All posts by ShiraDest

About ShiraDest

Shira Destinie Jones is a published poet, academic author, and advocate for improving our #PublicDomainInfrastructure. Her latest book, Stayed on Freedom's Call, on Black-Jewish Cooperation in DC, is freely available via the Internet Archive at https://archive.org/details/StayedOnFreedomsCall. She has organized community events such as film discussions, multi-ethnic song events, and cooperative presentations, and is a native of Washington, DC. She promotes peace, NVC and the Holocene Calendar, and is also a writer of reviews and stories on: http://www.tuquelees.com/ver-perfil-l... http://www.livraddict.com/profil/shir... https://www.wattpad.com/user/ShiraDest and https://www.linkedin.com/in/shiradest In Solidarity with All Kind People, Peace via Cooperation and Non-Cooperation, July, 12017 HE ShiraDest

Thoughtful Thursdays, Stayed on Freedom’s Call page 47, and Song

       How do melodies help keep us going, and even connect us to community?

     I wrote this book in the belief that song is a powerful way to help bring people together, and that remembering the stories around those songs can help us learn from our history.  I hope, as we come to the end of my book, Stayed on Freedom’s Call, that this journey has been a valuable one for you (last week was Page 46…):

 

” …  7.   Washington Ethical Society: 7750 16th Street NW

Proudly built in Shepherd Park specifically because it was an integrated neighborhood. This humanist congregation is part of the history of Civil Rights, and the present of community cooperation.

Sometimes you can hear folks standing outside the building, next door to the former home of NAACP lawyer Frank Reeves, singing:

“I woke up this morning with my mind,
stayed on Freedom… ”

8. Tifereth Israel Congregation: 7701 16th Street, NW

The shul stayed, and is helping to Repair the World, one step at a time down Georgia Avenue. Now we finish up the tour looking down 16th Street, toward the White House if we could see that far along what was once the nation’s Prime Meridian, and we close with a niggun, a melody that both soothes and recalls hope, as we recall the ideals which inspired men two centuries ago to found a nation predicated on the fundamental equality of all men.

“Yai daaiii dai daii, yai daaiii dai daii,
yai daii dai dai dai daii daiii aaayyyii…”

 

47

      “

    So, it turns out that I might have needed to explain a bit more about niggunim?

Page 46 was last week, next week will be Page 48…

Action Prompts:

1.) Share your thoughts on how this page from Stayed On Freedom’s Call helps continuing empathy-building cooperation, and may also  help, or hinder, inclusive thinking.   (You can download the entire book for free here from The Internet Archive…)

2.) Write a story, post or tweet that uses those thoughts.

***************** 

Click here to read, if you like:

Narrative and Prose Nonfiction,     

Holistic High School Lessons,

           or Historical Fiction Serial Stories

 

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

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Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 45/67: Five Month GED, Community Colleges, and, Local Laws

   Aside from simplifying mathematical roots, Adulting often involves simplifying the roots of complex social and logical problems, too.  Seeing through false arguments, distinguishing red herrings from truth, finding the root cause of a situation, all require logical and persistent thinking, developed by mathematics. morgan_community_college  Community colleges are one good place to learn these skills.

   Local colleges can also be good resources for finding local laws and policies.

 Middle of week 12/18
Day 45 lesson plan

Grammar:  Coordinating conjunctions

Simplify Roots
Day 45 Exit Ticket
(Day 44 … Day 46)
 

Action Items:

1.) Search for two different reps in your state for whom you are a constituent.

2.) Email them to ask for increased Community College funding.

3.) Share  how each of the reps responded.

4.)

***************** 

Click here to read, if you like:

Narrative and Prose Nonfiction,     

Holistic High School Lessons,

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 44/67: Five Month GED, Exponential Curves, and, Interesting Education

         

                         Aside from understanding exponential growth in populations of rabbits, and germs,

covid-19-curves-graphic-social-v3 

Adulting also often requires  understanding how debt can grow just as rapidly.  Knowing how to defend yourself legally, for instance on a medical debt that may have expired, when you are summoned to court on it anyway: if you don’t go let them know (that the debt is time-barred), you may have ‘a hard row to hoe.’ 

   Especially since compound interest also gets very interesting as it  grows exponentially…

 Middle of week 12/18
Day 44, Week 12
Grammar: Quotes and more
Math: Using Exponents
 
Day 44 Exit Ticket
(Day 43 … Day 45)

Action

Prompts:

1.) Why might it be important to understand exponential rates of change?  Why do you think it may (or may not) help citizens of a Republic, especially those who are more vulnerable?

2.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

 **********************

 

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 43/67 of GED in Five Months, Area vs. Circumference, and, transportation

      Adulting often requires knowing how transportation ties in with a variety of types of knowledge, like the distance around an obstacle, given the area of the area you want to avoid.  Also, when does it make more sense to use mta_nyc_transit_services_mosaic  mass transit than to drive?

 Start of week 12/18
Day 43, Lesson Plan:
Grammar: Essay Writing -Continue working on your Pros paragraph
Common Core Math, Skill practice #s4-6: Area and Circumference of Circles
remember student discounts on monthly bus passes!
Day 43 Exit Ticket
(Day 42Day 44)

Action Prompts:

1.) Why might it be important to understand the public transit system in your city?  Why do you think it may (or may not) help citizens of a Republic, especially those who are unable, for eyesight reasons, for instance, to drive a car?

2.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

 **********************

 

*****************Click here to read, if you like:   Narrative or Historical Nonfiction,

                                                                                              Holistic High School Lessons,

                                                                                         or Historical Fiction Serial Stories

 

Thoughtful Readers, if you are on Twitter, please consider following our  #Project Do Better  tweets.

Shira

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Wondering Wednesdays, Do Better, Chapter 8, section I: Introducing a map for the early years of Phase II

This post is the start of the rough draft of  Chapter 8 of my non-fiction WiP, Do Better fka Baby Floors.   This chapter will begin the early years of mapping out a path to get there for Phase II, with a potential new adulthood rite of passage.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 8 will attempt to match with each section, at the bottom of each post.

(Side note:  I’m still trying to figure out how to find reference on the Tsalagi exchange with the Gentleman of South Carolina, colonial era.  Cherokee leader was Onacasta (or Ocanasta), maybe of the Middle Towns,  around or just before the Ango-Cherokee war sparked by Virginia colonists, or perhaps the Tuscarora War, but the Cherokee sent 4 kids to a white College, and they came back “useless” because they couldn’t run well, or withstand cold or hunger.   The leader’s comment was ‘send us some of yours,’ and “we will make them men.”  Paraphrasing him except for the make them men, that part I remember quite clearly.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 7, section III. D. was last week  ) :

Chapter 8, Introductory section I.

Chapter 8 Introduction (500 wds):  Phase II

I.

A(329/250).

In the early years of Phase II, after the hard work of Phase I, and building up our physical infrastructure while starting a new system for continuous rotation of upgraded financial legal learning, this new stage may at first appear a bit esoteric.  The prerequisite education needed, in these early stages of Phase II, merely to see why a new type of education is necessary in our country, may be lacking for many, if not most people.  the tools for measuring the kind of progress we plan to make during this second phase may also need to be created nearly from scratch, while being shown to be of practical use.  The declaration of intention to undergo the Adulthood challenge rite of passage may appear to have little practical use, in these early stages, as might the Challenge itself.  Nevertheless, there is a strong practical and symbolic value in proving ones worth to the community, and to oneself.  The usefulness in multiple ways of this new rite of passage will have to be proven early on, during these first years of Phase II, by a group of dedicated volunteers, some of whom are hopefully intent upon undergoing the Challenge ourselves.  These early years will need to see decisions around prerequisites, declaring sincere intent to take on The Challenge, sorting out the reasons for which each candidate wishes to undergo this Challenge, and then of course, creating some appropriate form of modern ritual  to then confer recognition of success upon those candidates who manage to meet all of the requirements.  That may be a lot to ask in just 5-7 years, considering that this will be an entirely new concept, the idea of having more than just the turning of 18 years of age, to determine who is an adult in our society.  While the consequences of passing or failing The Challenge may not carry great weight yet, the need is clear, and the benefits will also become clear, with time.

B (325/250 wds).

Immediately we come upon the first problem with creating this Challenge: to whom should it apply, and by whom should it be created, evaluated, and recognized.  Who will be the volunteers in which communities to start this process of creating a new adulthood rite of passage, and from where will these volunteers draw inspiration, knowledge, and the courage to dare to create something new for our modern world, from an ancient human need, and an ancient human response.  The implementation stage, at the middle to later years of Phase II, will need to have answered these questions sufficiently satisfactorily to move forward with the work of setting any prerequisite requirements in motion, in communities where this has been decided to be the case.  Communities who choose to allow candidates to move forward without meeting any prerequisite requirements may need to coordinate this with other communities who have decided differently.  The declaration of intention and reasons for attempting the Challenge are also, likewise, left up to the individual community to keep or to dispense with, as the needs of any given locality or community of non-geographical type may decide is best in keeping with their needs.  But again, this may encounter translation difficulties, so to speak, as candidates who have been recognized  as having passed the Challenge in one community seek to enter or have dealings with another community whose criteria may be different enough to be incompatible with their sense of adulthood.A bit like the Tsalagi, and the gentlemen of South Carolina.  By the later years of Phase II, the work of education, advocacy, and also lobbying, will have to have begun around changing the way our education system recognizes the ability of any given person to accomplish any given task.  The knowledge and skills that each adult citizen of a republic must have in order to make logical informed decisions is really what this new rite of passage is about.  Critical thinking with empathy, and the rest are details.  We move to those details now.

 

— (Next Wednesday: Chapter 8, section II. A. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

  

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Consider some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.) Write a story, post or tweet that uses those sources and your thoughts.

      Ok, JYP, this is for you!   

🙂

 

Chapter 8 ch8hghLvl  intro. outlines (sometimes I wing the transition paragraphs…)

 **********************

   Thoughtful Readers, if you are on Twitter, please share our key #Project Do Better  tweets:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

*****************Click these links if you like: Narrative or Historical  Nonfiction,

                                                                                            High School Lesson Plans,

                                                                                         or Historical Fiction Story

Shira

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 42/67: Five Month GED, “Discrete What?” & Health Terminology (and a Note…)

     (Quick note: Dear Readers, this is nearly the end of my lesson plan series, which I am working to post so that the new Page listing these plans will have fresh links.  Then, we will return to our regularly schedules stories… -Shira)

     Adulting often requires understanding vocabulary, and how certain words have slightly different meanings when applied in a different context.   Countable things, like apples, are discreet items, while being discreet, as the grammar lesson will show, is different.  It is similarly important  to understand such distinctions in other areas, and how health care works, and why the Public Health Services are so important. 

difference_between_anxiety_and_covid-19_symptoms

Here is one of my favorite words that makes a key difference in math, science, health care, and even in English grammar, as the lesson will show!

 Week 11/18
Day 42, Week 11
Grammar: Context and confusing words
Area and the Pythagorean Theorem
Day 42 Exit Ticket
Discreet quantities
Being discreet, as in exercising discretion…

(Day 41Day 43)

Action prompts:

1.)  Explain why you think it is important to understand the different nuances of meanings of a word, aka different connotations, under various circumstances, like the word theory, or discrete?

2.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

    **********************

   Thoughtful Readers, if you are on Twitter, please share our key #Project Do Better  tweets !!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

*****************Click these links if you like: Nonfiction, Lesson Plans, or Historical Story

Shira

 

Day 41/67, Five Month GED: Cycles, and, “Wh” Questions

      Adulting often requires Public Library resources to answer important questions about issues ranging from the life cycle of an organism, as in today’s science reading, to election cycles. 

schistosomiasis_life_cycle

Or resources like the old “Who’s Who…” books that recorded facts like the number of presidents who have been impeached, and why. 

     Questions like what, why, where, when, and of course, how, are key to understanding all sides of any issue, from biology to sociology, and our daily lives.  Librarians remind us to ask all of these questions, and help us dig for resources to find answers (or more productive questions!)

 Week 11/18
Day 41 Wk 11
Grammar: writing a paragraph
more Pythagorean Theorem
Day 41 Exit Ticket
 
(Day 40Day 42)

Action Prompts:

1.) Why might it be important to understand the life cycle of various organisms?

2.) Please explain how it may (or may not) help citizens of a Republic to Do Better over the long term…

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19!!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

-we can learn from the past via Stayed on Freedom’s Call,

         by Teaching and Learning (Lesson Plan list) in the present, to

                      We can  Do Better: a Vision of a Better World to create a kinder future

 

( 5 month GED lesson 21 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective: story inspires learning, and historical fiction can also inspire courage

Toward Peace,

Shira Destinie A. Jones, MPhil, MAT, BSCS

the year, 2022 CE = year 12022 HE

Stayed on Freedom’s Call
(freehttps://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Please let us know if you’ve read it!  🙂

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 40/67, Five Month GED, Cheerful Facts About the Square of the Hypotenuse, and, Standing Like an Adult

      Adulting includes learning which languages work to help you learn best, such as the language of music: musical learning for facts vegetable, mineral, and mathematical, especially quadratical,

perpendicular-base-hypotenuse_right_triangle and maybe even songs for finding out where your law-makers stand.  🙂    How, by the way, would you find out where your Congressmen and State Assembly/State Senate representatives stand on various issues of concern to you?

Start of week 11/18
Day 40, Week 11
Grammar: Frequently confused words: affect/effect and here/hear
Math: Pythagorean Theorem!!!
Day 40 Exit Ticket
(Day 39Day 41)
(Extra points for online sources on “biogeochemical cycles” that do not come from ‘pedia! 🙂

Action Items:

1.) Where does this quote “…cheerful facts about the square of the hypotenuse…” come from, and do you like it?

2.) Please explain how it may (or may not) help learners, especially as part of Project Do Better

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

-we can learn from the past via Stayed on Freedom’s Call,

         by Teaching and Learning (Lesson Plan list) in the present, to

                      We can  Do Better: a Vision of a Better World to create a kinder future

 

( 5 month GED lesson 21 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective: story inspires learning, and historical fiction can also inspire courage

Toward Peace,

Shira Destinie A. Jones, MPhil, MAT, BSCS

the year, 2022 CE = year 12022 HE

Stayed on Freedom’s Call
(freehttps://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Please let us know if you’ve read it!  🙂

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 39/67, Five Month GED, constructing metaphors, and, thinking like an Adult

     Adulting, metaphors, and seeing how definitions fit into the context

people walking on pedestrian lane during daytime
Photo by Kaique Rocha on Pexels.com

of a whole are crucial for informed decision-making, and for constructing

partsCircle

a better world, starting with new laws, once one knows how to properly suggest them.

End of week 10/18

 

Day 39 Lesson plan, Week 10
New Reading for this lesson replaces reading from previous Day 39 postings…
Grammar: similes and metaphors
Math: Area of circles and parts of circles
Day 39 Exit Ticket
(Day 38Day 40)

Action Items:

1.) What do you think is one possible metaphor for our current society?

2.) Please explain your metaphor, and how you thought of it, in detail…

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.  My book on Project Do Better, for which this lesson is my personal contribution, will be freely available soon.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

-we can learn from the past via Stayed on Freedom’s Call,

         by Teaching and Learning (Lesson Plan list) in the present, to

                      We can  Do Better: a Vision of a Better World to create a kinder future

 

( 5 month GED lesson 21 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective: story inspires learning, and historical fiction can also inspire courage

Toward Peace,

Shira Destinie A. Jones, MPhil, MAT, BSCS

the year, 2022 CE = year 12022 HE

Stayed on Freedom’s Call
(freehttps://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Please let us know if you’ve read it!  🙂

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 38/67, Five Month GED, comparisons in literature and in math: Similes, and Slope

      Adulting is about knowing how you learn most effectively, but also about understanding systems, similes…

world_prices200-c965bae1b427c4c26502303e0023a84fea065b17-s800-c85 and relationships of change between varying quantities. 

Like the rise in the price of a main staple, like rice: Unified Response over a certain run of time, whether in hours, days, or weeks…

Middle of week 10/18
Day 38, Week 10, Lesson plan
Grammar: using a simile
Math:Slope as ratio of Y:X
Day 38 Exit Tix
(Day 37Day 39)

Action Items:

1.) What do you think is one possible scenario where rice can (or has…) cause riots?

2.) Why might it be important that citizens in a republic understand these possible scenarios?

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.  I’m editing a book proposing a kinder way for our world, and this is part of my contribution to it:  Project Do Better.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

-we can learn from the past via Stayed on Freedom’s Call,

         by Teaching and Learning (Lesson Plan list) in the present, to

                      We can  Do Better: a Vision of a Better World to create a kinder future

 

( 5 month GED lesson 21 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective: story inspires learning, and historical fiction can also inspire courage

Toward Peace,

Shira Destinie A. Jones, MPhil, MAT, BSCS

the year, 2021 CE = year 12021 HE

Stayed on Freedom’s Call
(freehttps://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Please let us know if you’ve read it!  🙂

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.