 Furthermore, many people favor
diversion because it reduces the burden placed on juvenile court
resources by decreasing the number of youths referred to the
courts. In addition, diversion programs promise the added
benefit of freeing up scarce resources, which could then be
devoted to dealing with more youths involved in serious
criminal
behaviors.39
Another argument offered in support of diversion is based on
the fact that many youths who engage in delinquent behavior are
not identified and punished, yet they cease offending without
formal intervention. Nor do youths’ behaviors always escalate if
they are not identified and punished. This suggests that formal
intervention is often unnecessary. Given the potential
negative consequences of formal processing, subjecting youths
to formal processing can cause them great harm (and the
community great harm to the extent that these youths are
encouraged to engage in further delinquency).
One final argument for diversion is that it has the potential to
reduce disproportionate minority
contact (DMC). DMC refers to a long-standing problem in
juvenile justice in which minority youth
are disproportionately represented at each stage of the juvenile
justice process. If youth are diverted from the juvenile justice
process, this could reduce or eliminate DMC. This is more
likely when radical nonintervention or true diversion is used. In
addition, involvement in diversion programs could also help
reduce DMC if youths are not referred to court if they fail to
attend the program or adhere to program guidelines or
conditions. However, there are several potential
problems with diversion programs that could contribute to
DMC. We examine those problems later in this section of the
course.
The Spread of Diversion Programs Since the 1960s
As already noted, many diversion programs have been
19. developed since the late 1960s. Among the most popular have
been Scared Straight programs; family crisis-intervention
programs for status offenders; limited individual, family, and
group counseling programs for status and youths involved in
criminal activity; runaway shelters; individual and family
counseling programs coupled with educational, employment,
and recreational services; basic casework and counseling
programs; dispute-resolution programs involving restitution and
community service; and teen court, truancy court, drug court,
and restorative justice programs more recently. Unfortunately,
many of these
programs have not been carefully evaluated or only a small
number of evaluations have been conducted. As a result, their
effectiveness has not been clearly demonstrated. The following
sections examine some of the programs that have been
evaluated.
Scared Straight or Deterrence-Based Programs
Scared Straight programs, which began to be developed in the
1970s, were popularized by several
films about the Juvenile Awareness Project, which began in
September 1976 at Rahway State Prison in New Jersey, a
maximum-security institution, and a more recent television
series on the A&E
network, Beyond Scared Straight. The first film—Scared
Straight!—received considerable publicity and presented
testimonial evidence that suggested the program was a
tremendous success. Indeed, the film won both an Emmy and an
Academy Award; it was shown to countless youth groups and
school classes, and it aired on national television in 1979. The
second and third films, essentially 10-year and 20-year follow-
ups of the initial documentary, made similar claims regarding
the effectiveness of the Juvenile Awareness Project.
In California, “scaring kids straight” became so popular that
legislation was introduced that required busing 15,000 juveniles
to state prisons for confrontation sessions similar to those at
20. Rahway. In many other communities, tours of prisons and jails
and confrontations with inmates were arranged to scare youths
straight.43 The Juvenile Awareness Project was developed by a
group of inmates called “lifers” who were serving long prison
terms at Rahway. The goal of the lifers was to expose youths to
the harsh realities of prison. To accomplish their goal, they did
more than just
describe conditions in Rahway. The basic intervention employed
consisted of a confrontation in which oral and sometimes
physical abuse and intimidation were used to convey the
brutality and human indignities characteristic of life in a prison
such as Rahway. The prisoners who developed the program
believed that making youths understand the consequences of
their delinquent behavior would act as a deterrent to subsequent
delinquency. Deterrence is the ability of the threat of a legal
sanction or its application to prevent illegal behavior.
Moreover, it is based on the idea that most persons are free-
willed, rational, and hedonistic actors who will weigh the pros
and cons
of different courses of action and behave in ways that increase
rewards (pleasure) and minimize costs (pain). However, the
program developers may not have considered the extent to
which youths—because of their level of development, lack of
life experience, and need for social experimentation—were
likely to be impacted by a program lasting several hours and
based on deterrence theory assumptions.
Although the Scared Straight! films and the A&E series claim
that these programs are successful, an evaluation of the Juvenile
Awareness Project at Rahway by James Finckenauer was far less
encouraging.44 Finckenauer found that the youths who typically
attended the Juvenile Awareness Project at Rahway were less
delinquent than the films suggested. More disturbing, his
research indicated that youths who went through the Rahway
project were more likely to engage in subsequent delinquency
than youths who had not attended the program.45 There were,
however,
21. problems with Finckenauer’s evaluation. The evaluation design
had called for the random assignment of youths to the
experimental condition (the Rahway program) or to a control
condition (no treatment). However, some of the agencies that
selected youths did not select them on a completely random
basis. Consequently, it is possible that the two groups may not
be comparable. Even so, evaluations of programs similar to the
Rahway program have produced results much like those
reported by Finckenauer.
In a review of the evaluations of two other programs designed
to scare youths straight, Richard Lundman found no evidence
that those programs were effective.46 In one program that was
similar to the program at Rahway because it used a
confrontational style of interaction …
Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized
in 1991 by
the American Institute of Architects as "the greatest American
architect of all time."
• Architect
• Interior Designer
• Self-promoter
• Experimentalist; designs often ahead of
construction methods and materials;
• Educator (Taliesen and Taliesen West still operate
as architecture school)
• Designed more than 1,000 structures and
completed 500 works
• Leader of the Prairie School movement of
22. architecture and developed the concept of
the Usonian home, his unique vision for urban
planning in the United States.
Organic Architecture
• "So here I stand before you preaching
organic architecture: declaring organic
architecture to be the modern ideal and
the teaching so much needed if we are
to see the whole of life, and to now
serve the whole of life, holding no
traditions essential to the great
TRADITION. Nor cherishing any
preconceived form fixing upon us either
past, present or future, but instead
exalting the simple laws of common
sense or of super-sense if you prefer
determining form by way of the nature
of materials..." Frank Lloyd Wright,
written in 1954
• Materials, motifs, and basic ordering
principles continue to repeat themselves
throughout the building as a whole. The idea
of organic architecture refers not only to the
buildings' literal relationship to the natural
surroundings, but how the buildings' design is
carefully thought about as if it were a unified
organism. Geometries throughout Wright’s
buildings build a central mood and theme.
Essentially organic architecture is also the
literal design of every element of a building:
From the windows, to the floors, to the
23. individual chairs intended to fill the space.
Everything relates to one another, reflecting
the symbiotic ordering systems of nature.
• Product of a broken home.
• Playing with blocks as a child said to be significant.
• Went to high school in Madison, WI, then to UW, dropped out
without graduating.
Received an honorary doctorate in 1955.
• Migrated to Chicago in 1887.
• Apprentice at Adler and Sullivan, 1889-1893.
Taliesen: family land, then home, then school; Spring Green,
WI
Taliesen: family land, then home, then school;
Spring Green, WI
24. SC Johnson World Headquarters in 1937:
FLW and Mr. Johnson during construction and
Testing the loads the columns could carry
Windgspread: Johnson family home in Racine, WI
Wingspread, completed in 1939; largest Prairie Style home
built; 14,000 square feet
25. Designed by Frank Lloyd
Wright in 1938 as a
cultural, governmental
and recreational
building, he reworked
the design several times
between 1938 and 1958
before signing off on the
final plans seven weeks
before his death in
1959. His last project.
After nearly 60 years of
debate Monona Terrace
opened in Madison, on
Lake Monona, on July
18, 1997.
Monona Terrace
“Since opening its doors on October 21,
1959, the architectural icon has inspired
countless visitors and is widely seen as
Wright’s masterpiece. Throughout the
anniversary year, we invite you to visit
and celebrate with us.
The Guggenheim’s spiral ramp, rising to
a domed skylight, provides a unique
space for contemporary art. With his
26. radical, open design, Wright created a
true “temple of spirit” where art and
architecture meet.”
Mature Organic: Fallingwater
• Built from 1934 to 1937 for Mr. and
Mrs. Edgar J. Kaufmann Sr., at Mill
Run, Pennsylvania, near Pittsburgh.
Designed to place the occupants
close to the natural surroundings,
with a stream and waterfall running
under part of the building. A series
of cantilevered balconies and
terraces, using limestone for all
verticals and concrete for the
horizontals. The house cost
$155,000, including the architect's
fee of $8,000. Kaufmann's own
engineers argued that the design
was not sound, Wright overruled
them but the contractor secretly
added extra steel to the horizontal
concrete elements. In 1994, Robert
Silman developed a plan to restore
the structure. In March 2002, post-