VOLTA Forging a Place for Homeless LGBTQ Youth in Milwaukee
Wacharapong Tumwasorn
don hanlon (chair) napa Chayaworakul Layla Quarout Sarup: school of architecture and urban planning, spring 2014
preface
The subject of LGBTQ homeless youth came to my attention when looking back into my life experience. In the past I had lived with different families from the age of eleven to seventeen before moving out when I turned eighteen. Growing up as a gay person, my life was a little more challenging to me and other people because of our differences in value, culture, and sexuality. Together with home uncertainty and a process of self-actualization, I became concerned for the underprivileged LGBTQ youth who were underrepresented, unaware of, and often times neglected. In this thesis, I am looking to explore the alternative provider for homeless LGBTQ youth. It is my goal as an Architecture student to bring light into this delicate subject matter and provide a place for this unseen minority group in our society structure. Until we come to the great conclusion, prepare, explore, Volta.
In 1974, the government enacted the original Runaway Youth Act which brought attention to homeless youth issue. The aim was to provide services to “young people who have become homeless or who leave and remain away from home without parental permission, are at risk of developing, and have a disproportionate share of, serious health, behavioral, and emotional problems because they lack sufficient resources to obtain care and may live on the street for extended periods thereby endangering themselves and creating a substantial law enforcement problem for communities in which they congregate�. In 2003, the Homeless and Missing Children Protection Act (RHMCPA) was signed into law by President George W. Bush .
The provisions of the legislation are programs that allocate funding for a core homeless youth services that includes: 1.Drop-in Centers 2.Street Outreach Efforts 3.Transitional Living Programs (TLPs) 4.National Runaway Switchboard The law does not allocate funding for LGBTspecific services, but some funds have been awarded to agencies who work exclusively with LGBT youth, as well as those who seek to serve LGBT homeless youth as part of a broader mission.
homeless youth:
individuals under the age of 18 without parental, foster, or institutional care/ ward of the State.
national statistics: United States Wisconsin Population Statistic* 313,914,040 5,726,398 Person under 18 23.5% 23.0% Number of youth 73,769,800 1,317,072 Number of Homeless youth 380,000 12,047 Homeless youth percentage 0.12% 0.91% Number of Homeless people* 633, 782 23,236 Number of Homeless youth 380,000 12,047 Homeless youth percentage 60.0% 51.8%
*Department of Commerce, Census Bureau *Division of Housing, Department of Administration. (2012)
state statistics: Milwaukee Wisconsin Population Statistic * 955,205 5,726,398 Person under 18 24.9% 23.0% Number of youth 237,846 1,317,072 Number of Homeless youth 1,770 12,047 Homeless youth percentage 0.74% 0.91% Number of Homeless people* 6,685 23,236 Number of Homeless youth 1,770 12,047 Homeless youth percentage: 26.4% 51.8%
*Department of Commerce, Census Bureau *Division of Housing, Department of Administration. (2012)
united states
1/800 youth are homeless
6/10 homeless are youth
milwaukee
1/135 youth are homeless
3/10 homeless are youth
lgbtq:
(1990s) Lesbian, gay, bisexual, transgender, and questioning. The term replace its original word “gay� as many felt he tern gay community did not accurately represent all those to whom it referred.
20 % of homeless youth identify themselves as LGBT
23 % homeless youth identify themselves as LGBT
That is 76,000 LGBT Homeless youth nationwide
That is 407 LGBT Homeless youth in Milwaukee
Lack of youth shelters and housing programs result in many youth being denied assistance. LGBTQ homeless youth are disproportionately African American or American Indian, and often from low-income communities, and from poor working class families. The major reasons homeless youth cite for remaining homeless include: 1. Lack of affordable housing options 2. Incomplete education 3. Inaccessible job market 4. Poor working class family backgrounds. Some effective models for youth homelessness intervention: 1. Early intervention and prevention services 2. Intensive care management services 3. Shelters/ drop-in centers 4. Youth housing model with supportive services
The higher number of LGBT youth that are homelessness is sometimes attributed to the fact that youth are coming out at a younger age, creating friction in families and causing, or forcing, them to leave home. Other are homeless because they ran from foster and group homes because they were mistreated or harassed. While on the street, LGBT youth often face sexual exploitation and harassment: Experience 7 more act of sexual violence than the heterosexual peers Twice the rates of sexual victimization Double the rates of sexual abuse before the age of 12 Are more likely to report being asked to exchange sex for money, food, drugs, shelter, or clothing Transgender youth are often harassed, assaulted, and arrested by police because of their gender presentation
National Alliance to End Homelessness: Published with permission by Safe School Coalition at: http://www.safeschoolscoalition.org/LGBTQ-HomelessYouthFactSheetbyNAEH.pdf
GENDER
methodology: Researchers developed a form specifically designed for the study that included a targeted set of variables. 11 questions were included on the data form including information on: 1. Gender 2. Sexual orientation 3. Reasons for current homelessness 4. Needs of client
Count Percent Female 96 60% Male 46 29% Transgender: 7 4% Female to Male Transgender: 7 4% Male to Female Other (Gender-Queer) 2 1% Missing 1 1% Total 159 100% *Percentages do not equal 100% due to rounding.
SEXUAL ORIENTATION Count Percent Bisexual 14 9% Gay 13 8% Lesbian 4 3% Straight 121 76% Questioning/ Not Sure 2 1% Refused 1 1% Other (Queer) 3 2% Missing 1 1% Total 159 100% *Percentages do not equal 100% due to rounding.
RACE/ ETHNICITY LGBT Youth Non-LGBT Youth Count Percent Count Percent African American 15 42% 76 63% Asian 0 0% 2 2% Hispanic/ Latino 3 8% 13 11% Native American/ 2 6% 1 1% Alaska Native Caucasian 8 22% 17 14% Other 0 0% 3 3% Bi-racial/ 8 22% 8 7% Multi-racial Total 36 100% 120 100% *Percentages do not equal 100% due to rounding.
LIVING ARRANGEMENTS LGBT Youth Non-LGBT Youth Count Percent Count Percent With a Relative/ 13 39% 76 64% Legal Guardian With a Friend 17 51% 37 23% In Own Apartment/ 13 39% 23 19% House Other 6 18% 18 15% On the Streets 9 27% 5 4% In Public Facilities (i.e., 8 24% 2 2% bus station, library. etc) With Someone Client 7 21% 3 3% Does Not Know Well In a Car 2 6% 2 2% In a Vacant Building 4 12% 0 0%
REASONS FOR HOMELESSNESS LGBT Youth Non-LGBT Youth Count Percent Count Percent Abuse/ Violence 9 25% 23 19% Runaway/ 15 42% 17 14% Thrown out Asked to Leave 9 25% 18 15% Family Break-up 3 8% 19 16% Lost Job/ 7 19% 11 19% Cannot find wok Other 3 8% 10 8% Eviction/ 3 8% 5 4% Foreclosure Foster Care/ 2 6% 6 5% Group Home Discharge High Housing Cost 2 6% 4 3% Mental Illness 4 11% 1 1% Medical Problems 3 8% 3 3% Wages Too Low 1 3% 4 3% Substance Abuse 3 8% 1 1% Problems High Utility Costs 0 0% 3 3% Jail/ Prison 1 3% 1 1% Discharge Lost Benefits 0 0% 1 1% *Percentages do not equal 100% due to rounding.
*The data was collected from October 01 to December 01, 2009. In this research, youth is defined as 18-24, Cream City Foundation “Youth Homelessness Report” (2010)
407
LGBT Homeless Youth
60 % Female 40 % African American 42 % Runaway/ Thrownout 25 % Experienced Violence/ Abuse 25 % Asked to Leave
group model African Americans Mix Races Whites Others
design proposal
volta:
(ˈvɒltə; Italian ˈvɔlta) (Italian: “turn”) the turn in thought in a sonnet that is often indicated by such initial words as But, Yet, or and yet: Music, Turn, Time
The design intention aims to accomplish the following: 1. Provide housing for homeless LGBT Youth 2. Inspire, care, and provide amenities to strive 3. Bring awareness and employ direct contact with the subject matter Under the PD zoning parcel the settlement will be a mixed-used building that is owned by a private sector. Volta is a learning facility that provides an
education and a home to homeless LGBT youth. It can also utilize the learning amenities for other schools in the neighborhood as well. The innovative learning tools incorporate the Biophilia Educational Program to introduce an alternative learning environments to the youth in the program.
1.lgbtq living environment Volta is a term adapted to describe the organization devoting for the LGBTQ homeless youth population. The message it embodies take on the Latin root word for “turn, time, music� in which it propels toward making a difference for the unfortunate young individuals. The organization is an experimental facility that provides living spaces, food supplies, educations, and basic health care services for the
qualified group of 40 selections. It works in collaboration with other functions of the building to exchange informations and services. The aim for this dynamic is to create an exposure from the public eyes to the LGBT homeless youth issue and also provide amenities for the youth to learn, grow, and thrive to become someone greater.
Diagram showing the integration between Volta and the Creative Learning Tools.
2.creative learning tools 2.1 Biophilia Educational Program The program is designed to inspire children to explore their own creativity and to learn about music and science through new technologies. “Creativity as a Learning Tool” has been the slogan of this interdisciplinary program which was based upon Bjork’s Biophilia concept. It uses the Biophilia App Suite to help link together diverse subjects with playful creativity and the interactive nature of the touch screen. Suitable for children aged 8 – 15 (target group 10-12) the program was launched in collaboration with Manchester International Festival 2011. The program has since been further developed by Bjork in collaboration with scientists from the University of Iceland and music and science teachers from Reykjavik City Schools.
Bjork, “Biophilia” (2011)
http://biophiliaeducational.org/
2.2 Yoga/ Movement Center
Explore the expression of the body and spirit of each individual.
2.3 Art Bar/ Workshop
Creative act of beauty and expression of oneself through crafting.
Because LGBT youth often time have a difficulty expressing themselves, art, movement, and an innovative learning environment are introduced as a mean for learning and expressing. The Dance department explores the body and mind of individuals. Art, similarly, allow the children to craft and to communicate their passions through painting, drawing, or even molding materials of their choices. Lastly, the Biophilia Educational Program introduces a new learning environment of music, science, and humanity.
3.satellite campus University of Wisconsin- Milwaukee has a distinctive characteristic for being a satellite campus. The campus ground is originally a residential neighborhood with a small college on Downer Avenue. Although the demand for campus still keeps growing, the adjacent neighborhood residents demand that it does not expand even farther, thus, forcing it to extend in a remote location. This creates a network of student living environment and amenities on the east side neighborhood.
The proposing location sits on the quiet side of the town. The site is in an approximate walking distance to other learning facilities like UWM, Urban Ecological Center, and other local schools.
Volta is intended to be a living, learning place for LGBTQ homeless youth, and the public alike.
UW-MILWAUKEE
1.CAMBRIDGE COMMONS 2.RIVERVIEW RESIDENCE HALL 3.KENILWORTH SQUARE 6
MIAD-student dorm
4
4.THE PARK-AT 1824
5 8 7 2
1 3
5.proposal location 6.URBAN ECOLOGY CENTER 7.Maryland Montessori School 8.Catholic Elementary School
site selection
east side, milwaukee
The East Side is a neighborhood north of Downtown, east of the Milwaukee River, and south of Shorewood neighborhood. This area encompasses residences, bars, retails, theaters, live music, clubs, hospitals, and University of Wisconsin, Milwaukee. The neighborhood is quite a melting pot of younger generations from college students, young professionals and artists. The East Side is also home to renowned parks, the Lake Park, designed by Frederick Law Olmsted on the lake front area. The East Side is considered to be a cultural and trend-setting center of the city since the 1960s. The stretch of North Avenue is one of the most popular entertainment spots in the city. It features many bars, restaurants, and a historic Oriental theater. Brady Street just blocks away south of North Avenue are also the city’s hotspot. It has a collection of restaurants, bars, salons, and other service establishments
The neighborhood establishes a strong sense of community. The East Side Business Improvement District is responsible for the management, promotion, and staffing for the commercial area. The services include marketing, events, littler maintenance, graffiti removal, landscaping, holiday lighting, business recruitment, and economic development. In the summer and fall, the neighborhood features locally grown produce, local artists, designer & crafts people, sustainable living/ growing demonstration.
Downer Woods Upper East Side Murray Hill Cambridge Heights Riverside Park Northpoint Lower East Side Riverwest East Village Brady Street
neighborhoods
Schools/ Academics Commercials Hospital Site
building typology
DOWNER AVENUE VIA Downer The Original Pancake House Café Hollander Henry’s Bar & Grill Pizza Man Breadsmith Bakery Sendik’s Market CVS Pharmacy Landmark Downer Theater True Value Hardware Optix Eyeware Boutique Starbucks Coffee
NORTH AVENUE The Yoga Society Farwell Food Mart DeWan Dental Little Monsters Boutique Whole Food Market Murray Pantry Cory the Bike Fixer Hamm’s East Side Detail Shop
Columbia St. Marys Hospital 1/2 Mile Radius
Maryland Montessori School Catholic East Elementary School Saints Peter and Paul School
2560 N. stowell Avenue. Tax Key: 3191411000 Owner: Stowll res Property LLC. 788 N. Jefferson St. # 800 Milwaukee, WI 53202 Name Change: 06/08/09
Zoning: PD (Planned Development) Legal Description: 8114 IN SW 1/4 SEC 15-7-22 PARCEL 1 Lot Size: 19,821 Sqft Description: Parking Lot Assessment: $ 318,600 Security is an important factor in site selection. The location is in a quiet Murray Hill neighborhood that is in a walking distance to other learning facilities and surrounded by peaceful residents. The context of the lot is also a main factor. It sits at the corner street facing residential apartments with a service road at the back side.
programs
volta
living space innovative school
living space 10 Clients/ 2 Coordinators per house = 12 people. 4 houses = 48 people
HOUSE x 4 units
OFFICE
1. Bedrooms (6) 720 Sqft 2. Closet (6) 240 Sqft 3. Toilets (2) 80 Sqft 4. Showers (2) 80 Sqft 5. Living room 700 Sqft 6. Storage 50 Sqft 7. Laundry room 80 Sqft 8. Kitchen 400 Sqft
15. Offices (12) 1,200 Sqft 16. Storage 400 Sqft 17 Meeting room 200 Sqft 18. Front 150 Sqft 19. Restroom (2) 80 Sqft 20. Nurse room 400 Sqft 21. Counseling room (4) 400 Sqft 22. Service Area 300 Sqft 23. Elevator (1) 24. Fire Exit (2)
SHARED AREA
9. Computer rooms 600 Sqft 10. Library/ Quiet Rooms 700 Sqft 11. Mechanical 200 Sqft 12. Storage 300 Sqft 13. Utility Closet 50 Sqft 14. Outdoor Space N/A
innovative school BIOPHILIA EDUCATIONAL PROGRAM
ART/CRAFT WORKSHOP DANCE/ MOVEMENT STUDIO
OFFICE
ART WORKSHOP
1. Offices (10) 1,000 Sqft 2. Storage 400 Sqft 3. Meeting room 200 Sqft 4. Front 150 Sqft 5. Restroom (2) 80 Sqft
13. Display Area 600 Sqft 14. Craft Room (2) 800 Sqft 15. Storage 150 Sqft 16. Cafe 700 Sqft 17. Utility closet 50 Sqft
LEARNING FACILITY
SUPPORTS
6. Classrooms (5) 7. Closet (5) 8. Toilets (5) 9. Breakthrough
2,000 Sqft 200 Sqft 200 Sqft 1,300 Sqft
DANCE STUDIO 10. Dance studio (2) 11. Changing room (5) 12. Restroom (2)
1,800 Sqft 200 Sqft 80 Sqft
18. Service/ Loading area 19. Outdoor Area 20. Mechanical room 21. Elevator (1) 22. Fire Exit (2)
300 Sqft 1,500 Sqft 200 Sqft
schematic diagram
SITE LOCATION
3
2
1
HOUSES
APARTMENTS
COMMERCIAL
1. WEBSTER PLACE APT/ 2. THE STANLEY APARTMENTS/ 3. DOWNER LAKEVIEW COMMONS/ 4. PRIVATE HOME
4
3
4 5
2
6
A
1
MAIN ENTRANCE FIRE EXIT LEARNING CENTERS
LEVEL 1
8
8
7
LEVEL 1 1. DANCE STUDIOS 2. BIOPHILIA ROOM 3. LIBRARY 4. KITCHEN 5. DINING AREA 6. GALLERY/ STUDIO
9 10 9 11
LEVEL 2 7. OFFICES 8. PRIVATE ROOMS 9. HOUSING ENTRY 10. PRIVATE COURTYARDS 11. GALLERY/ STUDIO
10
A
9
10 9
LEVEL 2
LEVEL 3 - 4
Living units are divided into 4 smaller families. The smaller number of occupants aims to create a homely environment that will reduce the atmosphere of an institution-like place. Each home houses client coordinators who will aid the youths with their personal needs, consultants, meal arrangements, etc. The coordinators work hand in hand with each other and report any misconduct to the client manager. Each house is slightly different in size and form due to the site condition and different level of care for the youth. The north end unit which is adjacent to the apartment building is 1 story less than other houses. It holds only 5 clients for a more intimate setting in the unit. This house is also adjacent to the main office which allows for direct and faster service between the
main coordinator and the dwelling unit. On the other hand, the house at the south end of the complex responds to the street condition and become larger and elaborated. It has 15 clients and acts more like a co-housing that allow more freedom to more independent clients. All of the housing units are joined by the main corridor on the 2nd floor overlooking the central courtyard.
Living space for the residents is located on the west end of the building. It is oriented in response to a more quiet residential area on Stowell Avenue, away from the shadow being casted from the adjacent 3 story Downer Lakeview Commons. Residents living on the third and fourth floor will have ample access to
section AA
natural light from their window bedrooms. The corridors that connect each living units and other program on the first floor is lit through curtain wall that wraps around the central courtyard. The central space serves as both a light well and a dwelling place for the inhabitants.
RECEPTION AREA
The main entrance into the building is located at the south end of the building. It is situated off from Webster Avenue which is a gateway to a commercial Downer Avenue. The entry point is double-height ceiling with heavy concrete wall. The wall has puncture openings that allow for light penetration that illuminates the reception
area with different patterns. The space is tilt slightly from the grid organization to signify hierarchy of progression. As a result, one is able to experience different multitude of activities from the reception area to other part of the buildins.
COURTYARD
The center point of the entire building lies in the courtyard. The green space is where all the programs gravitate around and acts as a large light well into the long narrow site condition. This part of the program can be used throughout the year for many different purposes. For example, it is used as an outdoor activity space for class and recreational in the summer. In the late afternoon it becomes a place where everyone mingles to relax and share a good conversation.
DINING HALL
The dining area is just north of the courtyard. It is adjacent to the main kitchen with an alley way access for trash deposit and service line. The eating area is a double-height story room that allow for maximum sunlight during the day. It has vertical sun shading devices attached to the curtain walls than wrap around the courtyard space. There is an elevator access to get to the second floor for heavy lifting and ADA accessibility. The dining room is also adjacent to the learning space that is comprised of the Biophilia Room, a library, and a computer room.
activities:
The learning corner sits on the northwest end of the building. It houses a library, a computer room, and a Biophilia room. The space provide different means of creative learning tool to foster creativity for the youth. A projector screen is also available for multimedia learning of different subjects.
staff organization Regular Staffs
Executive Director (1) Assistant director (1) Development Director (1) Finance and Fund Development Assistant (1) Volunteer Coordinator (1) Workshop Coordinator (1) Meal Coordinator (1) Counseling Coordinator (1) Learning Coordinator (1) Client Manager (1) Administrative Assistant (2) Janitor (1)
*40 clients on site *20 staff members
Special Staffs
Client Coordinator (6) Age 12-14 (3) 6-7 clients/ 1 coordinator Age 15-17 (3)
6-7 client/ 1 coordinator
clients demographic Based on the research conducted by Cream City Foundation, the common demographics of the clients are as following:
African Americans Male: 4 Female: 12 Mixed Races Male: 4 Female: 4 Whites Male: 4 Female: 4 Others Male: 4 Female: 4
Male: 16 Female: 24 * Age ranges from 12-17
occupancy
General staff 9:00 am - 5:00 pm
The mission of the organization is to establish the client’s general education. The programs run in a similar manner of a boarding school that provides the following:
Client’s Schedule 7:30 am – 8:00 am Breakfast 8:30 am -12:00 pm General Education 12:00 pm – 1:00 pm Lunch 1:00 pm -6:00 pm Independent Study/ Free time 6:00 pm – 7:00 pm Dinner 7:00 pm – 10:00 pm Activities 10:30 pm Bedtime
1.Home-Bases Private Education Program (Homeschooling) 2.Extra curriculums 3.Learning resources/ aids 4.Sleeping quarters 5.Basic health supports 6.Meals
Client Coordinators 8:00 am - 6:00 pm, N/A
Client coordinators are responsible for the morning education routine and the afternoon flexible schedule. In addition, he or she may incorporate special activities like fieldtrip and will be required to file a release form with Client Manager, with an approval of the Executive Director.
security 8:00 am – 6:00 pm Clients are under their coordinator’s surveillance 8:00 pm – 8:00 am The program is under security control point shared with the university dormitory. Clients will not be able to leave the premise during this time of surveillance.
LEAVING THE PREMISE Clients are allowed to leave the program during the daytime but are required to report back by 8 pm. After the time, they will have to enter through the dormitory’s entrance and report themselves to the front office. The front table will then report the tardiness to the client manager. CONTROL/ REGULATIONS Clients have access to their dwelling units and facilities in the program. They are, however, prohibited to wonder carelessly through office rooms, storage areas, maintenance utilities, and are encouraged to be in public zones of the premise. Any means of passages for servicing are not meant for the clients but the staff members only. Clients are to report any misbehavior amongst their peers or even from their coordinators to the client manager. Violence and drug abuses will not be tolerated at all cost.
WORKSHOPS Job Application Money Management Food Preparation Training Computer Skills Social Awareness HIV Education/ Prevention
FIELD TRIP Ecological Center Museums Park/ Recreational Centers Movies Shopping Malls Travels ACTIVITIES Plays Open Mic. Performance Drag show Group/ Personal Counseling Holiday Spirits
EXTRA ACTIVITIES Culinary class Biophilia Program Yoga/ Meditation Art’ Crafts
MEAL ASSESSMENT Meal organization is done through client coordinator to meal coordinator. Or in some cases, clients may have direct contact with the meal coordinator. Lunch is served in a family manner which allows all the staffs to get to know their clients. While lunch is being provided by the meal coordinator, the clients have the freedom to prepare their breakfast and dinner, or the option of a meal plan with the coordinators.
housing management
Age 15-17
Age 12-14
There are 9 possibilities of client paring for housing. First, the maximum occupancy per room is 2 clients in order to eliminated discomfort of a shelter or temporary living. Second, it allows for more communication between peers in a domestic level. There are 20 rooms total with an addition of personal storages and shared shower and toilet rooms.
In the course of designing Volta, providing a sense of security and warmth is one of the most important goals that I try to create for the LGBT Youth population. It is very important that I pay attention to details of making the living space timid and somewhat secluded from the public. This seclusion does not lend itself to a separation from the world, but rather a retreat to regroup, recollect, and rebirth physically and spiritually. Each home acts as an independent legion with amenities just like a regular home. It has hard wood floor, small kitchen unit, a living room, a laundry room, and an outdoor courtyard. The outdoor green space can be accessed throughout the day by each unit’s residents.
This private courtyard is shaded by small shrubbery and tree trunk. It has a direct view toward a living room extension overlooking Stowell Avenue. This small space between each building becomes an Eco tone between the street public and the private dwellers, where they can sometimes meet eyes to eyes from the street level.
curriculum:
The Biophilia room mimics the environment of Bjork’s concert circular stage. This design introduce an unorthodox learning experience through large projection screen that engulf the students into the surrounding uncommon to tradition classroom. At the center of the room lies Tesla Coil, a vision tool that I try to project as a visual stimulation to different subjects being taught in that room.
Aside from basic life skills like job application, money management, computer skills, or HIV education, Volta offers an innovative learning program that combines science, music, and subjects together. The program is guided under the Biophilia Educational Program that is a model conducted under singer Bjork in 2011. The suite is an interactive app on an ipad (now available on smart phone) that teaches music and science through technology of a touch screen.
In this thesis I want to incorporate this technology in promoting creativity for the youth, and also to tie in each different subject to an appropriate app function. For example, Geometry Math can be tied into under the song “Crystalline” that is expressed through structure and spatial in musicology, Physic to “Solstice”, or Biology to “Virus”.
Thunderbolt
Mutual Core
Hollow
Dark Matter
Natural Element:
Lightning
Tectonic Plates
DNA
Dark Matter
Musicology:
Arpeggio
Chords
Rhythm/ Speed
Scales
Subject:
Writing
Culture
History
Philosophy
Song Title:
Biophilia Application:
Moon
Solstice
Sacrifice
Virus
Crystalline
Cosmogony
Moon Phases
Earth’s Gravity
Sexes Interaction
Viruses
Crystal Structures
Music of the Spheres
Music Sequence
Counterpoint
Music Notation
Natural Science
Physic
Chemistry
Generative Music Structure/ Spatial
Biology
Geometry
Equilibrium Algebra
bibliography
people: Gwat Yong Lie, Ph.D.
Joseph Riggenbach
Violence against women and children; social work practice with culturally diverse families and children; treatment issues of dually diagnosed homeless adults.
Mike Halverson
Associate Professor, Department of Social Work, University of Wisconsin, Milwaukee
Mark Williams, Ph.D.
Assistant Professor, Department of Social Work University of Wisconsin, Milwaukee
Board of Director, Cream City Foundation (2011) Miwaukee, WI
Consultant at Superflux Collective Los Angeles, CA
Lesbian, gay, bisexual and transgender older adult Shifra Teitelbaum health; Health disparities and aging; Health care social Director, youTHink/ Zimmer Children’s Museum work practice; the influence of intimate partnerships Los Angeles, CA on health outcomes.
Jennifer Murray
Director, UWM LGBT Resource Center University of Wisconsin, Milwaukee
Training and educating campus community for alliance; Raise awareness of LGBT-identities; Student professional development
organizations: Pathfinders Milwaukee Cream City Foundation Milwaukee LGBT Resource Center: UW-Milwaukee Helen Bader School of Social Welfare: UW-Milwaukee National Coalition for the Homeless National Alliance to end Homeless Coalition for the Homeless Department of Commerce, Census Bureau Transitional Living Services, Inc. Institute for Children, Poverty & Homelessness
online sources:
Solution Brief. “Supporting Homeless Transgender and Gender Non-Conforming Youth” (July 2, 2012) Digital File. PDF File. Lambda Legal. “Facts: Gay and Lesbian youth in Schools” Digital File. PDF File. U.S. Department of Housing and Urban Development. “2012 Annual Homeless Assessment Report” (2012) Digital File. PDF File. Division of Housing, Department of Administration. “The State of Homelessness in Wisconsin 2012, An Annual Report” (2012) Digital File. PDF File. National Alliance to end homelessness. “An Emerging Framework for Ending Unaccompanied Youth Homelessness” (2012) Digital File. PDF File. National Alliance to end homelessness. “The State of Homelessness in America” (2013) Digital File. PDF File. Human Rights Campaign. “Growing up LGBT in America” HRC Youth Survey Report. (2012) issuu.com. PDF File. Cream City Foundation. “State of Youth Homelessness: Lesbian, Gay, Bisexual, and Transgender (LGBT) Homeless Youth in Milwaukee, WI” (2011) Digital File. PDF File. Ray, Nicholas. “ Lesbian, Gay, Bisexual and Transgender Youth: An Epidemic of Homelessness” (2006) National Gay and Lesbian Task Force. PDF File.
read further:
Biophilia Educational Program: http://biophiliaeducational.org/
VOLTA Forging a Place for Homeless LGBTQ Youth in Milwaukee