We found 166 results that contain "photo release"

There are three levels of designing for GenAI: restrict, permit, require. 
Restrict [This syllabus statement is useful when you are allowing the use of AI tools for certain purposes, but not for others. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example1:  

The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

[insert permitted your course activities here*]


The use of generative AI tools is not permitted in this course for the following activities:

[insert not permitted your course activities here*]


You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.

Example2: Taken, with slight modification, from Temple University’s Center for the Advancement of Teaching  to demonstrate the kinds of permitted/restricted activity an instructor could denote.
The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities: 









Brainstorming and refining your ideas; 
Fine tuning your research questions; 
Finding information on your topic; 
Drafting an outline to organize your thoughts; and 
Checking grammar and style. 









The use of generative AI tools is not permitted in this course for the following activities: 









Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat. 
Completing group work that your group has assigned to you, unless it is mutually agreed within your group and in alignment with course policy that you may utilize the tool. 
Writing a draft of a writing assignment. 
Writing entire sentences, paragraphs or papers to complete class assignments. 









You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge. For example, [Insert citation style for your discipline. See these resources for APA guidance, and for other citation formats.]. Any assignment that is found to have used generative AI tools in unauthorized ways [insert the penalty here*]. When in doubt about permitted usage, please ask for clarification. 
 
Permit [This syllabus statement is useful when you are allowing, and perhaps encouraging, broad use of generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use in your course. The following is an example.] 
Example:
You are welcome to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
Require [This syllabus statement is useful when you have certain assignments that will require that students use generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example:
You will be expected to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with]. Our class will make use of the [insert name of tool(s) here*] tool, and you can gain access to it by [insert instructions for accessing tool(s) here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
Photo by Maximalfocus on Unsplash

On March 22, 2024, MSU's Religious Observance Policy Implementation Committee, the College of Arts and Letters, the Office for Institutional Diversity and Inclusion, James Madison College, the College of Social Science, the Residential College of Arts and Humanities, International Studies and Programs, and the Asian Studies Center sponsored the "Webinar for MSU Faculty: Accommodations During Passover and Ramadan"The virtual discussion included insights on how students can/should be accommodated during Ramadan and Passover (including final exams on the first two days of Passover). The group also shared key information about the practices and significance of Passover and Ramadan more broadly. Associate Dean Sonja Fritzsche, Professor Yael Aronoff, Professor Mohammad Khalil, Professor Morgan Shipley, and Professor Laura Yares lead the discussion (the full recording is below). 



Here are some "quick facts" from the presentation:

The [Gregorian Calendar] dates that both Ramadan and Passover fall on, shift from year to year. Their occurrences are instead based on the Lunar Calendar (with Solar adjustments for Judaism).
Ramadan Kareem is a common greeting during Ramadan that means "may you have a generous Ramadan". You may also hear "Ramadan Mubarak" which means "may you have a blessed Ramadan". 
 Eid al-Fitr (festival of breaking the fast) is a special day Muslims, celebrated this year on April 10 (+/- one day).
Different demoninations of Judiasim celebrate Passover in different ways - one person's observance is one person's observance. never assume, let them tell you how they observe. 
The first observences of Passover start at Sundown on Monday April 22. The first two days and last two days (Chag/Yom Tov) have special rules related to doing labor or work... This includes things like checking email and utilizing public transportation, SO if you have important information for student, please be sure to communicate prior to sundown on April 22 or after sundown on April 24 AND prior to sundown on April 28 or after sundown on April 30

Be proactive to let students know you won't be emailing during this period so they don't feel conflicted between their MSU responsibilities and their religious observances.


Student may have to travel farther to access kosher foods during this time.
Large community and family celebrations are inherently times of heightened stress, without the added pressure of academic finals.

Remember, "Observences are always going to be somewhat idiosyncratic due to the customs of individuals, communities, and families." For more information on these holidays and MSU's Religious Observances guidance check out the items below:

MSU Religious Observance Policy
MSU general Religious Observance resources
Religious Observance FAQs
Fostering Inclusive Learning: MSU's Approach to Religious Accommodations
Ramadan at MSU: A Brief Guide for 2024
MSU Hillel Passover 2024
Eat at State: Passover Dining Options

Photo by Mohamed Nohassi on Unsplash

The following is a list of the educators receiving the #iteachmsu Educator Award from the College of Arts and Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Deric McNish: Deric is an outstanding educator, for sure. But he is also an exceptional colleague and I just want people to recognize his compassionate and thoughtful approach to holistic learning and his coordination and organization of the largest population in our department-- the Bachelor of Fine Arts in Acting. He is a wonderful leader in that program. He also inspires me to be more thoughtful with decisions I make through his guidance and examples. He is a colleague and peer that inspires me and others.

Danielle Devoss: Danielle is an inspirational leader and guide. I have worked with her on numerous projects-- or more likely watched her work. She is tireless and completely focused and committed. I am constantly inspired by her dedication and selfless willingness to help and guide.

Krsna Santos: Herr Santos has been one of the most considerate Professors I've had in my Freshman year so far. Starting off school online with this pandemic and all has not been easy but I've never had to stress out with Herr Santos and his class, as he is very understanding of the circumstances and is willing to make compromises to help me succeed.

Hannah Allen: Professor Allen has been extremely helpful in my first year as a freshman here at MSU. Her method for preparing for and going over essays is less stressful and she is always willing to offer additional assistance if needed. She is very kind and considerate as well, especially when connection issues arise.

Adam Gacs: I dropped out of GRM 202 the first time I tried to take it. I felt overwhelmed and I was drowning. After I left nearly the entire first test blank, I dropped the class. It took two years before I tried again, this time with Adam Gacs. Under his gentle guidance, I’ve been able to maintain a 4.0 and grow in my confidence. I no longer worry about not having all the words or stumbling over grammar. I think confidence was the one place my German knowledge was really failing, and I feel like I’ve gotten to be much more capable.
He’s also done an incredibly good job at teaching a language online. We seem to all be pretty in tune with each other in class and he lets us have fun and make jokes (as long as they’re in German!) and we have a genuinely good time. The assignments are easy to find and follow, and I never feel overwhelmed with work in his class like I have in language classes previously.
Massive thanks to Adam Gacs.

Nicola Imbrascio: She has been one of the most impactful professors I have had in my time at MSU, and my field isn't even related to what I learned in her classes. She cares so much about her students in both their academic and personal lives. I learned so much in both of the classes I took with her because she is so engaging and you can tell that she is really passionate about what she teaches.

Dr. Sheila  Contreras: I would like to thank Dr. Contreras for taking the time to mentor me and other individuals like me. She has always demonstrated care and an interest to see us succeed. She is an extraordinary Latina on our campus and deserves to be recognized for her effort in supporting our community. She has gone above and beyond to see us get into graduate school. She continues to motivate other Latinx individuals to continue their education. I appreciate her effort.

Morgan Shipley: Morgan Shipley is one of the most genuine professors I have ever had. Every class he shows how much he cares for his students and lets us know he is there for us.

Kenlea Pebbles: My freshman year I had professor Pebbles and I enjoyed her class so much. She brought so much positive energy to each class and I still appreciate it today. I remember being a freshman in my fall semester and professor Pebbles made everyone feel so welcomed, it did not feel like I was a first year student that was new to everything. I still use all of the writing skills that Kenlea taught me in my junior year now. Thank you!!

Ann Larabee: I really enjoyed the chance to team-teach the grad seminar on popular culture studies. I also learned a lot from your choice of materials and general expertise in the field. It was especially cool to bring in materials and ideas from JPC. The Zoom sessions with various experts around the country were an added bonus. We created a good dynamic environment for the students.

Mohammad Khalil: A wonderful colleague, Mohammad has enthusiastically come to speak to my Music in Religion course for the last several years. Despite his very busy schedule, he makes time to speak about Muslim popular music, something I knew nothing about before he first visited. Each time he comes with fresh examples and I learn something new. Students invariably remember these visits as one of their favorite lessons from the course.

Kate Sonka: I would like to thank Kate Sonka for her continual student-perspective taking and advocacy. Her efforts have improved the numerous roles she fills across campus, representing our diversity of students and their perspectives in the policy and procedures that are developed. This recently played out more directly in Kate's own class, when one of her students presented at the national Accessible Learning Conference. When the student was asked about where she had experienced any good examples of inclusive teaching, she mentioned her experience in Kate's course. Kate supports those around her, connects relevant communities, and promotes the widest possible range of voices. With Kate Sonka at our institution, our courses, committees, and communities are richer, getting us closer to the ideal of a public land-grant institution of higher learning.

Peter Hoffman: Professor Hoffman goes out of his way to make each and every student feel connected and appreciated. I e-mailed him once apologizing for my recent late assignments due to the stress of online classes. I was struggling and felt overwhelmed, but his kind reply gave me hope that things would get better. He even told me to e-mail him any time I needed words of encouragement. He does an amazing job making online classes positive and stress free while teaching his students the importance of poetry. Aside from poetry, Professor Hoffman gives valuable life lessons and makes each student a better person because of it.

Hui-Ling Malone: In her first year at MSU, Dr. Malone has impacted all of her students so much. She re-kindled my love of teaching, and gave us all confidence in our writing skills as a class.

Amy Lampe: Amy is hands-down the best advisor on campus. She genuinely cares about her students and coworkers, and has cheerleaded me from day one. She's always there for anyone who needs an advisor, friend, or mom figure in their life.

Kate Birdsall

Dr. Birdsall believed in me when it felt like no one else did. She encouraged my best work and gave me hope for my future in academia. 


Learning from KB has truly been the highlight of my experience at MSU. This institution sucks (sorry not sorry), but Kate Birdsall ROCKS. I had the true pleasure of having her for advanced fiction writing as a fluke when the other semester was out. That was three semesters ago and I have taken class with her each semester since. In person and on zoom, Kate cultivates a powerful environment of camaraderie and caring that makes all the difference, especially during the pandemic. She asks her students how they are and cares about the answer. She pushes her students, particularly those writing for The Current in WRA 480, to produce the best work they can and, when she's your teacher, you want nothing more than to make her proud by doing just that. And you do. I am an incomparably better writer, editor, and communicator because I've worked with KB. 


KB has given me the best academic experience during my time at MSU by far. She has a way with words and working to direct a team that I have yet to see replicated at this institution. Whether it be her gracious understanding of the tricky circumstances of life or her ability to relate to the class and what concerns them the most, she's all-around fantastic. She has made a considerable and positive impact on how I will view MSU in the future as I prepare for graduation this summer. My biggest regret is not having her as a professor sooner.


Kathryn Houghton: Kathryn has been an amazing professor. During this semester, she fostered a classroom environment via Zoom that encouraged not only participation, but the challenge of arguing a dissenting opinion. I was uninterested in the subject matter before this class, but quickly became enamored by it after beginning. She utilized appropriate virtual resources to aid in better understanding her well-polished slides for class. Also, the dogs this semester were a cute and uplifting addition.

Kate Fedewa: 

Professor Kate Fedewa is personable instructor who always makes sure her students are doing their best and is very understanding when extra time is needed on an assignment. She begins ever class asking how her students are and any news in their lives. I want to thank her for making my senior year not as stressful and always being there to help and talk.


Kate's Rhetoric of Grammar class has been my favorite of this very difficult semester. I was (most) always excited to hop out of bed once a week for this 8:30 class because Kate never failed to make it more than worth my while with engaging discussion and insightful lessons. She also manages to create a fruitful discussion environment on Zoom, for which she has absolutely earned some kind of medal. Each week she came up with practical exercises to do in breakout rooms which helped to demystify complex grammatical concepts. Our big paper assignment for the year also allowed me to spend two months working with lyrics from my favorite artist which has done wonders for moral. She is empathetic, brilliant, and always ready to help. Multiple times in the semester she scheduled extra review sessions just to ensure those who wanted more time to learn would have it. She is, quite frankly, the bee's knees. 


Casey Miles: Casey has been my advisor for years (a job at which she is freaking stellar), but this semester I had her as an instructor. I have learned a lot from Casey this year and not just about the job market but about how best to be to others. Casey teaches so much about empathy through leading by example. Her motto for our class was "come as you are, as you were, as you want to be." She says this and she *means* it. Casey approaches teaching with such a fabulous sense of humor and a tremendous amount of heart. Her kindness and assurance over the course of the semester has prevented more than one anxiety spirals on my end. She is positively kick-ass at what she does and everyone should be so lucky to experience a class with Casey Miles.

Maileen Bugnaski: Maileen worked with the 4-H and MSU Broad Art Lab collaborative project called Visualizing a Year Like No Other, a Michigan Teen Photo Project. Maileen met weekly with young people ranging from ages 13-18 to take photos on prompts intended to help them make sense of the crazy world around them. Maileen expertly created each week's prompt video, providing inspiration for the youth, and facilitated a weekly small group session for the youth to talk about their photos. Maileen's creativity and ability to create a sense of community among the youth made the program incredibly impactful for the participants. One of the participants said, "My biggest takeaway from the program was probably the feeling of how amazing it was to have my own community of people who shared similar interests as me and that I felt supported me. I also learned a lot about how fun photography is and how it can have a huge impact and very deep meanings." Maileen's contributions helped to make this possible.

Dustin De Felice: Dustin spends so much conscientious and dedicated time mentoring graduate students, even those who are not officially his advisees. He is one of those mentors and colleagues who genuinely wants students to succeed not only in relation to course topics but also with respect to professionalization and academic acclimation. His door is, quite literally, always open (pre-COVID, anyway). Dustin, thank you for making students (especially non-traditional ones) feel welcome and supported.
Megan Walsh: Megan Walsh stands out as a MSU Graduate Teaching Assistant. Megan applies pedagogical approaches that promote student agency. Megan keeps students’ attention by changing their focal points. She’s like a highly organized traffic cop. She physically and mentally divides her lessons into clear, logical sequences. Each purposeful transition results in refreshed student mental states. Students could not help but be fully engaged in her fast-paced environment. It was like watching a seasoned sports coach getting team members to run different, complicated plays really well. I was very fortunate to have had Meagan as a student. She is a rising teacher-star!
Bethany Meadows: In this past year, Bethany has done phenomenal work in and beyond the writing center. She has served as an excellent mentor to new consultants, practiced trauma-informed approaches to her work, and demonstrated an enduring commitment to dismantling sexual violence. It has been a pleasure to learn from Bethany this year, especially her commitment to community engagement.
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize

Section 1- Intro
Resource Overview (you are here) 
Think of this article as your table of contents for this playlist. By clicking the hyperlinked titles below or by visiting the full playlist and using the menu in the left column to navigate to articles listed here.
5 Things to do on #iteachmsu
This article is a brief introduction to five functions on iteach.msu.edu. You might want to read if... you’re new to the site and looking for different ways to engage.
Section 2 - Accessibility
Accessibility Checklist for Word-
This article describes the 5 major areas to make Word Documents accessible. You might read this article if… you create word documents that are shared with others to ensure everyone has equal access to the document content. 
LEAD - Digital Access & Inclusion
This article provides an overview of MSU’s Web Accessibility Policy and recognizes relevant units on campus involved with said policy. You might want to read if... you’re looking for ways you can take action to ensure web accessibility is being met!
Section 3 - Inclusion
Cultivating Inclusive Classrooms: Inclusive Curriculum Design
This article discusses some ways educators can make more inclusive curricular design choices. You might read this article if… you’re not sure where to start when it comes to inclusivity and/or could use a few tips for being intentionally inclusive in your design decisions.
Cultivating Inclusive Classrooms: Toward Linguistic Inclusion
This article introduces the idea of linguistic inclusive classrooms as those with nuanced understandings of linguistic diversity (both linguistic repertoire and sociolinguistic competence). You might read this article if… you are interested in practical tips for linguistic inclusion. 
MSU Resources on Civility and Community Enhancement in Academic Environments
This article is a collection of resources aimed at helping MSU Educators navigate the diverse climates and cultures of MSU. You might read this article if… you need help identifying the units and their established supports for supporting an academic environment that welcomes every individual and respects their unique talents.
Section 4 - Educational technology
Free MSU Academic Technology Tools, A-Z and by Use Case
This article is an overview of technology tools that are free for MSU educators. You might read this article if… you have an idea of your technology needs but don’t know what is available. 
Teaching with Teams
This article discusses Microsoft Teams (available to all MSU Educators) as a tool for teaching and learning. You might want to read this article if… you’re looking to learn more about teams and/or are curious about strengths Teams has in a teaching and learning context. 
Flipgrid: Bringing Conversation to Online Learning
This article introduces Flipgrid as a tool to invigorate classroom conversations in remote or blended settings. You might want to read this article if… you care about livening up your digital classroom conversations and want to learn more about the features of Flipgrid!
Producing Accessible Equations 
This article provides an introduction to requirements, tools, and technology that can help make mathematical equations accessible digitally. You might read this article if… you utilize equations in any of your instruction!
Section 5 - Classroom Teaching Tools
Storytelling for Learning 1: Creating Meaning from Chaos
This article is the first in a series of three that focuses on storytelling. You might read this article if… the idea of storytelling and its role in teaching and learning, interests you. (This article is also a cool example of an engaging way to share things on iteach.msu.edu!)
Five Ways to Make Learning Relevant
In this article, the author shares a first-hand account of discovery on ways educators can help situate their teaching in learners’ experiences. You might read this article if… you are interested in five pedagogical moves that can help you make learning more relevant for students. 
10 Tips for Your First Day of Class
This article is a fun way to center on some practical tips for kicking off a new semester. Bookmark this for Spring if you’re not teaching this summer! You might read this article if… you’re in need of a smile (it’s GIF-based) or a confidence booster!
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
This article introduces low-stakes assessments as an alternative to testing. You might read this article if… you’re looking for more information on the benefits of low-stakes assessment and/or want tips for maximizing the benefits without adding undue stress!
Section 6 - Building Community 
Building Community Engagement into Your Course: Preparation
This article is a great intro to the idea of engagement and how engagement can be intentionally integrated into learning experiences. You might read this article if… you’re new to engagement or are looking for ways to determine if integrating engagement is a good fit for your instruction. 
Planning for Cooperative Learning
This article introduces the idea of cooperative learning, an active learning strategy, in contrast to traditional lecturing. You might read this article if… you’re looking for direct and practical ways to incorporate cooperative learning into your classroom.
Three Levels of Praxis: A Model for Reflection on Teaching
In this article, the author shares their own MSU “origin story” as an example of reflection as an example to support the importance of the practice. You might read this article if… you are looking for the what, why, and how of reflection with sample prompts. 
2021 Educator Awards
This article lists all the recipients of the Provost's 2021 #iteachmsu Educator Award by college. You can click the college names to read their nomination stories. You might read this article if... you're looking for inspiration and/or other great educators to connect with!
Section 7 - Reflect & Apply note: This content was originally posted in affiliation with the Teaching Toolkit Tailgate (TTT); an annual "event" to share practical tools and tips with educators at MSU. Historically, the TTT has been hosted in-person, online, as a solo event, and in conjunction with the Spring Conference on Teaching, Learning and Student Success. In attempts to connect broader audiences with these key resources, we have retitled the collection "Getting Started- Educator Resource Overview".Photo by Gia Oris on Unsplash

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who cheated or committed academic misconduct. Thank you for helping our students achieve their goals.

Steps to Take
Ombudsperson Office     
Dean of Students Office  

Image attribution:"Psych 1, Winter 2007, Exam 1 Review Session" by redteam is licensed under CC BY-NC-ND 2.0.

The purpose of a syllabus is NOT a contract, but instead:

A marketing document
An introduction to a course and its instructor
A ‘map’ to the course including:

expectations
requirements 
conditions of engagement
how to be successful


Key elements of a syllabus include:

Instructional objectives
Instructor contact information
Evaluation criteria
Expectations of students
Important due dates
Required and recommended materials
Required proctoring arrangements

Important syllabus statements and reminders:

Spartan Code of Honor
Academic integrity
OIE Information for Mandatory Reporters
Attendance policy
Model Statements for Disability Inclusion (from RCPD)
Emergency issues
Inclusion in the classroom
Religious Observance Policy
Mental Health Support (Developed by CAPS)
Participation guidelines

Include Course Objectives:

Must be consistent with University-approved course description found in MSU Descriptions of Courses catalog
Make them clear
Focus on a product/outcome, not a process
State each as single outcome
Personal learning goals

And of course, you need to cover how grading and evaluation will be approached:

Be explicit about how students will be evaluated
Share rubrics or grading criteria
Remind students of approaching deadlines frequently
Participation expectations
Include resources that may help
Primer on effective study skills
Reading critically/effectively
Writing tips

Remember, your syllabus is your opportunity to set the tone for your course. Make sure to include:

Office hours, offer other options to meet student needs
Set reasonable boundaries
Can be friendly/conversational and also set high expectations
Convey your passion about the subject


Accessible Document Templates
Templates for commonly used documents and content management systems.  Keep in mind that templates may only help in structuring your content, the main content still needs to be formatted with accessibility in mind.

Syllabus template
PowerPoint template

Photo by Arisa Chattasa on Unsplash

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who are looking for fitness facilities. Thank you for helping our students achieve their goals.
Bikes [MSU Bikes Service Center]
Fitness Centers [for all students]  

IM Circle
IM East
IM West

Intramural Sports [Recreational Sports and Fitness Services]
Fitness Opportunities  [for students living on-campus]
"Tailgate Challenge 5K Run/Walk 2010" by I Run Flint is licensed under CC BY-NC 2.0.

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students with questions about their academic record. Thank you for helping our students achieve their goals.Examples of academic record-related topics include transfer credits, graduation requirements, etc.Registrar Office Please click on the link for "directory"; suggested contacts are listed below

Course Credit Evaluation: Patty Gneiting, Assistant Registrar
EASE Reports: Kris Schuette, Associate Registrar
Academic Calendar: Steve Shablin, University Registrar
Faculty Forms: i.e., Grief Absence: Kimberly Blair Chambers, Associate Registrar
Enrollment and Registration: Kimberly Blair Chambers, Associate Registrar
Instructor Systems Adding books/course material to enroll system, sending emails to your students, etc. - Kris Schuette, Associate Registrar
Transcripts: Sandy Townsend, Registrar Staff
Other: Please see linked directory or send email to reg@msu.edu


"Michigan Academic Business Librarians Meeting (Michigan State University, July 14, 2011)" by cseeman is licensed under CC BY-NC-SA 2.0.