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Within the pages of STORE FRONT, the reader may explore entire blocks that have not changed much in the past century, engaging in startling encounter with contemporary New York. Details of an architectural and cultural heritage that is fast disappearing such as signage, architectural adornment and window displays are presented in context, as they exist on the street, all in amazing detail.
Ever since your schooling began you have been frustrated by its failure to inspire or demonstrate its importance. It did not tell you what was most important, and what it told you certainly was not. You heard about genocide, the assassination of JFK, the World Wars and others since. You have asked about these and other things, and you’ve been told what but not why. Every year you expected truth to be revealed... but it never was. The question of why is never answered. Your classmates progressed from intimidated elementary school students—assaulted by teachers, tests, and the pledge of allegiance—to compliant high school students accepting insipid explanations, eroded self-confidence, and hostile competition. By the time you reached middle school, you were angry, numb, and indifferent. At this point, you started to search for wiser counsel and a deeper understanding of education, the world, and yourself.For six decades I have been asking interesting people to answer the question of meaning, growth, and change. I have returned to my wisest mentors, classmates, partners, and their teachers, students, and children looking for answers to the question of what lies at the root of inspiration and opportunity. What improves our lives? In The Learning Project, thirty-five artists, athletes, tradesmen, soldiers, scientists, and politicians—teenagers, adults, and elders—describe their passages of inner change. One struggled with adolescence in a broken, immigrant family. Another trained to be an astronaut. A third learned craftsmanship from a grandfather who lived during the Civil War. These rites of passage echo a mythology that goes back thousands of years. In them are the secrets to growing your humanity. This is not the sanitized version, reduced to self-help aphorisms or buzzwords for business schools. These are not pigeonholed people or bedtime stories. They are fully textured, authentic rites of passage, unfiltered and unfolded by layers. Lives like yours: confusing, complex, uncertain, and in the process of finding root. This is the story of your own transcendence and the transformation of us all.
Reliability-based design is relatively well established in structural design. Its use is less mature in geotechnical design, but there is a steady progression towards reliability-based design as seen in the inclusion of a new Annex D on "Reliability of Geotechnical Structures" in the third edition of ISO 2394. Reliability-based design can be viewed as a simplified form of risk-based design where different consequences of failure are implicitly covered by the adoption of different target reliability indices. Explicit risk management methodologies are required for large geotechnical systems where soil and loading conditions are too varied to be conveniently slotted into a few reliability classes (typically three) and an associated simple discrete tier of target reliability indices.