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Mizzou Basketball
2022-23 Mizzou Basketball
Mosley's second half surge leads Mizzou Hoops to 83-62 victory over MVSU
Isiaih Mosley scored every single one of his 18 points in the second half as the Tigers used a 43-point second half to fight past the Delta Devils.
By Brandon Haynes@BrandonHaynes_ Nov 20, 2022, 10:00pm CST
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The Missouri Tigers are still undefeated.
Facing Southwestern Athletic Conference opponent Mississippi Valley State, Mizzou struggled to overcome the Delta Devils early on, but prevailed in a 83-62 victory. The Tigers improved to 5-0 for the first time since the 2020-21 season and continued their 23-game win streak against SWAC teams.
"Mississippi Valley State did a great job," Missouri men's basketball head coach Dennis Gates said. "They're one of three teams to really play zone (defense) an entire game. Syracuse, Merrimack, Mississippi Valley (are) those teams that really do a good job, and you could tell."
Coming into the contest, KenPom listed MVSU as the nation's 362nd team, or the second-worst program in the NCAA. Against KenPom's No. 48 team, however, MVSU did not go down without a fight.
Instead, the Delta Devils battled back from an eight-point deficit in the first half and made Mizzou look uncomfortable on offense for most of the evening. The Tigers committed 13 turnovers, including eight in the first half alone.
Leading the charge for MVSU was senior guard Terry Collins, who came into the contest averaging 16.4 points per game. Before seven minutes had even passed in the first half though, Collins already had 16 points and counting. At halftime that number jumped to 22, and by game's end he finished with a game-high 27 points.
"Terry's a good basketball player," MVSU head coach George Ivory, who played in the only other meeting between these two programs in 1986, said. "He can do so much ... I wanted to get him off the ball, where he could get some shots off."
D'Moi Hodge and Nick Honor, who had a team-high six assists, led the charge throughout the first half, combining for 22 points and four steals. Outside of those two Tigers, Mizzou shot just 35% from the field, including 11% from beyond the arc.
"(Honor is) very important," Mizzou guard DeAndre Gholston said. "He's our point guard. We follow his lead...we just try to get out as fast as we can and receive an easy pass and easy bucket.
The duo scored 14 of the Tigers' first 20 points, as Mizzou jumped out to a 20-12 lead within the first six minutes of the game. Hodge drilled a trio of three-pointers, while Honor added a three-pointer of his own and a layup.
"I thought our guys, from the first half, shot the ball well," Gates said.
Needing a score and momentum, Collins drilled back-to-back three-pointers for the Delta Devils, sparking a 10-2 rally that tied the game at 22 points apiece.
Tigers freshman forward Aidan Shaw, who tallied seven points including a thunderous dunk, responded to the momentum shift, knocking down two free throws and draining a three-pointer of his own to give the Tigers a six-point lead less than two minutes later.
Both teams traded a series of runs and baskets to close the half, including five fast break points for the Tigers. At halftime, despite the projected talent gap, the scoreboard read 40-37 Mizzou.
"We made plays," Gates said. "We just didn't make enough of them to get the reactions that we needed."
The Delta Devils shot 45.5% from the field in the first half, aided by 11 layups and one dunk as well as four three-pointers. Mizzou, meanwhile, lost the rebounding battle 20-14 and failed to establish much momentum despite sporting a 36.8% three-point percentage.
To begin the second half, MVSU cut the deficit to two points after a three-point play from Alvin Stredic Jr. Mizzou, utilizing a pair of offensive rebounds and a held-ball, bounced back with a jumper from Kobe Brown, who finished with nine points.
From there, the Tigers never looked back.
Hodge built upon his 12 first half points with a layup and a thunderous slam, off a pass from Honor on a fast break opportunity, to increase the lead to 50-40 within about two minutes.
Less than 30 seconds later, Isiaih Mosley struck, hitting a three-pointer for his first points of the game. He carried his momentum forward, leading a 17-0 Mizzou run to extend the lead from seven to 24 points. He scored 13 of his team-high 18 points in the stretch, providing a mix of jumpers and a dunk that sent the home crowd into jubilation.
"I thought Isiaih did a good job of spacing but also penetrating the zone," Gates said. "What Isiaih did was able to create for his teammates."
MVSU broke its 7:23 scoreless streak with a fast break layup from Stredic and followed that up with four consecutive free throws to cut the deficit to 18 once again. Mizzou's firepower and pressure became too much to overcome, however, as Mosley, Hodge, DeAndre Gholston and Sean East II helped the Tigers close out on a 13-10 advantage.
Mizzou finished 50% from the field and 33.3% from beyond the arc, capitalizing on fast break opportunities and points off of turnovers to overwhelm the MVSU defense late. Defensively, the Tigers forced a season-high 23 turnovers and held the Delta Devils to just 37.3% shooting, including a 26.9% mark in the second half.
After 20 first half points, Collins mustered only seven in the second half, too.
"I think (Mizzou) really got to him with their physicality and pressure," Ivory said.
Hodge led the defensive charge, recording six steals and blocking a shot, while Honor added five steals of his own. Brown, Mosley and Shaw combined for seven blocks and one steal as a trio, helping the Tigers total eight blocks and 16 steals.
Perhaps Mizzou's greatest weakness of the game was the rebounding battle, which MVSU won 39-32. Although the Delta Devils only scored 11 second chance points on those opportunities, their 15 offensive rebounds pose a significant learning point for the Tigers going forward.
"We lost the rebounding category (and) that's an area we need to improve on," Gates said. "If rebounding is the only thing that we have to work on, that means there is some special things that can happen if we just close out possessions, and I think there's some ways to do that."
Mizzou will continue its eight-game homestand to begin the season on Wednesday, welcoming the Coastal Carolina Chanticleers to Columbia. Coastal Carolina (2-1) is ranked 186th in the KenPom standings and has a projected 9% chance at victory, but will be eager for an early-season upset.
Next Up In 2021-22 Mizzou Basketball
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Jordan Wilmore enters the transfer portal
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Trevon Brazile enters the transfer portal
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Playing Around: Teatro Buendía brings its idealistic Cuban theater to Chicago for the first time
July 6, 2010 at 7:00 am by Monica Westin
"La Vista de la Vieja Dama"
The fifth biennial Latino Theatre Festival at the Goodman, is centerpieced by "The Sins of Sor Juana," which has been getting mixed reviews, but the real surprises of the festival's lineup are two performances by Teatro Buendía. The theater company, one of the most highly regarded in Cuba, has never performed in the US before this month. Newcity spoke with Goodman Artistic Associate Henry Godinez, festival curator, about Teatro Buendía's style, getting the theater into the country, and revolution.
How did you first become familiar with Teatro Buendía?
The company has played all over the world—Africa, Europe, Australia, obviously Central and South America, even the Globe in London. I first saw them in Cuba in 2003, and I had hoped to bring them to the festival back then, but it was just impossible to bring artists from Cuba under the last political administration. This year, with Obama in the White House, we thought we'd try again and we succeeded… they have their visas, and they fly in tomorrow.
How would you describe the company's style?
Well, it's a really extraordinary company. Their style of performance is incredibly idealistic, influenced by a lot of the great theater innovators of the twentieth century, like Peter Brook and Jerzy Grotowski, as well as ones in Latin America we're less familiar with. There's a combination of Brechtian presentation with this intense visceral quality. They get to the theater hours before the curtain to warm up together, and this ritualistic sense carries over. Their work is very honest and honestly reflects the attitudes towards the government in Cuba today, towards the revolution and its failures and successes. So it's a unique opportunity to see how Cubans feel about their situation.
"Charenton"
Can you describe the two shows? How do you see them fitting into the festival as a whole?
The first weekend of the show is "La Visita de la Vieja Dama," the company's newest adaptation [of Friedrich Durrenmatt's "The Visit"]. The second show, "Charenton," has to do with the French Revolution superficially, but it's really about all revolutions, and a way to comment on the Cuban revolution. To me the loose unofficial theme for the festival is a response to 2010 being the year of the bicentennial of Mexican independence, as well as many Central and South American countries. And Teatro Buendía's work, arguably about the most famous revolution in the western hemisphere, is revolutionary both theatrically and in the material… it's revolutionary that a revolution would last so long that in a way art ends up commenting on its shortcoming and unfulfilled promises.
"La Visita de la Vieja Dama" plays July 8-11, and "Charenton" plays July 15-18 at the Goodman Theatre, 170 North Dearborn, (312)443-3800.
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The Slates Are Never Clean: A Review of The Madres at Teatro Vista Starring Ivonne Coll (of "Jane the Virgin"), this world premiere at Teatro Vista is tragic and triumphant simultaneously.
Henry Godinez
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Democrat Lee Castillo Hopes To Debate Congressman Rob Bishop In October
KPCW | By Carolyn Murray
Lee Castillo
The Utah Debate Commission is currently conducting polls to determine which candidates qualify for the October 17th candidate debate for US Congress District 1. There are three candidates challenging incumbent, Rob Bishop for the seat. Democratic candidate, Lee Castillo stopped by KPCW to talk about his campaign. Carolyn Murray has this:
"We've been on the radio like we are today. We've been doing parades, we've been doing fairs out there meeting the people. Every chance I get, even if I am at a gas starion filling up, I am out there handing out flyers. I am meeting everybody and anybody regardless of race, religion…it doesn't matter to me. I want to represent everybody."
Castillo says he has a different view from the incumbent on public lands and the environment.
"So, the biggest difference I see is I care about our environment. I want to make sure that Bears Ears and Grand Staircase Escalante are protected. People need to understand that Rob Bishop is leading the drive to shrink these designated monuments. And what that does is it affects thousands of families who have businesses that rely on that income from the tourism dollars that come. And we know that Utah makes so much more money in tourism dollars all year long than it does in oil and gas."
Castillo says he realizes the oil and gas industry is an important part of the state's economy but the future depends on developing renewable energy like solar and wind power.
"We know Utah is abundant in both of those and we need to start focusing on those things so we can, you know as the world moves along, and things change, I would hate for those places to become ghost towns as we become less reliant on oil and gas."
He fully supports the ballot referendum to expand Medicaid in Utah but thinks the entire nation should move to a single payer universal health care system. He knows first-hand what happens to people who don't have access to healthcare and medicines.
"And I see directly what happens when people don't have access to health care, mental health and medications. I treated a client just the other day who fell through the Medicaid gap recently. This person had been on Medicaid for 10 years and had been going to her therapist weekly and on her psychotropic medications. And then she falls through the gap and is not able to afford her medications. Can't go get her therapy and she ends up in jail because she is not able to make rational decisions. We need to put measures in place so that everybody is allowed to have those services. It's the humane thing to do."
Castillo thinks the US should allow Dreamers a path to citizenship and uphold the constitution providing asylum to the people fleeing violence. He says Utah's agricultural and tourism businesses rely on immigrant workers.
"I'm not saying open the border, I'm saying we need to treat these people with dignity and respect. Allow them due process instead of stripping them of their constitutional rights when they cross the border. These are people who are escaping their hardships in countries, not just Mexico, but in South America and they're fearful for their lives and for the lives of their children. They're seeking asylum. And we need to honor that promise we made to the Dreamers and allow them to remain here. We need to keep our promise, we need to keep our word. We need to be a people of our word."
Castillo says the only debate for the District 1 seat is scheduled for October 17th. He would welcome more opportunity to talk with Bishop about the issues. He says his skills as a therapist would be a service to Congress.
"He's speaking in Ogden next week. If he'll acknowledge me, I'd like to talk to him and ask him if we can do it again. Cause I think there are a lot of issues. We should have our own little town hall together. I would welcome that Congressman Bishop. I am asking all your listeners to please visit our website and donate because there's nothing more that Washington needs than a therapist."
KPCW has repeatedly invited Congressman Rob Bishop to be interviewed for his run for the first district and he is the only candidate who has declined an interview.
Local NewsRob BishopCongressman Rob BishopLee CastilloUS Congress District 1
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Sony has introduced two new budget smartphones in the Indian market, the Sony Xperia R1 and R1 Plus starting at Rs. 12,990. Both the phones come with the same 5.2-inch display and Snapdragon 430 processor. The launch of these budget phones from Sony comes as a rare occurrence, given Sony's focus on the mid and high-end in the country.
The difference between the Sony Xperia R1 and R1 Plus is the memory. While the Xperia R1 comes with 2GB RAM/16GB storage, the Xperia R1 Plus offers 3GB RAM with 32GB internal storage. Both the smartphones come with similar design and have been introduced as budget smartphones from Sony.
After introducing the flagship Sony Xperia XZ1 here in India, Sony has moved to the budget smartphone market. The Sony Xperia R1 and R1 Plus come with a similar design language as other costlier Xperia smartphones.
The Xperia R1 and R1 Plus feature a 5.2-inch TFT-LCD display with 1280 x 720 pixels resolution and a 2.5D curved glass on top. In the optics department, there is a 13MP primary camera on both phones with 8x clear zoom. A front-facing 8MP camera is also present and it comes with face detection and beauty mode features.
The hardware department is where the Sony Xperia R1 and R1 Plus differ. While both phones feature a Qualcomm Snapdragon 430 processor, the difference lies in terms of the memory. The Xperia R1 sports 2GB RAM with 16GB internal storage, while the Xperia R1 Plus offers 3GB RAM with 32GB internal storage. Both the phones come with support for microSD card up to 128GB.
Coming to the software, the Sony Xperia R1 and R1 Plus come with Android 7.0 Nougat out-of-the-box. While we cannot say about Oreo update, Sony has already introduced the Xperia XZ1 with Android 8.0 so we can expect these phones to upgrade soon.
Packing a similar 2620 mAh battery, the Xperia R1 and R1 Plus are both dual-SIM smartphones. Both phones come with 4G VoLTE, WiFi, Bluetooth, 3.5mm earphone jack, and USB Type-C as some standard connectivity options.
The Sony Xperia R1 and R1 Plus are available in Black and Silver colors. The Xperia R1 is priced at Rs. 12,990 while the Xperia R1 Plus is priced at Rs. 14,990. You can check out the Sony Xperia R1 here and the Xperia R1 Plus here.


The Holocaust Memorial Center in Detroit, Michigan is the nation's first Holocaust memorial. It was originally located in a building connected to the Jewish Community Center in West Bloomfield. It was this Holocaust museum that I toured with my grandfather when I was twelve-years-old and listened to him explain that many of his family members -- my relatives -- perished in the Shoah.
Several years ago that Holocaust museum moved to a new location a few miles away in Farmington Hills. The space that was originally occupied by the Holocaust Center is now a teen center where Jewish youth come to watch movies, play video games, eat pizza, and compete in pool and ping-pong tournaments. It is also where hundreds of Jewish teenagers come to dance to loud music.
The symbolism is not lost on me. This space was originally dedicated as a museum to pay tribute to the victims of the Shoah and to memorialize the six million souls who perished. It was a solemn space to educate about the Holocaust so that history wouldn't be repeated. But today, it is a space where Jewish young people (many the grandchildren and great-grandchildren of Holocaust survivors) can celebrate that "Am Yisrael Chai" -- the Jewish people have endured. Hitler and the Nazis were not successful because the Jewish people are alive today and our children sing and dance at the Jewish Community Center and in the location originally consecrated as a museum of memory.
It is in this spirit that I embraced the YouTube video of a Holocaust survivor dancing with his grandchildren to the tune of Gloria Gaynor's song "I Will Survive" in front of Auschwitz, the Nazi concentration camp. The original video, which was viewed over 500,000 times in one day, has since been removed from YouTube for a copyright violation. However, it was likely removed due to the controversy it created. The reposted video is below.
Australian Jewish artist Jane Korman filmed her three children and her father, 89-year-old Holocaust survivor Adolk, in the video clip "I Will Survive: Dancing Auschwitz." The clip depicted the Korman family dancing in front of Holocaust landmarks in Poland, including the infamous entrance sign to Auschwitz death camp reading "Arbeit Macht Frei," a Polish synagogue, Dachau, Theresienstadt, and a memorial in Lodz.
Her father at one point in the clip even wore a shirt on which the word "Survivor" was written. During a recent family visit to Israel Korman said that she thought of the idea after she encountered hatred toward Israel and Jews in Australia and added that she wanted to give her concerns presence during the heritage tour of Poland she recently took with her family, and take a different approach to the matter.
Haaretz newspaper reported that "Many Jewish survivors have reacted gravely to the video, accusing her of disrespect. Yet Korman told Australian daily The Jewish News that 'it might be disrespectful, but he [her father] is saying 'we're dancing, we should be dancing, we're celebrating our survival and the generations after me,' - the generation he's created. We are affirming our existence.'"
This is clearly a work of art, but it is also a powerful message that no matter how horrific and catastrophic were the acts committed by the Nazis in the last century, the Jewish people are still having children and grandchildren, and we are dancing together in joy all over the earth. Even on the land that buried millions of members of the Jewish faith, the Jewish people are still rejoicing with our future generations.
What do you think about Holocaust survivors dancing with their grandchildren at Auschwitz?
"This is awesome! Mazel Tov on creating such a wondrous work of art. This shows that AM YISRAEL CHAI -- the Jewish people have endured and live and we celebrate life!!! One narrative that has emerged out of the Shoah is that of sadness and grief. This is another narrative that is also important -- survivors of the Holocaust have had children and grandchildren and can return to the camps and proclaim their survival and celebrate their life. Amen."
A man who survived the Holocaust and is now back at Auschwitz dancing with his grandchildren as his daughter films them is a beautiful thing. What a message this is to send to anti-Semites and Neo-Nazis. Hitler didn't live into old age to dance with his grandchildren, but this man and millions of other survivors did!
I was very moved by this piece. It is a testament to the survival of the Jewish people and a reminder that it is through our awareness of what happened and our vigilance not to let the worst happen again that we thrive.
I think it's a very sad day, when people think it's okay to DANCE on a place where millions of people were killed.
While I am glad that people survived the Holocaust, they have a right to sing, dance what ever they wish. But, when you do it on the area where millions of your own people were killed, then there is something wrong with you.
And when people think it's okay. What would you think if someone danced on your family members graves? would you be okay with it then?
I agree. Show those despicable creatures that life goes on no matter what they did.
It only reenforces how wrong they were.
Looking in from the "outside" (I am no Jewish nor was I alive when this went on) it seems more along the line of look at me now. What you tried to destroy. Because of him living through it their are four more people in this world to give and receive love and compassion. I think he should be able to due this if he wishes. No one in the world will never really know how it felt to be their no matter how many books or movies are ever made. reading it and watching it are completely different from living it. You can not experience it the same way he did. I don't think most people today would be able to go through something like that, even if they were guaranteed life after words. Life was something that was not guaranteed to this man. In fact it was made very clear that it would be taken from him.
Great article on the YouTube video of dancing at Auschwitz by Hugh Collins at AOL News.
I think this video clip is wonderful.
Just to be able to celebrate life.
To the surviours and their familes, the world must never be allowed to forget, that so few did survive.
It say's we are still here, we are alive, we will go forth & multiply.
I have mixed feelings. I think that it was good that they were dancing outside the box cars rather than in them and I think that a survivor has the right to celebrate his survival however he so chooses.
I think it's important to note that the man and his family are dancing at the sites where the Nazis tried to murder him rather than somewhere like Yad Vashem. I definitely would have liked to hear more about what Adolk himself thought of this as well as the controversy it has caused.
Personally, I would rather dance in Hitler's own house in Berchtesgaden, on top of the Wolf's Den (where Hitler died), or where the Wannsee Conference took place.
This is great. No offense meant by the family. Those who are offended are self serving and prudes for saying such hurtful things about this family. You should be ashamed of youselves. You will hurt/kill him more than the camp by your words.
Liked your take. I LOVED this video! A real celebration of life and survival.
it's great because they are letting go of the pain from the past and forging happy memories in it's place. to hang onto the pain of the past does nothing for you but to move forward in victory is a true blessing!
However we feel is irrelevant. Survivors have earned the right to do whatever they want on those horrific sites.
I agree with Michael; any personal thoughts we have are overridden by the survivors.
Wow. I think anything that brings attention to the Holocaust is good. We can never forget. The video gave me chills; the pour souls that had to suffer there is very very sad. I'm happy that this family is celebrating life. L'chaim.
I had a lot of issue with this until a friend told me that it really was worth watching. My issue dealt more with the somberness of the location. Would we dance in a cemetery? Aren't all of the camps, perhaps even all of Poland a cemetery. Having been to Poland twice and visiting the camps, ghettos and museums, with survivors, I think that there are other, better ways that the sentiments could have been displayed.
Years ago, Subliminal and Miri ben Ari did a video together that featured the Bat Sheva Dance Company.
People asked the same question then about appropriateness.
I remember learning about @Martin Baranek, the survivor who accompanied one of my groups to Poland, who during his first visit back to Birkenau, walked in and out of the gate (time after time) while the rest of the group was waiting on the bus. When he was approached and asked why he was going in and out of the gate, he responded, I want to know what it feels to walk out of here as a free person and I am doing it now for all of my family and friends that could not.
I think that the comments by the survivor at the end makes it very meaningful.
I hope the grandkids in the video will return to Auschwitz to dance with their own grandkids in the future.
When I have seen the Youtube video for the first time, my feelings were very ambivalent. I had learnt, the Jewish people are victims and that joy of life and Holocaust together in a sentence may never fit. This video has taught me of a better one. In the historical facts there is nothing to discuss or to varnish. It was a ghastly murder. I am grateful for the fact that this family has shown that the fascism has not won.
It seems very interesting! I really want to have a try.


Another rally was held in Vancouver Tuesday.
Except this time it was outside of the constituency office of Jody Wilson-Raybould demanding justice for Colten Boushie.
A jury found Gerald Stanley, a white farmer in Battleford, Sask., not-guilty in Boushie's death on Friday despite Stanley admitted to shooting the 22-year-old. The verdict sparked cross-country rallies and calls for an overhaul of the criminal justice system as they're were no visible Indigenous jurors.


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Austin City Council Decide Whether to Ban Police Trade-ins
Ammoland Inc. Posted on May 9, 2018 January 3, 2019 by John Crump
GLOCK 21 Police Handgun Trade-In Pistols Used Law Enforcement Pistols : IMAg Aimsurplus.com
U.S.A. –-(Ammoland.com)- When police departments get new service firearms, they usually do one of three things. The first option is to sell the used guns to the officers themselves. The second option is to trade them in under a manufacture trade-in program such as the one Glock offers police departments. The final option is to sell or trade the firearms to a company that will resell the guns to the general public.
The third option is what the Austin Police Department has been doing along with a local gun shop named Bailey's House of Guns. The Austin PD agreed to sell Bailey's House of Guns 1,156 .40-caliber Smith & Wesson handguns for discounts on 1,788 9mm duty guns.
This arrangement between Austin PD and Bailey's House of Guns saves taxpayers thousands of dollars. In 2016 a similar trade-in deal saved the city $368,328, but this time certain anti-gun members of the Austin City Council want to block the deal.
Democrat Alison Alter, who was not on the City Council when the original deal went into effect, hopes to block the guns from reaching the general public. She plans to put forth a plan on Thursday to ban the resale of Austin Police Department trade-in firearms.
"It is important that we make a statement that this is not part of our values and we want to change our community," the former community connector and environmental advocate told the Austin American-Statesman.
Law enforcement agencies from across the country sell off their old guns to recoup money to buy new firearms. Out of the 50 of the largest departments in Texas, 21 of them sell their old guns through similar deals.
The practice is not something new. In fact, all the way back in 1993 the LA Sheriff's Department controversy sold over 4000 of their old guns back to the public. In 1995 the Metropolitan Police Department (MPD) in DC also sparked outrage among anti-gun groups when they traded in over 5000 handguns to Glock which resold the guns to the public. The MPD/Glock deal ended up saving the city $3 million.
Alter does have plenty of support on the Austin City Council even though some City Council members, such as Council Member Jimmy Flannigan, wants to alter the resolution to allow the Austin Police Department to sell their old guns to other law enforcement agencies. Alter rejects this compromise because she worries that other agencies would eventually sell the guns to the public.
"We have no follow-up mechanism to make sure they don't take our guns and turn them right over to the gun dealers, and they're out on the street with APD stamped on them," Alter said in response to Austin City Council members who suggested allowing the sale of Austin PD guns to other law enforcement agencies.
Alter would like to see the old gun melted down when they leave service. She does not offer any solutions to recoup the lost money from blocking the sale besides insisting that the police shouldn't get new guns. She also doesn't provide any insight on how the blocking of the deal will cut down on gun violence in the city.
Alter has an extensive anti-gun history. She is a member of Texas Gun Sense which is an anti-gun group. They worki closely with other anti-gun groups.
"I'm interested in us having proper gun control in our city, in our state and in our country," Alter told KXAN News
The resolution has a good chance of passing.
Costing the citizens of Austin thousands of dollars or putting police lives at risk by forcing them to use outdated and worn down guns.
Calls to Alter from Ammoland went unreturned.
About John Crump
John is a NRA instructor and a constitutional activist. He is the former CEO of Veritas Firearms, LLC and is the co-host of The Patriot News Podcast which can be found at www.blogtalkradio.com/patriotnews. John has written extensively on the patriot movement including 3%'ers, Oath Keepers, and Militias. In addition to the Patriot movement, John has written about firearms, interviewed people of all walks of life, and on the Constitution. John lives in Northern Virginia with his wife and sons and is currently working on a book on leftist deplatforming methods and can be followed on Twitter at @crumpyss, on Facebook at realjohncrump, or at www.crumpy.com.
43 thoughts on "Austin City Council Decide Whether to Ban Police Trade-ins"
Todd Williams says:
I would like more info. How old are the pistols that they want to replace. How many rounds a year are fired from these guns in training. I don't believe in trading in 1,156 pistols just cause you don't like the holster ware on them or because the department is bored of the 40 S&W cartridge. Those two are not feesible reasons. I have seen plenty of police trade-ins that were still in good condition internally. FYI even the US Navy SEALS and SWCC get refurbished guns. That is why the gunshop at Naval facility Crane Naval Center exsits.
If your department has a use it or loose it budget use it on better tech.
circle8 says:
These "no trade in " morons do not complain when their used vehicles are sold to dope dealers, people who commit hit and runs or commit some other crimes. So what is the difference? Nothing but liberal politics by brain dead democrats.
Wild Bill says:
@circle, Yeah, it's scary. We gotta get out the vote in November. We can't leave our future to the libtards, progtards, and commtards.
Tec's Dad says:
The state of connecticut has this rule as well. A few years ago they wanted to replace their aging Sig P229 in .40 SW. Several manufacturers bid and many firearms were tested for the CSP to try out. Needless to say everyone was impressed with the Glock G21 Gen 4… Then the state told Glock that if they get the contract that none of the used P229 pistols can be sold to civilians… Glock walked away… as their business is no business of the state of connecticut. The winning bid went to the Sig P220 a single stack pistol that many of the Troopers I have talked to despise…. they were carrying a 12 +1 capacity .40 wanted to get the Glock G21 which has a capacity of 13 +1 rounds of .45ACP… yet they end up with a P220 in .45ACP with and 8+1 capacity and several more magazines to carry….
recon29 says:
Correction in my statement: I meant to say "OUR" God-given rights not my God-given rights.
austin d-sucker guber-mint to the rescue
Andyg says:
Any one that reads this is probably pro
Second amendment, The fact that only
Law abiding are effected by there gun
Laws ,disarmament is there bottom
Line .We all know this open borders ,
Undocumented (illegal) dreamers
Same sex marriage,legal pot , offended
By anything all crap ,if we still have a
Hair on our buts ,vote these sick people
Out take the time to call your elected
Nuts go to town meeting s speak up
We are loosing our way of life and country
Roy D. says:
Well, Alter is a liberal Jew so it is understandable.
Michael Baley says:
How did this woman get elected, and on what platform IN TEXAS??!!
We need a way to come up with some "Class Action Civil lawsuits" against these socialists. There has to be a way to file civil rights lawsuits against these people. Even though it's not written into any civil rights laws, I believe blocking my God-given rights, under the Bill of rights, should do. We need a way to slam them every time they propose this stuff.
@recon29, I like your enthusiasm, but which of your rights is being blocked and who is doing the blocking?
GomeznSA says:
Evidently failing basic economics is a pre-requisite to being a liberal – especially one with an 'agenda' ("gun control" in this case) Or else she simply does NOT care about saving the city a good chunk of change, it's tax dollars after all so who care – she certainly doesn't. They are so blinded by their ideological hatred they simply will not see how badly this sort of 'stance' hurts the bottom line.
Muckraker says:
This is TEXAS? This is what happens when the Lefties move to the South and bring their taxes and worped devient ideology with them. They crapped in their previous nests and try to force their shithole standards on everyone else. The Dems love to shit where they eat. They all need to be voted out of office. Don't believe any of the shit they fling. Alabama learned the hard way. WV and Florida are learning. It looks like Texas is next to flip to the Libs and illegals.
LesWol says:
I totally agree. I lived in Tallahassee, Florida and as these snow birds moved into town they brought all their taxes, nieghbourhood codes, and stupid rules about traffic flow, growth, and gun control. What used to be a nice town is now unlivable. We gun owners need to stick together and vote these creeps out of office.
Witless fails to comprehend that anyone in the State of Texas who WANTS to get a handgun, and is not prohibited from doing so by their own past stuidity, CAN and WILL get that handgun, and do it lawfully. So the cop guns get melted down in her perverse world. Glock and Smith and Sig and ______ will simply get NEW steel and make NEW guns, that WILL be sold to the people of Austin who want them. I think it would be great to make certain the melted guns get recycled back to Glockk and such so that the same steel will be transformed into NEW guns to sell to Chalrie and Pete and Suzie and Jenny and Bob and…….
Sometimes I really cannot comprehend the blatant stupidity of some of these people who have the puppet strings attached to various parts of their bodies. Like this one. Does she get a paycheck from Bloomie?
SK says:
Like that will stop Law abiding citizens from buying guns. Liberals are stupid.
Financially it would make sense to ban the members of the Austin City Council .
Matt in Oklahoma says:
sidesaddle says:
Just like the scum from Jew York state & Taxachusetts that move to NH & Vermont & proceed to screw it up.
Heed the Call-up says:
She also doesn't want the police to have new firearms? Does she believe disarming the police will prevent criminal use of firearms? How insane, stupid or morally bankrupt is she? These types should be required to live in the crime-ridden parts of their districts and not get any bodyguards or police protection like their constituents, maybe they would finally understand reality.
JS says:
She clearly believes that if LEO's do not have firearms the bad guys will stop using theirs in the name of fairness.
@JS yes, … most humorous!
Oldvet says:
@JS… That's what they said in England , it's working rather well , don't you think ?
Leave it to a Lefty. The nutjob city council member doesn't want to give her police officerd new firearms. When a thug outguns one of her cops she will be the first to screem that the cop didn't "protect and serve." Send the "dereliction of duty" cop to the civilian review board. If she is lucky it isn't one of her kids.
Melting down the old Guns is the BEST option.
Taxes go to cover the value of the destroyed Guns.
Gun manufacturers MAKE more NEW guns.
Gun dealers sell more NEW guns.
Gun buyers get the latest new guns.
Everybody happy.
Be careful what you ask for….
Just proves….once again you can't fix stupid.
Well, she is a liberal so this shouldn't be a big surprise.
I would not have written my second post above if this one had been posted at the time. That was over six hours after this one was written, My, my, my.
TexDan says:
If these cities/towns are so anti-gun, let them own it. Gun manufacturers/dealers should refuse to buy or sell from these fine cities, including their officers. Let the police there carry a stick to stop crime, until those too are prohibited. Everytime I hear the word Austin, I throw up in my mouth a bit. The capitol of Texas needs to be moved to somewhere within Texas that still has Texas values and morals. The Marxists are destroying all that is decent everywhere. I have heard and seen the original places these BLECH, URP are from. Most if not all are originally from other states and run here to Texas to escape the cesspools that they created elsewhere. But, then they immediately start changing the areas they move to into that very same cesspool.
willy d says:
I have the perfect way to make up the shortage to the police department, take it out of her pocket as she is so dead set against guns, and also take any security or bodyguards away from her and apply that money to the police shortage also!
@Willyd, I like your idea, but having to pay for what she wants is not a socialist concept. Dictating her will, at public expense, is more in keeping with socialist theory.
James Allen says:
I can't move to any liberal city in TX. I can't have my gun rights infringed on.
stimpy17 says:
Gee, I must have missed the part about how many of these trade-ins were used in crimes.
@stimpy17, You did not miss a thing, there were none.
Marxists don't care about logic. They care about powe-power to control your life and to create it in their image. There's no arguing. We have to become assertive instead of defensive-the same kind of tactics they use. Else the will continue to chip away until there's nothing left but the clones they want to create.
@Mark…To kill the snake one must cut the head off . If it takes something like go-fund-me to get started you need to be running a conservative with some modicum of intelligence against these people . From what I have seen of Texas there should be no shortage of eligible people .
Missouri Born says:
Another college town liberal who thinks they are smarter than everyone else, this part of Texas is as bad as California.
At Missouri B, If I had a mess that attracted bugs, I would clean that mess up, so that the bugs would go away. Maybe the Texas college system should clean up their mess or maybe the Texas legislature should budget that college zero dollars.
Liberal colleges just create more Lisa Pages, Sally Yates, Andrew McCabes, Jim Comeys, and Rod Rosensteins.
Richard Kennedy says:
Austin is a cesspool of liberal insanity…..so this is really no surprise.
joe martin says:
Richard, that is absolutely a cold hard fact. Austin is to Texas what San Francisco is, or was, (now it's the whole state) to California and what Santa Fe is to New Mexico; a colony of liberals and brain dead amoral degenerates.
Leave it up to the left leaning idiotic clowns to come up with a solution to a non problem.
Trade them in. The Criminals won't be able to buy them anyway.
Rock says:
Zackley…. A criminal cannot buy or own a gun, the gun laws prohibit them. The ONLY person a gun law effects is the LAW ABIDING CITIZEN, who should be completely free to buy these pistols. Gun laws and protection from abuse laws are only words on paper, to criminals they mean nothing, simply do not exist. Libs and dems can't understand this, they write idiotic laws that punish only those who abide. The laws on paper are nothing more than comic books to criminals.
Reb1 says:
Dumbocrats have a special knack for ignoring FACTS and it must be something missing in their brain that blocks the truth. If the facts were presented to Alter about how violent crime is DOWN where freedom is allowed maybe, just maybe she could alter her mind. If that does not happen she could very well alter the crime rate for the worse for the great state of TEXAS.
Notalima says:
"The ONLY person a gun law effects is the LAW ABIDING CITIZEN"
And that is exactly what this type of move is for. To restrict the rights of those law-abiding citizens. It has ZERO to do with public safety, criminals, etc ("The Narrative"). Its only purpose to to get rid of 'icky' guns and keep those guns out of the hands of their enemies (law abiding citizens).
@Terry, non-problems are the only kind of problems that the left can solve.
Leave a Comment 40594643 Commentshttps%3A%2F%2Fwww.ammoland.com%2F2018%2F05%2Faustin-city-council-to-decide-whether-to-ban-police-trade-ins%2FAustin+City+Council+Decide+Whether+to+Ban+Police+Trade-ins2018-05-10+00%3A00%3A26John+Crumphttps%3A%2F%2Fwww.ammoland.com%2F%3Fp%3D405946 Cancel reply


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Product knowledge is a term that's used regularly when we talk about being a car salesman. Everyone says you need to know your product to sell it, but how far do you go, how much do you need to know. Lets take a look at the pros and cons of product knowledge for selling cars.
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If you were about to make a major purchase would you want someone that was bumbling and giving you a load of BS about the item you were thinking about purchasing or would you want a salesman that knew their product inside and out. You don't have to answer that because it's obvious.
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Science, Technology Engineering, and Mathematics (STEM)
CRDW
Literacy & Humanities
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Science and Technology/Engineering
2016 Massachusetts Science and Technology/Engineering (STE) Standards
As of 9/7/2017
Features of the 2016 STE Standards
What broad features of the 2016 STE standards are new compared to the 2001/2006 standards?
A: The 2016 STE standards maintain much of the content of the 2001/2006 standards with updates to reflect changes identified by the field, changes to content of science and engineering over the past 15 years, and the addition of inquiry and design skills students need to successfully engage in this discipline in PreK-12 classrooms, civic life, and post-secondary opportunities. The 2016 STE standards strengthen the often-lauded science standards Massachusetts has relied on since 2001.
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Inclusion of each discipline in grade-level standards Pre-K to grade 8
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How have the 2016 STE standards changed from the December 2013 public draft version?
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That science is complex and multidisciplinary;
Research on learning in science which shows expert knowledge develops through interdisciplinary connections and not through isolated concepts or practices; and
Effective research-based practices for curriculum and instruction in science and engineering.
For more details, see the STEM webpage The Case for an Integrated, Grade-by-Grade Approach for Pre-K-8.
When will the 2016 STE Curriculum Framework be available?
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How will the Department assist districts to transition to the 2016 STE standards?
A: Each district is or will be developing its own plan for transitioning to the 2016 STE standards that accounts for local conditions, initiatives, and resources. Ideally such a plan accounts for lessons learned and resources developed through the district's multiyear implementation of mathematics and ELA standards. To support districts during the transition to 2016 STE standards, the Department will:
Consider requests for a Science Ambassador presentation, district administrators may contact scienceambassadors@doe.mass.edu;
Continue to share resources related to the implementation of curriculum and instruction aligned to the 2016 STE Standards on the STEM home page
Curriculum Planning Tools
STE Networks and Associations
How should the 2016 STE standards be implemented in the classroom?
A: Standards are articulations of desired learning outcomes; they are not meant to define any particular curricular or instructional approach. Decisions about curriculum and instruction are made by districts. The state Curriculum Frameworks do provide some guidance about qualities of strong programs, as outlined in the Vision and Guiding Principles of each Framework, including for STE. In the 2016 STE Curriculum Framework, for example, it is encouraged that STE curriculum and instruction emphasize relevance, rigor, coherence, and engagement of students in STE learning.
The Department has also developed some resources that may be useful to districts, schools, and educators as they plan for and transition to the revised STE standards. For example, Model Curriculum Units (MCUs) have been developed through the state's Race to the Top initiative that includes a number of STE units aligned to the 2016 STE standards. There are also Quality Review Rubrics that include an STE rubric for assessing the qualities of any curriculum in terms of the 2016 STE standards and best practices for STE instruction. These resources can be accessed at STEM home page.
How much time for science and technology/engineering instruction is suggested for each grade level?
A: The Department does not provide guidance on time for any particular subject, including STE. The development of the revised STE standards did make some assumptions about how much time is available for STE, in part based on information provided through a district survey at the start of the standards development process in 2009. The basic assumptions for the purpose of standards development were:
Grades K-2: approximately 25 minutes/day (~2 hours/week)
Grades 3-5: approximately 35 minutes/day (~3 hours/week)
Grades 6-8: approximately 55 minutes/day (~4.5 hours/week)
Grades 9-10: approximately 60 minutes/day (~5 hours/week)
Schools may have more or less time depending on local factors that determine curriculum programming within a specific context. STE instruction may be a dedicated time in the school schedule or may be integrated with instruction of other subjects. The goal is for all students to have science and technology/engineering instruction on a regular basis every year.
What curricula are aligned to the 2016 STE standards, or what curricula does the Department recommend for implementing the 2016 STE standards?
A: Each district in Massachusetts makes its own decisions about curricula. The Department does not review or recommend textbooks, curricular programs, or commercially available products. The Department does provide guidance on what qualities to look for in curricula. In some instances, the Department can share freely available, open source resources. In general, the task of creating or revising curricula aligned to revised standards takes time, often several years. Since the Next Generation Science Standards (NGSS) have been available since spring of 2013, comprehensive curricula or kit-based programs that are fully revised to reflect the standards are at various stages of development.
In limited cases, the Department has created some curricular resources. The STE MCUs are aligned to the 2016 STE standards and are intended to model quality curriculum and instruction to assist educators in envisioning classroom instruction. Massachusetts' educators are encouraged to adopt and/or modify the units to meet local curriculum context and student needs.
Can districts choose to implement middle school standards in a discipline-specific model instead of the integrated model as presented in the 2016 STE standards?
A: While it is recommended that middle school programs align to the 2016 STE standards as presented (see Question 3), districts can choose to implement the middle school standards in a discipline-specific model if they prefer. The grade 8 MCAS will remain as a grade-span assessment so there will be no state mechanism to evaluate whether standards are taught in a particular grade. A school or district can rearrange the standards among the three grades if that better fits their middle school model, local programming, curricula, or resources. If this is done, however, both the sequencing of standards and the grade-level appropriateness of standards should be considered. For example, the grade 8 standards are where students are first introduced to atoms and molecules (e.g., 8.MS-PS1-1, 8.MS-PS1-5), and any standard that requires that perspective is also presented at 8th grade (e.g., 8,MS-LS1-7, ). If those standards are moved to different grade levels, based on discipline-by-grade model for example (e.g., life science is taught at grade 6 so the LS1-7 standard is moved to grade 6), there could be a situation where the expectations for grade 6 requires a molecular perspective but the standards about atoms and molecules remain at grade 8. Additionally, the grade 8 standards focus on mechanisms that drive a number of natural phenomena, the cause and effect relationships that explain why certain phenomena behave as they do. These are often not directly observable and require a level of abstraction or indirect evidence that a grade 8 student is more likely to productively grapple with than a grade 6 student.
Should the standards be taught in the order they are presented in? For example, in grade 6, should teachers begin with Earth Science and end with Physical Science?
A: The order in which standards are listed does not imply or define an intended instructional sequence. Districts can choose to arrange their scope and sequence within any grade level as they see fit. The strand maps can be a helpful tool to see where there may be interdependencies that should be accounted for or how concepts progress over time.
How can I view the progression of concepts for a particular discipline across grades?
A: The Department has created strand maps that show the conceptual relationship between standards within and across grades or grade spans that allow for targeted pre-assessment, contextualization, and/or identification of boundaries for any particular standard that is being taught. Strand maps can be an efficient way to see how concepts progress over time and how curriculum and instruction can productively relate standards to support student learning. Schools and districts have found strand maps to be particularly useful in vertical team meetings, curriculum mapping workshops, and interdisciplinary meetings. Individual teachers can use them to identify concepts that should be the focus of pre-assessment, to convey to students how the standard they are learning will contribute to future learning, and to cluster standards into effective units of study. The maps are available at Science & Technology/Engineering Strand Maps in a one-page PDF document (useful for viewing electronically - zoom in several hundred percent); a multi-page PDF document (useful for printing - then tape them together or taking to a print shop to have printed on poster paper); and in the original CMAPTools format (useful for manipulating or adjusting the maps - any map can be printed from within the application).
When will the MCAS tests be aligned to the 2016 STE standards?
A: A timeline for the STE MCAS tests can be found at Transition Plan for MCAS Science and Technology/Engineering (STE) Tests.
How will the science and engineering practices be assessed on the STE MCAS?
A: The goal of MCAS is to assess student performance of the STE standards. As such the Department is exploring options for assessing both the content and the practices of the 2016 STE standards.
Components of the Standards
Why are there more standards for Pre-K than for Kindergarten?
A: Pre-K is typically two years, so the Pre-K standards are intended to be taught over two years rather than one year.
How is Technology/Engineering included in elementary standards?
A: The 2016 STE standards include engineering as an application of science by incorporating an engineering practice in the standards. These applications of science are indicated by an asterisk "*" at the end of the standard. The elementary standards also include a very limited set of "ETS" standards that focus directly on engineering design concepts.
Is a State Assessment Boundary specific to the particular grade in which that boundary is included, or does it apply to the grade at which the MCAS will assess the standard?
A: The intent of State Assessment Boundaries are to indicate to curriculum developers and educators what the students at that grade level are expected to know and be able to do based on what is in the standard. The State Assessment Boundary is meant to specify a limitation to state assessment of that particular standard. The Next Generation STE MCAS tests, include a grade 5 and grade 8 test that are assessments of the grade span (grades 3-5 and grades 6-8, respectively). In this case, for example, the grade 8 test may include questions about a sixth grade standard that does not expect students to answer using a molecular perspective and questions about an eighth grade standard that does expect students to answer using a molecular perspective. Just because students are able to take on a molecular perspective at eighth grade, state assessment would not ask students to apply that to a sixth grade standard that limited the expectation to a macro perspective. It is important to note that State Assessment Boundaries are not intended to limit what educators can or should include in curriculum and instruction if additional expectations fit their program goals and student needs.
Do the Clarification Statements or State Assessment Boundaries included in the 2016 STE standards limit what educators can or should include in curriculum or instruction?
A: Many standards include Clarification Statements, which supply examples or additional clarification to the standards, and State Assessment Boundary statements that are meant to specify limits to state assessment. It is important to note that these are not intended to limit or constrain curriculum or classroom instruction. Educators are welcome to teach and assess additional concepts, practices, and vocabulary that are not included in the standards. These features are meant to clarify the expectations for student performance from the state perspective. Additionally, it is important to note that the order in which standards are listed does not imply or define an intended instructional sequence.
How does the coding or labeling of the standards work?
A: The system for labeling the 2016 STE standards is based on Next Generation Science Standards (NGSS) but Massachusetts has adapted NGSS standards in a number of ways (see Questions 21 and 22). Example labels include 5-LS1-1, 7.MS-ESS2-2, and HS-PS2-7(MA). The first component of each label indicates the grade (Pre-K to grade 8) and/or span (middle or high school; MS or HS). The next component specifies the discipline and core idea (ESS, LS, PS, ETS). The number at the end of each label indicates the particular standard within the related set. Finally, the use of an asterisk "*" at the end of some standards designates those standards that include an engineering design practice and as such are an application of science to engineering. For standards that are not aligned to NGSS and are additional standards for Massachusetts, an "(MA)" has been added to the label. It is also important to note that the order in which standards are listed does not imply or define an intended instructional sequence.
What does an asterisk "*" at the end of a standard mean?
A: The use of an asterisk "*" at the end of some standards designates those standards that include an engineering design practice and as such are an application of science to engineering. (See Question 14) This is consistent with the labeling of the Next Generation Science Standards (NGSS).
Why are some of the standards not in sequence or why is there occasionally a set of standards that skip a number?
A: The system for labeling the 2016 STE standards is based on Next Generation Science Standards (NGSS). Since Massachusetts has adapted NGSS there are some standards that have been excluded which results in a missing number. Additionally, some standards in NGSS were numbered for a grade span (elementary ETS, and middle and high school standards) but Massachusetts has distributed those to particular grades. This results in sets of standards for a particular core idea in a particular grade that are not necessarily sequential. This reinforces the point that the order in which standards are listed does not imply or define an intended instructional sequence.
Differences in Massachusetts STE Standards from
Next Generation Science Standards
Why are the 2016 STE standards based on the Next Generation Science Standards (NGSS)?
A: Using the NGSS as a basis for the 2016 STE standards is meant to allow Massachusetts' educators access to any curriculum and instruction resources developed nationally, even though the Massachusetts standards are an adaptation of NGSS (see Question 24). Many standards in the 2016 STE standards are consistent with the disciplinary core ideas and science and engineering practices included in NGSS, allowing for the use of units and lessons written anywhere in the nation to be used by Massachusetts educators. Some 2016 STE standards are a significant deviation or addition beyond NGSS so those will be areas where Massachusetts educators are unlikely to find nationally developed resources. It is worth noting that educators always have a responsibility to ensure that any resource obtained from external sources is aligned to MA standards. Consistency with NGSS does occasionally result in odd coding of standards due to some NGSS standards not being included in the Massachusetts' standards, or Massachusetts adding some standards beyond NGSS. This results in codes that occasionally appear to not be in sequence or skip a number (see Question 20).
How are the 2016 STE standards different from the Next Generation Science Standards (NGSS)?
A: The 2016 STE standards and the NGSS have significant common foundations:
Coherent progressions of disciplinary core ideas, as well as science and engineering practices
Integration of core ideas and practices in standards
Focus on conceptual understanding and application to natural and designed systems
Grade-by-grade standards
Inclusion of engineering
Explicit links to mathematics and ELA standards
To allow educators and districts to access benefits of commonality across states, including the use of NGSS-aligned resources created elsewhere, the Massachusetts adaptation reflects NGSS as much as possible. Yet public input from across the Commonwealth during the development of NGSS and the MA 2016 STE standards identified several aspects that needed some adaptation for Massachusetts. This table summarizes several key differences:
MA Adaptation
NGSS
Standards include only two dimensions (disciplinary core ideas and practices) Standards include three dimensions (disciplinary core ideas, practices, crosscutting concepts)
Balances broad concepts with specificity to inform more consistent interpretation Standards are broadly written, leading to inconsistent interpretation
Standards can stand on their own without need to reference foundation boxes Standards require reference to the foundation boxes to identify full range of expected learning
preK STE standards included No preK STE standards included
Middle school presented grade-by-grade Middle school presented as grade span
Technology/Engineering as a discipline Engineering design as occasional application of science
Defines college and career readiness for STE; maintains current Massachusetts model with high school course options No definition for college and career readiness; all high school courses expected


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Photo: Don Ross
The Artist Initiative
The Artist Initiative is a series of collaborative, interdisciplinary research projects bringing together curators, conservators, art historians, and artists to pilot new approaches to contemporary art conservation, interpretation, and display. Funded by a grant from the Andrew W. Mellon Foundation, the Artist Initiative features research engagements with individual artists, including Ellsworth Kelly, Vija Celmins, and Julia Scher, as well as thematic studies of photography from the 1970s and 1980s and Bay Area high-tech design. Interdisciplinary teams devoted to each engagement work closely with artists and scholars to explore complex issues surrounding the preservation and display of key works in our collection. Research undertaken with Ellsworth Kelly and Julia Scher, for example, supported new installations of their work in 2016.
In the newly expanded museum, the Artist Initiative benefits from new hybrid workspaces, including the Collections Workroom, a state-of-the-art facility that supports collaborations between visiting artists, conservators, and curators, and the Media Suites, a center for the study of media artworks and their installation. At the Collection Center, a seventy-five-thousand-square-foot facility in South San Francisco, we currently host researchers and educational workshops, provide access to artworks not currently on view in the galleries, and conduct interviews with artists in the Mock-Up Gallery, a working model of a gallery in the new museum building.
The Artist Initiative aims to facilitate a more integrated approach to museum conservation and collections care. We will communicate our findings through public symposia featuring leading museum professionals and artists, and we look forward to sharing our research across SFMOMA's print and digital publishing platforms.
The Artist Initiative is generously funded by a grant from The Andrew W. Mellon Foundation.
Vija Celmins Ellsworth Kelly Julia Scher Stewardship of Color Photography Bay Area High-Tech Design
The Artist Initiative: Vija Celmins
Through a series of study days and innovative workshops, the Artist Initiative team developed new display and interpretation strategies for the artwork of Vija Celmins.
The Artist Initiative with Vija Celmins
Close Looking: The Artist Initiative with Vija Celmins
Vija Celmins on her life in (and out of) the studio
Vija Celmins: To Fix the Image in Memory
The Artist Initiative: Ellsworth Kelly
The Artist Initiative team worked closely with Ellsworth Kelly and his studio to design and install four large galleries devoted exclusively to the artist's work.
The Artist Initiative: Installing Ellsworth Kelly
The Artist Initiative with Ellsworth Kelly
The Artist Initiative: Julia Scher
With the support of Artist Initiative team members, Julia Scher developed a new iteration of her artwork Predictive Engineering 3 (1993–present).
Predictive Engineering3 Colloquium
Museum as Producer: Julia Scher's Predictive Engineering
Julia Scher: Predictive Engineering
Julia Scher discusses the impact of the Artist Initiative
The Artist Initiative with Julia Scher
The Artist Initiative: Stewardship of Color Photography
In dialogue with photographers from the museum's collection and an international cohort of colleagues, the Artist Initiative team explored the practice of reprinting color photographs.
The Artist Initiative Symposium on Photography: Reprinting Color Photographs as a Preservation Strategy
The Artist Initiative: Bay Area High-Tech Design
The Artist Initiative team collaborated with designers to research conservation and display strategies for design objects in the museum's collection, and explored visitor's appetites to interact with such objects.
Designed in California
Typeface to Interface: Graphic Design from the Collection
There's No App for That: Adventures in Conserving Old Tech