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Interview with Peter Eisenman: The Last Grand Tourist: Travels with Colin Rowe
Author(s): Peter Eisenman and Colin Rowe
Source: Perspecta, Vol. 41, Grand Tour (2008), pp. 130-139
Published by: The MIT Press on behalf of Perspecta.
Stable URL: http://www.jstor.org/stable/40482322
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IMMPdU
Ail ¡mages courtesy of Peter Eisenman
1 30 The Last Grand Tourist
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INTERVIEW WITH PETER EISENMAN
THE LAST GRAND TOURIST: TRAVELS WITH COLIN ROWE
P41
Where did you go?
PE
The idea of the grand tour in architecture is an English - if not a Euro-
pean - tradition, in which an older experienced traveler initiates a young
person to the cultural splendors of southern Europe. In the mid-eighteenth
century, Robert Adam established his architectural practice in London
after traveling extensively in Italy with his tutors, and Goethe described
his 1786-87 travels to Italy in his book Italienische Reise, published in
1816-17. While the Grand Tour has come to be seen as an essential part of
an architect's education, my travels with Colin Rowe were part of an "acci-
dental" education, but they had a profound impact on the manner in which I
would subsequently practice.
In the spring and summer of 1959, I was working for The Architects' Col-
laborative in Cambridge, Massachusetts. At the time it seemed like heaven,
working for Walter Gropius and living in Cambridge. This was supposedly
the summa of an architect's life, but I soon realized that even Gropius and
his associates had no real ideological or philosophic commitment to what
I thought was architecture. TAC was so unsatisfying that I went to see a
former employer, the architect Percival Goodman. Percy said, "Look Peter,
why work your way up the ladder in an office to become a junior partner or
maybe a partner? Why don't you come back to graduate school at Colum- ,
bia?" At the time I was twenty-seven years old. I had been in the army for »
two years in Korea, I had done my three years of apprenticeship, and I was
studying for my architectural license. Because I was in Boston, I applied to
MIT as well as Columbia. I was accepted at both, but Goodman wanted me
back at Columbia. He said, "You can graduate in one year rather than two."
At the time, this was important to me.
But I need to go back to the fall of 1959, when Jim Stirling came to Yale for
his first visit. Stirling came down to New York and I was introduced to him
through my then roommates, John Fowler (who went on to work with Paul
Rudolph) and Michael McKinnell. Jim said, "You know, you ought to go to
England. That's where things are happening." New Brutalism was in vogue,
and the Smithsons and Team 1 0 were generating a new energy in England.
In the spring of 1960, I applied for a Kinney traveling fellowship, which was
worth $7,500, which in today's dollars was a lot of money. At the same
time I also applied for a Fulbright to France. I received both fellowships and
decided to go to France. My brother was living in Paris at the time. I arrived
on the Flandre in Le Havre and took the "boat train" to the Gare du Nord.
When I asked a taxi driver, in French, to take me to Rue Git-Le-Coeur, where
my brother was living, the driver turned to me and, in the most conde-
scending tone possible, suggested that it would be better if I spoke English.
At that moment, I realized that France was not for me. I spent a night with
my brother, then turned around and accepted this other fellowship at Cam-
bridge to be a research assistant. Unwittingly, of course, this decision would
lead me to Colin Rowe.
I remember our first meetings. I would go to Colin's flat two or three times
a week, and he would pull out books, Campbell's Vitruvius Britannicus,
Letarouilly's Edifices de Rome Moderne, and other books with a series of
fantastic plans from the Renaissance. I was taught how to read these plans
and to see that specific plans showed certain ideas. I was taught how to
understand the nuances of these plans, how they constituted the essence
of what is architectural, of what has become the persistencies of architec-
ture. We were not analyzing their function but rather the architectural rela-
tionships in these plans. This lay the groundwork for the trip. After several
months, Colin suggested that I was the "noble savage" to his Robert Adam,
and proposed that we travel in Europe for the summer.
I was the one who researched the trip. As I was interested in De Stijl and
the Bauhaus, we started off in Holland, against Colin's better judgment. We
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saw all of Rietveld, Van Tijen and Maaskant, Bijvoet and Duiker at a time
when rarely anybody had gone to see this work. We saw the Van Nelle Fac-
tory, the Oud Siedlung, Bijvoet and Duiker's Zonnestraal Sanatorium, and of
course the Schroeder House. It was then that I realized how much Colin did
not like modern architecture.
After Holland, we went down the Rhine, stopping in Krefeld to see Mies's
Lange and Ersters houses, which Colin had never seen. In Stuttgart, we
saw the Weissenhofsiedlung. I did all the driving in my white Volkswagen
Bug while Colin read incessantly to me. Twelve hours, night and day, we did
nothing but look, and I would drive while he read, much of it useless trivia,
like the shields of popes, the number of Piccolomini popes, etc. It was a
total immersion experience. Next came Zurich, where Colin wanted to visit
one of the old Texas Rangers, Bernhard Hoesli, who had worked with Le
Corbusier and had taught at Texas with Rowe.
In Zurich, we had dinner with Hoesli and his wife. Hoesli had taken us
around to see Le Corbusier's work in Zurich, and then showed us his own
work in his office. Hoesli was a very bright person, but on this occasion, I
became Colin's attack dog. Bernhard asked me, "Well, what do you think of
my work?" We had seen that his work was a cross between Wright and Le
Corbusier. I immediately said, "Bernhard" - and this is what endeared me to
Colin - "Bernhard, I have never had a more exhilarating day. It was the most
amazing experience looking at Le Corbusier with you. But I cannot under-
stand how a person who knows so much about architecture can do such
bad work." And there was silence. Boom... it was arj amazing moment.
Leaving Zurich, we proceeded south through Switzerland to Como. Now
we need to go back to Como because that is a major part of my story.
Unlike Goethe, who reveled at the Lago di Garda, Colin said it was to be
avoided at all costs, except for a brief stop in Sirmione at the foot of the
lake, because it was now full of Tedeschis of a somewhat different ilk than
Goethe. Mussolini had ruled from Salo, on Lago di Garda, in 1944-45, just
north of Sirmione. Such was the kind of history that Colin would read as
we traveled. I, this so-called noble savage who did not know anything, even
though I had been reading AD during my year at Columbia and had learned
about Brutalism, and even though I had been meeting regularly with Stirling,
Smithson, Banham, and other members of the English scene in London, I
was still a neophyte.
When Sandy Wilson had come back from Yale, he gave me, as a present
for filling in for him, the Encyclopédie de L'Architecture Nouvelle by Alberto
Sartoris. In that book I saw Giuseppe Terragni 's work for the first time -
his Casa del Fascio, the Asilo Infantile, and the Giuliani Frigerio apartment
block. There was also Cesare Cattaneo's apartment block in Cernobbio just
up the road from Como. This fired my imagination and my desire to see
these buildings. Thus, when we arrived in Como, we immediately went to
the square in front of Casa del Fascio, and, as Colin said, I had a revelation.
After having seen De Stijl, Mies, Corbu, the Weissenhofsiedlung, all of these
monuments of modern architecture, to see the Casa del Fascio in the flesh
was amazing. I was blown away. After Como, we drove to Milano, where we
saw the Terragni apartment buildings which nobody really knew at the time.
They were only in the Sartoris book. We also saw Terragni 's two houses in
Seveso and Rebbio on the way.
My mania for collecting architectural magazines from 1918-39 began in
Milano. Much of what was modern prewar architecture had been pub-
lished in Giuseppe Pagano's magazine Casabella. This was the focus of
my search in used bookstores. I would walk in and say, "Vecchie riviste di
Casabella della prima della guerra?" I looked in every little bookstore from
Milan to Naples and back to Torino. During that time we discovered many
small antiquarian bookstores, some of which I can still visit to this day. But
it was only on our last day in Italy that we hit the jackpot in the galleria in
Torino, but that is another story.
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How were you documenting the buildings?
Were you taking slides or drawing?
After Milan, Colin programmed the rest of the trip with High Renaissance
and Mannerist architecture and painting, but very little Baroque. I was not
allowed to look at Borromini or Bernini. The work we had to see was the
basis of the Cambridge course that Colin was giving, called "From Braman-
te to Vignola," that is, from 1 520 to 1 570 in northern Italy, both painting
and architecture. Of course, this was all new material for me.
We went east to Bergamo to see the citta alta and the Scamozzi loggia
on the way to the Veneto. We also detoured below the Milano-Venezia
autostrada to Mantova, where we stayed for three days. We were now in
the heart of Colin Rowe country. We saw Giulio Romano's Palazzo del Te, ,
with the faux rustication and the giant frescoes bursting out of their panels.
We spent an afternoon sipping San Pellegrino Aranciatas in front of Alberti 's
facade for San Andrea. We went to see the little-known church of San Bene-
detto Po, with its interior by Giulio Romano and its baptistery covered with
his frescoes. Twenty years later, when I returned, there were no frescoes,
only a restored "original" Romanesque baptistery. The work by Giulio Ro-
mano had fallen victim to the "restoration" impulse. Next came the Veneto
and the Pal lad ¡an villas. At that time none of the villas had been document-
ed or catalogued, but Colin knew their locations from his previous visits.
We would ask for directions in our primitive Italian and we found - and I
still have the slides - ten or twelve Palladian villas that had been previously
undocumented in any books at the time, certainly not in the old Baedeker
and Michelin Guida Rossa guides that were our constant companions.
I was taking slides, but not drawing. Learning to see requires something
other than slides or drawings. My most important lesson in architecture
was the first time I saw a Palladian villa. I cannot remember which one,
somewhere in the Veneto. It was hot, probably ninety-six or ninety-seven
degrees, and humid, and Colin said, "Sit in front of that facade until you can
tell me something that you can't see. In other words, I don't want to know
about the rustication, I don't want to know about the proportion of the
windows, I don't want to know about the ABA symmetries, or any of those
things that Wittkower talks about. I want you to tell me something that is
implied in the facade." I remember this moment as if it were yesterday. This
is how Colin began to teach me to see as an architect. Anyone can look
at window-to-wall relationships, but can anyone see edge stress, the fact
that the Venetian windows are moved outboard from the center to create
a blank space - a void between the windows - which acts as a negative
energy? Such ideas are not found in any books. They are found in seeing
architecture.
In this way I began to understand how to look at Palladio, at a portico in
relationship to the main body of the building, at the flatness of the facade
and its layering. Of course it was very different from looking at Giulio
Romano's Palazzo del Te, which displayed different kinds of architectural
tropes: a different flatness, a different layering, the implied peeling away
of the stone, and the real stone making stone appear thin. We talked about
frontality, rotation, and the difference between Greek and Roman space. All
of these lessons I learned through looking at the subtleties of the Palladian
villas. In Vicenza we saw the Palazzo Godi, which Scamozzi finished after
Palladio's death. We saw how much drier Scamozzi was than Palladio. To
be able to see dryness was as important as being able to taste dryness in
a wine.
We then went to Venice. In retrospect, in Venice, interesting differences
between Rowe and Tafuri became clear. Tafuri thought that Sansovino was
important, while Rowe infinitely preferred Scamozzi. We saw two Palladian
churches, San Giorgio and Redentore, and the layering and compression
that occurred on the facades, their frontality. Now I was beginning to see
things. And of course we were still doing twelve hours a day. I said, "Hey
Colin, come on, let's go to the beach." But no, we could not go to the
beach. For Colin, it had to be total immersion. This kind of mentoring would
be absolutely impossible today.
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He walked back?
We went into the Veneto, then down to Vicenza, to Verona to see Sanmi-
cheli's city gates, to Padua to see the cathedral. This is where the story
also gets interesting, as far as Colin is concerned. He said we could not go
to Florence until we had seen Rome, because I needed to understand the
influence of Rome on Florentine and Bolognese painting, what he would
later call Mannerist painting. In other words, we had to see Raphael, Michel-
angelo, and Peruzzi before going to Florence. On the way to Rome, we went
to Urbino to see the cortile of the Ducal Palace and the Piero della Frances-
cas. The next stop was Arezzo, where we ate in the Buca di San Francesco,
across from the Vasari Loggia. We went to Borgo San Sepolcro - another
one of the things that only Colin would know - which is a little town near
Arezzo, with a small church, not yet restored, with frescos done by Piero
della Francesca. Many years later I went back and saw them when they
were completely restored. But who had been to Borgo San Sepolcro? Colin
was meticulous in knowing what to see and where to see it.
Down through Toscana we went. We made an important stop in Gubbio,
which is a tough hill town lacking the saccharine qualities of Assisi and
San Gimignano. From there we went to Todi, where I had my first spaghetti
carbonaro in a restaurant called Da Umbria, with a magnificent view of the
valley. Of course, we made the obligatory stop at Sangallo's Santa Maria
della Consolazione. From Todi we went to Perugia, Orvieto, and Viterbo, to
the Villa Lante, to, finally, Rome, which was a literal feast for Colin. We saw
the Stanze di Raffaelo, in which I began to understand the three periods of
Raphael's paintings, and The Fire in the Borgo by èiulio Romano. I began
to understand how this late period led to the painting of Parmigianino,
Pontormo, and Bronzino. Painters were an integral part of understand-
ing the architecture. Piero della Francesca was the first to bring a certain
layered frontality of space that architects like Bramante pick up. Rome is a
chapter by itself. Included in our tour was every Roman wall church of the
sixteenth and seventeenth centuries, including Carlo Rainaldi's Santa Maria
in Campitelli. It was in Rome that I got my first introduction to Luigi Moretti.
We went to the Fencing Academy, which was in pristine condition, then
to Casa Girasole and Casa Astrea. Colin had been impressed by Moretti 's
magazine, Spazio.
After a detour to Naples, we started north from Rome. I remember this was
one of the highlights outside of Siena. By this time I was pretty beat, really
exhausted, and particularly tired of being lectured, read to, and told what to
do twelve hours of every day. We were driving along just outside of Siena
when Colin said - and this was the way he would say things - "In 2 kilo-
meters we're going to take the right bifurcation." A couple of minutes later
he said, "Now remember, in 1 kilometer we're going to take the bifurcation
to the right." And I began to steam. So when we reached the bifurcation, I
went speeding by to the left. I had had it. It was done. And Colin said, "I
said right." I said, "I heard you." He said, "I said right," again. I said, "I
heard you." He said, "Stop the car." So I said OK. I stopped the car. And he
got out, closed the door, and I continued on.
No, he hitchhiked to Siena, where we met up at the hotel, both having
cooled off. After Siena we went to Florence, then Bologna. Bologna is
memorable because we looked at Vignola's Loggia dei Banchi and at the
Carracas and Guido Reni in the Bologna Gallery. Then we went to Lucca
to see the Pontormos. We looked at a lot of painting, but at the same time,
I was trying to collect issues of Casabella. We arrived in Torino on our
last day in Italy. I remember this distinctly. We went to a shop in the glass
galleria in Torino, an old white-haired man with a fascist beard, split in the
middle - clearly an old fascist - was sitting outside the bookstore. We asked
him if he had any old Casabella magazines, and he replied that yes, he
did. And I said, "Could we see them?" So he goes into the store and tells
the assistant to go downstairs to the basement. And he said, "Look, I don't
want to bring them all up, which ones specifically are you looking for?" And
I said, "Why don't you just bring up some magazines from 1932?" So he
brings up a complete year, in mint condition. So I asked if there were more,
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What happened when you returned to
Cambridge?
How did the trip with Rowe influence your
work?
and he said yes. So I said, "Why don't you bring them all up?" He brings
up a hundred plus issues. It was amazing. I mean, a trove of mint-condition
magazines from the 1930s. Now, I knew they were worth $10 apiece, that
is, 6,000 lire. But if I bought a hundred magazines, that would be $1,000.
I didn't have that much. I was making the equivalent of $2,000 a year, and
with my fellowship for $7,500 we had bought a car, traveled, etc. We did
not have much money at that point. So I asked what he wanted for them.
He said, really quickly, 60 lire a piece. Not 600 but 60. I said, "Too much,
I'll give you 20." We agreed on 20 lire a copy. He had never sold these
magazines, nobody had ever asked for them. I could have bought the entire
store, which had all of the Futurist and Fascist material one could ever want.
After Torino, we went back up through France, to Chambéry and Nancy - a
city Colin loved. Then we went into Paris and looked at what he considered
to be French neoclassical architecture by the architects Due and Duban,
people who are hardly known. We looked at Le Corbusier, of course. And I
remember, also going to his office at 35, Rue de Sevres. We stood outside
on the doorstep, and I looked at Colin and said, "What the hell am I gonna
say to this guy?" He said, "Ring the doorbell, come on, come on." And I
said, "No, no, no, I can't do that, I don't know what to do." So we turned
around and walked away.
Leslie Martin, asked me if I would stay on to teach a second year. At the
time I did not want to be a teacher, I wanted to be an architect, so I asked
if I could work as an architect. Martin suggested that since I already had
my license, I would not want to work as a draftsman, and that it would
be difficult to find any other architectural work. Then he said, "I will do
something which is highly irregular. Why don't you do a Ph.D.? You can do
it in two years instead of three and still teach first year." Being a teacher
at Cambridge, one was supposed to be sitting at high table in college, but
as a research student, one was supposed to be sitting with lesser mortals.
Martin, with his political acumen, was able to work it out, suggesting I do a
Ph.D. under his guidance.
I had never thought about getting a Ph.D., but I decided to do the thesis.
This was perhaps another example of my accidental education. I also saw
that there would be some problem for me in establishing my distance from
Colin Rowe. Rowe's last year in Cambridge was from the fall of 1961 to
the spring of 1962. During that time I decided to write about the formal
basis of modern architecture as an analytic work on four distinct architects:
Terragni, Le Corbusier, Aalto, and Wright, much to Rowe's chagrin. I finished
my Ph.D. in 1963, the year after Colin left.
Without it, I would not be who I am today. There is no question that my
education made it impossible for me to be what I would call an ordinary
practicing architect. The two trips - Colin and I made a second tour in the
summer of 1962 - and the Ph.D. were all part of it. My idea of what it was
to be a practicing architect changed completely. Even today, I am amazed
that I have done major buildings.
Being mentored by one of the three great historians and critics of the latter
part of the twentieth century - those being Banham, Rowe, and Tafuri - was
the most intensive experience I had. The time I spent with Rowe was my
education. In those two years, those two trips, I received an education that
would be impossible to have in any other way. I both carried this education
forward and needed to react against it.
Later, there were other mentors, Tafuri and Jacques Derrida. Percival Good-
man had been my first mentor. I was open to being mentored, and the times
were such that mentoring was possible. This would be impossible today.
With Rowe I learned about much more than architecture, from the Carracas
and Guido Reni in the Bologna gallery to the Vignola loggia in Bologna.
This was the time that Rowe was writing about Le Corbusier's La Tourette.
He took me to the Cistercian monastery Le Thoronet, which is the formal
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Why did you decide to leave England?
Is this kind of learning still possible? Why
don't you travel with your advanced studios,
if you are trying to teach your students to
see in the same way that Colin taught you?
Or maybe you're not trying to do the same
thing?
You said earlier that this kind of travel is no
longer possible, that you cannot travel today
the way that you traveled with Colin Rowe
as your "cicerone. " Is it not desirable, or is it
simply not possible? And if it is not possible,
why is that? What has changed?
underpinning of La Tourette. How many students even know about this,
much less have been there? All of this information was practically imprinted
on my brain, because it was passed to me in a very passionate way. I truly
was a "noble savage," like a sponge soaking up this material. The thought
of having a Ph.D., the thought of teaching had never ever occurred to me. I
also did not realize that it was going to put me off of the conventional route
to becoming a practicing architect.
First of all, it was too claustrophobic, too homogeneous. I missed a certain
sense of humor that was American. I also missed a certain capacity to be
able to be "me." I could not live forever as an expatriate. Even though I
could have stayed, I never would have practiced architecture in England. I
knew I wanted someday to build buildings. That was very important. I could
not become a historian like Colin.
The first-year class that I teach at Yale is an attempt to teach students how
to see architecture as architects. It is something that does not come natu-
rally. Yale's Dean Robert Stern has said there is a disjunction between the
first and third year in the studio. We needed to find a course that mediated
between first year and third year. How does that knowledge move into the
studio?
I am trying to set up a series of case studies to show how Rem Koolhaas
moves from Palladio and Schinkel to Le Corbusier to Rem Koolhaas. I am
trying to define the persistencies of architecture. What are those things
that do not change, what things have changed, where aje the fertile areas
for change? How do you take the knowledge of Bramante and Palladio and
use it in a studio with Zaha Hadid? How does Hadid do it? How does Frank
Gehry do it? I want to show examples where masters have been able to
take material from the discipline of architecture and manipulate it so that it
becomes present. How do you produce work that does not rely on graphics
or Photoshop or computers, work that relies on the capacity to integrate
architectural knowledge into the present? In other words, what are the
present situations? Venturi, Moneo, Koolhaas, Porphyrios, Krier, Graves, all
these architects have had very good educations and have integrated that
education into their practice, whether you agree or not with their current
directions.
The world was much smaller in those days, and slower. One knew every-
body that there was to know. One does not know everybody in the world
anymore. In those days you either went to college at Harvard, Yale, or
Princeton, or you were out. When I applied to college, for example, I applied
to Harvard and Cornell - that was it. I did not apply to six schools or eight
schools. The world has become more varied and diffuse and the old days
of what it was like at Yale are not same as what it is like today. Peter Eisen-
man, for one, does not have the time or money to take off and travel for two
or three months. And I am married. You have to be an unmarried architec-
tural critic who is willing to spend their time for nothing, for nothing, to do
this. Nobody paid Colin to do it. We each paid our own way. Do I think that
it is a way to learn? Absolutely. Do I think one should be paid to mentor?
Absolutely. But I think the world has changed.
What is interesting is that I married my first wife that summer after Rowe
left. We were on the road going from Florence to Arezzo, repeating, as our
honeymoon, the trip that Rowe and I had taken. We drive off the main road
to a little place, and there is a side road coming in from Cortona. We go by
and I pull up in the parking lot of this restaurant where there are no other
cars, and I look in the rear view mirror and there is a little green MG, which
is what Rowe was driving, and I said to my wife, "Liz, you won't believe this
but Colin Rowe has just pulled up behind us!" And it was true. Rowe was
with Alvin Boyarsky, who was then the next in line to take this grand tour.
The danger about mentoring is the risk that you never get out from under it.
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Because the mentor is doctrinaire, or be-
cause it is an intellectual shadow?
It seems that architects today are traveling
out of a professional rather than an intel-
lectual interest. For example, many architects
from our generation are building their careers
in European offices. A stop in Rotterdam has
become de rigeur. Do …
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Calculus
(people influence of
others) processes that you perceived occurs in this specific Institution Select one of the forms of stratification highlighted (focus on inter the intersectionalities
of these three) to reflect and analyze the potential ways these (
American history
Pharmacology
Ancient history
. Also
Numerical analysis
Environmental science
Electrical Engineering
Precalculus
Physiology
Civil Engineering
Electronic Engineering
ness Horizons
Algebra
Geology
Physical chemistry
nt
When considering both O
lassrooms
Civil
Probability
ions
Identify a specific consumer product that you or your family have used for quite some time. This might be a branded smartphone (if you have used several versions over the years)
or the court to consider in its deliberations. Locard’s exchange principle argues that during the commission of a crime
Chemical Engineering
Ecology
aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less.
INSTRUCTIONS:
To access the FNU Online Library for journals and articles you can go the FNU library link here:
https://www.fnu.edu/library/
In order to
n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading
ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.
Key outcomes: The approach that you take must be clear
Mechanical Engineering
Organic chemistry
Geometry
nment
Topic
You will need to pick one topic for your project (5 pts)
Literature search
You will need to perform a literature search for your topic
Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA
The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
Optics
effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test
g
One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
Chen
Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident