Pieris, A. Sociospatial Genealogies of Wartime Impoverishment
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Maverick Impossible-James Rose and the Modern American Garden
Maverick Impossible-James Rose and the Modern American Garden. Dean Cardasis, Assistant Professor of Landscape Architecture, University of Massachusetts (Amherst) “To see the universe within a place is to see a garden; approach to American garden design. to see it so is to have a garden; Rose was a rugged individualist who explored the not to prevent its happening is to build a garden.” universal through the personal. Both his incisive James Rose, Modern American Gardens. writings and his exquisite gardens evidence the vitality of an approach to garden making (and life) as James Rose was one of the leaders of the modern an adventure within the great cosmic joke. He movement in American garden design. I write this disapproved of preconceiving design or employing advisedly because James “ the-maverick-impossible” any formulaic method, and favored direct Rose would be the first to disclaim it. “I’m no spontaneous improvisation with nature. Unlike fellow missionary,” he often exclaimed, “I do what pleases modern rebels and friends, Dan Kiley and Garrett me!”1 Nevertheless, Rose, through his experimental Eckbo, Rose devoted his life to exploring the private built works, his imaginative creative writing, and his garden as a place of self-discovery. Because of the generally subversive life-style provides perhaps the contemplative nature of his gardens, his work has clearest image of what may be termed a truly modern sometimes been mislabeled Japanesebut nothing made Rose madder than to suggest he did Japanese gardens. In fact, in response to a query from one prospective client as to whether he could do a Japanese garden for her, Rose replied, “Of course, whereabouts in Japan do you live?”2 This kind of response to what he would call his clients’ “mind fixes” was characteristic of James Rose. -
906-100 Budget Bill
ASSEMBLY ADOPTS CONFERENCE REPORT JUNE 16, 1999 SENATE ADOPTS CONFERENCE REPORT JUNE 15, 1999 AMENDED IN ASSEMBLY MAY 20, 1999 AMENDED IN ASSEMBLY MAY 17, 1999 AMENDED IN SENATE APRIL 27, 1999 SENATE BILL No. 160 Introduced by Senator Peace (Coauthor: Assembly Member Ducheny) January 8, 1999 An act making appropriations for the support of the government of the State of California and for several public purposes in accordance with the provisions of Section 12 of Article IV of the Constitution of the State of Cali- fornia , and declaring the urgency thereof, to take effect immediately . LEGISLATIVE COUNSEL’S DIGEST SB 160, as amended, Peace. 1999–2000 Budget. This bill would contain proposed make appropriations for display pur- poses for support of state government for the 1999–2000 fiscal year. This bill would declare that it is to take effect immediately as an urgency statute. Vote: majority 2⁄3 . Appropriation: no yes . Fiscal committee: yes. State- mandated local program: no. The people of the State of California do enact as follows: 1 SECTION 1.00. This act shall be known and may be cited as the 2 ‘‘Budget Act of 1999.’’ 3 SEC. 1.50. (a) In accordance with Section 13338 of the Govern- 4 ment Code, as added by Chapter 1284, Statutes of 1978, and as amended 5 by Chapter 1286, Statutes of 1984, it is the intent of the Legislature that 6 this act utilize a coding scheme compatible with the Governor’s Budget 7 and the records of the State Controller, and provide for the appropriation 8 of federal funds received by the state and deposited in the State Trea- 9 sury. -
Weedpatch Camp Are the Post Office, Community Hall and the Library
1l ^^^^^^*%,I^^^^MMt. r"*"**! •7**a*\ pwwws «« ^*» „———————— ^__ _ ^••••••••M 1 J ! I n 1 ! 5 I rj ! £ n \i// fS P"1^ >MB NO. 10024-0018 • •• .; -i United States Department of the Interior National Park Service ( I II 8 1995 11 National Register of Historic Places Registration Form IE; fcSQURCES DIVISION This form is for use in nominating or requesting determinations for individual properties and How Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A). Complete eH e appropriate box or by entering the information requested. If an item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property """ historic name other names/site number Arvin Federal Csno/Sunset 2. Location street & number 8305 Subset Blvd. D not for publication city or town Bakersfield____________ _ fi vicinity state C!a 1 i fnr-n i a________ code PA county code Q39 zip code 93307 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this Ijjp nomination D request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property ts D does not meet the National Register criteria. -
From the Garden
From The Garden Lawrence Halprin and the Modern Landscape Marc Treib AN INTRODUCTION As a landscape architect, urban designer, author, and study the design of The Sea Ranch in northern Califor- proselytizer for the fi eld’s recognition, Lawrence Hal- nia—one of the fi rst planned communities to carefully prin cast a giant shadow (Figure 1). His practice, which inventory the existing vegetation, hydrology, topog- spanned half a century, was so multi-faceted that to raphy, and fauna and use these factors as the basis for date nothing written about him has satisfactorily design.2 Collectively these landscapes demonstrate that covered the broad range of his contributions. In the last Halprin’s thinking, as represented in his designs and decade, however, there has been renewed interest in his his writings, was impressively comprehensive. early attempts to record movement; others have tried Only with slight exaggeration could we say that to assess the nature of the collaboration with his wife, Halprin is generally known as a landscape architect the dancer Anna Halprin; others still have attempted who worked primarily in the urban sphere, designing to adopt his RSVP Cycles as a design method.1 Sadly, fountains and plazas—including one major memo- of late Halprin’s several major works have been threat- rial—within cities from coast to coast, and even ened, some have been demolished or bowdlerized, and abroad. Yet, as Garrett Eckbo once claimed, it is the much of the renewed interest in the Halprin landscape garden that provides the classroom and test site for has been a byproduct of eff orts to preserve major landscape architects.3 There, one learns a vocabu- projects such as Manhattan Square Park in Rochester, lary with which one designs, the processes by which Freeway Park in Seattle, and Heritage Square in Fort landscapes are realized, the people who realize them, Worth. -
Grades 6-8 Pacing Guides
! ¡ ¢ £ ¤ ¤ ¥ ¢ ¦ § GRADE 6 UNIT 1: TURNING POINTS What happens when life changes direction? USER GUIDE HOW IS THIS PACING GUIDE ORGANIZED? You are unique. So are your students. This pacing guide is not meant to The pacing guide for this unit is broken up into 45 instructional days. One pigeonhole you. It is designed to give you a sense of how you might incorporate instructional day may have more than a single task. All of the activities on row all of the resources StudySync has to oCer into a comprehensive unit. The one are meant to be covered on the first instructional day. However, we know Pacing Guide should give you a sense of how to weave together lessons from that school schedules vary. Some teachers may have traditional 50 minute class the Instructional Path, Extended Writing Project, Research Project, and Full-Text periods each day, while others have 90 minute block classes a few days a week. Study in the Thematic Units as well as lessons from the Instructional Path and This pacing guide is designed for a 50 minute class, but it can be adapted to fit Extended Oral Project in the Designated ELD Unit. any schedule. If you are teaching on a block schedule, you will want to modify the work combining days to get through the content in the time you’ve scheduled WHAT IS THE PURPOSE OF A PACING GUIDE? for your unit. The numbers next to the StudySync lessons indicate which number the lesson is This pacing guide is designed to help you to eCectively plan your unit. -
The World of Anne Frank: Through the Eyes of a Friend
1 Anne Frank and the Holocaust Introduction to the Guide This guide can help your students begin to understand Anne Frank and, through her eyes, the war Hitler and the Nazis waged against the Jews of Europe. Anne's viewpoint is invaluable for your students because she, too, was a teenager. Reading her diary will enhance the Living Voices presentation. But the diary alone does not explain the events that parallel her life during the Holocaust. It is these events that this guide summarizes. Using excerpts from Anne’s diary as points of departure, students can connect certain global events with their direct effects on one young girl, her family, and the citizens of Germany and Holland, the two countries in which she lived. Thus students come to see more clearly both Anne and the world that shaped her. What was the Holocaust? The Holocaust was the planned, systematic attempt by the Nazis and their active supporters to annihilate every Jewish man, woman, and child in the world. Largely unopposed by the free world, it resulted in the murder of six million Jews. Mass annihilation is not unique. The Nazis, however, stand alone in their utilization of state power and modern science and technology to destroy a people. While others were swept into the Third Reich’s net of death, the Nazis, with cold calculation, focused on destroying the Jews, not because they were a political or an economic threat, but simply because they were Jews. In nearly every country the Nazis occupied during the war, Jews were rounded up, isolated from the native population, brutally forced into detention camps, and ultimately deported to labor and death camps. -
Modern Landscape Architecture 36
INTRODUCTION viii • I: PEIRCE LEWIS: AMERICAN LANDSCAPE TASTES 2 • 2: CATHERINE HOWETT: MODERNISM AND AMERICAN LANDSCAPE ARCHITECTURE 18 • 3: MARCTREIB: AXIOMS FOR A MODERN LANDSCAPE ARCHITECTURE 36 • 4: JAMES C. ROSE: FREEDOM IN THE GARDEN [1938] 68 • 5: JAMES C. ROSE: PLANTS DICTATE GARDEN FORMS [ 1938] 72 • 6: JAMES C. ROSE: ARTICULATE FORM IN LANDSCAPE DESIGN [ 1939] 73 • 7: JAMES C. ROSE: WHY NOT TRY SCIENCE? [ 1939] 76 • 8: GARRETT ECKBO, DANIEL U. KILEY, and JAMES C. ROSE: LANDSCAPE DESIGN IN THE URBAN ENVIRONMENT [ 1939] 78 • 9: GARRETT ECKBO, DANIEL U. KILEY, and JAMES C. ROSE LANDSCAPE DESIGN IN THE RURAL ENVIRONMENT [ 1939] 83 • 10: GARRETT ECKBO, DANIEL U. KILEY, and JAMES C. ROSE LANDSCAPE DESIGN IN THE PRIMEVAL ENVIRONMENT [ 1940] 88 • II: DOROTHEE IMBERT: A MODEL FOR MODERNISM: THE WORK AND INFLUENCE OF PIERRE-EMILE LEGRAIN 92 • 12: FLETCHER STEELE: NEW PIONEERING IN GARDEN DESIGN [ 1930] 108 • I 3 THORBJORN ANDERSSON ERIK GLEMME AND THE STOCKHOLM PARK SYSTEM / II • 14 JOHN DIXON HUNT THE DIALOGUE OF MODERN LANDSCAPE ARCHITECTURE WITH ITS PAST 111 • IS LANCE M NECKAR CHRISTOPHER TUNNARD: THE GARDEN IN THE MODERN LANDSCAPE / / / • 16 CHRISTOPHER TUNNARD: MODERN GARDENS FOR MODERN HOUSES. REFLECTIONS ON CURRENT TRENDS IN LANDSCAPE DESIGN [1942] / '< • 17 MICHAEL LAURIE THOMAS CHURCH, CALIFORNIA GARDENS, AND PUBLIC LANDSCAPES 166 • 18 REUBEN M RAINEY "ORGANIC FORM IN THE HUMANIZED LANDSCAPE": GARRETT ECKBO'S LANDSCAPE FOR LIVING Wo • 19: GARRETT ECKBO: PILGRIM'S PROGRESS 206 • 20: GREGG BLEAM: MODERN AND CLASSICAL THEMES IN THE WORK OF DAN KILEY 22o SELECTED WORKS AND COMMENTS BY DAN KILEY 240 • 21: PETER WALKER: THE PRACTICE OF LANDSCAPE ARCHITECTURE IN THE POSTWAR UNITED STATES 250 • 22: MARTHA SCHWARTZ: LANDSCAPE AND COMMON CULTURE SINCE MODERNISM 260 • 23: MARC TREIB: POINTING A FINGER AT THE MOON: THE WORK OF ROBERT IRWIN 266 • EPILOGUE 2H6 • INDEX 290. -
Reclaiming a Lost Legacy
CG Summer 04_Q5.cc 5/20/04 8:45 AM Page 10 TREND LINE RECLAIMING A LOST LEGACY The Challenge of Preserving the Postwar Era’s Invisible Gardens by Charles In the summer 2003 issue of Common Ground, preservationist Richard [THESE] LANDSCAPES Birnbaum Longstreth argued that we would not question a modernist landmark’s signifi- ARE OFTEN CHARAC- cance were it constructed 175 years ago. Time bestows import, he wrote, and TERIZED BY CRISP the buildings of the modern movement do not have time to wait. LINES, HARD MATERI- This is even more true for the era’s designed landscapes. What comes to mind when ALS, ABRUPT JUXTA- POSITIONS, AND LACK preservationists talk about the great works? Usually pastoral places such as Central Park OF SYMMETRY—A and the Golden Gate, or emblematic estates such as Biltmore or the Breakers. If a land- SHARP DEPARTURE scape is not picturesque, if it lacks the traditional scenic qualities championed by a FROM THE CONVEN- Frederick Law Olmsted, it usually lacks a constituency. TIONAL CONCEPT OF A poll commissioned by Russian immigrant artists Vitaly Komar and Aleksandr BEAUTY IN LAND- Melamid sought to discern how Americans perceive art and beauty. Respondees pre- SCAPE DESIGN. ferred soothing, realistic scenes with soft curves and blended colors. Postwar modernist landscapes, by contrast, are often characterized by crisp lines, hard materials, abrupt jux- tapositions, and lack of symmetry. One begins to see why these works are so often over- hauled or demolished. Postwar America was a new world. With the automobile ascendant and cities exploding exponentially, the future looked like an endless horizon of Levittowns and interstates. -
Written Transcript
The Cultural Landscape Foundation® Pioneers of American Landscape Design® ___________________________________ JOE KARR ORAL HISTORY INTERVIEW TRANSCRIPT ___________________________________ Interviews Conducted May 23-24, 2017 By Charles A. Birnbaum, FASLA, FAAR Table of Contents PRELUDE .......................................................................................................................................... 5 BIOGRAPHY ..................................................................................................................................... 6 Childhood .................................................................................................................................................................. 6 Growing up in Northern Illinois ............................................................................................................................ 6 Early Experiences of Landscape ........................................................................................................................ 6 Rock River Valley ............................................................................................................................................. 7 Early Experiences of Art ....................................................................................................................................... 8 Drawing ............................................................................................................................................................. 8 Making -
Joe Karr Oral History Transcript.Pdf
The Cultural Landscape Foundation® Pioneers of American Landscape Design® ___________________________________ JOE KARR ORAL HISTORY INTERVIEW TRANSCRIPT ___________________________________ Interviews Conducted May 23-24, 2017 By Charles A. Birnbaum, FASLA, FAAR © 2018 The Cultural Landscape Foundation, all rights reserved. May not be used or reproduced without permission. Table of Contents PRELUDE .......................................................................................................................................... 5 BIOGRAPHY ..................................................................................................................................... 6 Childhood .................................................................................................................................................................. 6 Growing up in Northern Illinois ............................................................................................................................ 6 Early Experiences of Landscape ........................................................................................................................ 6 Rock River Valley ............................................................................................................................................. 7 Early Experiences of Art ....................................................................................................................................... 8 Drawing ............................................................................................................................................................ -
Dust Bowl: Weedpatch School
TEACHING TOLERANCE EARLY grADES ACTIVITY WWW.TEACHINGTOLERANCE.ORG K 1 2 3 4 5 6 7 8 9 10 11 12 Dust Bowl: Weedpatch School GOALS • Students will evaluate group practices from the past and compare them to more recent events effecting classroom communities • Students will take personal responsibility for building an inclusive community • Students will differentiate between things that happened long ago and things that happened recently RATIONALE Children often benefit from adult support when it comes to expressing their feelings and understanding their experiences. Children who remember Hurricane Katrina’s effects, particularly those children who experienced evacuation or an influx of new students in their school, can better cope with the events if asked to imagine, and even enact, ways they can improve the situation. The description of Weedpatch school from the handout offers an example of children banding together to make the best of a difficult situation. You can also show the students pictures of Weedpatch camp. (http://www.weedpatchcamp. com/camp.htm) After introducing the story of Weedpatch School, ask the children for ways they can make their own school a place that reflects pride in their community. Note: The reading level of the handout is within 3rd-grade range. Younger children are able to participate if guided through the questions. PROCESS • If possible, show the class pictures of the Dust Bowl <http://usd.edu/anth/epa/dust.html>. Also use a U.S. map to locate the states most affected, and mark the journey alongR oute 66 to California. • Identify Louisiana on the map and ask children to help locate some of the states to which people evacuated after Hurricane Katrina. -
Index to the Geologic Names of North America
Index to the Geologic Names of North America GEOLOGICAL SURVEY BULLETIN 1056-B Index to the Geologic Names of North America By DRUID WILSON, GRACE C. KEROHER, and BLANCHE E. HANSEN GEOLOGIC NAMES OF NORTH AMERICA GEOLOGICAL SURVEY BULLETIN 10S6-B Geologic names arranged by age and by area containing type locality. Includes names in Greenland, the West Indies, the Pacific Island possessions of the United States, and the Trust Territory of the Pacific Islands UNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON : 1959 UNITED STATES DEPARTMENT OF THE INTERIOR FRED A. SEATON, Secretary GEOLOGICAL SURVEY Thomas B. Nolan, Director For sale by the Superintendent of Documents, U.S. Government Printing Office Washington 25, D.G. - Price 60 cents (paper cover) CONTENTS Page Major stratigraphic and time divisions in use by the U.S. Geological Survey._ iv Introduction______________________________________ 407 Acknowledgments. _--__ _______ _________________________________ 410 Bibliography________________________________________________ 410 Symbols___________________________________ 413 Geologic time and time-stratigraphic (time-rock) units________________ 415 Time terms of nongeographic origin_______________________-______ 415 Cenozoic_________________________________________________ 415 Pleistocene (glacial)______________________________________ 415 Cenozoic (marine)_______________________________________ 418 Eastern North America_______________________________ 418 Western North America__-__-_____----------__-----____ 419 Cenozoic (continental)___________________________________