[Lemmings 2] Lemmings ... In Space!
After the highly experimental Fun With Blockers I wanted to make a more traditional set of puzzles instead of the "interaction exploration" that Fun With Blockers focuses on. However I had no ideas for any sort of theming or mechanical restrictions, so I did what all good designers do when they have no ideas, and gave this level pack a theme where it takes place in space!
This is a save everyone pack, with one exception, as always this one level has the number of lemmings you can lose stated in the level title. Hint: it's the one that has the Exploder skill in it.
Puzzle Difficulty - Medium to High. Never reaches the heights of Quest From Kieran 2 but levels always try to do something interesting. Good understanding of general Lemmings 1 gameplay will help here more than all my other Lemmings 2 packs.
Game Mechanic Knowledge - Only one obscure interaction: Sand poured on a flat surface does not turn the lemming if they are a Climber. Otherwise nothing beyond basic understanding of skill fundamentals like how Glue Pourers and Rock Climbers work. This pack is very low on "skill interaction tricks".
Precision Execution - Skill assignments are only precise where it is impossible to avoid, of which there are some. Otherwise every care has been taken to reduce precision where possible.
Fan Execution - Only one instance: very easy ballooning.
Timing Execution - Use of the pause key for rapid-fire skill assignment might be needed in 3 of the levels.
Crowd Execution - Big messy crowds of lemmings can accumulate in a number of levels. In one excess skills to free the crowd are provided because it doesn't break the puzzle, in others mashing the pause key waiting for a good gap in the crowd has never failed me during my testing.
Other Lemmings 2 Annoyances - The Magno Booter can sometimes detach itself in places where the player alters the terrain, and unfortunately there is nothing I can do about it. Sorry!
I'm super happy with how this pack has turned out and I hope you enjoy it too.
Re: [Lemmings 2] Lemmings ... In Space!
I played through the levels and I liked them a lot!
In general I think the puzzles were pretty good difficulty, and the execution was what's pretty normal for Lemmings 2. I got the intended solution on most of the levels, but I did find a few backroutes.
Level 1: This one was pretty simple, and straightforward, but nice to play.
Level 2: I actually really liked this one. At first I tried to get something going in the left half of the level until I realized the correct route was going around the right side and coming up with the laser blaster. The way the basher makes the perfect glueing platform is really nice.
Level 3: This one's pretty simple once you realize that you can't get over the block without the roper.
Level 4: I think I got the intended solution on this one, but I did save a sand pourer and magno booter.
Level 5: This one was pretty straightforward.
Level 6: This was a pretty nice puzzle! At first glance it looks simpler than it really is. This one should be possible with 3 sand pourers, but I think adding one or two more would make the execution a bit easier without changing anything.
Level 7: I liked this one a lot. Great puzzle that feels like a good Lemmings 2 level, and plays well.
Level 8: Pretty sure I backrouted this one. My solution was extremely straightforward and didn't use the teleporters at all. I was able to let only one lemming slip past the miner by using a platformer, then made that lemming slide down and platform, and cancelled the platformer with the other miner. I guess I used most of the skills, but it doesn't feel like the right solution.
Level 9: I might've backrouted this one. I saved the laser blaster, a climber, and a floater, but the solution doesn't feel wrong, really. I'm guessing I took the same route as was intended, just saved a few skills along the way.
Level 10: I liked this one quite a bit. Once you realize the magno booter has to go around the solution falls into place. I did find a backroute which saves a stomper and the sand pourer: after you bridge to the exit you use the stacker and build back to the steel. The lemmings will easily survive both falls.
Overall I really liked this pack. Liked you said, it wasn't too difficult, but I think it had the right amount of challenge to be fun.
exit, thanks a ton for playing and I'm glad that you enjoyed it. I have uploaded a version 2, attached to the opening post, to fix some backroutes. I'd really appreciate if you could try levels 8 and 9 again.
6 - Asteroid Station - Added an extra Sand Pourer to be nice. Have slight concern this could open up a backroute, but hopefully this concern is misplaced.
8 - Hyperspace Loop - Moved the Entrance + very minor terrain tweaks to accomodate this.
9 - Prepare for Re-Entry - Terrain tweaks + Substantial increase to release rate + added a Floater.
10 - Boarding the Mothership - Level is substantially taller + extremely minor terrain tweak to improve execution.
Level 4 - I can imagine the solution is fine, those two skills let you send two lemmings out to the initial platform if you prefer and shallower angle for the archer, but it's not required.
Level 8 - This is certainly a backroute, and I've made a fairly unorthodox change to try and fix it. I have a suspicion that this level will prove to be riddled with backroutes, it was tough to get everything to work right in the first place.
Level 9 - This is definitely a backroute but I'm struggling to think of what you did in your route to save the skills that you did. Still, I've made some changes in the hope that as least one of them prevented your break.
Level 10 - An easy fix.
Today I was only able to take a real quick look at the two levels you updated. I was able to mess around for a bit but didn't have enough time to really sit down and solve them. They look like they're going to be interesting, though! I'll try and play them as soon as I have time.
Sorry if I implied any sort of urgency in asking you to take a look, take as long as you need. There is absolutely no rush.
Looking forward to play, too!
geoo and I will blind-race Fun With Blockers on Sunday, 2019-03-03, starting 19:00 UTC. I estimate the race to take 2-3 hours.
Is there already a backroute fix for 8. Hyperspace Loop?
Platform above the exit and mine at an exact location such that the crowd enter the miner hole from the right, the sliders from the left.
Nothing yet, I have been busy with relocation for my new job. A place has now been found but time has been spent packing and updating address details etc. I move on Monday, but will be without internet except mobile phone data until 2nd April. On the plus side, I have the week off work before my new job starts on the 1st and will hopefully have some time finally free of other distractions to look at this plus some older outstanding projects to upload when internet returns.


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Category Archives: Publications
Announcement | Brown Library Receives NEH Grant for Digital Publishing Institute
Posted on August 24, 2021 by Jennifer Braga
National training program centered on diversity and inclusion aims to broaden the range of scholars producing born-digital publications and, by extension, the audience for digital humanities scholarship.
Providence, R.I. [Brown University] Brown University Library has received a $169,000 grant from the National Endowment for the Humanities (NEH) to create a training institute on digital publishing. Born-Digital Scholarly Publishing: Resources and Road Maps will support scholars who wish to develop innovative born-digital scholarship intended for publication by a university press but lack the necessary resources and capacity at their home institutions.
Born-digital, multimodal monographs allow authors to articulate and advance scholarly ideas through the innovative use of digital tools and/or data as well as interactive, media-rich enhancements in ways that are not possible in a conventional book. While there is growing support for this path breaking approach to scholarship on the part of academic institutions, disciplinary organizations, grantmaking organizations, and university presses, there is currently no "how to" manual or comprehensive training opportunity for what is a complex, rapidly evolving endeavor.
The National Endowment for the Humanities and Brown University together: Democracy demands wisdom.
Three-Week Institute
Designed to demystify and streamline the path to digital publication, Brown Library's three-week hybrid institute, to take place in July 2022, will equip a cohort of fifteen humanities scholars with in-depth knowledge of the digital publishing process, familiarity with open-source tools and platforms, advanced project management skills, concrete and individualized plans for project advancement, and top-level publishing industry contacts. The institute will be open to a variety of scholars, including unaffiliated scholars, adjunct professors, and part-time faculty, from different disciplines, career stages, institution types, and geographical locations.
Moreover, through the purposeful training and mentoring of under-resourced scholars, the institute will help bridge a digital divide that, without intervention, puts digital publishing, as a future of scholarship, at risk of becoming the preserve of the most elite and affluent institutions. By making the born-digital publication process more accessible and inclusive, the institute will foster the elevation of underrepresented voices and subject matter, thereby diversifying the output of teaching and learning resources as well as expanding the readership for digital scholarship. In recognition of its recently extended membership in the HBCU Library Alliance (the first non-HBCU addition to the historically Black colleges and universities alliance), Brown University Library will prioritize some of the cohort slots for faculty from member institutions.
According to Allison Levy, the Library's Digital Scholarship Editor and project director for the institute, "Perhaps the most intentional element of the institute's design to have far-reaching implications for humanities research and teaching is Brown's commitment to support under-resourced scholars. This crucial re-prioritization of how and for whom the practice and production of digital humanities scholarship is taught will have a profound impact on current and future generations of scholars."
Digital Publications Initiative at Brown
Born-Digital Scholarly Publishing: Resources and Road Maps builds upon the successes of Brown's Digital Publications Initiative — a collaboration between the University Library and the Dean of the Faculty, generously launched with support from the Andrew W. Mellon Foundation in 2015. The Initiative has established a novel, transformative approach to the development of longform, multimodal works that make original and meaningful contributions across the humanities. The Initiative also collaborates with publishers to help shape new systems of evaluation, peer review, and scholarly validation for born-digital scholarship. Brown saw its first project published in 2020 by the University of Virginia Press; two others are forthcoming with Stanford University Press and MIT Press, respectively; and eight projects are in various stages of development.
"We feel incredibly fortunate to have this kind of opportunity to expand the reach and impact of our efforts to advance the possibilities of digital publication for first-rate scholarship," said Brown's University Librarian Joseph Meisel. "I am also eager to see all that we will learn from working with the institute's fifteen scholars, and the ways they will help inform our approach and practices going forward."
Questions about the institute or the Library's Digital Publications Initiative generally can be addressed to Allison Levy, Digital Scholarship Editor ([email protected]).
About the National Endowment for the Humanities
Created in 1965 as an independent federal agency, the National Endowment for the Humanities supports research and learning in history, literature, philosophy, and other areas of the humanities by funding selected, peer-reviewed proposals from around the nation. Additional information about the National Endowment for the Humanities and its grant programs is available at: www.neh.gov.
Any views, findings, conclusions, or recommendations expressed in this press release and in the Born-Digital Scholarly Publishing: Resources and Road Maps Institute do not necessarily represent those of the National Endowment for the Humanities.
Posted in Digital Publications / Digital Humanities, Home Page, Media, New Resources & Services, Publications
Announcement | Brown Library publishes "Race &" in America digital book series
Posted on July 19, 2021 by Jennifer Braga
Free and open publication documents and expands series exploring origins, history, and legacies of anti-Black racism in the U.S.
Providence, R.I. [Brown University] Over the course of the 2020-21 academic year, the Center for the Study of Race and Ethnicity in America at Brown, in partnership with the Office of the Provost, undertook a systematic investigation of the foundational and enduring contemporary effects of anti-Black racism in America. Drawing on the expertise of Brown scholars from a range of fields and scholarly perspectives as well as the University's historic strength and leadership in scholarship on race, the pioneering "Race &" in America panel series generated critical engagements with society's most fundamental and urgent questions. Investigating the role that racism plays in American public health, democracy, punishment, and more, the informed and illuminating discussions deepened knowledge and awareness in the service of promoting a more just and inclusive community and world. The "Race &" in America digital publication series amplifies the impact and extends the reach of this important and timely panel series.
Developed by the Brown University Library's Digital Publications Initiative and in close coordination with Tricia Rose, Chancellor's Professor of Africana Studies, Associate Dean of the Faculty for Special Initiatives, and Director of the Center for the Study of Race and Ethnicity in America, the "Race &" in America digital publication series re-presents the compelling original panel discussions with expanded content and resources in an innovative, interactive format, designed to heighten understanding and broaden these critical conversations. "The 'Race &' series and its creative digital presentation reflect two core elements of CSREA's vision: to foster dynamic intellectual community on crucial issues and ensure long-lasting access to ideas," said Rose. "By offering an array of Brown faculty reflecting on the importance and complexity of the way race defines American society from slavery to genetics to art, and making it available through this interactive, digital platform with enhanced content, we're able to contribute to ongoing conversations on these critical issues."
The "Race &" digital publication is a remarkable example of Brown's dedication to its mission of creating and sharing knowledge in service of society. According to Richard M. Locke, Brown University provost:
Brown is committed to conducting and disseminating widely consequential research designed to elevate awareness of pressing societal issues and contribute to meaningful change. The "Race &" in America series is emblematic of this commitment. Over the course of a year, we have shared Brown's faculty expertise in the interwoven areas that define and perpetuate anti-Black racism in the U.S., and through this engaging digital delivery, we're able to amplify and extend the impact of these important contributions.
As an open access publication, the digital series provides enduring, barrier-free access to information, and has been developed with universal design principles for equitable use by all persons, including those with disabilities. In addition, the series features responsive design — readable on all digital devices, from smartphones to desktops — and robust highlighting, annotation, and sharing tools that encourage deep reader engagement and allow users to interact with one another.
Each of the eight volumes in the digital series includes:
A recording of one of the 90-minute panel discussions that took place throughout the 2020-2021 academic year
Student Voices podcast episodes in which Brown University students engage the panelists in follow-up discussion
Recommendations for entry-point materials on the subject
Multimedia resource collections of readings, online exhibitions, podcasts, and other materials referenced during the panel discussions
Suggestions for further exploration
"The 'Race &' in America series is an important step forward for Brown's leadership in both scholarship on race and digital scholarly publications," said University Librarian Joseph Meisel. "It ensures that the penetrating perspectives and fresh critical analyses advanced through this remarkable academic initiative are not simply preserved as a video link on some website, but rather rendered more fully in a format that sustains and broadens the impact of this essential work for education, further research, and public understanding."
The digital series consists of eight volumes:
Race & Slavery
Race & Public Health
Race & Social Movements
Race & Democracy
Race & Image
Race & Punishment
Race & Genetics
Race & Anti-Black Racism
Brown's Digital Publications Initiative — a collaboration between the University Library and the Dean of the Faculty, generously launched with support from the Andrew W. Mellon Foundation — creates exciting new conditions for the production and sharing of knowledge. Widely recognized as accessible, intentional, and inclusive, Brown's path-breaking Initiative is helping to set the standards for the future of scholarship in the digital age.
Questions about the "Race &" in America digital publication series or the Library's Digital Publications Initiative generally can be addressed to Allison Levy, Digital Scholarship Editor ([email protected]).
Posted in Announcements, Announcements, Digital Projects, eresources, Exhibits & Events, Exhibits & Events, Featured Resources, General Interest, Home Page, New Resources, New Resources & Services, Publications, Special Collections, Spotlights
Announcement | Stolen Relations: Recovering Stories of Indigenous Enslavement in the Americas
Posted on June 28, 2021 by Jennifer Braga
"Return of Indians," Mosquito Shore registry of enslaved Indians, 1777. CO 123/31/125. The National Archives, UK.
The Library has been contributing to a community-centered database project led by Professor Linford Fisher that seeks to document the many instances of Indigenous enslavement in the Americas between 1492 through 1900. Formerly entitled, Database of Indigenous Slavery Archive (DISA), the project is now named, Stolen Relations: Recovering Stories of Indigenous Enslavement in the Americas.
Since the summer of 2019, with guidance from Professor Rae Gould and Lydia Curliss, Physical Sciences Librarian and member of the Nipmuc Nation, the team has been working with Native partners from twelve different tribal nations in the southern New England area. Together, the collaborators decided to change the project name to one that reflects the efforts and goals to decolonize the project and become more community and Indigenous centered.
Rather than simply make accessible the records of Indigenous people who were enslaved, the project is designed to offer a decolonizing framework that explores the 21st century impact of enslavement that has ruptured the relations of Indigenous people, families, and nations. In short, stolen relations. The project recovers the stories of Indigenous enslavement in order to bring to light the stories and to contextualize them within the larger context of settler colonialism.
Because the team is largely collecting archival documents about indigenous enslavement that are written by the colonizer, it is essential to indigenize the presentation of the database so that there is a decolonizing context around the language from archival documents. For example, rather than simply list "tribe" affiliations, as is sometimes listed on the original document, the database will provide information on how archival documents often include terms that diminish the nationhood and sovereignty of Indigenous peoples (such as the word "tribe"). And in many cases, the tribal/national affiliation of enslaved Natives was completely erased. The project intends to reassert the nation-to-nation relationship that tribes have, and center that context alongside the data.
In this early phase of the project, the database is not yet public — though the project website is public. The team is working with tribal partners and a group of researchers to identify, enter, and interpret relevant historical and oral historical materials, and is currently looking to partner with individuals and institutions who are willing to send materials they have or join the research team to input materials directly. Please visit the project's Contribute page or contact Linford D. Fisher to learn more.
Stolen Relations has been generously funded and supported by the following entities:
Center for Digital Scholarship, Brown University Library
Center for the Study of Slavery and Justice, Brown University
Native American and Indigenous Studies Initiative, Brown University
Office of the Vice President for Research, Brown University
Population Studies and Training Center, Brown University
Social Sciences Research Institute, Brown University
Library staff members working on the Stolen Relations project:
Ashley Champagne, Digital Humanities Librarian, Center for Digital Scholarship, Brown University (Project Manager)
Lydia Curliss, Physical Sciences Librarian, Academic Engagement, Brown University Library (Nipmuc)
Birkin Diana, Digital Technologies Developer, Brown University Library
Patrick Rashleigh, Data Visualization Coordinator, Center for Digital Scholarship, Brown University
Ben Tyler, Publications and Design Specialist
Posted in Announcements, Announcements, Digital Projects, eresources, General Interest, Home Page, New Resources, New Resources & Services, Publications, Special Collections
Announcement | Free Web Hosting Service for Digital Scholarship
Posted on January 27, 2021 by Jennifer Braga
Digital Scholarship at Brown
The Library is offering a new web hosting service to support digital scholarship: Digital Scholarship at Brown. This service is available to Brown students, faculty, and staff who want to experiment with digital scholarly platforms, develop a research project, and/or share your work. Digital Scholarship at Brown complements Brown's existing web offerings such as Brown Blogs, Canvas, and Google Sites.
How to Use Digital Scholarship at Brown
This service allows you to manage your digital research and digital presence — including digital projects for theses and dissertations, storytelling, group collaboration, and public scholarship. Through Digital Scholarship at Brown, you can manage a Brown subdomain of your own onto which you can easily install applications like WordPress, Omeka, or mySQL along with specialized plugins, as well as access the command line directly (with some restrictions) so you can run software and develop stand-alone web sites.
When you leave Brown, you may continue to own and manage your site by transferring your Digital Scholarship at Brown domain to a personal Reclaim Hosting domain, or to another hosting service.
If you are interested in the Digital Scholarship at Brown service, please look over the guidelines for use. Does your project that fits the guidelines? Fill out the application and click Create to get started!
Questions? Email [email protected].
This is your domain. This is your Library.
Posted in Announcements, Digital Projects, eresources, Featured Resources, Home Page, New Resources & Services, Publications
Announcement | Four New Projects Selected for Brown's Digital Publications Initiative
Posted on January 12, 2021 by Allison M Levy
The University Library and the Dean of the Faculty, together with the Digital Publications Advisory Board, are pleased to announce the selection of the next four long-form scholarly works to be developed as part of Brown's Digital Publications Initiative.
Charrise Barron, Assistant Professor of Africana Studies and Music
The Platinum Age of Gospel by Charrise Barron, Assistant Professor of Africana Studies and Music, surveys the American national gospel music scene from 1993 to 2013, tracing a shift away from discourses rooted in the lived experience of race-based suffering toward a post-racial orientation that catered to mainstream audiences—a dramatic shift tied to revised theologies of salvation and sanctification. Barron's interdisciplinary digital project, deeply engaging the fields of religion, Africana studies, and ethnomusicology, will present gospel music in a way that has never been experienced before—as an interactive, multimedia exploration of the sounds as well as the sights of gospel.
Laurel Bestock, Associate Professor of
Archaeology and the Ancient World &
Egyptology and Assyriology
Art, Secrecy, and Invisibility in Ancient Egypt by Laurel Bestock, Associate Professor of Archaeology and the Ancient World & Egyptology and Assyriology, argues that partial, periodic, or total invisibility of art was precisely that quality that allowed art to be personal and to engage in social relationships, not just between living people but also across the divide of death and between the human and the divine. In looking at the complex life-histories of hidden objects in Egypt, with shifting capabilities and relationships over time, Bestock takes advantage of the digital environment to examine the role of vision in manipulating relationships of knowledge and power both in ancient Egypt and the modern day.
Tina Campt, Owen F. Walker Professor of Humanities and
Professor of Modern Culture and Media
The Sojourner Project: A Black Studies Mobile Academy by Tina Campt, Owen F. Walker Professor of Humanities and Professor of Modern Culture and Media, in collaboration with the Practicing Refusal Collective, an international Black feminist forum of artists and scholars, foregrounds dialogues on blackness, anti-black violence, and black futurity in the twenty-first century. Structured as a digital academy that intentionally aims to exceed the literal and figurative walls of the university, The Sojourner Project convenes transnational and diasporic conversations, workshops, and art activations that create multi-directional encounters with histories of struggle and practices of refusal that have emerged in different black communities.
Kevin Escudero, Assistant Professor
of American Studies and Ethnic Studies
Imperial Unsettling: Indigenous and Immigrant Activism towards Collective Liberation by Kevin Escudero, Assistant Professor of American Studies and Ethnic Studies, examines the relationship between Indigenous CHamoru activists in Guåhan (Guam) and Asian immigrant community members' participation in contemporary social movement activism in the Pacific. Developing Imperial Unsettling as a born-digital publication will allow Escudero to create an immersive experience for the reader by integrating the book's long-form narrative with oral histories of Guåhan decolonization activists, archival documents related to key historical moments in the decolonization movement not easily accessible to folks residing off the island, and lesson plans on the movement for use by teachers on and off the island.
With continued support from the Andrew W. Mellon Foundation, Brown's Digital Publications Initiative seeks to advance humanities scholarship by providing a university-based approach to the development, evaluation, and publication of born-digital scholarly monographs. With oversight from Brown's Digital Scholarship Editor, projects that are selected by the Initiative's Digital Publications Advisory Board are developed as digital works that draw upon the capabilities of the Library's Center for Digital Scholarship. These scholarly works are then submitted to leading university presses that have corresponding academic interests and the infrastructure for peer review and digital publication.
The Initiative's first born-digital scholarly monograph, Furnace and Fugue: A Digital Edition of Michael Maier's Atalanta fugiens (1618) with Scholarly Commentary, co-edited by Tara Nummedal, Professor of History, and Independent Scholar Donna Bilak, was published by the University of Virginia Press in July 2020. Two other projects were recently accepted by leading university presses:
Italian Shadows: A Curious History of Virtual Reality by Massimo Riva, Professor and Chair of Italian Studies (forthcoming with Stanford University Press); and
Islamic Pasts and Futures: Horizons of Time by Shahzad Bashir, Aga Khan Professor of Islamic Humanities and Professor of Religious Studies (forthcoming with MIT Press).
Other digital works currently under development include:
The Sensory Monastery: Saint-Jean-des-Vignes co-authored by Sheila Bonde, Professor of History of Art and Architecture and Professor of Archaeology, and Clark Maines, Professor Emeritus of Art History at Wesleyan University;
At a Standstill, Moving: Gesture, Temporality and the Interval in Performance by Rebecca Schneider, Professor of Theatre Arts and Performance Studies;
Chika Sagawa, Japanese Modernist Poet by Sawako Nakayasu, Assistant Professor of Literary Arts; and
Contemporary Monuments to the Slave Past by Renée Ater, Provost's Visiting Professor of Africana Studies.
To learn more about Brown's digital scholarly publication program, contact Digital Scholarship Editor Allison Levy ([email protected]).
Posted in Announcements, Digital Projects, Featured Resources, General Interest, Home Page, Publications
Announcement | New Publication on Chinese Rare Books in the Brown University Library
An Illustrated Catalogue of Ancient Chinese Books in the Brown University Library by Li Wang
Prestigious Chinese publisher, China Book Company, has published An Illustrated Catalogue of Ancient Chinese Books in the Brown University Library by Dr. Li Wang, the Library's Curator of the East Asian Collection. The volume contains detailed bibliographic and research information on all Chinese rare books found in the Library published before the end of the Qing dynasty (1912). Most of the 256 books in the Catalogue are part of the Gardner Collection at the Rockefeller Library, though several of the books are held at the John Hay Library.
This published work is a result of many years' dedicated efforts in special collection management and providing Library patrons with an effective reference and research tool in Chinese and East Asian studies. In the Preface, the author expresses his sincere gratitude to many people who have helped and supported the long journey of research, especially Prof. Gardner and his family, former East Asian Collections curators and staff, other library colleagues, East Asian Studies faculty at Brown, students and scholars, and other friends, both domestic and international.
The publication is a milestone in the development of the East Asian Library at Brown. 2020 marks the the 120th anniversary of the birth of Charles S. Gardner (Jan.1, 1900 – Nov. 30, 1966). This new book is not only a scholarly summary of Gardner's legacy, but also a way to pay homage to this devoted and pioneering scholar in East Asian studies and cross-cultural exchange.
Posted in Collections, General Interest, Home Page, New Acquisitions, Publications, Special Collections, Staff Announcements
Announcement | Brown Library's Digital Publications Initiative's First Born-Digital Scholarly Monograph Published by University of Virginia Press
The pathbreaking multimodal digital book — Furnace and Fugue — was developed with support from the Andrew W. Mellon Foundation.
Providence, R.I. [Brown University] Brown University's Center for Digital Scholarship, based at the University Library, announces the publication of the first born-digital scholarly monograph under the Digital Publications Initiative, a collaboration between the Library and the Dean of the Faculty. Furnace and Fugue: A Digital Edition of Michael Maier's Atalanta fugiens (1618) with Scholarly Commentary, edited by Professor of History Tara Nummedal and Independent Scholar Donna Bilak, brings to life in digital form an enigmatic seventeenth-century text, Michael Maier's alchemical emblem book Atalanta fugiens. This intriguing and complex text reinterprets Ovid's legend of Atalanta as an alchemical allegory in a series of fifty emblems, each of which contains text, image, and a musical score for three voices.
Published by University of Virginia Press as part of the distinguished academic series Studies in Early Modern German History, Furnace and Fugue re-renders Maier's multimedia masterpiece as an enhanced and interactive digital scholarly work that allows contemporary readers to hear, see, manipulate, and investigate Atalanta fugiens in ways that were perhaps imagined when it was composed but were simply impossible to realize in full before now. "We saw an opportunity to bring Maier's 1618 vision to life in a completely novel way," said Tara Nummedal. "The interactive digital format allows us to reach multiple audiences at once: not only fellow scholars and students, but also singers, practicing alchemists, and visual artists." The Press will publish Furnace and Fugue on an open access basis, making it available immediately, for free, to anyone. "UVA Press is delighted to collaborate with Brown University in bringing out this cutting-edge digital publication. Furnace and Fugue presents the best in innovative and creative publishing, combining rigorously reviewed and edited scholarship with a multi-sensory presentation of Maier's seventeenth-century music and text," explained Nadine Zimmerli, Editor of History and Social Sciences at University of Virginia Press. "We hope that this digital monograph will inspire and enrich all readers and listeners." The development of Furnace and Fugue through the Digital Publications Initiative was supported by the Andrew W. Mellon Foundation, the Gladys Krieble Delmas Foundation, and the Office of the Vice President for Research and the Social Science Research Institute at Brown University.
Screenshot from Furnace and Fugue: A Digital Edition of Michael Maier's Atalanta fugiens (1618) with Scholarly Commentary
Brown is at the vanguard of digital monograph publishing, facilitating the creation and validation of new scholarly forms that demonstrate a range of ways in which the digital environment is necessary for articulating and advancing scholarly argument beyond the capabilities of print. "Furnace and Fugue is a wonderful example of Brown's Mellon-supported Digital Publications Initiative, which attempts to develop technically diverse and innovative digital publications demonstrating the unique opportunities of digital platforms," said Dean of the Faculty Kevin McLaughlin, co-principal investigator for the Initiative. "We are delighted to be able to support the outstanding scholarship of Brown faculty by leveraging this opportunity." With oversight from Digital Scholarship Editor Allison Levy and drawing upon the expertise of the Center for Digital Scholarship, faculty selected for this opportunity are enabled to develop their scholarship in ways that take advantage of emerging digital methods and formats. These pathbreaking scholarly works are then submitted to leading university presses that have corresponding academic interests and the infrastructure for peer review and digital publication.
"Brown University, and the University Library in particular, has a long history of pioneering work in digital scholarship," said Joukowsky Family University Librarian Joseph S. Meisel, co-principal investigator for the Initiative. "Leading the way in models and practices for first-rate digital scholarly monographs is making a significant and much-needed contribution." Five additional born-digital publications covering a range of humanistic fields are currently in various stages of development under the Digital Publications Initiative. One is forthcoming with Stanford University Press in 2021. Over the next six years, thanks to renewed support from the Mellon Foundation, the Initiative plans to add four to five new projects to its portfolio.
The University of Virginia Press will host a virtual book launch for Furnace and Fugue on August 25 at 1:00 pm EST.
Media inquiries: Jennifer Braga at (401) 863-6913 or [email protected]
Posted in Announcements, Digital Projects, General Interest, Home Page, Publications, Special Collections
Event | Constructing the Sacred: Visibility and Ritual Landscape at the Egyptian Necropolis of Saqqara
Posted on October 29, 2019 by Jennifer Braga
On Friday, November 8, 2019 at 3 p.m. in the Digital Scholarship Lab at the Rockefeller Library, Elaine Sullivan, Associate Professor of History at UC Santa Cruz, will give a talk entitled, "Constructing the Sacred: Visibility and Ritual Landscape at the Egyptian Necropolis of Saqqara."
Constructing the sacred: Visibility and ritual landscape at the Egyptian necropolis of Saqqara
This talk will discuss Sullivan's forthcoming born digital publication which utilizes a 3D reconstruction model to examine the importance of visibility and landscape change at the ancient Egyptian necropolis of Saqqara. The project will be published as an online only monograph by Stanford University Press in winter 2020 and includes a dynamic 3D GIS model as part of the publication.
Elaine Sullivan
Dr. Sullivan is an Egyptologist and a Digital Humanist. Her work focuses on applying new technologies to ancient cultural materials. She acts as the project coordinator of the Digital Karnak Project, a multi-phased 3D virtual reality model of the famous ancient Egyptian temple complex of Karnak. She is project director of 3D Saqqara, which harnesses Geographic Information Systems (GIS) technologies and 3D modeling to explore the ritual and natural landscape of the famous cemetery of Saqqara through both space and time.
Her field experience in Egypt includes five seasons of excavation with Johns Hopkins University at the temple of the goddess Mut (Luxor), as well as four seasons in the field with a UCLA project in the Egyptian Fayum, at the Greco-Roman town of Karanis.
Because of a broad interest in the history and material culture of the larger ancient Near Eastern and Mediterranean worlds, she has also excavated at sites in Syria, Italy and Israel. Dr. Sullivan received her M.A. and Ph.D. in Egyptian Art and Archaeology from Johns Hopkins University. Her B.A. (Magna Cum Laude) in History is from Duke University.
Date: Friday, November 8, 2019
Time: 3 p.m.
Location: Patrick Ma Digital Scholarship Lab, Rockefeller Library, 10 Prospect Street, Providence
Posted in Digital Projects, Exhibits & Events, General Interest, Home Page, Publications
Event | Exploring the Digital China 2019 with Li Wang, PhD
Li Wang, Ph.D.
On Wednesday, October 23, 2019 at 12 p.m. in the Digital Scholarship Lab at the Rockefeller Library, Dr. Li Wang, Curator of the East Asian Collection, will give a talk, "Exploring the Digital China 2019." This event is free and open to the public. Coffee and cookies will be served.
This new visual report will focus on Dr. Wang's professional trip this summer in China, where he attended several conferences, Beijing International Book Fair, and other events. During this period, he delivered two presentations at the International Conference on Digital Publishing and Digital Libraries and the Sino-American Academic Library Forum on Collaboration and Development. The first presentation, entitled "Digital Scholarship at Brown (Continuance): Knowledge Innovation and Research Engagement in North American University Libraries," is a follow-up chapter of his award-winning paper on "Digital Scholarship at Brown" from 2014. The second is on American Sinologist Charles S. Gardner and the Chinese collection at Brown University, which won the first prize for papers at the Sino-American Library Forum.
2019 CDPDL in Changchun, China
In his talk, Dr. Wang will scan recent trends in digital publishing, knowledge innovation and library services developed in China and other places in the world. He will also share pictures, stories and thoughts on this fruitful journey, including cultural tours of the Russian style Gogol Bookstore, the wonderful Heaven Lake on the China-North Korea border, and the Inner Mongolian prairie in north China, and much more.
The Heaven Lake (elevation of 7,812 ft.) in Changbai Mountain, China
Time: 12 – 1 p.m.
Location: Patrick Ma Digital Scholarship Lab, John D. Rockefeller, Jr. Library, 10 Prospect Street, Providence
Posted in Announcements, Exhibits & Events, Exhibits & Events, General Interest, Home Page, Publications, Special Collections, Staff Announcements
Announcement | Two New Projects Selected for Brown's Digital Publications Initiative
The University Library and the Dean of the Faculty, together with the Digital Publications Advisory Board, are pleased to announce the selection of the next two long-form scholarly works to be developed as part of Brown's Digital Publications Initiative.
At a Standstill, Moving: Gesture, Temporality and the Interval in Performance
Rebecca Schneider
At a Standstill, Moving: Gesture, Temporality and the Interval in Performance by Rebecca Schneider, Professor of Theatre Arts and Performance Studies, situates the importance of gesture within a wide range of performances. From the vibrancy of opera to the seeming standstill of stone, Schneider's project offers a non-linear reading experience while focusing on the significance of the interval in order to explore multiple and intersecting temporalities.
The Past and Future of Chika Sagawa, Japanese Modernist Poet
Sawako Nakayasu. Photo by Mitsuo Okamoto
The Past and Future of Chika Sagawa, Japanese Modernist Poet by Sawako Nakayasu, Assistant Professor of Literary Arts, draws attention to an influential but largely overlooked female poet from early-twentieth-century Japan. Nakayasu's project proposes an innovative use of interwoven media to illuminate the complex poetry of Chika Sagawa as well as to broaden the scope of literary translation.
In addition to Nakayasu and Schneider's projects, digital works currently under development include: Furnace and Fugue: A Digital Edition of Michael Maier's Atalanta fugiens (1618) with Scholarly Commentary, co-edited by Tara Nummedal, Professor of History, and Independent Scholar Donna Bilak (forthcoming with University of Virginia Press); Italian Shadows: A Curious History of Virtual Reality by Massimo Riva, Professor and Chair of Italian Studies; The Sensory Monastery: Saint-Jean-des-Vignes, co-authored by Sheila Bonde, Professor of History of Art and Architecture and Professor of Archaeology, and Clark Maines, Professor Emeritus of Art History at Wesleyan University; Islamic Pasts and Futures: Gazing at Horizons of Time by Shahzad Bashir, Director of Middle East Studies, Aga Khan Professor of Islamic Humanities, and Professor of Religious Studies; and Nicholas Brown and The Roman Revolution of 1848–1849 by David Kertzer, Paul R. Dupee, Jr. University Professor of Social Science, Professor of Anthropology, and Professor of Italian Studies.
Posted in Announcements, Digital Projects, General Interest, Home Page, Media, Publications, Special Collections
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'Major crisis in the system': Manitoba's performance-based education plan gets failing grade
Manitoba's post-secondary institutions — and the students they serve — will be put into a precarious position by shifting to a performance-based funding model for higher education, according to researchers and others in academia.
As the name implies, performance-based funding is a method of divvying up public funds for post-secondary institutions based on several metrics, which could include anything from graduation rates and graduate earnings to credit hours earned, or number of job placements.
The province has been indicating for years it wanted to adopt the model, and Manitoba's Skills, Talent and Knowledge Strategy, released earlier this month, includes a single line under an "immediate actions" heading, stating the province will implement the funding model "to promote positive outcomes for students and alignment with industry needs."
In an email response to questions, Minister of Advanced Education, Skills and Immigration Wayne Ewasko had few details to offer on what metrics will be used, how much funding will be tied to performance, or what the timeline for the changes will be.
"Our colleges and universities will be involved throughout the process of design, development and implementation of the mode," Ewasko wrote.
"We will work towards a model that respects the size and demographic diversity of our colleges and universities with a focus on student success, supporting economic achievement and high quality education while ensuring transparency and value for money."
However, the head of the Manitoba Organization of Faculty Associations (MOFA), which represents some 1,600 academic staff, says alarm bells are ringing.
"There is really no persuasive evidence that it works to achieve the goals that the governments … state they want to achieve," says Scott Forbes, MOFA president, calling it a move used by governments hostile to higher education.
"The question I as president of MOFA have is: what are they trying to fix? How is the system broken?"
Rather than move the needle forward in terms of retention and graduation rates, Forbes says performance-based funding will further exclude under-represented groups.
With institutions pressured to increase their graduation rates, Forbes says it's likely some will focus efforts on accepting students with already high GPAs, thus making it even harder for Indigenous, Metis, students of colour, low-income students, or adults to access higher education.
Additionally, rather than increase the quality of the education to better meet performance metrics, universities and colleges may simply lower the bar for achieving top grades.
"It gives new meaning to the phrase 'failure is not an option," Forbes says.
"There is pressure on everybody to get people through the system."
Mitigating such unintended consequences may be possible, but would involve establishing "enormous bureaucracies to monitor this very closely," Forbes says.
Justin Ortagus is an assistant professor of higher education at the University of Florida and has been studying the effects of performance-based funding in the United States for the last eight years.
His findings largely mirror Forbes' concerns about the plan: generally speaking, that the way it has been implemented historically does not increase retention or graduation rates.
"The headline here is: performance funding doesn't actually work," Ortagus says.
"Even though we showed there is no relationship between performance funding and retention or graduation, we do see some targeted effects towards restricting access."
Specifically, it leads to institutions admitting fewer students of colour or low-income students, because they only want to accept those they feel are most likely to graduate.
Administrators also turn to 'gaming' the system in many cases, Ortagus says, such as shuffling paperwork around to make it appear students have completed more courses or logged more hours than they did in reality.
"So basically, rather than a long-term improvement in performance, (post-secondary institutions) are just trying to find a way to align this quick fix to the performance funding," Ortagus says.
Ortagus' list of potential unintended consequences is lengthy.
The model disproportionately impacts already under-resourced schools, sometimes leading them to close their doors. Austerity sometimes strips away the performance funding, rendering it ineffective. Humanities programs tend to suffer.
"Some states have metrics focused on what they call 'high-demand degree programs' or 'being responsive to the workforce needs,' oftentimes that's a coded way to kind of get away from the liberal arts and the humanities that they identify as degrees that are not helping the local or state economies," Ortagus says.
Forty-one states have at one point in time implemented the funding mode, according to Ortagus, but it has much less precedent in Canada.
Both Alberta and Ontario have postponed implementing it due to the COVID-19 pandemic, and it's also being considered in New Brunswick.
A number of faculty associations across the country, including the Canadian Association of University Teachers, have responded with dismay, to say the least.
"The funding formula will create a major crisis in the system," says Rahul Sapra, president of the Ontario Confederation of University Faculty Associations.
"This reckless approach to funding provides only the illusion of accountability. When tied to funding, all these indicators are likely to measure is the capacity of the institutions to manipulate internal processes and metrics in attempts to meet the government's arbitrary criteria."
Sapra is concerned the quality of education will suffer, red tape will skyrocket, and institutions will rely more heavily on "exploitation of contract faculty," most of whom are women and are paid less.
"Because the government hasn't been doing any consultation, the government is ill-informed in making these decisions and it's creating havoc in the system."
Can it work?
Can performance-based funding actually work? Ortagus says the best a system can do is try to mitigate the unintended consequences as much as possible.
"What we call a critical component of performance funding policies is a focus on equity," Ortagus says.
"They will try to identify ways to allow institutions to be rewarded for focusing on trying to serve the underserved, so Black students, low-income student enrollment, and adult students, those are some of the examples.
After identifying a policy that works, it has a greater likelihood of succeeding if there are actually funds at stake.
"What we're finding in the United States is the first thing to get cut when you're making cuts is this bonus for performance funding … so this can also help to explain why there's really no effect, because there's not consistent funding and there's not enough percentage at stake."
Finally, Ortagus says there is a broad swath of "political and structural complexities" that needs to be accounted for.
Minister Ewasko says the auditor general has recommended the province provide better oversight of the universities and colleges, and specifically asked that results-based performance metrics be established.
The auditor general confirmed it had recommended results-based performance metrics "to monitor operational and financial performance," when it released the Oversight of Post-Secondary Institutions report in October, 2020, but hadn't explicitly recommended such a funding system.
Manitoba's two largest universities, the University of Manitoba and University of Winnipeg, say discussions with the government about the change had only been preliminary and they expect to be involved along the way.
Red River College expressed more optimism in an email, saying the proposed shift to performance-based funding "align(s) directly with Red River College's work for almost 85 years to support Manitobans."
None would speculate on what the change might do to their operations.
The University of Brandon did not return a request for comment.
Firefighters union demands Winnipeg mayor release video in 'racial bias' incident
Southern Manitoba experiencing moderate to severe drought: climate researcher


The symposium schedule is filled with events to facilitate networking with your fellow delegates. These activities provide opportunities to meet with colleagues and build your sulphur industry network.
Delegates have access to a private networking lounge adjacent to the speaker session room. The lounge is available exclusively to registered delegates, and offers seating and refreshments. With 125 sulphur industry representatives in attendance, the Delegates Lounge is the best place for meetings and quick discussions.
To facilitate networking and meeting scheduling, delegates can access a list of registered delegates and their contact information.


The list below lists all publications between 2000 and 2005, and some older ones.
Barbara Di Eugenio, Lexical Semantics and Knowledge Representation in Multilingual Text Generation (by Manfred Stede), Computational Linguistics, Vol. 26(2), pp. 270-273, 2000.
Robert Dale, Barbara Di Eugenio, Donia Scott, Introduction to the Special Issue on Natural Language Generation, Computational Linguistics, Vol. 24(3), pp. 345-353, 1998.
Barbara Di Eugenio, Pamela W. Jordan, Johanna D. Moore, Richmond H. Thomason, An empirical investigation of proposals in collaborative dialogues, Proceedings 36th Annual Meeting of the Association for Computational Linguistics, ACL/COLING 98 (joint with the 17th International Conference on Computational Linguistics), Montreal, Canada, 1998.
Yan Qu, Barbara Di Eugenio, Alon Lavie, Lori Levin, Carolyn Penstein Rose', Minimizing Cumulative Error in Discourse Context, Dialogue Processing in Spoken Language Systems, E. Maier, M. Mast, S. LuperFoy editors, Lecture Notes in Artificial Intelligence, Springer Verlag, 1997.
Barbara Di Eugenio, Pamela W. Jordan, Richmond H. Thomason, Johanna D. Moore, Reconstructed Intentions in Collaborative Problem Solving Dialogues, AAAI 1997 Fall Symposium on Communicative Action in Humans and Machines, Cambridge, MA, 1997.
Pamela W. Jordan, Barbara Di Eugenio, Control and Initiative in Collaborative Problem Solving Dialogues, AAAI 1997 Spring Symposium on Computational Models for Mixed Initiative Interaction,s Stanford, CA., 1997.
Barbara Di Eugenio, The discourse functions of Italian subjects: a centering approach, Proceedings 16th International Conference on Computational Linguistics, COLING96, Copenhagen, Denmark, 1996.
Yan Qu, Carolyn Penstein Rose', Barbara Di Eugenio, Using discourse predictions for ambiguity resolution, Proceedings 16th International Conference on Computational Linguistics, COLING96, Copenhagen, Denmark, 1996.
Bonnie L. Webber, Norman Badler, Barbara Di Eugenio, Christopher Geib, Libby Levison, Michael Moore, Instructions, Intentions and Expectations, Artificial Intelligence Journal, Special Issue on Computational Theories of Interaction and Agency, Vol. 73, pp. 253-269, 1995.
Barbara Di Eugenio, Action Representation for interpreting Purpose Clauses in Natural Language Instructions, Principles of Knowledge Representation and Reasoning: Proceedings of the Fourth International Conference, KR94, Bonn, Germany, 158-169, 1994.
Barbara Di Eugenio, Understanding Natural Language Instructions: the Case of Purpose Clauses, Proceedings 30th Annual Meeting of the Association for Computational Linguistics, ACL92, Newark, Delaware, 120-127, 1992.
Barbara Di Eugenio, Michael White, On the Interpretation of Natural Language Instructions, Proceedings 14th International Conference on Computational Linguistics, COLING92, Nantes, France, 1147-1151, 1992.
Barbara Di Eugenio, Bonnie L. Webber, Plan Recognition in Understanding Instructions. Artificial Intelligence Planning Systems. Proceedings of the First International Conference, James Hendler ed., College Park, MD., 52-61, 1992.
Barbara Di Eugenio, Action Representation for Natural Language Instructions, Proceedings 29th Annual Meeting of the Association for Computational Linguistics, ACL91, Student Session, Berkeley, CA., 333-334, 1991.
Bonnie L. Webber, Barbara Di Eugenio, Free Adjuncts in Natural Language Instructions, In Proceedings 13th International Conference on Computational Linguistics, COLING90, Helsinki, Finland, 395-400, 1990.
Barbara Di Eugenio, Centering Theory and the Italian Pronominal System. In Proceedings 13th International Conference on Computational Linguistics, COLING90, Helsinki, Finland, 270-275, 1990.
Barbara Di Eugenio, Leonardo Lesmo, Representation and Interpretation of Determiners in Natural Language, Proceedings 10th International Joint Conference on Artificial Intelligence, IJCAI87, Milano, Italy, 648-654, 1987.
Barbara Di Eugenio, Cooperative Behaviour in the FIDO System, Information Systems, Vol. 12(3), pp. 295-316, 1987.


According to one theory about the Hogwarts Houses and the Sorting Hat, students are not sorted by what they are best at. Rather, they are sorted by what they value most. Most of the characters in the series contain multiple traits from each of the four houses, but the house they are sorted into indicates which traits they value most.
As I continue to work on my dissertation's central question (what is education, according to different cultures?) I have been asking what each system of education values. It stands to reason that the traits praised by educators are the ones they see as the goal of education.
My own report cards from elementary school provide an interesting window into this question. I was usually an excellent student, with some notable exceptions. But what exactly each teacher praises is telling.
Some teachers who wrote my report card comments value academics, self-discipline, and effort. Some don't mention academics at all, and instead focus entirely on personality. Most are a mix of the two.
Many talk about my contribution to the class, and many mention a wish that I provide nachas to my parents – as if the purpose of my excellence is to benefit my parents and community, not primarily to help propel my own future.
Below are images and transcriptions of my Jewish Studies and Secular Studies from Pre-1-A through 8th Grade (missing a few).
Pre-1-A: Esther Shaindel is doing very well scholastically and is a pleasure to have in class.
Jewish Studies Grade 1: Term 1: "Esther Shaindel is a sweet and smart girl. She enjoys learning and participates nicely in class." Term 2: "'All good things wrapped in one.' Esther Shaindel is one gem of a student. She makes every day a happy day." Term 3: "It was a pleasuring [sic] to have Esther Shaindel as a student. She was a great asset to the class. May you continue to see much nachas from her. Have a happy and healthy summer."
Secular Studies Grade 1: Term 1: "Esther Shaindel shows great interest in learning and is doing very well. Keep up the good work!" Term 2: "Esther Shaindel's enthusiastic attitude is a big asset to our class! She continues to do very well! Keep it up!" Term 3: "Esther Shaindel was a great pleasure to teach this year! Her enthusiasm and fine midos should always stay with her! Have a wonderful summer!"
Jewish Studies Grade 2: Term 1: "Esther Shaindel is doing very nicely. She adds so much to our class. Esther Shaindel is really a pleasure to teach! Thank you for all your cooperation at home." Term 2: "Esther Shaindel is a gem! Shep nachas! K"ah! [kein ayin hara, no evil eye]" Term 3: "It was a pleasure teaching Esther Shaindel this year! May she continue to be a source of Nachas! Have a nice summer!"
Secular Studies Grade 2: Term 1: "Esther Shaindel is a very sweet girl. She is well behaved at all times. She is a fine student." Term 2: "Esther Shaindel is a fine, well-behaved child. She is doing above average work. Shep Nachas!" Term 3: "It was a pleasure to have Esther Shaindel as a student this year. Good luck in 3rd grade!"
Jewish Studies Grade 3: Term 1: "Esther Shaindel is a good girl and excels in her studies!" Term 2: "Esther Shaindel continues in her excelling studies!" Term 3: "Esther Shaindel is a dear girl and an excellent student! May you continue to see much nachas from her!"
Secular Studies Grade 3: Term 1: "Esther Shaindel is doing good work in a most conscientious manner. Keep it up!" Term 2: Esther Shaindel continues to be a very good student in all areas." Term 3: Esther Shaindel is a lovely girl and has been a pleasure to have in class. Have much nachas and a nice summer."
Jewish Studies Grade 4: Term 1: "Esther Shaindel works hard and succeeds thank god in her work. She has a good heart and is always ready to help her friends." Term 2: [blank] Term 3: "It was very pleasant to teach Esther Shaindel. May it be god's will that you see much nachas from her."
Secular Studies Grade4: Term 1: "Esther Shaindel's good work is a reflection of her fine attitude and effort." Term 2: "Esther Shaindel continues to do her work in a most conscientious manner." Term 3: "It was a pleasure having Esther Shaindel in my class. Have a nice summer."
Jewish Studies Grade 5: Term 1: "Esther Shaindel is a bright student and has added nicely to our class discussions." Term 2: "Although Esther Shaindel went through a difficult stage this term she was still able to pull through with good grades -even without the effort. I would like to see her new attitude and behavior match her intelligence." Term 3: "Have a wonderful summer!"
Jewish Studies Grade 6: Term 1: "Esther Shaindel is a bright student, who excels in her studies. She is a clear thinker and grasps new ideas readily. I hope to see improvement in completion of her homework assignments. Term 2: [blank] Term 3: "It was a pleasure having Esther Shaindel in my class. Have a wonderful summer!"
Secular Studies Grade 6: Term 1: "Esther Shaindel is doing wonderfully in all areas! A pleasure to have!" Term 2: "Esther Shaindel continues to enhance general discussions with her participation. Well done!" Term 3: "Esther Shaindel has done superbly in all areas! Have a wonderful summer!"
Jewish Studies Grade 7: Term 1: [blank] Term 2: [black] Term 3: "Esther Shaindel's quick wit, sense of humor and midos tovos really added to our class!"
Secular Studies Grade 7: Term 1: "Esther Shaindel is a tremendous asset to our class. Her effort and participation are truly a pleasure." Term 2: "Esther Shaindel continues to do nicely in her schoolwork. She is a pleasure to teach." Term 3: "Esther Shaindel has added to our class tremendously. She has been an absolute pleasure to teach. Have a nice summer!"
Secular Studies Grade 8: Term 1: "Esther Shaindel is a confident and intelligent student. She performs her best academically and is a strong participant." Term 2: "Esther Shaindel continues to succeed scholastically. She appreciates challenging work and handles her responsibilities maturely." Term 3: "Esther Shaindel was a consistently diligent and cooperative student. Her maturity and knowledge enhanced class discussions."


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text:
CT Summer at the Museum Grant Program
CT Humanities was honored to partner with the CT Office of the Arts to administer the CT Summer at the Museum Initiative in 2022.
On this page, you will find:
CT Summer at the Museum Overview
FAQs for Grantees
Resources for Grantees
What is CT Summer at the Museum?Eligibility RequirementsGuidelines and ApplicationImportant DatesFAQs
CT Humanities was honored to partner with the CT Office of the Arts again to administer the CT Summer at the Museum Initiative in 2022.
The Department of Economic and Community Development, in partnership with the Office of the Governor, Connecticut State Department of Education, Office of Early Childhood and Connecticut Humanities, delivered these financially accessible summer enrichment opportunities to families and children of all ages using funding provided through ARPA (American Rescue Plan Act).
These grants were made available to CT Museums to facilitate free admission for all CT children aged 18 and under and one adult caregiver between July 1, 2022 and September 5, 2022.
In summer 2022, award decisions were calculated based on summer 2021 revenue from admissions for CT visitors under 18 and a base award determined by your operating expenses in 2021 and previous years.* All eligible organizations received a minimum award of $1,000. Organizations that do not charge admission received funding to help cover expenses related to increased visitation.
All 501(c)(3) non-profit museums applied through CT Humanities. For-profit museums completed applications with the CT Office of the Arts.
Museums interested in participating in this free admission initiative but did not want to apply for funding were invited to join the list of organizations with free admission.
For a full list of museums that participated in the 2022 CT Summer at the Museum program, please visit CTsummermuseums.com
Stay tuned for more information about the 2023 CT Summer at the Museum initiative in early 2023.
Questions? Email lpartridge@cthumanities.org
This program is designed to support all CT museums. To be eligible for funding, an organization must meet the following definition of a museum:
A museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment.
For the purposes of this initiative, "museums" refers broadly to historic house museums, historic sites, historical societies, art museums, children's museums, science centers, special-interest museums, natural history museums, university museums, arboretums/botanical gardens and zoos.
Additional Eligibility Requirements
All of the following requirements must be met:
Applicant organizations must be one of the following:
A 501(c)(3) nonprofit organization incorporated in the state of Connecticut for at least one year and governed by a board of directors that meets regularly, OR
Be owned by a municipality in the state of Connecticut, OR
Be run by a Connecticut-based federally or State recognized tribe, OR
Be a CT State-operated Museum
For-profit museums should complete an application with the CT Office of the Arts.
Be registered with the Secretary of the State to do business in the State of Connecticut and be in Good Standing (able to obtain a current Certificate of Legal Existence/Good Standing) Note: This does not apply to municipally-owned museums.
Have its primary place of business and operations in the State of Connecticut
Have financial documents/statements for the period of time that covers July 1 – September 6, 2021
Will be open for in-person visitors at least eight (8) hours a week between July 1 – September 5, 2022. If you are open less than (8) hours per week, but are also available to the public by appointment, please submit an application and note this in the narrative.
NOTE: The Connecticut Office of the Arts (COA) and/or Connecticut Humanities reserves the right to request documentation as needed to determine an applicant's eligibility.
Please read the CT Summer at the Museum guidelines before applying.
View Grant Guidelines
We are working to shorten applications where possible. We will not request information we have previously collected through other grant lines. To preview the 2022 application, click on the description that best fits your organization:
I have not previously received a CT Cultural Fund Operating Support Grant or CT Summer at the Museum Grant
I have previously received a CT Cultural Fund Operating Support Grant (but not a CT Summer at the Museum Grant)
I have previously received a CT Summer at the Museum Grant
Applications for the 2023 CT Summer at the Museum program are currently not open.
The following dates were used for the 2022 CT Summer at the Museum program. Stay tuned for more information on the 2023 CT Summer at the Museum program coming early 2023.
Virtual Information Session: The virtual information session has passed, but you can view a recording of the session here.
2022 Application Deadline: The deadline has been extended to: June 6, 2022 at 11:59 p.m.
Award Notification: The week of June 13th
Applicants must accept awards and notify funder by Wednesday June 22, 2022.
Contracts (UPON approval by state legislature) will be sent to applicants between June 22 – June 30, 2022.
Payments will not begin until mid to late July.
Grant Period: July 1, 2022 – September 5, 2022
Grant funds may be expended on eligible expenses within the period of March 3, 2021 – December 31, 2024.
The following FAQs were intended for the 2022 CT Summer at the Museum program. Please note that answers may vary slightly for the 2023 CT Summer at the Museum program.
Where does this funding come from?
CT Summer at the Museum grant program and other financially accessible summer enrichment opportunities to families and children of all ages are being funded by the American Rescue Plan Act (ARPA). Governor Lamont is proposing a $15 million investment from the state's federal recovery funds to the participating museums. The CT Summer at the Museum grant program is dependent on the disbursement of American Rescue Plan Act (ARPA) funds and the necessary authorization from the state legislature. All funding associated with this program is contingent upon such approval.
We are not open to the public for eight (8) hours a week but are available to the public by appointment. Are we eligible to apply?
Yes. If you are open to the public less than eight (8) hours per week but are also available to the public by appointment, please apply and note this in the narrative section.
What happens if I can't get my UEI by the application deadline?
If you are unable to obtain your UEI by the application deadline, please submit your application listing your UEI as "xxxxxxxxxxxx." Doing so will not impact your award. However, we will need your UEI by the end of the summer. Please email Lian Partridge at lpartridge@cthumanities.org once you have received your UEI so that she can update your grant file.
For more information on UEIs and how to obtain one, visit the DECD's information page here.
We are a for-profit museum. How do we apply?
Non-profit museums, museums run by municipalities or the State, and museums run by federally or State-recognized tribes should complete an application through the CT Humanities grant portal.
If awarded, what can funds be used towards?
The grant funds are to offset lost revenue from admission. Funds may be used toward any of the following:
Salary (Regular staff including benefits) – Current Positions
Salary (Regular staff including benefits) – New Positions
Salary (Regular staff including benefits) – Returning Positions
Salary (Contracted staff) – Current Positions
Salary (Contracted staff) – New Positions
Advertising/Marketing
Programming Supplies
What if we don't charge admission? Can we participate anyway?
Yes. Eligible museums that do not charge admission may apply and will receive funding to help cover expenses related to increased visitation. The minimum award size is $1,000.
Organizations choosing to participate in the free admission initiative but not apply for funding are invited to join the listing by registering here.
The award size is calculated based on revenue from admission. Will our award size be affected if we were free because we participated in CT Summer at the Museum last summer?
No. If you were free to the public last summer, we will calculate what your revenue from admissions would have been by using your visitation numbers and regular cost for admission.
Are 18-year-olds considered children or adults?
The CT Summer at the Museum initiative considers 18-year-olds to be children. These grants are being made to CT Museums to facilitate free admission for all CT visitors aged 18 and under and one adult caregiver between July 1, 2022 and September 5, 2022.
The application asks for visitation data for CT visitors under age 18 and CT visitors aged 18 and over. The reason for this discrepancy is that CT Humanities has been collecting data and advising organizations to collect data in these categories. If your organization collects visitation data considering 18-year-old visitors to be children, you may use the data as collected by your organization. If your organization does not collect visitation data by age, best estimates are acceptable.
The application asks for financial documents that detail our revenue and expenses. What documents can we submit?
Acceptable uploads for financial data could include audited financial statements, profit/loss statements, or budgets with actuals. Please note that we cannot accept 990s.
We are an operating museum but have never charged admission. However, we just completed and will be opening a major section/exhibition for which we will be charging admission. Are we eligible to apply for this program?
Yes, you may apply since you will be charging fees in 2022. Estimate from the number of walk-in visitors in 2019 and 2021, and then explain in the text box in the application that you will be charging admission in 2022, but did not previously because the section/exhibit was under construction/not open. Give us as much information as you are able based on past attendance.
Can I count I interpreted all of the verbiage strictly as regular admission/visitation only. Can you confirm that this would not include any classes or programs (studio classes, community days - free or paid), and groups (school tours, home-school days - grant-funded or paid)?
This program is intended to accommodate CT visitors 18 and under and an accompanying adult. It is not intended to accommodate classes, programs, or groups. Only walk-in, individual visitors should be counted in your admission/visitation numbers. Do not count classes, programs or group/school tours in your attendance numbers.
What benefit is there to participate in this initiative besides receiving a grant award?
Regardless of whether you apply for funding, you may opt to participate in the free admission initiative. In doing so, your museum will benefit from the state's marketing and promotion. Organizations choosing to participate in the free admission initiative but not applying for funding are invited to join the listing by registering here.
How will we know what our award will be?
We will not know the amount of the awards until we receive and review all the requests for funding. After that time, you will receive an email from the grants management system through which you applied indicating the amount of your award. You will then be asked to accept the grant award or to decline.
After the grant contract is completed, when will we receive the actual funds?
Assuming funding for this program is approved by the legislature, we anticipate being able to distribute the funds in mid to late July. Please see the "Important Dates" tab for more information.
Applications for 2022 CT Summer at the Museum are closed.
Please stay tuned for more information on 2023 CT Summer at the Museum.
FAQs for 2022 CT Summer at the Museum Grantees
Should camp groups receive free admission through this program?
No. The CT Summer at the Museum program is intended for Connecticut children age 18 and under plus one accompanying Connecticut resident adult to visit participating museums free of charge. The program is geared towards families exploring together, not large camp groups.
Can we require proof of residency?
Yes, participating museums may require proof of residency, such as a CT driver's license or ID card as this program is intended for Connecticut residents. If this is a requirement for visiting your museum, please make sure that this requirement is clearly stated on your website.
Can we require online advance ticketing or reservations?
Yes. If your museum requires online advance ticketing or reservations, please make sure that this requirement is clearly stated on your website.
Can we restrict free admission if capacity is limited?
Yes. Participating museums have discretion to administer the CT Summer at the Museum program to the best of your ability and according to your needs. Restrictions such as limit to one adult per household, block-out dates, or exclusions for special events are allowed. Please make sure that any restrictions are clearly stated on your website.
Resources for 2022 Grantees
The following resources are for 2022 CT Summer at the Museum grantees.
Click here to watch the replay of the CT Summer at the Museum Marketing and Promotions Meeting held on June 27, 2022
Checklist for Grantees
Checklist for Grantees – PDF
Public Relations Toolkit
Governor Lamont's Press Release – 6.29.22
CT Summer at the Museum Marketing Toolkit (includes Social Media Toolkit and posters) – PDF
CT Summer at the Museum Public Relations Guidelines – PDF
CT Summer at the Museum Sample Press Release – Word
CT Summer at the Museum Sample State Legislator/Governor Letter of Appreciation – Word
CT Summer at the Museum Badge/Logos
To download these badges/logos, click on the link for the version you want. This will open the image in a separate tab. Right-click the image and select "save image as" to download the image to your computer.
English – JPG (has white background)
Spanish – JPG (has white background)
English – PNG (no background)
Spanish – PNG (no background)
To download the logos/badges as EPS files, click here.
Find Your Media Outlet and Legislators
Media – Newspapers
Media – TV/Radio
Who to Contact for Questions About Your CT Summer at the Museum Grant
This is a contact list for questions about your museum's CT Summer at the Museum listing or grant.
Who to Contact – PDF


text:
Clubiona forcipa este o specie de păianjeni din genul Clubiona, familia Clubionidae, descrisă de Yang, Song și Zhu în anul 2003. Conform Catalogue of Life specia Clubiona forcipa nu are subspecii cunoscute.

Referințe

Clubiona

redpajama_set_name: RedPajamaWikipedia


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redpajama_set_name: RedPajamaGithub


text:
QualChoice Will Discontinue Medicare+Choice Product
WINSTON-SALEM, N.C. – QualChoice of North Carolina Inc. is now notifying its MedicareGold plan enrollees that it will discontinue the plan at the end of calendar year 2002. Notices have been mailed to enrollees, and meetings will be held soon to discuss options for future health care coverage.
QualChoice officials cited claim expenses that are increasing at a much higher rate than the federal reimbursement as the principal reason for the decision to end the plan, known generically as a "Medicare+Choice" product. MedicareGold now has about 12,800 enrollees in 13 northwestern North Carolina counties.
David Patterson, QualChoice''s president and CEO, said that QualChoice will provide the MedicareGold members the same benefits and level of service they have come to expect through the end of this year. But increasing financial pressures have forced the discontinuation after 2002.
"We have tried very hard to reign in the costs of health care, to allow our members to access the high quality services of Wake Forest University Baptist Medical Center," Patterson said. "But Medicare reimbursements will increase only two percent in 2003, and claims expenses are expected to be in the 12 to 14 percent range. We expect that trend to continue in the future.
"QualChoice generated a modest profit for 2001, but the current trends indicate that Medicare+Choice is not a viable long-term product," Patterson said.
Health care options and member Medicare rights will be discussed in meetings to be held this summer and again in the fall throughout the QualChoice service area.
The elimination of the MedicareGold product will result in further downsizing of the QualChoice workforce. In November the health maintenance organization announced that it would discontinue its employer-group coverage. The six-month phase-out of that plan was completed May 8, eliminating about half of the HMO's 235 jobs. The elimination of MedicareGold, which ends coverage for its members on December 31, 2002, will result in operations all closing by June 2003.
Contact: David Patterson, (336) 716-0907, or Mark Wright, (336) 716-3382
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text:
Watch a Tied-Up Alligator Knock a Man Out With Its Hard, Reptilian Skull
By Rafi Letzter published 7 June 18
(Image credit: davepd2 | sxc.hu)
American alligators are beautiful, amazing, horrible monsters. As such, there are many parts of their body that they can obviously hurt you with. Up front, they've got wide, grinning toothy mouths that can clamp down on your limbs with deadly force. In the back, they've got powerful tails for thwacking. Even alligator claws are wicked, though they don't usually use them to fight.
But, as one trapper in Ocoee, Florida experienced firsthand yesterday (June 6), even an alligator with nearly all those parts pinned down has a weapon of last resort: the incredible thwack of its hard skull. [Alligators vs. Crocodiles: Photos Reveal Who's Who ]
A local NBC affiliate shared a video on Twitter that begins with an alligator trussed up on a sidewalk in a residential neighborhood, surrounded by a trapper and several police officers. Its jaws are taped shut, its eyes blindfolded, its four limbs are tied behind its back, and its tail lolls harmlessly behind its body. The trapper bops the alligator on the head several times. (Exactly what his goal is is unclear, though alligator trappers do often rub the creatures' bodies to calm them down.)
Eventually, the trapper and the officers grip the alligator and lift it toward the back of a pickup truck. Just as its tail contacts the truckbed, the alligator snaps its head back, apparently head-butting the trapper. The incredible force of the blow sends his sunglasses shooting off of his head, and he falls over, reportedly unconscious. One of the police officers topples as well, struck by the writhing tail. The alligator slithers off the back of the truck, and plops back onto the ground.
John Hutchinson, an expert in animal motion at the University of London, said that no one's ever studied just how much speed and power an alligator can deliver with a head butt, but that it doesn't surprise him to learn it's enough to knock a man out.
"Gators have large neck muscles for handling prey, and those muscles have fast-twitch fibers so they can contract quickly," Hutchinson told Live Science.
He added that he wouldn't be comfortable judging the trapper for the alligator's treatment or for the end result.
"It's a tough situation because the gator was in a populated area and needed to be removed, hopefully to somewhere safer. Someone could have been more seriously hurt. The gator was blindfolded which calms them, and the trussing shown would be uncomfortable but not causing permanent injury," Hutchinson said.
"The trapper and police were putting themselves in harm's way, and they didn't kill the gator outright, so one might say that they were making the best of a bad situation," he said.
Rafi Letzter
Rafi joined Live Science in 2017. He has a bachelor's degree in journalism from Northwestern University's Medill School of journalism. You can find his past science reporting at Inverse, Business Insider and Popular Science, and his past photojournalism on the Flash90 wire service and in the pages of The Courier Post of southern New Jersey.
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