text:
Open Scholarship Press Collections: Connection/Complete Alphabetical List of References

A

 * Academia.edu. n.d. “Share Research.” Academia.edu. Accessed 4 June 2021. https://www.academia.edu/
 * Adema, Janneke, et al. 2015. Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106236504/The%20Academia_edu%20Files
 * ———. 2016. “Responsible Enterprise: Don’t Give Commercial Operations Free Labour.” Liquid Books. http://liquidbooks.pbworks.com/w/page/106882533/Don%E2%80%99t%20Give%20Your%20Labour%20To%20Academia_edu%20Use%20It%20To%20Strengthen%20The%20Academic%20Commons
 * African Copyright & Access to Knowledge Project. 2016. “African Commons Project.” African Copyright & Access to Knowledge Project. https://www.idrc.ca/en/project/african-copyright-and-access-knowledge-network-aca2k. Archived at https://perma.cc/V5FX-SHXY
 * Ahmed, Allam. 2007. “Open Access Towards Bridging the Digital Divide - Policies and Strategies for Developing Countries.” Information Technology for Development 13 (4): 337–61.
 * Akers, Katherine G., and Jennifer Doty. 2013. “Disciplinary Differences in Faculty Research Data Management Practices and Perspectives.” International Journal of Digital Curation 8 (2): 5–26.
 * Albornoz, Denisse, et al. 1998. “Can Open Scholarly Practices Redress Epistemic Injustice?” Reassembling Scholarly Communications: Histories, Infrastructures, and Global Politics of Open Access, edited by Martin Paul Eve and Jonathan Gray, 65–79. Cambridge, MA: MIT Press.
 * Anderson, Charles. 1998. “Universal Access—Free and Open Access—It Depends.” Reference & User Services Quarterly 38 (1): 25–27.
 * Ang, Ien. 2005. “Who Needs Cultural Research?” Cultural Studies and Practical Politics: Theory, Coalition Building, and Social Activism, edited by P. Leystina, 477–83. Blackwell.
 * Arbuckle, Alyssa. 2016. Introduction to Scholarly and Research Communication 10 (2). Special Issue: Canada’s Education Journals.
 * ———. 2019. “Opportunities for Social Knowledge Creation in the Digital Humanities.” Doing More Digital Humanities, edited by Constance Crompton et al., 290–300. New York: Routledge. https://doi.org/10.4324/9780429353048-20
 * Asmah, Josephine. 2014. International Policy and Practice on Open Access for Monographs. Federation for the Humanities and Social Sciences. http://www.ideas-idees.ca/sites/default/files/aspp-oa-appendix.pdf
 * Ayris, Paul, et al. 2014. “Open Access in UCL: A New Paradigm for London’s Global University in Research Support.” Australian Academic & Research Libraries 45 (4): 282–95.
 * Anderson, Charles. 1998. “Universal Access—Free and Open Access—It Depends.” Reference & User Services Quarterly 38 (1): 25–27.
 * Ang, Ien. 2005. “Who Needs Cultural Research?” Cultural Studies and Practical Politics: Theory, Coalition Building, and Social Activism, edited by P. Leystina, 477–83. Blackwell.
 * Arbuckle, Alyssa. 2016. Introduction to Scholarly and Research Communication 10 (2). Special Issue: Canada’s Education Journals.
 * ———. 2019. “Opportunities for Social Knowledge Creation in the Digital Humanities.” Doing More Digital Humanities, edited by Constance Crompton et al., 290–300. New York: Routledge. https://doi.org/10.4324/9780429353048-20
 * Asmah, Josephine. 2014. International Policy and Practice on Open Access for Monographs. Federation for the Humanities and Social Sciences. http://www.ideas-idees.ca/sites/default/files/aspp-oa-appendix.pdf
 * Ayris, Paul, et al. 2014. “Open Access in UCL: A New Paradigm for London’s Global University in Research Support.” Australian Academic & Research Libraries 45 (4): 282–95.
 * ———. 2019. “Opportunities for Social Knowledge Creation in the Digital Humanities.” Doing More Digital Humanities, edited by Constance Crompton et al., 290–300. New York: Routledge. https://doi.org/10.4324/9780429353048-20
 * Asmah, Josephine. 2014. International Policy and Practice on Open Access for Monographs. Federation for the Humanities and Social Sciences. http://www.ideas-idees.ca/sites/default/files/aspp-oa-appendix.pdf
 * Ayris, Paul, et al. 2014. “Open Access in UCL: A New Paradigm for London’s Global University in Research Support.” Australian Academic & Research Libraries 45 (4): 282–95.
 * Asmah, Josephine. 2014. International Policy and Practice on Open Access for Monographs. Federation for the Humanities and Social Sciences. http://www.ideas-idees.ca/sites/default/files/aspp-oa-appendix.pdf
 * Ayris, Paul, et al. 2014. “Open Access in UCL: A New Paradigm for London’s Global University in Research Support.” Australian Academic & Research Libraries 45 (4): 282–95.
 * Ayris, Paul, et al. 2014. “Open Access in UCL: A New Paradigm for London’s Global University in Research Support.” Australian Academic & Research Libraries 45 (4): 282–95.

B

 * Bauer, Florian, and Martin Kaltenbock. n.d. Linked Open Data: The Essentials. DGS—Druck- u. Graphikservice GmbH. http://bls.buu.ac.th/~f55361/08Aug22/LOD/EBFFFd01.pdf
 * Behbehanian, Laleh, and Michael Burawoy. 2014. “Appendix: Global Pedagogy in a Digital Age.” Current Sociology 62 (2): 285–91. https://doi.org/10.1177/0011392113515799
 * Benkler, Yochai. 2003. “Freedom in the Commons: Towards a Political Economy of Information.” Duke Law Journal 52 (6): 1245–76.
 * ———. 2006. The Wealth of Networks: How Social Production Transforms Markets and Freedom. New Haven, CT: Yale University Press.
 * Bennett, W. Lance, ed. 2008. Civic Life Online: Learning How Digital Media Can Engage Youth. Cambridge, MA: MIT Press.
 * Bhardwaj, Raj Kumar. 2017. “Academic Social Networking Sites: Comparative Analysis of ResearchGate, Academia.edu, Mendeley and Zotero.” Information and Learning Science 118 (5/6): 298–316. https://doi.org/10.1108/ILS-03-2017-0012
 * Björk, Bo-Christer. 2004. “Open Access to Scientific Publications—an Analysis of the Barriers to Change?” Information Research 9 (2).
 * Bollier, David. 2002. “The Enclosure of the Academic Commons.” Academe 88 (5): 18–22., https://doi.org/10.2307/40252215
 * ———. 2006. “The Growth of the Commons Paradigm.” Understanding Knowledge as a Commons: From Theory to Practice, edited by Charlotte Hess and Elinor Ostrom, 27–40. Cambridge, MA: MIT Press. http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3338502
 * Bonaccorsi, Andrea, and Cristina Rossi. 2003. “Why Open Source Software Can Succeed.” Research Policy 32 (7): 1243–58.
 * Borgman, Christine L. 2007. Scholarship in the Digital Age: Information, Infrastructure, and the Internet. Cambridge, MA: MIT Press.
 * Bowdon, Melody A., and Russell G. Carpenter. 2011. Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models and Practices. Hershey, PA: IGI Global, 1AD. http://www.igi-global.com/gateway/book/47442
 * Boyle, James. 2008. The Public Domain: Enclosing the Commons of the Mind. New Haven, CT: Yale University Press.
 * Brennan, Sheila A. 2016. “Public, First.” Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein, 384–90. Minneapolis: University of Minnesota Press. http://dhdebates.gc.cuny.edu/debates/text/83
 * Broekman, Pauline van Mourik, et al. 2014. Open Education: A Study in Disruption. London: Rowman & Littlefield.
 * Brown, Susan. 2016. “Towards Best Practices in Collaborative Online Knowledge Production.” In Doing Digital Humanities: Practice, Training, Research, edited by Constance Crompton et al., 47–64. Abingdon, Oxon: Routledge.
 * Bruns, Axel. 2008. Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage. New York: Peter Lang.
 * Burdick, Anne, et al. 2012. “The Social Life of the Digital Humanities.” Digital_Humanities, edited by Anne Burdick et al., 73–99. Cambridge, MA: MIT Press.
 * Burg, Jacob. 2000. “Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy.” Community Literacy Journal 14 (2): 130–37.
 * Burke, Peter. 2000. A Social History of Knowledge: From Gutenberg to Diderot, Based on the First Series of Vonhoff Lectures given at the University of Groningen (Netherlands). Cambridge, UK; Malden, MA: Polity Press; Blackwell Publishers.
 * ———. 2012. A Social History of Knowledge. II: From the Encyclopédie to Wikipedia. Cambridge, UK; Malden, MA: Polity Press.
 * Bush, Vannevar. 1945. “As We May Think.” The Atlantic (1 July). https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/
 * Bowdon, Melody A., and Russell G. Carpenter. 2011. Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models and Practices. Hershey, PA: IGI Global, 1AD. http://www.igi-global.com/gateway/book/47442
 * Boyle, James. 2008. The Public Domain: Enclosing the Commons of the Mind. New Haven, CT: Yale University Press.
 * Brennan, Sheila A. 2016. “Public, First.” Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein, 384–90. Minneapolis: University of Minnesota Press. http://dhdebates.gc.cuny.edu/debates/text/83
 * Broekman, Pauline van Mourik, et al. 2014. Open Education: A Study in Disruption. London: Rowman & Littlefield.
 * Brown, Susan. 2016. “Towards Best Practices in Collaborative Online Knowledge Production.” In Doing Digital Humanities: Practice, Training, Research, edited by Constance Crompton et al., 47–64. Abingdon, Oxon: Routledge.
 * Bruns, Axel. 2008. Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage. New York: Peter Lang.
 * Burdick, Anne, et al. 2012. “The Social Life of the Digital Humanities.” Digital_Humanities, edited by Anne Burdick et al., 73–99. Cambridge, MA: MIT Press.
 * Burg, Jacob. 2000. “Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy.” Community Literacy Journal 14 (2): 130–37.
 * Burke, Peter. 2000. A Social History of Knowledge: From Gutenberg to Diderot, Based on the First Series of Vonhoff Lectures given at the University of Groningen (Netherlands). Cambridge, UK; Malden, MA: Polity Press; Blackwell Publishers.
 * ———. 2012. A Social History of Knowledge. II: From the Encyclopédie to Wikipedia. Cambridge, UK; Malden, MA: Polity Press.
 * Bush, Vannevar. 1945. “As We May Think.” The Atlantic (1 July). https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/
 * Burdick, Anne, et al. 2012. “The Social Life of the Digital Humanities.” Digital_Humanities, edited by Anne Burdick et al., 73–99. Cambridge, MA: MIT Press.
 * Burg, Jacob. 2000. “Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy.” Community Literacy Journal 14 (2): 130–37.
 * Burke, Peter. 2000. A Social History of Knowledge: From Gutenberg to Diderot, Based on the First Series of Vonhoff Lectures given at the University of Groningen (Netherlands). Cambridge, UK; Malden, MA: Polity Press; Blackwell Publishers.
 * ———. 2012. A Social History of Knowledge. II: From the Encyclopédie to Wikipedia. Cambridge, UK; Malden, MA: Polity Press.
 * Bush, Vannevar. 1945. “As We May Think.” The Atlantic (1 July). https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/
 * Burke, Peter. 2000. A Social History of Knowledge: From Gutenberg to Diderot, Based on the First Series of Vonhoff Lectures given at the University of Groningen (Netherlands). Cambridge, UK; Malden, MA: Polity Press; Blackwell Publishers.
 * ———. 2012. A Social History of Knowledge. II: From the Encyclopédie to Wikipedia. Cambridge, UK; Malden, MA: Polity Press.
 * Bush, Vannevar. 1945. “As We May Think.” The Atlantic (1 July). https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/
 * Bush, Vannevar. 1945. “As We May Think.” The Atlantic (1 July). https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/
 * Bush, Vannevar. 1945. “As We May Think.” The Atlantic (1 July). https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/

C

 * Canadian Association of Research Libraries. n.d. “Open Access.” Canadian Association of Research Libraries. Accessed 22 Feb. 2017. http://www.carl-abrc.ca/advancing-research/scholarly-communication/open-access/
 * Canadian Humanities and Social Sciences Commons. n.d. Homepage of Hsscommons. Accessed 16 July 2021. https://hsscommons.ca/
 * Cao, Qilin, et al. 2013. “The Roles of Bridging and Bonding in Social Media Communities.” Journal of American Society for Information Science and Technology 64 (8): 1671–81.
 * Chambers, Ephraim. 1728. Cyclopædia: Or, An Universal Dictionary of Arts and Sciences. London: Ephraim Chambers.
 * Chan, Leslie. 2004. “Supporting and Enhancing Scholarship in the Digital Age.” Canadian Journal of Communication 29 (3): 277–300.
 * ———. 2019. “Open Infrastructure: From Monocultures to Bibliodiversity.” Introduction to Connecting the Knowledge Commons—From Projects to Sustainable Infrastructure, edited by Leslie Chan and Pierre Mounier. Marseille: OpenEdition Press. https://doi.org/10.4000/books.oep.9050
 * Chang, Yu-Wei. 2015. “Librarians’ Contribution to Open Access Journal Publishing in Library and Information Science from the Perspective of Authorship.” Journal of Academic Librarianship 41 (5): 660–68.
 * Coonin, Bryna, and Leigh Younce. 2009. “Publishing in Open Access Journals in The Social Sciences and Humanities: Who’s Doing It and Why.” ACRL Fourteenth National Conference. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/national/seattle/papers/85.pdf
 * Creative Commons. n.d. “When We Share, Everyone Wins.” Creative Commons. Accessed 25 July 2021. https://creativecommons.org/
 * Croxton, Rebecca A. “E-Learning in the Digital Humanities.” Routledge International Handbook of Research Methods in Digital Humanities, edited by Kristen Schuster and Stuart Dunn, 384–98. London: Routledge. https://doi.org/10.4324/9780429777028-27
 * CUNY Academic Commons. n.d. Homepage. Accessed 16 July 2021. https://commons.gc.cuny.edu/
 * Cuthill, Michael. 2012. “A ‘Civic Mission’ for the University: Engaged Scholarship and Community-Based Participatory Research.” Higher Education and Civic Engagement: Comparative Perspectives, edited by Lorraine McIlrath et al., 81–99. London: Palgrave Macmillan.
 * Chang, Yu-Wei. 2015. “Librarians’ Contribution to Open Access Journal Publishing in Library and Information Science from the Perspective of Authorship.” Journal of Academic Librarianship 41 (5): 660–68.
 * Coonin, Bryna, and Leigh Younce. 2009. “Publishing in Open Access Journals in The Social Sciences and Humanities: Who’s Doing It and Why.” ACRL Fourteenth National Conference. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/national/seattle/papers/85.pdf
 * Creative Commons. n.d. “When We Share, Everyone Wins.” Creative Commons. Accessed 25 July 2021. https://creativecommons.org/
 * Croxton, Rebecca A. “E-Learning in the Digital Humanities.” Routledge International Handbook of Research Methods in Digital Humanities, edited by Kristen Schuster and Stuart Dunn, 384–98. London: Routledge. https://doi.org/10.4324/9780429777028-27
 * CUNY Academic Commons. n.d. Homepage. Accessed 16 July 2021. https://commons.gc.cuny.edu/
 * Cuthill, Michael. 2012. “A ‘Civic Mission’ for the University: Engaged Scholarship and Community-Based Participatory Research.” Higher Education and Civic Engagement: Comparative Perspectives, edited by Lorraine McIlrath et al., 81–99. London: Palgrave Macmillan.
 * Croxton, Rebecca A. “E-Learning in the Digital Humanities.” Routledge International Handbook of Research Methods in Digital Humanities, edited by Kristen Schuster and Stuart Dunn, 384–98. London: Routledge. https://doi.org/10.4324/9780429777028-27
 * CUNY Academic Commons. n.d. Homepage. Accessed 16 July 2021. https://commons.gc.cuny.edu/
 * Cuthill, Michael. 2012. “A ‘Civic Mission’ for the University: Engaged Scholarship and Community-Based Participatory Research.” Higher Education and Civic Engagement: Comparative Perspectives, edited by Lorraine McIlrath et al., 81–99. London: Palgrave Macmillan.
 * Cuthill, Michael. 2012. “A ‘Civic Mission’ for the University: Engaged Scholarship and Community-Based Participatory Research.” Higher Education and Civic Engagement: Comparative Perspectives, edited by Lorraine McIlrath et al., 81–99. London: Palgrave Macmillan.
 * Cuthill, Michael. 2012. “A ‘Civic Mission’ for the University: Engaged Scholarship and Community-Based Participatory Research.” Higher Education and Civic Engagement: Comparative Perspectives, edited by Lorraine McIlrath et al., 81–99. London: Palgrave Macmillan.

D

 * Davis, Rebecca Frost, et al. 2020. “Curating Digital Pedagogy in the Humanities.” Humanities Commons. Modern Language Association. https://doi.org/10.17613/55a0-am43
 * De Angelis, Massimo, and David Harvie. 2013. “The Commons.” The Routledge Companion to Alternative Organization, edited by Martin Parker et al., 280–94. London: Routledge. https://doi.org/10.4324/9780203725351-23
 * De Carvalho, Carlos, et al. 2012. “Wikimarks: An Approach Proposition for Generating Collaborative, Structured Content from Social Networking Sharing on the Web.” 11th Brazilian Symposium on Human Factors in Computing Systems (IHC ‘12), 95–98.
 * Derrida, Jacques, and Eric Prenowitz. 1995. Mal d’Archive: Une Impression Freudienne (Translated in English as Archive Fever). Paperback ed., [Nachdr.]. Paris; Chicago, IL: Éditions Galilée.
 * Diderot, Denis, and Jean le Ronde d’Alembert. 1751. Encyclopédie, Ou Dictionnaire Raisonné Des Sciences, Des Arts et Des Métiers (English: Encyclopedia, or a Systematic Dictionary of the Sciences, Arts, and Crafts). Paris; Chicago, IL: André le Breton, Michel-Antoine David, Laurent Durand, and Antoine-Claude Briasson.
 * Digital Citizens Alliance. 2017. “Trouble in Our Digital Midst: How Digital Platforms Are Being Overrun by Bad Actors and How the Internet Community Can Beat Them at Their Own Game” (June). https://www.digitalcitizensalliance.org/clientuploads/directory/Reports/Trouble-in-Our%20Digital-Midst%20Report-June-2017.pdf
 * Duffy, Brooke Erin, and Jefferson D. Pooley. 2017. “‘Facebook for Academics’: The Convergence of Self-Branding and Social Media Logic on Academia.edu.” Social Media + Society 3 (1). https://doi.org/10.1177/2056305117696523
 * Dyer, Harry T. 2017. “Interactivity, Social Media, and Superman: How Comic Books Can Help Us Understand and Conceptualize Interactivity Online.” Digital Sociologies, edited by Jessie Daniels et al., 77–101. Bristol: Policy Press.
 * Diderot, Denis, and Jean le Ronde d’Alembert. 1751. Encyclopédie, Ou Dictionnaire Raisonné Des Sciences, Des Arts et Des Métiers (English: Encyclopedia, or a Systematic Dictionary of the Sciences, Arts, and Crafts). Paris; Chicago, IL: André le Breton, Michel-Antoine David, Laurent Durand, and Antoine-Claude Briasson.
 * Digital Citizens Alliance. 2017. “Trouble in Our Digital Midst: How Digital Platforms Are Being Overrun by Bad Actors and How the Internet Community Can Beat Them at Their Own Game” (June). https://www.digitalcitizensalliance.org/clientuploads/directory/Reports/Trouble-in-Our%20Digital-Midst%20Report-June-2017.pdf
 * Duffy, Brooke Erin, and Jefferson D. Pooley. 2017. “‘Facebook for Academics’: The Convergence of Self-Branding and Social Media Logic on Academia.edu.” Social Media + Society 3 (1). https://doi.org/10.1177/2056305117696523
 * Dyer, Harry T. 2017. “Interactivity, Social Media, and Superman: How Comic Books Can Help Us Understand and Conceptualize Interactivity Online.” Digital Sociologies, edited by Jessie Daniels et al., 77–101. Bristol: Policy Press.
 * Duffy, Brooke Erin, and Jefferson D. Pooley. 2017. “‘Facebook for Academics’: The Convergence of Self-Branding and Social Media Logic on Academia.edu.” Social Media + Society 3 (1). https://doi.org/10.1177/2056305117696523
 * Dyer, Harry T. 2017. “Interactivity, Social Media, and Superman: How Comic Books Can Help Us Understand and Conceptualize Interactivity Online.” Digital Sociologies, edited by Jessie Daniels et al., 77–101. Bristol: Policy Press.
 * Dyer, Harry T. 2017. “Interactivity, Social Media, and Superman: How Comic Books Can Help Us Understand and Conceptualize Interactivity Online.” Digital Sociologies, edited by Jessie Daniels et al., 77–101. Bristol: Policy Press.

E

 * Ellison, Julie. 2013. “The New Public Humanists.” PMLA 128 (2): 289–98. https://doi.org/10.1632/pmla.2013.128.2.289
 * Eve, Martin Paul. 2014. Open Access and the Humanities: Contexts, Controversies, and the Future. Cambridge: Cambridge University Press.
 * ———. 2015. “Academia.edu’s Peer Review Experiments.” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106646922/Academia_edu%E2%80%99s%20peer%20review%20experiments
 * ———. 2015. “Academia.edu’s Peer Review Experiments.” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106646922/Academia_edu%E2%80%99s%20peer%20review%20experiments
 * ———. 2015. “Academia.edu’s Peer Review Experiments.” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106646922/Academia_edu%E2%80%99s%20peer%20review%20experiments

F

 * Fear, Kathleen. 2011. “‘You Made It, You Take Care of It’: Data Management as Personal Information Management.” International Journal of Digital Curation 6 (2): 53–77.
 * Feller, Joseph, and Brian Fitzgerald. 2002. Understanding Open Source Software Development. Boston, MA: Addison-Wesley Longman Publishing Co.
 * Fitzpatrick, Kathleen. 2015. “Academia, Not Edu.” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106236504/The%20Academia_edu%20Files
 * ———. 2019. Generous Thinking: A Radical Approach to Saving the University. Baltimore: Johns Hopkins University Press.
 * Fortney, Katie, and Justin Gonder. 2015. “A Social Networking Site Is Not an Open Access Repository.” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106236504/The%20Academia_edu%20Files
 * ———. 2019. Generous Thinking: A Radical Approach to Saving the University. Baltimore: Johns Hopkins University Press.
 * Fortney, Katie, and Justin Gonder. 2015. “A Social Networking Site Is Not an Open Access Repository.” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106236504/The%20Academia_edu%20Files
 * Fortney, Katie, and Justin Gonder. 2015. “A Social Networking Site Is Not an Open Access Repository.” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106236504/The%20Academia_edu%20Files
 * Fortney, Katie, and Justin Gonder. 2015. “A Social Networking Site Is Not an Open Access Repository.” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106236504/The%20Academia_edu%20Files

G

 * Geek Feminism Wiki. n.d. “Mitigating Internet Trollstorms.” Geek Feminism Wiki. Accessed 4 Feb. 2021. https://geekfeminism.wikia.org/wiki/Mitigating_internet_trollstorms
 * Geltner, G. 2015. “Upon Leaving Academia.edu.” Mittelalter. Interdisziplinäre Forschung und Rezeptionsgeschichte. https://mittelalter.hypotheses.org/7123
 * GitHub. 2013. “GitHub.” GitHub. https://github.com
 * Glass, Chris R., and Hiram E. Fitzgerald. 2010. “Engaged Scholarship: Historical Roots, Contemporary Challenges.” Institutional Change, edited by Hiram E. Fitzgerald et al., vol. 1, 9–24. East Lansing: Michigan State University Press.
 * Glass, Erin R. 2018. “Engaging the Knowledge Commons: Setting Up Virtual Participatory Spaces for Academic Collaboration and Community.” Digital Humanities, Libraries, and Partnerships: A Critical Examination of Labor, Networks, and Community, edited by Robin Kear and Kate Joranson, Kent, UK: Elsevier Science & Technology. 100–15.
 * Gold, Matthew. 2011. “Beyond Friending: BuddyPress and the Social, Networked, Open-Source Classroom.” CUNY Academic Works. Publications and Research, CUNY Graduate Center. https://academicworks.cuny.edu/gc_pubs/291
 * Gold, Matthew K. 2012. “Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy.” Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 151–76. Cambridge: Open Book Publishers. https://doi.org/10.11647/OBP.0024.07
 * Gold, Matthew, and George Otte. 2011. “The CUNY Academic Commons: Fostering Faculty Use of the Social Web.” On the Horizon 19 (1): 24–32.https://doi.org/10.1108/10748121111107681
 * Goodwin, Spencer, et al. 2014. “Changing Communication on ResearchGate through Interface Updates.” Proceedings of the American Society for Information Science and Technology 51 (1): 1–4. https://doi.org/10.1002/meet.2014.14505101129.
 * Government of Canada. 2015. Tri-Agency Open Access Policy on Publications. http://www.science.gc.ca/default.asp?lang=En&n=F6765465-1
 * Green, Cable. 2017. “Open Licensing and Open Education Licensing Policy.” Open: The Philosophy and Practices That Are Revolutionizing Education and Science, edited by Rajiv S. Jhangiani and Robert Biswas-Diener, 29–41. London: Ubiquity Press.
 * Guédon, Jean-Claude. 2008. “Digitizing and the Meaning of Knowledge.” Academic Matters (November): 23–26.
 * Gold, Matthew K. 2012. “Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy.” Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 151–76. Cambridge: Open Book Publishers. https://doi.org/10.11647/OBP.0024.07
 * Gold, Matthew, and George Otte. 2011. “The CUNY Academic Commons: Fostering Faculty Use of the Social Web.” On the Horizon 19 (1): 24–32.https://doi.org/10.1108/10748121111107681
 * Goodwin, Spencer, et al. 2014. “Changing Communication on ResearchGate through Interface Updates.” Proceedings of the American Society for Information Science and Technology 51 (1): 1–4. https://doi.org/10.1002/meet.2014.14505101129.
 * Government of Canada. 2015. Tri-Agency Open Access Policy on Publications. http://www.science.gc.ca/default.asp?lang=En&n=F6765465-1
 * Green, Cable. 2017. “Open Licensing and Open Education Licensing Policy.” Open: The Philosophy and Practices That Are Revolutionizing Education and Science, edited by Rajiv S. Jhangiani and Robert Biswas-Diener, 29–41. London: Ubiquity Press.
 * Guédon, Jean-Claude. 2008. “Digitizing and the Meaning of Knowledge.” Academic Matters (November): 23–26.
 * Government of Canada. 2015. Tri-Agency Open Access Policy on Publications. http://www.science.gc.ca/default.asp?lang=En&n=F6765465-1
 * Green, Cable. 2017. “Open Licensing and Open Education Licensing Policy.” Open: The Philosophy and Practices That Are Revolutionizing Education and Science, edited by Rajiv S. Jhangiani and Robert Biswas-Diener, 29–41. London: Ubiquity Press.
 * Guédon, Jean-Claude. 2008. “Digitizing and the Meaning of Knowledge.” Academic Matters (November): 23–26.
 * Guédon, Jean-Claude. 2008. “Digitizing and the Meaning of Knowledge.” Academic Matters (November): 23–26.
 * Guédon, Jean-Claude. 2008. “Digitizing and the Meaning of Knowledge.” Academic Matters (November): 23–26.

H

 * Hall, Gary. 2015. “What Does Academia.edu’s Success Mean for Open Access?” Really, We’re Helping To Build This . . . Business: The Academia.edu Files. Liquid Books. http://liquidbooks.pbworks.com/w/page/106422609/What%20does%20Academia_edu%E2%80%99s%20success%20mean%20for%20Open%20Access
 * Hart, A., and D. Wolff. 2006. “Developing Communities of Practice Through Community-University Partnerships.” Planning Practice and Research 21 (1): 121–38.
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 * Snijder, Ronald. 2015. “Better Sharing Through Licenses? Measuring the Influence of Creative Commons Licenses on the Usage of Open Access Monographs.” Journal of Librarianship and Scholarly Communication 3 (1): 1187. https://doi.org/10.7710/2162-3309.1187
 * Suber, Peter. 2005. “Promoting Open Access in the Humanities.” Syllecta Classica 16: 231–46.
 * ———. 2006. “Creating an Intellectual Commons through Open Access.” Understanding Knowledge as a Commons: From Theory to Practice, edited by Charlotte Hess and Elinor Ostrom, 171–208. Cambridge, MA: MIT Press.
 * ———. 2014. “Research Collaboration as ‘Layers of Engagement’: INKE in Year Four.” Scholarly and Research Communication 5 (4). https://doi.org/10.22230/src.2014v5n4a181
 * Siemens, Lynne, and INKE Research Group. 2016. “‘Faster Alone, Further Together’: Reflections on INKE’s Year Six.” Scholarly and Research Communication 7 (2/3). https://doi.org/10.22230/src.2016v7n2/3a250
 * Siemens, Ray. 2002. “Scholarly Publishing at Its Source, and at Present.” Introduction to The Credibility of Electronic Publishing: A Report to the Humanities and Social Sciences Federation of Canada. 1–128.
 * Slashdot Media. 2013. “SourceForge.” SourceForge. http://sourceforge.net
 * Snijder, Ronald. 2015. “Better Sharing Through Licenses? Measuring the Influence of Creative Commons Licenses on the Usage of Open Access Monographs.” Journal of Librarianship and Scholarly Communication 3 (1): 1187. https://doi.org/10.7710/2162-3309.1187
 * Suber, Peter. 2005. “Promoting Open Access in the Humanities.” Syllecta Classica 16: 231–46.
 * ———. 2006. “Creating an Intellectual Commons through Open Access.” Understanding Knowledge as a Commons: From Theory to Practice, edited by Charlotte Hess and Elinor Ostrom, 171–208. Cambridge, MA: MIT Press.
 * Snijder, Ronald. 2015. “Better Sharing Through Licenses? Measuring the Influence of Creative Commons Licenses on the Usage of Open Access Monographs.” Journal of Librarianship and Scholarly Communication 3 (1): 1187. https://doi.org/10.7710/2162-3309.1187
 * Suber, Peter. 2005. “Promoting Open Access in the Humanities.” Syllecta Classica 16: 231–46.
 * ———. 2006. “Creating an Intellectual Commons through Open Access.” Understanding Knowledge as a Commons: From Theory to Practice, edited by Charlotte Hess and Elinor Ostrom, 171–208. Cambridge, MA: MIT Press.
 * Suber, Peter. 2005. “Promoting Open Access in the Humanities.” Syllecta Classica 16: 231–46.
 * ———. 2006. “Creating an Intellectual Commons through Open Access.” Understanding Knowledge as a Commons: From Theory to Practice, edited by Charlotte Hess and Elinor Ostrom, 171–208. Cambridge, MA: MIT Press.
 * ———. 2006. “Creating an Intellectual Commons through Open Access.” Understanding Knowledge as a Commons: From Theory to Practice, edited by Charlotte Hess and Elinor Ostrom, 171–208. Cambridge, MA: MIT Press.

T

 * Tennant, Jon. 2017. “Who Isn’t Profiting Off the Backs of Researchers?” Discover Magazine. https://www.discovermagazine.com/technology/who-isnt-profiting-off-the-backs-of-researchers
 * Toven-Lindsey, Brit, et al. 2015. “Virtually Unlimited Classrooms: Pedagogical Practices in Massive Open Online Courses.” The Internet and Higher Education 24 (January): 1–12. https://doi.org/10.1016/j.iheduc.2014.07.001
 * Toven-Lindsey, Brit, et al. 2015. “Virtually Unlimited Classrooms: Pedagogical Practices in Massive Open Online Courses.” The Internet and Higher Education 24 (January): 1–12. https://doi.org/10.1016/j.iheduc.2014.07.001

V

 * Van Allen, Jennifer, and Stacy Katz. 2020. “Teaching with OER during Pandemics and Beyond.” Journal for Multicultural Education 14 (3/4): 209–18. https://doi.org/10.1108/JME-04-2020-0027
 * Veletsianos, George. 2015. “A Case Study of Scholars’ Open and Sharing Practices.” Open Praxis 7 (3): 199–209.
 * ———. 2016. Social Media in Academia: Networked Scholars. New York: Routledge. https://doi.org/10.4324/9781315742298
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 * Veletsianos, George, and Royce Kimmons. 2012. “Networked Participatory Scholarship: Emergent Techno-Cultural Pressures toward Open and Digital Scholarship in Online Networks.” Computers & Education 58 (2): 766–74. https://doi.org/10.1016/j.compedu.2011.10.001
 * Von Krogh, Georg, and Eric Von Hippel. 2006. “The Promise of Research on Open Source Software.” Management Science 52 (7): 975–83.
 * Von Krogh, Georg, and Eric Von Hippel. 2006. “The Promise of Research on Open Source Software.” Management Science 52 (7): 975–83.
 * Von Krogh, Georg, and Eric Von Hippel. 2006. “The Promise of Research on Open Source Software.” Management Science 52 (7): 975–83.

W

 * Weber, Steven. 2004. The Success of Open Source. Cambridge: Harvard University Press.
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 * Wilson, James A. J., et al. 2011. “An Institutional Approach to Developing Research Data Management Infrastructure.” International Journal of Digital Curation 6 (2): 274–87. http://ijdc.net/index.php/ijdc/article/view/198
 * Winter, Caroline, et al. 2020. “Foundations for the Canadian Humanities and Social Sciences Commons: Exploring the Possibilities of Digital Research Communities.” Pop! Public. Open. Participatory 2 (October). https://popjournal.ca/issue02/winter
 * Wonders, Brooke J., et al. 2012. “Information Sampling and Linking: Reality Hunger and the Digital Knowledge Commons.” Contemporary Social Science 7 (3): 247–62. https://doi.org/10.1080/21582041.2012.683447
 * Woodward, Kathleen. 2009. “The Future of the Humanities in the Present & in Public.” Daedalus 138 (1): 110–23.
 * Wonders, Brooke J., et al. 2012. “Information Sampling and Linking: Reality Hunger and the Digital Knowledge Commons.” Contemporary Social Science 7 (3): 247–62. https://doi.org/10.1080/21582041.2012.683447
 * Woodward, Kathleen. 2009. “The Future of the Humanities in the Present & in Public.” Daedalus 138 (1): 110–23.
 * Woodward, Kathleen. 2009. “The Future of the Humanities in the Present & in Public.” Daedalus 138 (1): 110–23.
 * Woodward, Kathleen. 2009. “The Future of the Humanities in the Present & in Public.” Daedalus 138 (1): 110–23.

Z

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 * Zheng, Ye, and Yu Li. 2015. “University Faculty Awareness and Attitudes towards Open Access Publishing and the Institutional Repository: A Case Study.” Journal of Librarianship & Scholarly Communication 3 (1): 1–29.


text:
Open Scholarship Press Collections: Policy

Caroline Winter (UVic), Alyssa Arbuckle (UVic), Jesse Thomas Kern (UVic), Vitor Yano (Concordia), Anna Honcharova (European Students' Forum), Tyler Fontenot (Independent), Graham Jensen (UVic), Alan Colin Arce (U Autónomo del Estado de México), and Ray Siemens (UVic), with Tanja Niemann (Érudit) and Lynne Siemens (UVic), and the INKE and ETCL Research Groups

Table of Contents
This annotated bibliography is included in the Open Scholarship Press Collections.

ISBN 9798210902702

Open Scholarship and the Open Scholarship Movement

 * Open Access
 * Open Data
 * Open Education
 * Open Knowledge
 * Open Source

Scholarly Communication

 * The Scholarly Communication Landscape
 * Libraries and Open Scholarly Communication
 * Publication Models and Subscription Practices
 * Open Monographs

Infrastructure

 * Digital Research Infrastructure (DRI)
 * Funding Models and Infrastructures
 * Bibliometrics
 * Intellectual Property and Copyright
 * Identity Management
 * Linked Open Data
 * Research Data Management

Collaboration and Community Engagement

 * Knowledge Mobilization and Translation
 * Community Engagement
 * Public Scholarship
 * Crowdsourcing and Citizen Science

Policy Development, Implementation, and Analysis

 * Open Scholarship Practices
 * Institutional Policy and its Implementation
 * National and International Policy and its Implementation
 * Social Justice

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text: Category:Book:Open Scholarship Press Collections: Policy


text:
User:Trod214/sandbox

Pain — has an Element of Blank —
Pain — has an Element of Blank — It cannot recollect

When it began — or if there were

A time when it was not —

It has no Future — but itself — Its Infinite realms contain

Its Past — enlightened to perceive

New Periods — of Pain.

Biography
Emily Dickinson was a 19th-century American poet whose distinctive writing style made her stand out from the other poets in her era. She is known for her notably unconventional writing style that was unique at the time, where she often made use of dashes and unusual capitalization, and frequently used slant rhyme, which is a type of rhyme with words that have similar but not identical sounds. She ignored the typical rules of versification and grammar, making her work brave and completely original. Dickinson was highly educated and was raised in a Calvinist household.

Dickinson’s family was well known in the Massachusetts community where her family. Her grandfather was a trustee of Amherst College, while her father had served in both state and federal Congresses. Although Dickinson herself was more socially active at a younger age, she became more reclusive later in the later years of her life. Scholars believe she was troubled from a young age by the "deepening menace" of death; throughout her lifetime she would suffer tremendous loss of friends and family, while later living through the time of the war that began in 1861 and ended in 1865. She

began to isolate herself in her room on her family’s homestead and did not leave unless it was necessary. She would talk to her visitors from the other side of her door instead of speaking to them face to face. Only a few people who knew her personally and had exchanged written correspondence with her during the last years of her life ever saw her in person. Her writing May have been an outlet for her to express herself verbally rather than socially. Her works reflect this, as they are full of religious imagery and nuance, conversations about death, the ironies of life, her love of nature, and criticisms of societal behaviors.

Dickinson died of heart failure at her home on May 15th, 1886.

Text:
Pain — has an Element of Blank —

It cannot recollect

When it began — or if there were

A time when it was not —

It has no Future — but itself —

Its Infinite realms contain

Its Past — enlightened to perceive

New Periods — of Pain.

Glossary:
Pain (-'s), n. [ME < OF peine < L. pœna penalty, punishment.] (webplay: animal,bodies, bowed, childbirth, death, difficult, displeasure, expect, fear, fly, friends, future, gain, grief, heart, inflicted, limb, lose, mind, parts, past, pressure,

presume, prospect, service, sorrow, suffering, surgery, taking pains to rise, tired, trouble, uneasy, work) Trial; mental difficulty; emotional suffering; spiritual agony.

 * 1) Hurt; discomfort; physical suffering; bodily affliction.
 * 2) Work; labor; toil; exertion; effort.
 * 3) Grief; misery; sorrow; [fig.] mortality; life on earth; a human experience.
 * 4) Offense; insult; pang of regret or sorrow.
 * 5) Ache; heartbreak; [fig.] vein.

Blank: adj. [Fr. blanc, white.] Empty; vacant; void; deserted; barren; without content; devoid of life.

Blank  adv. [see blank, adj. Ineffectually; futilely; uselessly; pointlessly; in vain.

 * 1) Void; emptiness; lack; vacancy; hollow space.
 * 2) Confusion; bewilderment; vacancy; non-understanding.
 * 3) Nothingness; nonexistent realm (-s), n. [OFr < L. rēgālis, regal, royal.] (webplay: dominions, extent, king).

 * 1) Kingdom; empire; domain; dominion; province; ruled territory; land conquered, controlled, and possessed.
 * 2) Monarchy; king; ruler; governing body; [fig.] royalty; nobility.

Region; area; place; district; sphere; world; [fig.] home; usual residence.

 * 1) [Fig.] Earth; mortal existence; earthly possession; power in a mortal sphere.
 * 2) [Fig.] Heaven; mansion on high; place in the Kingdom of God.
 * 3) [Fig.] thing; artifact; physical object; tangible item.

Realm  n. [OFr < L. rēgālis, regal, royal.] (webplay: dominions, extent, king).

 * 1) Kingdom; empire; domain; dominion; province; ruled territory; land conquered, controlled, and possessed.
 * 2) Monarchy; king; ruler; governing body; [fig.] royalty; nobility
 * 3) Region; area; place; district; sphere; world; [fig.] home; usual residence.
 * 4) [Fig.] Earth; mortal existence; earthly possession; power in a mortal sphere.
 * 5) [Fig.] Heaven; mansion on high; place in the Kingdom of God.
 * 6) [Fig.] thing; artifact; physical object; tangible item.

INFINITE, adj. [OFr < L. infīnītus, unbounded.] (webplay: boundless, condescension, end, existence, extent, God, great, large, man, size, space, time)

 * 1) Perpetual; lasting; constant; timeless.
 * 2) All-encompassing; [fig.] of the greatest importance; of the deepest significance.
 * 3) Totally satisfying; completely fulfilling; physically and spiritually healing.
 * 4) Extensive; boundless; has no limit.

Weighty; heavy; engulfing; engrossing; all-absorbing.

 * 1) Inestimable; priceless; immeasurably valuable.
 * 2) Endless; immense; omnipresent; long-lasting.
 * 3) Immortal; eternal; omnipotent.
 * 4) Beyond circumference; [fig.] sublime; unspeakably beautiful; surpassingly brilliant.
 * 5) True; real; actual; divine; heavenly.
 * 6) Deathless; amaranthine; remembered forever after death.
 * 7) Exceedingly great; high in calculation; undeterminable in scope.
 * 8) Deep; intense; profound; immeasurable; incalculable.
 * 9) Completed; absolute; total.

INFINITE, adv. [see infinite, adj.]

 * 1) Completely; beyond reach.
 * 2) Deeply; soundly; profoundly.
 * 3) Eternally; everlastingly; forever; more than mortal.
 * 4) Repeatedly; time after time; over and over again.
 * 5) Immeasurably; much better; in a superior way.
 * 6) Boundlessly; timelessly; without constraints; beyond mortal realms.

INFINITEn. [see infinite, adj.]

 * 1) God; eternal being; boundless individual; omnipotent, omniscient, and omnipresent Deity.
 * 2) Continuity; endlessness; never-ending state.
 * 3) Eternal immensity; [fig.] immortalEntirety; totality; boundless nature; unlimited existence.

 * 1) Truth; aspects of heaven; ornaments of divinity.
 * 2) Afterlife; hereafter; eternal life; [fig.] result of death

Analysis of the poem: “Pain-has Element of Blank”.
Pain — has an Element of Blank —Is a poem that reflects and expresses the suffering of mental and physical pain.

The speaker is expressing the feeling of pain where pain makes everything else empty. This poem looks into the dark subject of mental and physical pain in the way that it floods our lives extinguishing everything else.

The poem 's first stanza has two connotations. First it refers to the speaker, a person lost in pain, who cannot remember when the pain began because the pain can be separated from the self and so the speaker can't remember when it was whole or without pain. Dickinson reminds us that once in the grip of pain. However, the lines 'It cannot recollect / When it began '' (lines2.3.)also presents pain as a thinking body that denies the speaker the ability to think at all. The impersonal pronoun “it” along with the abolishment of any strength to recall its beginnings calls into question pain’s ability to remember when or how it started. In other words, pain is offered to us as almost human personification, taking over all.

The lines `` When it began — or if there were A time when it was not —” (3.1;3.2-4.1) indicate that they also cannot remember when the suffering started or if there has

ever been a time without it. This is a description of a state of depression  where your mind has lost control and is consumed or immersed in a trance that is fully focused on the pain. The poem continues into a deeper state of depression as stated as follows “It has no Future—but itself —”.(5.1,5.2). This verse vividly illustrates how pain has personified itself and involves the speaker in a downhill emotional state where the future looks obscure, making the person unwilling to want to continue living.The speaker concludes by stating that the realms or power of the pain are infinite and that only more pain is to be expected as is expressed in the verse “It's Past — enlightened to perceive New Periods — of Pain.” (7.1,7.2,8.!,8.2) The pain is all-engulfing, making the victim not want the future because it only sees pain and more pain coming.

Application to Modern Time

Covid-19 has affected us all.

As a result of the pandemic, the mental state of many has deteriorated as is a clear example in NYC  by the increase in suicide and homeless as explain in the Samsha https://www.samhsa.gov/homelessness-programs-resources/grant-programs-services/path-program/immediate-assistance

In the first year of the pandemic, anxiety and depression increased by 25% worldwide according to the world health organization WHO. The increase in suicide, stress, and anxiety can be due to the increase in unprecedented stress caused by the social isolation resulting from the pandemic. Linked to it also not being able to rely on, or get support from loved ones and neither being able to engage in their communities. Due to mandatory lockdown.

Loneliness, fear of infection, suffering, and death of a loved one, have all been cited as  main triggers leading to anxiety and depression. Among essential workers a health worker, as myself exhaustion and extreme demand at one life risk have been major triggers for suicidal thinking.

I was suffering from increased anxiety. Being in the midst of the epicenter of healthcare made me very worried about the well-being of my family due to having daily exposure to the Covid -19 virus. I remember having frequent panic attacks. With the support of my family and getting vaccinated, I was able to overcome having the frequent daily panic attacks. I could understand being alone in mandatory lockdown  with no one to talk can make panic attacks even worse and even provoke the thoughts of suicide in lonely

individuals. We should make sure to always call or reach out to friends and lonely individuals who might need support.

As I also realize I was not the only one being at home having anxiety about the pandemic and the effects of the day-to-day routine. My daughter expresses her PAIN

through a beautiful poem where she tells what the pandemic took away, but as is her nature she bounces back and relies on our love to overcome her PAIN.

PARTY ON GUN HILL
zanai, grade 7

If you were to walk into my house Any Sunday,

In any week,

On any year,

Before March of 2020, You’d have found a party.

If you were to come anywhere near Gun Hill Road

And Wickham Avenue,

In the Bronx

On a Sunday,

Of any week,

In any year

Before March 2020,

You’d have heard a party.

Laughing, chatting, Spanish music, stove sizzling. Sounds of life happening.

Erica and Kimora would come, ready to party. My cousins had stories to tell, hairstyles to try.

Titi Mayra setting the table,

Titi Michelle baking cupcakes and gossiping,

My mom laughing and smiling with the company, Stuffing and seasoning the pernil,

My dad frying the tostones.

Baby cousin running around, never listening,

My brother and my older cousin,

Sweet to everyone, but teasing me.

And my grandmother, of course.

She moved into our house during Hurricane Maria, Which destroyed Puerto Rico -

But not her.

Grandma with her hair tied up in a scarf, no apron, Cooking the arroz con gandules,

Telling me she’ll fatten me up with love.

And her sister, Tona, who moved with her, Watching action movies all day,

To keep her brain awake despite her disability.

Sundays are quiet now.

Our food isn’t as good without family to share it with, There’s no news to catch up,

Because nothing seems to be happening.

Our house is way too quiet.

The sound of Tona’s action movies feel lonely and sad now, Not part of the fun.

But we are safe, and one day, we will gather again.

A Sunday will soon come, When if you’re walking near Gun Hill Road and

Wickham Avenue,

In the Bronx,

You’ll have found a party.

Zanai, 7th Grade, "Party on Gun Hill"

The way my daughter expressed the pain of losing family dinner is a way to express her pain.

Helpful websites

If you need suicide or mental health-related crisis support, or are worried about someone else, please call or text 1-800-273-8255 or visit the National Suicide Prevention Lifeline’s chat to connect with a trained crisis counselor. You may also call SAMHSA’s National Helpline at 1-800-662-HELP (4357) or TTY: 1-800-487-4889, or use the SAMHSA’s Behavioral Health Treatment Services Locator

Citation

 * Wikipedia Emily Dickson“Emily Dickinson.” Wikipedia, Wikimedia Foundation, 19 May 2022, en.wikipedia.org/wiki/Emily_Dickinson.
 * Youtube link phttps://youtu.be/nhCGY32H1eMarty on gun hill
 * Mental awareness helps link SAMHSA    “Mental Health Awareness Month.” SAMHSA, https://www.samhsa.gov/programs/mental-health-awareness-month.

 * Emily Dickinson Lexicon. B. (n.d.). Retrieved June 5, 2022, from https://edl.byu.edu/lexicon
 * projects, C. to W. (2022, June 6). Files. Wikimedia Commons. Retrieved June 13, 2022, from https://commons.wikimedia.org/wiki/File

title: User:Trod214/sandbox


text:
Cookbook:Hanjin Ligidi (Nigerian Lollipops)

Hanjin ligidi, also called ekana gowon, is a cone-shaped Nigerian confection mostly enjoyed by children. It is similar to a lollipop.

Ingredients

 * Tsamiya (tamarind)
 * Water
 * Sugar
 * Flavoring of choice

Procedure

 * 1) Shape food-safe paper or aluminum foil into cones.
 * 2) Clean any dirt or dust from the tsamiya.
 * 3) Wash the tsamiya in a clean bowl of water and drain it thoroughly.
 * 4) Soak the tsamiya in hot water for about 5 minutes.
 * 5) Transfer the tsamiya soaking liquid to a pot over medium heat.
 * 6) Gradually stir in sugar, making sure it dissolves, until it becomes very thick.
 * 7) Stir in your desired flavoring and/or coloring.
 * 8) Divide the syrup between the prepared cones. Let cool slightly, then insert a toothpick or other stick.
 * 9) Let set and harden completely. Unmold and serve.


text:
Chess Variants

Introduction
Chess variants are a family of board games derived from chess. These variants can involve only a slight modification to the rules of chess, or can involve more drastic changes. There are lots of chess variants - the number is in the thousands. The Encyclopedia of Chess Variants, a chess variant catalogue created in 1994 by chess player David Pritchard, has around 2,000 chess variants listed in its catalogue and notes many more variants were considered too trivial for inclusion.

History of chess
If one wishes to delve into the world of chess variants, it will be a good idea to understand how chess originated and evolved. The most common theory of the origin of chess states that the game originated in India in the sixth century CE, under the name chaturanga. Chaturanga was a strategy game simulating a war between two Indian factions, with pieces representing the four arms of the ancient Indian army - the infantry (pawns), cavalry (knights), elephants (bishops) and chariots (rooks) - as well as two pieces for the king and his advisor. Much like the modern game, the goal of chaturanga was to checkmate the enemy king, although at the time stalemate was also considered a win for the player delivering the stalemate.

Around 600 CE chaturanga spread to Sassanid Persia, where the name became shatranj. Following the conquest of Persia by Islamic forces, the game spread throughout the entire Islamic world, which served as the springboard for shatranj to reach Europe by the 9th century, spreading throughout the entire continent by 1000.

At the same time, shatranj and chaturanga were spread by trade along the Silk Road to East Asia, giving rise to chess's Asian cousins - xiangqi in China, janggi in Korea and shogi in Japan.

Back in Europe, chess went through further development. Some of the pieces were reinterpreted in Catholic eyes - the piece representing the Indian elephant was recast as a Catholic bishop, and coinciding with the strong female leaders arising around this time, the king's advisor was recast as a queen. During this time the Church remained sceptical of games, warning against devoting too much time to them, and chess was even briefly banned in France under Louis IX (St.Louis) in the 12th century as an anti-gambling measure.

Another major development occurred in Germany, also in the 12th century, where a chess variant known as Courier Chess was created, which introduced the chess-playing world to the diagonal move used by the modern bishop (which in Courier chess was used by that game's titular piece). This move was swiftly granted to the bishop on the 8 by 8 board to speed up the game, and in around 1475 the queen was granted her modern powers (previously, she could only move one square diagonally), creating a variant known as "Mad Queen Chess".

By the 15th century, a few more modifications had been made to the rules of Mad Queen Chess, such as the pawn double-step, castling and en passant, creating the game of chess as we know it today.

Types of variants
There are many different types of chess variants, and variants are usually created with the standard game as a starting point. Variant creators often create chess variants to fix an issue they perceive with the standard game or to create new games of interest for chess players.

Here are some ways in which chess variants differ from the standard game: Some chess variants have sub-variants of their own - for example, Dunsany's chess has a subvariant named Horde chess.

Playing chess variants
There are many chess variants that can be played with standard equipment, but there are also many variants that require special computer software to play (perhaps because they use non-standard boards or pieces). Some of those variants (such as Gothic chess) have been made into commercially available products, however. Also, the two most notable chess websites online, Chess.com and lichess.org, both offer support for a handful of variants. There are also softwares that have been made specifically to play chess variants, such as Chess Remix, Zillions of Games, Fairy-Max and ChessV.

A catalogue of variants
The variants in this catalogue are sorted by whether or not they use a standard board, pieces and rules.

Standard Rules, Board and Pieces

 * Dice Chess
 * Dunsany's Chess
 * Fischer Random Chess

Standard Rules, Variant Board, Standard Pieces

 * Balbo's Game
 * Chess on a 12 by 12 Board
 * Circular Chess
 * Cross Chess
 * Cylinder Chess
 * Double Chess
 * Grid Chess
 * Hexagonal Chess
 * Infinite Chess
 * Los Alamos Chess
 * Masonic Chess
 * Minichess
 * Raumshcach
 * Triangular Chess

Variant Rules, Standard Board and Pieces

 * Atomic Chess
 * Avalanche Chess
 * Beirut Chess
 * Checkless Chess
 * Circe Chess
 * Crazyhouse
 * Extinction Chess
 * King of the Hill
 * Knightmate
 * Losing Chess
 * Marseillais Chess
 * Monster Chess
 * Progressive Chess
 * Racing Kings
 * Three-Check Chess

Variant Rules, Standard Board, Variant Pieces

 * Anti-King Chess
 * Almost Chess
 * Berolina Chess
 * Chess with Different Armies
 * Grasshopper Chess
 * Maharajah and the Sepoys
 * Musketeer Chess
 * Pocket Mutation Chess
 * Tutti-Frutti Chess
 * Ultima

Variant Rules, Variant Board, Standard Pieces
 * Alice Chess

Variant Rules, Board and Pieces

 * Capablanca Chess (and other 10x8 variants)
 * Chancellor Chess
 * Chess on a really big board
 * Eurasian Chess
 * Grand Chess
 * Modern Chess
 * Omega Chess
 * Wildebeest Chess

Multi-Player Variants

 * Bughouse Chess
 * Four-Player Chess
 * Three-Man Chess

Historical Variants

 * Chaturanga and Shatranj
 * Courier Chess
 * Tamerlane Chess

Related Wikibooks

 * Chess provides an introduction to the standard game.

title: Chess Variants


text:
User talk:37.110.214.216

--Xania   talk 11:20, 17 June 2022 (UTC)

title: User talk:37.110.214.216


text: Category:Book:Chess Variants

title: Category:Book:Chess Variants


text:
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title: Template:Resize/doc


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Talk:Chinese (Mandarin)/Family

阿姨，姨妈 mother's sister
As far as I am aware,

阿姨 refers to any female outside one's family who is at similar age as one's parents

姨妈 is mother's older sister.

I understand the customs in different regions are different indeed. Just want to mention to the editor. Thanks. 81.104.138.132 (discuss) 18:36, 17 June 2022 (UTC)

title: Talk:Chinese (Mandarin)/Family