Sentences with phrase «stand by public schools»

Would he stand by public schools and public school career teachers?

Not exact matches

There is no need to shrug and assume that current government - funded schemes of sex education or vague imitations of them are the only way forward: Catholic schools are popular and highly - regarded by the public in general in Britain and in a stand - off between them and officialdom the latter might find it had fewer allies than it imagines.

«Those rallying in Albany next week should stand together with the city and advocate — side by side — for our children, particularly the most underserved, and all of whom are public school students.»

The foundation aid increase backed by the Assembly stands at $ 1.2 billion, a figure backed by public education advocates who say the state is not spending enough on poor and high - needs school districts.

Wabba stated that the move by the state government to sell off the public schools without the consent of the people amounted to a betrayal of trust and the ideals for which the late Chief Obafemi Awolowo stood for.

It's still unclear how much funding the Buffalo Public School District stands to lose for special education services, should the U.S. Senate pass the American Health Care Act approved last week by the House without significant changes.

Erie County Executive Mark C. Poloncarz was joined Monday night by a standing - room only crowd in the meeting room of the North Collins Public Library for the first of several Town Hall meetings this month to present his administration's school expense report, «Examining School District Expenses and Potential for Consolidation in Erie County» and to discuss the report with resischool expense report, «Examining School District Expenses and Potential for Consolidation in Erie County» and to discuss the report with resiSchool District Expenses and Potential for Consolidation in Erie County» and to discuss the report with residents.

And we've proved in government we stand up for fairness by blocking Tory plans to: run schools for profit, to pay public servants less simply because they work in Wales, and to allow employees to be fired without cause; while in Wales we have opposed Tory plans to make patients pay to use the NHS.

Library System Director Mary Jean Jakubowski, New York State Senator Mark J. Grisanti, Erie County Legislator Edward Rath, Erie County Clerk Chris Jacobs, Press Secretary to the Erie County Executive - Peter Anderson, Buffalo Deputy Mayor Ellen Grant, Buffalo Public Schools administrator William Keresztes, Buffalo State College student Lyndsay Raymond and writer / performer Annette Daniels - Taylor unveiled details of «Bullying Stops Here» by signing a banner pledging their support in the stand against bullying.

The Success Academy charter school network is challenging a recent blow to its pre-Kindergarten program - and its political standing - by filing an appeal to a State Education Department ruling that the network must sign a mandated contract in order to receive public dollars for its pre-K programs.

Even as a child, Rosa stands separate from her fellow African - Americans; instead of being shipped off to a shabby public school, she is enrolled in a private classroom run by Quakers, who encourage the girl to transcend the severe limitations of legalized segregation in her home state of Alabama.

To see where the public stands, we asked questions about visa programs for highly specialized workers, federal aid to school districts impacted by immigration, and the desirability of instructing immigrants and students with limited English proficiency in their native language.

The average rate of improvement in the New Orleans public schools stood at three to four times the statewide rate, despite persistent poor performance by several schools.

Program stood out for several reasons, including its crossdisciplinary approach where students experience key issues from several perspectives, including education, public policy, and business, by taking classes at both the Harvard Kennedy School and the Harvard Business School.

Principals Tough Stand Turns School Around Frustrated by what he considered low expectations and minimal structure at American Indian Public Charter School, Dr. Ben Chavis set out to reform the school instituting no - nonsense policies regarding attendance, appearance, and instruSchool Around Frustrated by what he considered low expectations and minimal structure at American Indian Public Charter School, Dr. Ben Chavis set out to reform the school instituting no - nonsense policies regarding attendance, appearance, and instruSchool, Dr. Ben Chavis set out to reform the school instituting no - nonsense policies regarding attendance, appearance, and instruschool instituting no - nonsense policies regarding attendance, appearance, and instruction.

In 1973, 58 percent of Americans felt confident about the public schools, but by 2012 their approval rating had dropped to only 29 percent (which still was higher than public confidence in banks and big business, which stood at 21 percent, or Congress at 13 percent).

Denver District Court found in 2011 the program violated the Public School Finance Act of 1994 and other provisions of the state Constitution, but it was overturned by the Colorado Court of Appeals in 2013, saying the petitioners lacked standing to sue under the act and that the voucher program did not violate the state Constitution.

The U.S. Supreme Court has given the nation's public schools the green light to keep «under God» in the Pledge of Allegiance — at least for now — by holding that a California father lacked the legal standing to challenge a California school district's policy of leading children in the pledge.

A small amount of competition in education already exists, but the types of students who stand to benefit the most are shielded from the transformative potential of competition by public school monopolies.

PROSE, which stands for Progressive Redesign Opportunity Schools of Excellence, allows traditional public schools to break from some traditional restrictions set by the city and state in order to bring forth innovative school improvement straSchools of Excellence, allows traditional public schools to break from some traditional restrictions set by the city and state in order to bring forth innovative school improvement straschools to break from some traditional restrictions set by the city and state in order to bring forth innovative school improvement strategies.

After an electrifying keynote by parent leader Rosazlia Grillier that left attendees standing in ovation, Jesse Sharkey of the Chicago Teachers Union facilitated a panel discussion during the Chicago Story plenary on current challenges facing the public school system and the difficulty for community voices to be heard.

We stand by their endeavors to secure school finance reform and improve education outcomes and opportunities for our public school children, especially those who are at - risk, English language learners, and students with disabilities and other special needs.

It's right for the public school to stand by troubled children and to provide for their needs in a way that makes sense for everyone.

For example, Stand Up for Public Schools, The Secret Life of Public Schools, and Public School Proud (initiated by the National School Boards Association, the Learning First Alliance, and New York's United Federation of Teachers, respectively), shine a light on the realities of public schools and demonstrate support for the varied and innovative opportunities they provide students natioPublic Schools, The Secret Life of Public Schools, and Public School Proud (initiated by the National School Boards Association, the Learning First Alliance, and New York's United Federation of Teachers, respectively), shine a light on the realities of public schools and demonstrate support for the varied and innovative opportunities they provide students natiSchools, The Secret Life of Public Schools, and Public School Proud (initiated by the National School Boards Association, the Learning First Alliance, and New York's United Federation of Teachers, respectively), shine a light on the realities of public schools and demonstrate support for the varied and innovative opportunities they provide students natioPublic Schools, and Public School Proud (initiated by the National School Boards Association, the Learning First Alliance, and New York's United Federation of Teachers, respectively), shine a light on the realities of public schools and demonstrate support for the varied and innovative opportunities they provide students natiSchools, and Public School Proud (initiated by the National School Boards Association, the Learning First Alliance, and New York's United Federation of Teachers, respectively), shine a light on the realities of public schools and demonstrate support for the varied and innovative opportunities they provide students natioPublic School Proud (initiated by the National School Boards Association, the Learning First Alliance, and New York's United Federation of Teachers, respectively), shine a light on the realities of public schools and demonstrate support for the varied and innovative opportunities they provide students natiopublic schools and demonstrate support for the varied and innovative opportunities they provide students natischools and demonstrate support for the varied and innovative opportunities they provide students nationwide.

In the closing paragraphs of Savage Inequalities, Jonathon Kozol exposes the effect of unequal public school funding systems, noting: «From the top of the hill... the horizon is so wide and open... one wonders what might happen to the spirits of these children if they had a chance to breathe this air and stretch their arms and see so far... Standing there by the [river]... one is struck by the sheer beauty of this country, of its goodness and unrealized goodness, of the limitless potential that it holds to render life rewarding and the spirit clean.

Latest in the Legislature It's Independence Day, and a perfect day to support democracy by standing for local control and the foundation of our democracy — public schools!

«Either they'll stand up for neighborhood public schools that provide opportunity for all children, or they'll reward campaign donors by funneling tax dollars to the private school industry.»

Equally important, as a constituent, I am deeply disappointed that our elected officials are standing in the way of our children's right to be educated by charter public schools that provide the learning environments they need and deserve.

Our city's educators and education advocates have worked tirelessly in years past to address the issues faced by our urban communities, yet teacher burn - out persists, and public schools stand vacant as teachers and families leave our city in droves.

She said a long - standing state supreme court ruling clearly defines «common schools» — those that can receive public funding — must be governed by an elected board.

This process merits more scrutiny because the firm «accountability» it promises is actually more flexible than advertised and it stands in contrast with how other public schools are treated by the State.

Diane Ravitch, the nation's leading public education advocate, whose blog gets as many as 800,000 hits a month has highlighted the courageous stand taken by a number of college and university deans at schools of education in Connecticut.

Co-hosted by the Indianapolis Urban League, 100 Black Men, School Choice Indiana, Stand for Children, La Plaza, Education Reform Now, Lacy Leadership Association and UNCF, the event attracted stakeholders from across the community to hear Dr. Fuller's ideas and observations about public education in the U.S.

Given the opportunity to do the right thing and stand with Connecticut's students, parents, teachers and public schools by deemphasizing the destructive SBAC testing scam and ensuring that Connecticut's public school teachers are evaluated using a system that actually measures their effectiveness, Connecticut's legislators — once again — turned their backs and walked away.

Policy makers should resist being seduced by achievement scores and, instead, hold charter schools accountable and aligned with the long - standing purpose of public schools.

As it currently stands, clear insight into what is happening with this funding can only be obtained through extraordinary efforts such as reports produced by Bruce Fuller, professor of education and public policy at UC Berkeley, on the Los Angeles Unified School District and Marguerite Roza, director of the Edunomics Lab and a research professor at Georgetown University, on eight California school distSchool District and Marguerite Roza, director of the Edunomics Lab and a research professor at Georgetown University, on eight California school distschool districts.

Stand Indiana supported the successful election of three of its four parent - endorsed Indianapolis Public Schools (IPS) board candidates, which will ensure continued forward movement by IPS, whose graduation rates and school quality are on the rise.

But I will proudly stand by my statement that a Democrat who proposed doing away with teacher tenure for all public school teachers and repealing collective bargaining for teachers in the poorest school; who refuses to de-couple inappropriate standardized tests from teacher evaluation; who diverts a hundred million dollars a year from public schools to prop up unaccountable charter schools that refuse to educate their fair share of bi-lingual students and students who need special education services; and who refused to settle the CCEJF lawsuit and develop a long - term change to Connecticut's school funding formula... DOES NOT deserve the badge of honor that comes with being endorsed by teacher unions.

I've written about Keith Benson before, president of the Camden Education Association and and paranoid conspiracy theorist who claims that the terrorist attack on 9/11 was a massive government plot and that that public school reform is a conspiracy among money - grubbing reformers and «oppressed natives» who are afflicted with a «psychosis» that leads them «to improve their own subjugated standing by attempting to join the ranks of those who do the oppressing.»

The Washington Public Charter Schools Initiative is supported by a growing bi-partisan coalition of education advocates, teachers, parents and community leaders, including Democrat and Republican legislators State Sen. Rodney Tom (D), State Sen. Steve Litzow (R), and State Rep. Eric Pettigrew (D), as well as the League of Education Voters, the Washington Chapter of Stand For Children, and Democrats for Education Reform.

It is interesting to note that most of these important bills have been proposed by Republican members of the Connecticut General Assembly, but an increasing number of Democratic legislators are standing up and speaking out in favor of Connecticut's students, parents, teachers and public schools.

Independent charter schools, while funded by state taxpayers, operate outside most traditional public school rules in a way that supporters say make them more effective and perhaps better able to address long - standing challenges, such as raising test scores for low - income and minority students.

The symbolism of standing guard to prevent senseless damage to books is not lost on those of us who are reminded almost daily that our right to read is being threatened, either intentionally or not, by an abundance of entertaining electronic media, funding cuts to libraries and schools, even moronic, extremist book banning in our public education institutions by those who wield arbitrary power over curricula.

Since this time, the Woodbridge Superintendent and School Board stood by their decision to eliminate the school librarians in the high school despite public oSchool Board stood by their decision to eliminate the school librarians in the high school despite public oschool librarians in the high school despite public oschool despite public outcry.

The Doma Gallery, New York, NY 1990 GROUP SHOW, «THE MEMORY OF LOSS» Universidad Andina Simon Bolivar, Sucre, Bolivia 1990 GROUP SHOW, «VOICES OF LATIN AMERICA» City Without Walls Gallery, Newark, NJ 1989 GROUP SHOW, «PRESENCE AND PERCEPTION» LECTURES, CONFERENCES AND PUBLIC PANELS University of Puerto Rico, San Juan, Puerto Rico 2011 «Education of an Architect 40 Years Later» «Hejduk, Hamlet and the Ghost Promise» 99th ACSA Annual Meeting: WHERE DO YOU STAND, Montreal, Canada 2011 Technology and Desire, co-chaired by Alberto Perez Gomez «Discreet Machines of Desire: from Edward Bernays to Robert Oppenheimer» NSF: Bridging STEM TO STEAM, Providence, RI 2011 Sponsored by the Rhode Island School of Design (RISD) and the National Science Foundation (NSF) A Gathering of leading thinkers from differing fields to inspire new collaborations among the arts / design / sciences in support of interdisciplinary STEAM learning, research and pedagogy.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoSchool, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.