ME&R’s first issue has arrived for your enjoyment, everyone! Issue #0 is the prototype issue of ME&R, an alt/indie/art games zine. This issue is exploring the theme of ‘Travelling’.


The issue is available on a pay what you want scheme – and can be downloaded for free if you’re unable or unsure about donating. If you can make a donation
for your download, funds are used to make fair payments to contributors
for their hard work!

This issue will also be available within the next issue of five out of ten magazine, if you’d prefer all of your independent games related reading to come bundled together!


If you’d like to support the zine on a more permanent basis, then consider becoming one of ME&R’s Patrons

the link to the download is:

T F m
February 28, 2015

All this code translation is not unproblematic. There is a kind of cultural colonization that occurs when the scripting/coding language is based on English. Non-English speakers & programmers are limited in their understanding of the programming logic and the language play of code poetry. I can imagine a purer kind of translation, in which the work is ported to a (currently nonexistent) Spanish JavaScript and HTML code and every variable and function is translated to create a completely standalone Spanish language version of the work, one that would not necessitate a conversation with the original work and source code. But I suspect such ideal translations only exist in a Library imagined by Borges.

T F m
February 28, 2015


Anais Nin #anaisnin #quotes #inspiration #renewal #birthday #author (at Casa De Arno)

T F m
February 28, 2015

About my Spanish Translation of “Enigma n”


About my Spanish Translation of “Enigma n” #elit #poetry #critcode #translation #DHpoco #DH #digitalhumanities


A little over a week ago, Jim Andrews announced that he had updated the source code for his 1998 DHTML e-poem “Enigma n.” Having recently written an article for the Polish journal Culture Studies Review, and getting a Spanish translation of five I ♥ E-Poetry entries on Jim Andrews’ work in the Mexican Revista 404, I thought it was a good time to translate the poem into Spanish. How hard could it…

View On WordPress

T F m
February 28, 2015


We don’t need more STEM majors. We need more STEM majors with liberal arts training.

The ability to draw from other disciplines produces better scientists.

In business and at every level of government, we hear how important it is to graduate more students majoring in science, technology, engineering and math, as our nation’s competitiveness depends on it. The Obama administration has set a goal of increasing STEM graduates by one million by 2022, and the “desperate need” for more STEM students makes regular headlines. The emphasis on bolstering STEM participation comes in tandem with bleak news about the liberal arts — bad job prospects, programs being cut, too many humanities majors.

As a chemist, I agree that remaining competitive in the sciences is a critical issue. But as an instructor, I also think that if American STEM grads are going lead the world in innovation, then their science education cannot be divorced from the liberal arts.

Our culture has drawn an artificial line between art and science, one that did not exist for innovators like Leonardo da Vinci and Steve Jobs. Leonardo’s curiosity and passion for painting, writing, engineering and biology helped him triumph in both art and science; his study of anatomyand dissections of corpses enabled his incredible drawings of the human figure. When introducing the iPad 2, Jobs, who dropped out of college but continued to audit calligraphy classes, declared: “It’s in Apple’s DNA that technology alone is not enough — it’s technology married with liberal arts, married with the humanities, that yields us the result that makes our heart sing.” (Indeed, one of Apple’s scientists, Steve Perlman, was inspired to invent the QuickTime multimedia program by an episode of “Star Trek.”)

Carly Fiorina, former CEO of Hewlett-Packard, credits her degree in philosophy and medieval history in helping her be the first woman to lead a high-tech Fortune 20 corporation. “If you go into a setting and everybody thinks alike, it’s easy,” she has said. “But you will probably get the wrong answer.”

I became a chemistry professor by working side-by-side at the bench with a number of mentors, and the scholar/mentor relationships I’ve enjoyed were a critical aspect of my science education. And it is the centerpiece of a college experience within the liberal arts environment. For me, it was the key that unlocked true learning, and for my students, it has made them better scientists and better equipped to communicate their work to the public.

Like apprentices to a painter, my students sit with me and plan experiments. We gather and review data and determine the next questions to address. After two to three years of direct mentoring, students develop the ability to interpret results on their own, describe how findings advance knowledge, generate ideas for subsequent experiments and plan these experiments themselves. Seniors train new students in the lab, helping them learn gene recombination techniques that depend on accurate calculations and precise delivery of reagents. Put simply, a microliter-scale mistake can spell disaster for an experiment that took days to complete. And while my students work on these sensitive projects, they often offer creative and innovative approaches. To reduce calculation errors, one of my students wrote a user-friendly computer program to automatically measure replicate volumes. He did this by drawing on programming skills he learned in a computer science course he took for fun. Young people stuck exclusively in chemistry lecture halls will not evolve the same way.

A scientist trained in the liberal arts has another huge advantage: writing ability. The study of writing and analyses of texts equip science students to communicate their findings as professionals in the field. My students accompany me to conferences, where they do the talking. They write portions of articles for publications and are true co-authors by virtue of their contributions to both the experiments and the writing. Scientists are often unable to communicate effectively because, as Cornell University president David J. Skorton points out, “many of us never received the education in the humanities or social sciences that would allow us to explain to nonscientists what we do and why it is important.”

read more

T F m
February 28, 2015


How Latino Families Use Educational Content and What That Means for Communities

The Joan Ganz Cooney Center at Sesame Workshop released the results of a survey that takes a deeper dive into how
Hispanic-Latino families use educational content and the platforms by
which they experience it. The Cooney Center surveyed 682 Hispanic-Latino
parents of children ages 2-10, and the results may inform the
development of educational content, policy and technology.

T F m
February 28, 2015

I am an incurable romantic
I believe in hope, dreams and decency
I believe in love,
Tenderness and kindness.

I believe in mankind.

I believe in goodness,
Mercy and charity
I believe in a universal spirit
I believe in casting bread
Upon the waters.

I am awed by the snow-capped mountains
By the vastness of oceans.

I am moved by a couple
Of any age – holding hands
As they walk through city streets.

A living creature in pain
Makes me shudder with sorrow
A seagull’s cry fills me
With a sense of mystery.

A river or stream
Can move me to tears
A lake nestling in a valley
Can bring me peace.

I wish for all mankind
The sweet simple joy
That we have found together.

I know that it will be.
And we shall celebrate
We shall taste the wine
And the fruit.

Celebrate the sunset and the sunrise
the cold and the warmth
the sounds and the silences
the voices of the children.

Celebrate the dreams and hopes
Which have filled the souls of
All decent men and women.

We shall lift our glasses and toast
With tears of joy.”

Leonard Nimoy, A Lifetime of Love: Poems on the Passages of Life (via wordsnquotes)

T F m
February 28, 2015

You take what is happening in education. Right now, in recent years, there’s a strong tendency to require assessment of children and teachers so that you have to teach to tests. And the test determines what happens to the child and what happens to the teacher. That’s guaranteed to destroy any meaningful educational process. It means the teacher cannot be creative, imaginative, pay attention to individual students’ needs. The student can’t pursue things, maybe some kid is interested in something, can’t do it because you got to memorize something for this test tomorrow. And the teacher’s future depends on it, as well as the student.

T F m
February 28, 2015


Designers Imagine Creative Ways That Boston Can Live When It’s Mostly Underwater

As climate change raises sea levels, many cities face the near certainty of flooding in the future. Take Boston. By 2100, forecasts show water levels climbing by five to six feet in its Harbor area, meaning that 30% of the city could be inundated.

The designs here are some ideas for how it might cope. They’re all submissions to a city sponsored competition called Boston Living With Water, and they represent a useful primer to the field of “blue architecture.”

I love this. I was just wondering about this very thing the other day. 

T F m
February 26, 2015

T F m
February 26, 2015